WINNIPEG SCHOOL DIVISION GOVERNANCE REVIEW FINAL REPORT John R. Wiens, June 4, 2015 2 TABLE OF CONTENTS Executive Summary 4 1.0 TERMS OF THE REVIEW 5 2.0 THE WINNIPEG SCHOOL DIVISION CONTEXT 7 3.0 INTRODUCTORY REMARKS 7 3.1 The Primacy of Education 8 3.2 The Transparency Conundrum 9 3.3 Rights versus Goods and Right versus Good 10 3.4 The Pathos of the New 11 3.5 Educational Renewal, Reform and Restructuring 12 3.6 Trust and the Limits of Procedural Accountability 13 4.0 5.0 REVIEW PROCESS 14 4.1 Preliminary Preparation Stage 15 4.2 Interview and Data Collection Stage 15 4.3 Reporting Stage 17 4.4 Disposition of the Report 17 OPENNESS AND TRANSPARENCY 17 5.1 In-camera 17 5.2 Conduct at Board Meeting 19 6.0 INFORMATION 21 7.0 ROLE OF TRUSTEES 22 7.1 Rough Beginnings 22 7.1.1 A Not-so-secret Meeting 23 7.1.2 The LaVerendrye-Earl Grey Schools Controversy 23 7.1.3 The 2015-16 Budget Development Saga 24 7.2 Roles and Reporting Relationships 26 3 8.0 OTHER MATTERS 8.1 The Conduct of Trustee Babinsky 30 8.1.1 Conduct Unbecoming a Trustee 31 8.1.2 The Transportation Saga 32 8.1.3 Other Matters of Concern 33 8.2 Respectful Work Environment 34 8.2.1 Contract Protection 34 8.2.2 Evaluation of Senior Administration 35 8.2.3 Restructuring 35 8.2.4 Workplace Harassment 36 8.3 Planning and Decision-Making 9.0 30 37 CONCLUDING REMARKS 38 10.0 LIST OF RECOMMENDATIONS 40 11.0 APPENDICES 44 4 EXECUTIVE SUMMARY Winnipeg School Division Board of Trustees and the Division Office is a house multiply divided. While there are some historical roots of this division, I have come to the conclusion that this is neither an inevitable, necessary nor helpful state of affairs. It is my sincere hope that this Review report will contribute to significantly improving the situation by increasing the understanding, resolve and optimism of all in working toward not a final solution, but a commitment and a path of reconciliation and human solidarity in the interest of the education of the children and young people in the Division. The lines of division are complex and continuously shifting but, in general terms, they consist of layers of mistrust and seemingly irreconcilable differences: • • • • between individual trustees between small, sometimes temporary, alliances of some trustees and other trustees; between the Board, trustees and senior administration; and, between, and among, senior administration. These divisions are caused by role confusion between governance and administration, competing visions of politics and education, contradictory policies and By-laws, inappropriate practices and conduct and overall lack of due diligence in all the above areas. At the risk of sounding patronizing, the good news is that the School Board is made up of highly intelligent, community-minded trustees deeply committed to making a positive difference in the education of children and young people. Equally good news is the fact that the senior administrative staff are, as a group, as committed to the same goal and are, in fact, more than competent to work toward its achievement. Furthermore, both groups are very loyal to Winnipeg School Division. Thus, it remains to be seen if the recommendations I make can help reduce or eliminate some of the current tensions and dysfunctions. As things stand now, it will take an extraordinary collective effort involving a combination of good will, compromise, reconciliation and resolve. I believe that, if the collective will can be garnered toward what are already existing common purposes, it is possible to create both effective governance and efficient administration even in these difficult circumstances with their multiple challenges. It is this belief that encouraged me to be, in some cases, brutally honest and, in others, optimistically speculative. I also believe, just as strongly, that’s what going on right now in the bright glare of the public is embarrassing, shameful, and reckless, extremely detrimental to the Division and the very idea of Boards of Trustees. If this group of people cannot find the resolve and the means to get their act together by December 31, 2015, the Minister should replace them with an Official Trustee as allowed for under The Public Schools Act. John R. Wiens, PhD., Reviewer MINISTER or EDUCATION AND ADVANCED Leann-mo ?(1011?- Irgisliltirn Winnipeg. Manitoba, Canada Dr. John Wiens DEC 1 3 20? Dean Emeritus cfo Room 425 Education Building University of Manitoba Winni MB R3T 2N2 Dear [ya/Ens: I am writing to confirm your agreement to act as a consultant in conducting a governance review of The Winnipeg School Division. I very much appreciate your willingness to assume this responsibility an appreciation I believe is shared by the Board of Trustees of The Winnipeg School Division. The intent of this governance review is to gain some clarity and resolution around board processes and procedures. the role of trustees, and the relationship between the board and its senior administration. The Office of the Auditor General has identified four pillars of good board governance: stewardship, leadership. responsibility and accountability. These elements, exercised effectively and judiciously, contribute to public con?dence in the delivery of elementary and secondary education in Manitoba. In conducting a governance review of The Winnipeg School Division. and drawing upon those four pillars. the following matters warrant examination: 1. Openness and transparency: Does the school board follow best practices in ensuring. to the greatest extent possible, board business is conducted openly with in-camera sessions held only as necessary (for example, to deal with legal and personnel issues, student discipline and labour relations)? Are the reasons for lip-camera sessions suf?ciently understood and defensible? Are board meetings conducted professionally and with appropriate decorum? ?.32 Dr. John Wiens Page 2 2. Information: Are board agendas prepared in timely fashion and sufficiently in advance of board meetings? Do board members receive information on a timely basis to support effective decision-making? 3. Role of trustees: Do board members understand their role, individually and collectively? Do they understand their roles and responsibilities, vis-a-vis senior administration? Is there clarity and mutual understanding about the allocation and sharing of power and authority between, and the accountabilities of, the school board and Chief Superintendent? Is the reporting relationship understood and respected? 4. Such other related matters as you determine, in the course of this review, appropriate to examine and provide comment upon. You will review these matters with all Winnipeg School Division trustees, and senior administration, with access to such documentation as you may require; consult with other individuals and organizations as you deem appropriate; and develop a report by March 31, 2015 for my office with findings and any recommendations which you believe will support and enhance effective governance in the school division. Two copies of your contract will follow shortly. One will require your signature and to be returned to this office. As you move forward on this project, should you have questions or seek clarification on any issue. your contact will be Dr. David Yeo, Director of Education Administration Services Branch (204-945-8664, david.yeo@gov.mb.cal. Again, thank you for agreeing to take on this project. I look forward to receiving your report in due course. Honourable ter Bjornson Minister Education and Advanced Learning Enclosures c. Mark Wasyliw. Chair, The Winnipeg School Division Pauline Clarke, Superintendent, The Winnipeg School Division 7 2.0 THE WINNIPEG SCHOOL DIVISION CONTEXT It seems to me, in regard to this review, context matters a great deal. First, Winnipeg School Division is the largest school division in Manitoba and Winnipeg and has a long and proud history and, deservedly, fine reputation as leaders in education in the Province. The Winnipeg School Division website may be accessed for numbers of students, school sites and general guide to governance in the Division. Second, there exists a reasonably comprehensive Policy and By-laws document commensurate with the complexities of the Division. Third, the Division is fortunate to have a multi-talented, very knowledgeable, competent and committed senior administration and employee group. Fourth, six of the nine trustees are newly elected, the first to be so elected under the nine (9)-ward system. Fifth, this Board was immediately faced with a number of major, far reaching decisions regarding school sites and uses and a new transportation responsibility as well as the development of the 2015-16 Budget which is approaching four hundred (400) million dollars. It is inevitable that past decisions and historical practices will come into play and under scrutiny. It is equally inevitable that there will be “bumps in the road” in initiation to, familiarization with and development of competence and confidence in new roles and responsibilities as trustees and Board. If this Review does not reflect these realities and complexities, it is more a fault of the reviewer and the timeframe than the people in the system. I see myself more as a teacher than a critic, and I hope that this report reflects my professional integrity and educational optimism. In that vein, it is the intent of this Reviewer to “shine the light” on matters of governance, operations and activities, not for purposes of undermining individual trustees, the Board or senior administration but to provide suggestions for improvement. Nevertheless, it is my deeply held opinion there that there is critical introspection in which all need to be engaged, serious Board reflections to be provided for, and significant changes to be undertaken in a number of key areas which will be identified throughout this Review Report. The scope of the Review is massive but welcome, as it is the interdependency of various aspects of the system that will determine whether it was worth doing. 3.0 INTRODUCTORY REMARKS I have chosen to preface this report by my own perspectives and understandings which I hold as a result of my experiences as a teacher, an educational administrator who has attended well over one thousand school board meetings, and as an educational academic over the past five decades. I have done so for three reasons: one, so that people can take into account why and how I have reached the conclusions I have; and, two, because I am aware that my, and our, theories about the following matters have real effects on real people and their abilities and opportunities to live good lives. It is my wish to do good, not harm. Finally, they are understandings that I consider friendly reminders, essential to the effective, responsible functioning of school systems and those who govern them. They form a backdrop for further comments and recommendations. 8 3.1 The Primacy of Education It is my view that, as things are currently unfolding, educational imperatives are losing out to perceived personal political interests and logistical, administrative contentions. When it comes to the education of their children and youth, people care more about the why and the what, less about the how and even less about who wins or who loses, except for “our” children. The philosophically practical reason we have “somewhat local” school boards is that “deciding what education is” is both a political and ethical human concern. At a grand level of abstraction, education is about “learning how to live better.” At a medium level of abstraction this can be translated into what the Greeks called eudaimonia, roughly translated as human flourishing on two counts. The two counts are on an individual or personal, somewhat private, level, and on a collective, or societal, somewhat public, level. In other words, we are helping each child and young person to “learn how to become and be a good person,” hoping in the process this will translate into helping them together with us “create a better world.” Added to this, in a democracy, we believe that their caregivers, and we other adults, have a right to help determine their destiny until such point that they are able to judge and decide responsibly for themselves not only how they are going to be educated but also what they hope to achieve as a consequence of their education. It requires knowing the child, their communities’ mores and values, and the conventions and norms of the larger world because what is meant by “good” and “the good” is highly contestable – fraught with moral disagreement which can only be resolved endlessly through open, civil, inclusive discussion – in other words, through democratic (preferably face-to-face) dialogue. That is why we choose to educate our children in schools “close to home,” and why we have Boards of Trustees. Schools, however, have multiple roles and responsibilities in our society, roles which often come in conflict with each other, and only one of which is purely educational. In addition to education, school have custodial, socialization, training and development purposes. For examples, and respectively, we have “safe schools,” “neighbourhood volunteerism,” “vocational apprenticeships,” and “student voice” programs in schools. All of them contribute in their own way to education for democratic citizenship, but all are insufficient in themselves to prepare students for democratic participation, which is the real justification for compelling children to leave the privacy of their homes and immediate communities to enter the somewhat public realm of schools. When it comes to schools, our society says that the public, or common, good supersedes private goods and our young must learn this in order to live together well. Of course, in an increasingly complex and contentious global world, the schooling task of education takes on an even greater importance. Education is everybody’s business, and everybody must be able to have a hand in defining it and, for that reason, the never-ending debate on education must be as open (what we now refer to as transparent) – meaning equally and inclusively accessible – as possible. 9 3.2 The Transparency Conundrum The type of transparency that counts in the public realm is openness regarding Board decisions, not the individual stances of trustees. It is no accident then that transparency has become a catchword for those running for political office, and it was, in fact, included in many of the platforms that candidates promised during the most recent trustee elections in Winnipeg School Division. Notwithstanding the pledge of most to be open and transparent in the positions they took, it is clear that there is a great deal of private and public confusion about the practical meaning of the term "transparency.” Making transparency more difficult in a corporate board context is that it is collective, not individual and personal, transparency that is required – an idea which sometimes comes in conflict with Board solidarity, an equally important operating principle. What is at play is finding the appropriate relationship between private need and public interest. In a political sense, private need is ever present for school trustees. As a representative, and as a person desiring to contribute to the overall well-being of society, a trustee must be individually present and appear to the public as a reasonable, responsible person of sound judgment and good character. The other side of the same coin is that a trustee must appear in public as a representative of the public interest and the public good, subjugating their individuality to knowledge about, and practice of, the common good. It is a tough act to get right in a system the size of Winnipeg School Division requiring as it does, simultaneously, humility and courage, personal integrity and group compromise. The purpose of the public then is to simultaneously give a place for a trustee to appear and also a place for them to be held to account – the public exposes people and their ideas for who and what they are – trustees and their decisions must, so to speak, pass the public tests of truthfulness, reasonableness, appropriateness, comprehensiveness and comprehensibility. The private is a necessary complement to the public. The purpose of the private is to allow and provide a space for a person or a group to refine their thoughts, activities and public utterances prior to going public so that they are, indeed, thought through and deemed worthy of public exposure, something which should make both the speaker and the ideas appear to be thoughtful, reasonable and wise. The Public Schools Act addresses this dissonance by insisting that individual trustees have no power as individuals and that the school board, as a corporate body, acts as an individual, placing the duties of the trustees and school boards over and above their individual prerogative and, even, conscience. Furthermore, it makes provision for in-camera sessions in recognition of the fact that some things should never become public (in the interest of personal privacy rights), and that Boards need some time and place away from the glare of public scrutiny to refine their thoughts, activities and decisions. Once refined, those decisions and the competing reasons for them must be entered into the realm of open, public debate and moral disagreement, where members of the public may, in fact, disagree or find fault with them and those who initiated them. Put simply, if this relationship is misunderstood, people are too busy “acting individually” with no time to “think together.” To make this private-public relationship even 10 more complex is the fact that “acting” is publicly valued while “thinking” is kind of taken for granted. It’s a tough act to get right! 3.3 Rights versus Goods and the Right versus the Good Rights are not an unalienable right, the optimum good. They exist to permit, encourage and promote the good which, in the case of School Boards, is education. In other words, rights exist for the good of education, not education for the rights to political participation. In a slightly different vein, some political theorists including me worry that the right, or “rights,” have overwhelmed the good. For example, in the past, rights like the freedom of expression and association have been misused by trustees insisting on their right to make public their personal disagreements and grievances in whatever way is available to them; and to form alliances within Boards which, in effect, take the decision-making power away from the Board table and exclude some of their colleagues from participating in important educational decisions. Procedural transparency, as articulated in The Public Schools Act, The Education Administration Act and in the policies of all School Boards in Manitoba seem to be no match for those intent on circumventing these corporate duties and expectations. What is clear is that rights are not necessarily goods in themselves, and certainly not by themselves; they are intended to promote and protect the greater good, not supplant it. In short, the Board imperative of making the right or good, educational decisions overrides the right to make decisions. In regards to public stewardship, it has become common for politicians of all stripes to promote and pursue those individual platforms which they claim “got them elected.” While it is not at all clear whether voters elect people for their platforms, their personalities, their perceived moral character or past associations and experience, it is clear that most people voting for school trustees expect their elected representatives to place the interests (in other words, the education) of children, young people and schools above their own. It is exactly what trustees pledge to do when they take office by signing an Oath of Office and declaring all conflicts of interest. While it is not necessarily easy to choose between keeping ostensible political promises one thinks one made, it is abundantly clear what the duties and tasks are when one assumes the office of trustee and Board member. It is an ethical and political imperative to promote and pursue educational excellence in all its forms, including by example as a democratic role model to the young. Only by acting openly with the greatest personal integrity, and clearly and justifiably in the interests of children, can trustees enjoy the public confidence necessary to fulfil their duties as public representatives. Equally important, the very way trustees perform their obligations either support and promote, or tear down and denigrate, the office of trustee and the ultimate credibility and viability of local School Boards everywhere. In other words, how a Board operates and carries out its responsibilities ultimately reflects on all other Boards and trustees, either building up public confidence or undermining it. At stake is the question of whether School Boards are effective, responsible stewards of education and schools or whether this public imperative would be better served by more centralized, less local, arrangements. In other provinces, Boards have been, in recent years, stripped of many of their powers and responsibilities leaving public decision-making and public participation in fewer and fewer 11 hands further and further from where children and young people are being educated. The stakes are high! 3.4 The Pathos of the New When it comes to education and schooling, the past is always pushing toward the future, and it is ignored or brushed aside to our peril. Newness, while often necessary and desirable, and somewhat inevitable, is not a good in itself. Every round of School Board elections has the potential of returning either a majority or a totality of new trustees, meaning or implying a new beginning. However, no Board ever starts from scratch even though any new members mean that that Board is immediately somewhat different from the previous one by virtue of its altered composition. The temptation is great for every new Board, particularly those where the majority are new, to assume that’s “what past is past.” That, along with society’s intrigue with the new, the different, the innovative, and the creative can be a problem. Clearly, however, while being elected immediately shoulders trustees with major public responsibilities, it does not endow them with instantaneous brilliant insight or moral licence. Education is a conservative concept and activity, always built on past notions of good and right; we teach children what our world is like, thereby equipping them to create, usually incrementally and together with others, a renewed and better world. Trusteeship is like that – it makes sense to understand clearly what the world, the school system, is like before attempting to significantly change it. It seems important to know whether, and how, past arrangements, programs, practices, services and activities have provided success for our young prior to introducing new ones. Quick, decisive and arbitrary reactions are tempting but, more often than not, they are not helpful. In fact, as I will expand on below, actions based on biased (pre-judged), incomplete or faulty understandings often lay waste to the people in systems and the very systems which sustain the core purposes of education. At the very least, they lay waste to the trust from which trustees get their legitimacy. Similarly, it seems important to understand fully what, if anything, seriously needs to be addressed, meaning that a previous Board was unable or unwilling to deal with ongoing, perhaps deeply embedded in the system, issues and concerns. While it may be tempting to deflect attention from past seemingly stubborn, intractable problems it would be irresponsible to ignore their existence or assume that, because this Board, this group of people, did not cause the problems, they are somehow exempt from responsibility for dealing with them. Not everything is new in education or in school systems, and newness does not automatically mean better and more legitimate. While there may be a great temptation for trustees to “leave their marks” early and ongoing, significant and substantive changes certainly must be informed by evidence and justification that particular changes are necessary and desirable. 12 3.5 Educational Renewal, Reform and Restructuring Educational renewal at the Board and senior administration levels is as much “looking back” as “looking ahead.” Educational renewal at its best is an intentional, deliberate undertaking which constantly checks with those people who are implementing the reform and, more importantly, with those for whom the reform was initiated. Boards, in one sense, are renewed every four years through the electoral process. In the case of this Board, there were two forms of renewal: first, this Board ran for elections in newly constituted wards; and, second, six of the nine trustees are new to the Board and to trusteeship. In most instances, the campaigns were heavily contested and new trustees introduced themselves to thousands of people during the campaign. This speaks to their initial commitment to their new roles and responsibilities. The new Board is also somewhat of a “changing of the guard,” something which is usually accompanied by considerable upheaval and uncertainty, but bodes well for the health of the system in the longer term as they “put their unique stamp” on the Division. Nevertheless, this early orientation and adaptation stage can place severe stressors on a system, and Boards are advised to exercise due caution toward, and consideration for, the existing leaders in the system as they make the adjustment to a new regime. Winnipeg School Division, like all others, has some historical baggage and past practices for which a renewal would be in order. However, when that history was being written actions were taken for reasons that seemed logical, necessary and justifiable at the time. In other words, past Boards probably saw themselves as equally responsible to the new. In many cases, the same reasons the former Board employed still hold, and it seems best to understand those reasons well before embarking on too ambitious a plan and program of renewal or reconceptualization of structural arrangements and relationships. A systematic, collaborative evaluation of existing arrangements prior to significant change would appear to be in order. In my view, there is no need to rush into renewal as the system itself is suffering from no educational crises. The educational world is rife with stories of “reformers,” bent on re-shaping that world to reflect their own biases and pre-conceived notions. Many of those educational reforms of the last four decades have proven to be problematic – passing fancies or simply restorations of practices that didn’t work before. Restoration virtually always results in returning to the place one started from and was dissatisfied with, restructuring for the sake of restructuring usually creates public confusion about its justification and purposes and anxiety for those potentially affected. Untested new theories almost always have unpredictable negative results and consequences, particularly if they are technical-rational solutions to political-ethical dilemmas. What this translates into is that testimonials and stories are often the best “evidence” of educational achievement. It also translates into the fact that determining educational success is always a long range, retrospective process, which is just another reason for approaching educational change with caution, thoughtfulness and mostly, without undue haste. 13 3.6 Trust and the Limits of Procedural Accountability In an increasingly bureaucratic, technocratic world of procedures, policies and “best” practices it serves us well to pay particular attention to the norms, mores and conventions which brought us the places and things we value. Trust and judgment always “trump” rules, techniques and processes in the final analysis. As hinted at earlier, policies, procedures and past practices may be no match for those who wish to circumvent them for whatever reasons. The much overused term “best practices” assumes that if certain predetermined procedures are followed reasonable, defensible ends will be achieved. What this presumes is a kind of technical-rational resolution of human concerns. While there are certainly better, more promising and more responsible practices, no prescription or formula will ever supplant the need for sound judgment when it comes to the affairs of human beings. As education is both a political and ethical enterprise, best practices essentially defines minimum expectations and standards about how people will organize themselves, how they will interact with each other and the public, and what educational aims are legitimate and essential. Most of these so-called best practices for trustees are laid out in the aforementioned provincial legislation and Board policies and By-laws, and no duly elected trustee has a legitimate reason for not knowing about them and following them to the best of her/his ability. The real lesson here is that the political ends do not justify unethical means. The political ends of education are to assist our young in achieving the understandings, dispositions and skills to become contributing members of a democratic society. We determine those ends, and the practices and activities to achieve them, through political contestation done ethically because we may never reach complete agreement about what is meaningful, necessary and excellent. It is the responsibility of Boards to engage the public in that never ending dialogue remembering that, by law, it is a Board and not an individual trustee responsibility. And morally, it is the responsibility of each trustee to uphold and follow the law and their own Board polices in its literal interpretation but, more importantly, in the ethical spirit in which, and for which, they were developed and proclaimed. We call people trustees because we are entrusting them with guardianship of our most important human activity, education, the initiation of our young into a democratic world wherein they can both appear as good people and contribute to making the world better. We also call people trustees because we expect them to be trustworthy. Again, we have public and private mores, norms, conventions and even Codes, mostly known to all, which are intended to engender trust, ostensibly representing the public will at its best and most complete. The public and members of the public have the right and responsibility to hold trustees to account for their actions, one of the reasons why the law reads the way it does, not singling out people so much as the corporate body to which they belong and are part of. In addition to how trustees show their respect for each other, a particular aspect of educational trusteeship is how they deal with the people who have been employed to interpret and enact educational decisions on behalf of the public trust as sponsored and defined by trustees. Laws and policies are in place to protect employees from arbitrary actions against them, 14 but the rules are only as good as the people who administer them. In the case of Boards, it is the Superintendent/CEO who has, by law and policy, the responsibility to evaluate, to judge and to initiate compliance and discipline on behalf of the Division. It is the responsibility of the Board to ensure that the laws and policies are being adhered to and followed by the Superintendent/CEO, and that, for all other senior employees who are out of scope, their contracts or employment agreements protect them from arbitrary action. In practice, this means that the Board must trust the Superintendent/CEO and provide the kind of support and protection that makes it possible for the person in that position to fulfil this awesome moral and public responsibility. Further to this point, Superintendent/CEO’s must ensure that that they are trustworthy. Here again, laws and policies are not enough. The Superintendent/CEO must be able to trust the Board enough to provide it with all relevant and related educational information at all times without fear of retribution or unwarranted attacks and rebukes. The Superintendent/CEO has a duty to ensure that all Board members have not only the same, but also all the information they require to make sound decisions. Board members must respect the limitations of their personal privacy regarding matters of interest or importance to the Board – any behaviour or actions which exclude or publicly impugn the Superintendent/CEO have the potential to undermine the necessary trust relationship. Similarly, any actions which override or bypass the responsibility and authority of the Superintendent/CEO in regard to management of the Division, and/or carrying out the wishes of the Board as opposed to the wishes of an individual trustee, undermine not only the trust relationship but also the ability to effectively and efficiently carry out managerial responsibilities. The inability to “do her/his job,” whether because of micro-management, interference or insufficient oversight, reverberates throughout a system and can amount to unreasonable, inappropriate or arbitrary demands placed on other employees as well. It is what Larry Cuban, a renowned educational leadership and change theorist, calls “accountability by bullying,” whereby rights, predetermined and unwarranted outcomes, and procedural demands are used to “beat people up.” This is especially true in the case where lines of authority and communication, also clearly outlined in policies and By-laws, are ignored, circumvented or overridden for particular, non-educational agendas. Simply put, trust cannot survive in a context or situation where the Superintendent/CEO either does not do his/her job or is prevented from doing so by violations or breaches of either the spirit or the literal interpretation of the law, policies and By-laws regarding governance. 4.0 Review Process In accordance with the contract referred to in Section 1.0, I reviewed all matters with all Winnipeg School Division Trustees, and senior administration, and was provided access to further documentation. In addition, I conferred with Government legal counsel on more than one occasion, and received support and advice from the Department, the Manitoba School Boards Association and the Manitoba Association of School Superintendents. 15 Notwithstanding the above, the perspectives offered, the opinions expressed and the conclusions drawn are solely my own developed through the process and stages outlined below. And, while I am satisfied that I have been thorough, there are bound to be matters that I have overlooked. 4.1 Preliminary Preparation Stage January 12 Preliminary Meeting with Board Chair Mark Wasyliw and Superintendent/CEO Pauline Clarke re: Overview of Terms of Reference and Recommended Process January 19 – 23 Preparation of initial Interview Questions January 28 On recommendation of the Superintendent/CEO, I met with Brenda Lapointe, Administrative Assistant to the Board re: Copies of new Board Orientation Package, Policies and By-laws regarding Board meeting processes, procedures including the collection and maintenance of Board meeting records. As per the agreement with the Superintendent/CEO all scheduling arrangements and communication with trustees and administrators was done through Ms. Lapointe’s office. January 28 – 30 Initial Review of Board Meeting Processes and Records as per above Developed a Review Process for Presentation to the Board 4.2 Interview and Data Collection Stage February 2 Attended Board meeting as a delegation (in-camera) to present and outline proposed Review Process including Terms of Reference (See above 1.0) and Interview Format, noting that I would add to or deviate from the process if deemed necessary, particularly in regard to the final term of reference. (See Appendices A, B, C and D for initial Information and Sample Interview Questions and Courtesy Consent Form) February 3 – March 11 Interviews with all Board members, 2 previous Chairs, senior educational and management staff; second interview with 1 trustee; as noted later, 1 trustee accompanied another to an interview; and I followed up with several other trustees upon my initiative. I also received copies of emails and records of events that trustees and staff believed to be relevant to my inquiries, including those I requested. In addition, many people in the community of their own volition made a point of sharing their views and concerns with me. Note: Many are either too voluminous or unwieldy to include in this report; others, and excerpts I believe to be relevant, are included and will be noted and referenced. 16 COMMENT Most interviews went very well, ranging from about half an hour to well over three hours. Generally people were eager to be helpful and were extremely cooperative. One trustee asked for an additional interview. Two people chose not to sign the consent forms. However, one trustee required a second invitation to attend, and then attended accompanied by another trustee. That same trustee responded to the interview questions in writing, maintaining throughout that the very concept of the Review and the process were flawed, suggesting that for those reasons they could not be considered seriously (See Appendix E for cover page). Furthermore, almost until the end of the interview, that trustee remained combative, confrontational and condescending, suggesting several times what I should or should not include in the final Report. Nevertheless, I believe we ended on a somewhat conciliatory and congenial note. From the outset, when I met with the Board to introduce the Review, this trustee registered objections, a stance maintained throughout. While I have some sympathy for objections to a review of School Boards by Government, I have little sympathy for that position once that decision has been made, which is why I included the above account. A concern I had throughout was that my investigation, and my very presence, might trigger arbitrary action not beneficial to the Board and not in the interest of the Division and, as I was completing this report, I still worry that my fears are being realized, particularly in relation to Division Office staff. My presence obviously increased anxiety for several people, an anxiety only slightly tempered by hopefulness. A further concern is that so many people took the initiative to telephone me that at times I felt like a “whistle blower” hotline. Many of those people wished to remain anonymous, and almost all indicated that they feared retribution – while I indicated that I could not use their information I will confess that their calls greatly influenced my perspectives, particularly where they matched with information provided for me by others. On that note, I found most of the Division Office staff to be helpful, open, and professional. Several were obviously afraid of speaking to me, openly stating that they feared retribution or discipline, at the same time as they were hopeful that the Review might help remedy what amounted to too frequent untenable workplace conditions and situations. 17 4.3 Reporting Stage March 2 – April 20 Writing of Review Report, several further interviews and consulting to fill gaps, confirm accounts and increase understanding of consequences and potential remedies and responses; further consultations with the Department, MSBA and MASS. April 28 Delivery of Draft Report to Director of Education Administration Services; delayed partly by the calling of a by-election. June 4 Final Report provided to Director of Education Administration Services. I had no authority to receive testimony and no testimony was given under oath. I prepared this report based on audio records, written notes of conversations taking during interviews, and telephone calls. As of the submission of this report, and because I believe all factual matters can be readily retrieved, all audio records and filed notes have been deleted and/or destroyed. 4.4 Disposition of Report It is my recommendation to the Minister that the report in its entirety be shared with the Board and all others who were interviewed including Department officials and legal counsel, and the Executive Directors of the Manitoba School Boards Association and the Manitoba Association of School Superintendents, and that the Board be given a mutually agreed-upon reasonable time, not to exceed December 1, 2015 in which to respond to the recommendations of the Report. Obviously, most matters demand immediate attention. 5.0 OPENNESS AND TRANSPARENCY Does the school board follow best practices in ensuring, to the greatest extent possible, board business is conducted openly with in-camera sessions held only as necessary (for example, to deal with legal and personnel issues, student discipline, and labour relations)? Are the reasons for in-camera sessions sufficiently understood and defensible? Are board meetings conducted professionally and with appropriate decorum? 5.1 In-Camera I found very little evidence, until recently, to suggest that in-camera sessions were held inappropriately, although under what might be called normal operating circumstances, items that were dealt with in-camera would have been ruled out of order by the Chair. In the past, incamera has been used on several occasions to manage or curtail the behaviour and activities of one trustee who has, I believe, repeatedly but deliberately, ignored calls from the Chair, past and present, to conform to the Rules of Order of the Board and has refused to accept procedural counsel even from those sympathetic to his espoused concerns. I provide but one example, regarding a well-known and public controversy regarding a bussing concern, in Appendix F. Relatedly and in the same vein, the Board has attempted unsuccessfully to prevent the same trustee from releasing inappropriate and private content from in-camera sessions to the public on more than one occasion. See Appendix F again for additional information on this matter. 18 As an aside, more recently, the Chair of the Board in an interview with CBC on March 3, 2015 revealed a discussion that had only been held in-camera and not, at the time, been dealt with in open session. In my view this is a serious breach of protocol. At the same time, from what I can ascertain, the restructuring initiative and its immediate purposes, although never spelled out, were well known to anyone involved with the Division at the upper levels. LATE ADDITION: My premonition and worst fears, and that of many others I talked to, proved to be confirmed by correspondence dated April 20, 2015. (Appendix G). The actions that led up to this letter appear extremely suspicious, even vindictive, as no rationale or reasons were ever given for what is here called “restructuring.” It is hard to determine what a remedy might be for this particular situation but it would certainly include the use of ruling some motions out of order or suppressing motions in the general interest of the educational enterprise, and thereby refusing to deal with those matters unless they are presented responsibly and appropriately. Further remedies would include those already used, such as public censure but, when and if they prove to be unsuccessful in managing conduct unbecoming trustees or maintaining decorum as they might well do, further more extreme sanctions under The Public Schools Act should be invoked. The situation has come to the point where absolutely no inappropriate incident or refusal to conform to Rules of Order should go unaddressed – every incident should be recorded and become part of a running file in the event that more severe disciplinary action is deemed warranted and necessary. Similarly, and perhaps of greater immediate import, each incident wherein a member of staff is discredited, maligned or impugned should be recorded on permanent file and signed off by the Superintendent/CEO, as each incident is a serious breach of the Board’s own workplace safety policy and a violation of sound personnel practice. There are policies, procedures and mechanisms for dealing with employee evaluation and discipline in place – innuendo or casting aspersions have no justifiable place in employer-employee relationships. In my view, refusal to deal with each incident only encourages continuing dysfunctional behaviour. A further remedy would be to provide and/or publish public rebuttals on behalf of the Board for erroneous public information and public apologies for violations or breaches of privacy by a Board member. I believe the former Chair and current Chair have, on their own initiative and on behalf of the Board, attempted to “straighten out” the record but, in my view, they should issue a formal statement which has been vetted by the Board and the Superintendent/CEO, and do so in a timely fashion. Furthermore, if the media refuse to print the rebuttal it should be sent to all schools and communities through usual internal communication channels. While I have not made this a formal recommendation I offer it as an important consideration for the Board and Superintendent/CEO. Finally, I believe it might be helpful to hold most in-camera sessions prior to the regular Board meetings, a practice which would allow in-camera decisions to be dealt with in open session immediately following in-camera, thereby decreasing the likelihood of the situation noted above arising again. 19 I believe generally that most Board members are committed to openness and transparency, and some seem not to care. In other words, there is considerable confusion about what corporate openness and transparency means in practice and in difficult situations. Appendix I (also noted later), where in a minority report on the Budget, one trustee accuses another of making decisions without the knowledge of others, illustrates the mistrust which exists. Mistrust, of course, is the greatest barrier to transparency – all trustees should have and must have access to all, and the same, information. When that does not happen, those without information are denied the right to participate equally in Board decisions. What is required is a willingness for everybody to share what they know and believe with everyone else, to participate in an initial and ongoing discussion about what is essential and important to share with the public and what is not, and to permit and encourage a respected presence (Board Chair and Superintendent/CEO) to keep people in check, on track and within the bounds of respectful, democratic dialogue. 5.2 Conduct at Board Meetings I attended only one Board meeting and, in my view, it was neither conducted with proper decorum nor professionally. Of greater concern, I was repeatedly told that it was a “good” meeting behaviour-wise. The Board Chair attempted to maintain order but was repeatedly thwarted in his efforts and, was visibly frustrated at times, at least once resorting to ad hominem comments of his own. While the procedures are very formalized, for example, trustees stand to address the Board through the Chair, it was obviously impossible to curtail the intent of particularly one trustee to address other trustees directly, something that resulted in others doing the same. While it seems clear that trustees are familiar with the Rules of Order it seems equally clear that any attempts to follow them become impossible in the situation where one trustee pays them no regard, and where people are drawn into personal exchanges which are not channelled through the Chair. In my discussions with former Board Chairs and with present trustees it is clear that this situation is not new, and that it is virtually impossible to do business in a normal and reasonable manner much of the time. In any event, it is entirely impossible to predict when, and if, the type of disruption I have described above will occur. On one hand, it keeps trustees and staff continuously “on edge,” and, on the other, it results in attempts to assuage the offender or attempts to make pre-arrangements outside the Board room with the potential perpetrator for compliance or non-resistance with proposed actions. A further concern for me was who was and who was not seated at the table, district superintendents being relegated to sit away from the table at the front of the room. It was clear that they were under some direction to be present, and equally clear that they were not expected to, even discouraged from, participating in the discussions taking place at the Board table. It was equally unclear why some other senior administrators were at the table. I found one specific occurrence particularly disturbing because of who spoke and who did not. (See Appendix H for my brief account of the incident and follow-up re-visitations of the same event, outlining what the consequences are of not dealing with a particular situation, and what reasonable political and educational possibilities were available at the time.) This case is clearly one of “doing” rather 20 than “thinking,” and possibly exposes what the consequences are of an unsafe, mistrustful environment. A final concern is that audio recordings of many of the past Board meetings were unavailable because of faulty or outdated recording equipment. This is clearly not good enough in this day and age. All Board meetings should be recorded and archived for future reference, and provisions for this to be achieved should be done at the earliest opportunity. Similarly, it is not always easy, as pointed out to me by Trustee Babinsky, to find records of all Board meetings on the Division website which is not overly user friendly. Both of these matters could be addressed at the same time as the Board’s intention to livestream its meetings, a provision in the 2015-16 Budget. RECOMMENDATION 1 That the Board begin the practice of holding in-camera meetings prior to regular meetings; That all decisions requiring action be introduced in open session at the earliest opportunity; and That all decisions be made public through normal communication channels as soon as possible after they are made. RECOMMENDATION 2 That the Board and Superintendent/CEO keep a running record of all inappropriate language and unacceptable behaviour at all meetings of the Board, and that that record name the trustee(s) engaging in such behaviour and the action of the Board to curtail it, and that the record be signed off by the Board Chair and Superintendent/CEO and kept on file by the Secretary-Treasurer for the duration of a particular Board’s time in office. RECOMMENDATION 3 That the Board require trustees to file a written monthly report of activities undertaken by each trustee as a member of the Board, including who they met with, for what purposes they met and, if they chose to meet outside the usual meeting structure, why they chose to do so; and, Similarly, that each trustee file a written monthly report of activities undertaken on behalf of the Board, like school visitations, community events and parent council meeting attendance. RECOMMENDATION 4 That the Board, at its earliest opportunity, upgrade its recording capabilities to ensure that, at the very least, it has an audio record of all regular Board meetings and so that all meetings records can be digitally archived; and, That the Division website be reviewed to make it more user-friendly to accessing up-to-date Division information. 21 6.0 INFORMATION Are Board agendas prepared in a timely fashion and sufficiently in advance of Board meetings? Do Board members receive information on a timely basis to support effective decision-making? Although trustees could always benefit from a greater time period between receipt of the Board materials and Board meetings, they generally receive their Board packages on a Thursday or Friday before a Monday Board meeting. This is in keeping with the practices in other Boards and, while trustees would like to see their package earlier, most also indicated that they were aware of the short timelines and were usually able to schedule their own preparation accordingly. They were also quick to point out that it was frustrating if and when it appeared evident that their colleagues had not read the materials prior to coming to the Board table, with several people mentioning that a trustee opened his Board package at the Board meeting table. In the same vein, staff, too were concerned when trustees did not read the material provided to them, and then were subjected to accusations that they were withholding information. There is also the possibility that the Board materials be made more user friendly by providing an Executive summary for lengthy documents. Finally, I believe it is incredibly difficult to predict what information trustees find necessary, meaningful and relevant. Therefore, it is my recommendation that the Board agendas be prepared by the Board Chair and and/or Vice-Chair in collaboration with the Superintendent/CEO or designate. The Board Chair’s role would be to ensure that the agenda deal with matters relevant to the Board and to help decide what information the Board needed to make its decisions. The Superintendent/CEO would ensure that the materials were aligned appropriately and comprehensively with the agenda and ensure that relevant support documents were included in the Board package. This is a practice in most Divisions and has been proven to be helpful in avoiding misplaced conflict and blame. This would mean, of course, that time would need to be set aside for agenda development. Committee meetings would benefit from a similar procedure as well as from some other changes in Committee meeting operation. Quite frankly, it makes no sense, if any and all trustees can attend committee meetings, that there be committees at all, as every Committee meeting can change into Committee of the Whole. And, on the other hand, there are people who simply because of their work cannot attend most committee meetings, something which can result in disadvantaging them in relation to those who can. In the same vein, it seems to me that it would be worthwhile to revisit the Committee structure – are all the Committees still necessary and relevant? Finally, I believe it would be helpful if senior administration were assigned to particular committees by the Superintendent/CEO and that these assignments be reviewed regularly – it would help these people with their schedules and also help them provide more focussed, knowledgeable service to committees. 22 RECOMMENDATION 5 That the agendas for all meetings of the Board be prepared collaboratively by the Board Chair, or Vice-Chair in the absence of the Chair, and the Superintendent/CEO or his/her designate; and, That they jointly determine what information the Board is to be provided with in order to make decisions on the matters at hand; and, That the agendas for all Committee meetings be prepared collaboratively by the Committee Chair and the Superintendent/CEO or her/his designate, jointly determining what information is required for consideration by Committee members. 7.0 ROLE OF TRUSTEES Do Board members understand their roles, individually and collectively? Do they understand their roles vis-à-vis senior administration? Is there clarity and mutual understanding about the allocation and sharing of power and authority between, and the accountabilities of, the School Board and Chief Superintendent? Is the reporting relationship understood and respected? In theory, Board members mostly understand their individual and collective roles. They were able to point to their Orientation materials wherein the roles and relationships were fairly clearly spelled out. Practice, however, is quite another matter, and the existing By-laws are not particularly helpful as they introduce confusion and ambiguity into the roles of trustees, particularly in relation to the wards where they were elected and the schools within those wards. Part of the confusion, which I will expand upon later, comes from misunderstanding the corporate nature of School Boards. Under The Public Schools Act, trustees have no powers or duties – only the Board as a collective does. This is also made abundantly clear in the Orientation materials. The ward system, however, allows trustees to confuse their rights and responsibilities – are they representatives as in a parliamentary system or are they members of a corporate unity? They are clearly the latter in both the literal and spirit sense of The Public Schools Act. In other words, while the wards are there to ensure that someone from a geographical area is present on the Board, trustees clearly are representatives “at large,” representing a priori all citizens in the Division and the idea and ideal of education rather than the constituents of a particular electoral district. 7.1 Rough Beginnings While by no means exhaustive as I am sure there are goings-on I did not become privy to, three incidents stand out for me regarding the difficulty that new trustees and a new Board have experienced in attempting to establish themselves in their new roles: 1) Initial informal gathering of new Board members; 2) The LaVerendrye-Earl Grey Schools controversy; and, 3) The 2015-2016 Budget discussions. 23 7.1.1 A Not-so-secret Meeting Shortly after being elected, an informal gathering was organized at the University of Winnipeg by newly elected trustees for the purpose of sharing election experiences and platforms. On the surface this looks like a very positive initiative, and I believe it could have been, except for the following issues: a) Not all people could attend; b) Concerns arose within the group about Trustee Babinsky’s involvement as a result of his public release of an internal email, and he was informed that the meeting was postponed; c) According to some people’s recollections, the attendees started planning the upcoming Divisional agenda; and, d) The Superintendent/CEO was neither invited nor informed about the meeting, only finding out about it well after the fact. What became problematic in the course of the meeting are the facts that: i) At least one trustee was not present; ii) Trustee Babinsky, suspecting that the meeting was still being held, showed up and disrupted the proceedings and there was an exchange of verbal abuse; iii) Board members were beginning to make plans for the Division in the absence of the very person responsible for ensuring that any plans were carefully considered in context and carried out. 7.1.2 The LaVerendrye-Earl Grey Schools Controversy At their February 2 meeting, the Board agreed, after some controversy both on the Board and in the community, to engage in a broad and comprehensive consultation with the South end school communities regarding the movement and placement of children currently in, or about to be in, the two schools mentioned above. The action was in response to a situation which had been developing for some time, resulting in overcrowding at LaVerendrye School. Again, in the absence of prior information, the action appears reasonable and appropriate, but it truly had become a matter of damage control largely because of the actions of the Chair of the Board initially, and then the entire Board. I do not wish to comment so much on the potential outcome of this matter as some of the issues surrounding it, namely: a) It was entirely impossible for me to get agreement on the sequence of events leading up to the broader community consultation currently underway or of the involvement of administration and trustees, but it is clear that the previous Board had discussed this matter which makes the current unresolved situation all the more untenable; 24 b) It also proved impossible to determine exactly when this concern first arose but, it would appear that it should have been anticipated and dealt with much earlier as opposed to now in crisis mode at the Board level; c) In most school divisions, a reorganization of the magnitude and degree of difficulty present in this “overcrowding” situation would have been deemed more a minor logistical, administrative matter than a divisive, political one; and, d) Repeatedly in the course of discussing this matter, at the Board level and at the community levels, the competence and motives of the expert consultant and the senior Administration were publicly called into question. What is problematic in the above is: i) Any report to the public should be able to clearly outline how, where, when and why the situation arose and how it would be handled from this point on – I think the community consultation has not contributed at all to a situation which clearly cannot satisfy everyone; ii) Notwithstanding (i) above, the Board should be able to rely on senior administration to look after what is primarily a logistical matter, one in which the facts fairly clearly demonstrate the problem and the solution flows quite readily from the facts, a matter which I and some trustees believe was dealt with in the expert consultant’s report. If so, the Board, and primarily the Board Chair, should not have interfered by turning it into a minor political crisis and a crisis in confidence of both the Board and the senior administration; and, iii) From what I could extrapolate from the above situation, had the consultant’s report been made public when it was first available, Trustee Babinsky would have been denied at least part of his platform to question the Board’s openness and would not have attempted to access staff computers at their workstations to provide a copy of the report to members of a delegation from the affected area, a matter I raise again later. 7.1.3. The 2015-16 Budget Development Saga The development of the 2015-2016 Budget, for many of the same reasons noted above, degenerated into an incredibly fractious and divisive exercise. Again in my view, this is a situation which was neither necessary nor helpful, and could have been entirely avoided if the Board saw itself as a corporate body as opposed to a mass of roiling contradictions and competing interests. Again I wish to point out that I have no quarrel with the Budget document; in its final form it does not appear untoward or unreasonable. However, I have huge issues with the process that was followed, one which caused deep divisions within the Board that will be hard to overcome: 25 a) As is standard practice, the Secretary-Treasurer’s department was directed by the Superintendent/CEO to prepare a draft budget, followed by numerous requests to produce multiple scenarios, some of which should have been automatically rejected for their obvious unreasonableness; b) New trustees, including the Chair of the Finance and Personnel Committee, denied knowledge, much less intimate knowledge, about the 2013-2016 Division plan which is a mandatory requirement of school divisions, and therefore it became no part of the Budget process; c) The Finance and Personnel Committee, which is charged with producing a draft budget continuously had to deal with other trustees at their Committee meetings, trustees with their own agendas, ostensibly arising from election promises in wards; d) When the Committee, after a series of meetings, could not reach agreement on a draft budget to present to an open Board meeting, a series of only somewhat legitimate Committee and emergency Board meetings (unanimous consent was not achieved but an informal meeting with straw votes) ensued; e) During the Budget process, the Board Chair and Chair of Finance and Personnel Committee took advantage of an opportunity, following a scheduled meeting with the Minister of Education and Advanced Learning, to raise other matters with him without prior Board approval and without the Superintendent/CEO present (they later inaccurately reported that they had done so at the Minister’s invitation, a matter which creates another protocol dilemma); f) As the deadline for the Budget to be submitted to the Province drew near, the Board Chair intervened at both the Committee and emergency meeting level, using his ex officio status to promote a certain version of the budget which ignored some ongoing, fixed expenditures, in one case overriding the majority of the Committee; g) The Budget was used to introduce “restructuring” without any prior debate at the Board level; h) As a result of both the process and the content of the Budget, one member of the Committee exercised her right to present a minority report (See Appendix I); i) The Superintendent/CEO was absent for most of the Budget debate including at the Board meeting where it was passed; and, j) At public consultation meetings introducing the draft Budget, senior administration were often discredited and even maligned, both their expertise and their motivation brought into question. From the standpoint of a legitimate Board and budget process, what occurred is particularly problematic in the following ways and for the following reasons: 26 i) When Finance administration is requested to do what amounts to “busywork to satisfy individual trustee’s whims,” this is tantamount to abuse of an employee, and I see it as an extension of a reckless hubris and vindictive antipathy toward staff as in, “you work for us, we can make you do anything we want, no matter how unreasonable it is;” ii) It is hard to imagine that a Budget can be drawn up without reference to the mandatory long range plan – the plan becomes a meaningless document, fulfilling a procedural requirement bereft of any significance; iii) Extraneous and shifting presences at Committee meetings make it virtually impossible to achieve either a working relationship or a consensus; iv) Departing from the provisions of The Public Schools Act regarding emergency meetings even in spirit sets a dangerous precedent; v) The Chair probably exceeded his formal authority, again a concern, even if above, because something needed to be done; vi) Of particular concern, if it’s accurate, is the absence of ongoing fixed costs on the expenditure side of the budget ledger, meaning that those costs would need to be covered off in some other way, the very opposite of public transparency ; vii) As mentioned elsewhere, it is generally conceded that “ restructuring” should be a response to a perceived educational or management problem and that it would be considered on the initiative of the Superintendent/CEO because it is firstly an educational management concern and not a governance issue; viii) Minority reports are not a matter to be taken lightly as they are formal expressions of irreconcilable, moral disagreement; ix) The Superintendent/CEO’s absence should at the very least be qualified by a formal endorsement of the Budget, a matter not to be taken lightly considering the perilous journey this budget development took and the significance of the Budget to the Division’s operations and activities; and, x) Public embarrassment of senior administration is always problematic, simultaneously bringing disrepute to the Board. Thus, in practice, most of the trustees are implicated in activities which to some extent undermine Board solidarity and collective responsibility, but two trustees, the Board Chair and the Chair of Finance and Personnel, must assume major responsibility for overstepping their Board-granted authority surrounding development of the Budget. 7.2 Roles and Reporting Relationships As I mentioned earlier, historical practice does not adequately acknowledge the new reality of a new ward system, giving unwarranted licence and unhelpful encouragement for certain attitudes and behaviours. For example, trustees speak about “my schools, my parent 27 councils, and my community,” instead of “our schools, et cetera.” This was a vocabulary, a disposition, and a system highly supported and encouraged by previous Boards and past practices, and it is being continued by this Board. In doing so, they seem to have translated the Board Policies and By-laws (See Appendix J) to uphold apparent personal and political agendas and actions. However, the new ward system has introduced a huge new inequity into this arrangement, effectively creating different classes of trustees. In my view, the By-laws and practices can be brought into alignment with the letter and spirit of The Public Schools Act, The Education Administration Act and the new political reality and ought to be. Failing to do so will result in a continued fractured and dysfunctional Board. Nevertheless, the desire of Board members to be known to the people, schools and parent organizations in their wards is a necessary and legitimate one which must be reasonably met. There are ways this can be done without dividing the Board or destroying the sense that the Division’s business, wherever it is conducted, is every trustee’s business. The current By-laws hint at these, and I have no doubt that the Board can find other creative ways of meeting both legitimate and compatible agendas of individual appearance and recognition and of Board solidarity. See Appendix K for discussion possibilities. Nevertheless this will require a considerable effort and vigilance in change of both inclination and practice. And, I suspect that, until it becomes a new culture in the Division, it will require frequent minders by trustee colleagues and the Superintendent/CEO. On quite a different but related matter, who speaks for the Board, when and under what conditions, is a particularly vexing problem. Again, the By-laws are not particularly helpful, extending unwarranted licence in some cases and implying inappropriate expectations in others. Several of the Board members act as if they enjoy parliamentary-like privilege which entails four related matters: first, they can act like ministers of the Crown for the committees they chair, speaking as if they represent the Board views and interests, and they do so without prior Board knowledge or approval; second, they believe they can act as representatives and advocates of one ward at the expense of another with impunity; third, that they can speak out as ward representatives on any matter whatsoever, claiming rights as individual trustees as opposed to members of a corporate Board; and fourth, that they can shed their trustee identity in favour of identities like community member and/or parent, and speak in that role against Board actions and decisions. The latter is particularly pernicious but, together, they form a lethal cocktail, leaving the public wondering what the Board will do next or where the “Board” truth lies. The consequence is a kind of assumed parliamentary prerogative without checks and balances like caucus solidarity and codes of ethics. The result is that the Board can be undermined, or made to look foolish by anyone of their number wishing to create a scene or pursue personal grievances and goals. And that is exactly what happens. As for the Board-senior administration and the trustee-senior administration relationship, the current arrangements, again aided and abetted by problematic policies and By-laws, are extremely problematic and divisive. Under the current practices, senior administration answer to multiple “bosses,” to the point where sometimes it seems like each trustee is one of their bosses, 28 and that any one of them individually possesses greater authority and control than their nominal and legitimate supervisor, the Superintendent/CEO. Overheard several times in my discussions were comments like, “remember they work for us, not the other way around.” Not only is this an untenable working relationship but also it interferes with the functioning of the Division, most senior staff feeling they are susceptible to the whims and changing wills, even vindictiveness and retribution, of multiple authorities. Simply put, in addition to being confusing, it causes undue and unnecessary anxiety and fear. In fact, as things stand at the moment, most administrators, some trustees and other interested parties used terms like “culture of fear” and “toxic environment” to describe the atmosphere in the Division Office, suggesting that there was no particular relief in sight. Within the senior administration group there are similar concerns regarding trust. First, there is a general feeling that the Superintendent/CEO is unable to protect others in senior administration from “private confrontations” or “public aspersions” by trustees. In fact, most report having been told, or have it implied, that it is their lot to “live with it, it’s part of the job” or “your job is to keep them (the trustees individually) happy.” Secondly, and more seriously, when complaints of workplace harassment have been registered or, in two cases, filed with the Superintendent/CEO she has not acted upon them, even after receiving legal advice about how to proceed. Tangentially, I am left wondering why, if legal opinions were sought and paid for, that there has been no reporting of such expenditures to the Board. With either a request for discretion to proceed with attaining legal opinions and due diligence regarding financial matters the Board would have become aware of what was happening, something which would have ensured this matter be dealt with earlier. Thirdly, senior administration has no protection from arbitrary and vindictive action – they have no contracts, only signed letters of offer, and all reported that there are no written evaluations of their performance on record. Similarly, to the best of my knowledge, the performance of the Superintendent/CEO has never been formally evaluated, meaning that there is also no written record in her files. As for the formal reporting relationship it is continuously being violated. One trustee regularly engages with parents, and even a Union president, by personal email either commiserating with them or encouraging them to take action against the Division. The same trustee has admitted to, on at least one occasion, entering staff office spaces and attempting to access staff computers. The same trustee has followed people to their offices in a threatening way. Trustees, on their own volition, approach any member of staff at any time about seemingly any matters of interest to them, and apparently enter and wander about the office space at will. This is a major violation of a respectful workplace environment. Division offices are not public spaces and trustees have no individual and personal privilege attached to their roles. Trustees should enter these spaces only as invited and only with the full knowledge of the Superintendent/CEO as to their purposes and intentions. Again, this probably would not be an issue if trustees did not reach beyond the power boundaries of their roles. When a trustee appears, staff, automatically, feel an obligation to respond immediately, an obligation which goes beyond common courtesy. However, their responses make them fearful for several reasons: the responses have been interpreted in a variety of ways not intended; at 29 times they have been told not to tell anyone else what they were asked and what they told them, only to be chastised later by other trustees or the Superintendent/CEO for not telling them; when they suggest courses of action, or ways of thinking, that do not sit well with the trustee questioning them they feel that they have been targeted later; and, they are never quite sure what the motivation behind a question is, meaning they could be later accused of withholding information or providing false information, and deemed insubordinate if they openly disagree. The answer, of course, lies in the fact that the Board needs to acknowledge that it has only one employee per se that they supervise and direct, the Superintendent/CEO, and all others are answerable directly only to that Superintendent/CEO. This, however, does raise a question about the Board relationship to the senior administration. Like most Boards, this Board wishes their senior administrators to be present at Board meetings. However, unlike with most Boards, the By-laws effectively “silence” not only the Superintendent/CEO but also the other senior administrators, even to the point of exhibiting threatening behaviour when they dare to provide further information, clarification or cautions. What a huge and unnecessary waste of knowledge, talent and expertise! Good political and, especially, educational decisions are generally the result of rigorous, robust dialogue more often than not including serious moral disagreement. Encouraging the senior administrators to participate appropriately would, in all likelihood, result in much sounder decisions as they possess a greater familiarity with the educational issues simply because of their own education and the fact that their jobs often require intimate knowledge of the schools and the people in and around them. There should not be overdue concern about political interference and one-upmanship, as most senior administrators are well aware of their boundaries and limits and are not likely to breach them and, if they were to do so, they can easily be reined in. Finally, their educational agendas rarely differ from those of the Board and the greater community. RECOMMENDATION 6 That the Board revisit its Board meeting seating arrangements, attendance requirements and rules of engagement, with a mind to signalling and achieving a more respectful inclusion of senior administration in Board proceedings and considerations; and, That the Board review its Committee structure and procedures to consider how the Committees might make more efficient use of trustee and staff time. RECOMMENDATION 7 That the Board immediately review its roles and responsibilities under The Public Schools Act, and discuss how its individual and collective practices must change in order to align them with the Act, particularly those regarding acting and speaking on behalf of the Board. 30 RECOMMENDATION 8 That the Board Policies and By-laws be reviewed to bring them into line with the letter and spirit of The Public Schools Act and The Education Administration Act regarding Duties of School Boards. RECOMMENDATION 9 That the trustees be given as equal as possible school liaison assignments, both within their wards, but also throughout the whole Division; and, That these be publicized at the beginning of each school year and be reviewed annually to determine whether Board protocols are being followed and these assignments are beneficial and worthwhile; and That a report be prepared annually by the Board Chair and Superintendent/CEO detailing trustee liaison activity; and, That none of the above prevent any trustee from participating in any Board sanctioned activity in any school or any school community. RECOMMENDATION 10 That a running record be kept, under the auspices of the Superintendent/CEO, of all trustee referrals to the senior administration and the dispensation of same. RECOMMENDATION 11 That a running record be kept, under the auspices of the Superintendent/CEO, of all violations of the administrative and communicative protocols outlined in the Board By-laws. 8.0 OTHER MATTERS Aside from the concerns raised above there are three major concerns which kept coming to the fore: the first being the conduct of Trustee Babinsky and its effect on the Board’s operations; the second being the fear of staff and the consequences for the effective functioning of the Division; and, the third, the ad hoc nature of Board planning and decision-making. All have the potential to seriously affect the reputation of the Board and the operations of the Winnipeg School Division. 8.1 The Conduct of Trustee Babinsky Trustee Babinsky, who has cast himself in the role of champion of the oppressed, community advocate and public informant/critic of the Board could, with a deliberate, conscious change in his conduct become an invaluable member, something which he has continuously eschewed in the past. His instincts are incredible; he is able to articulate a very solid educational argument and tap a sensitive community stance, and he enjoys considerable support in diverse 31 circles. Furthermore, he is probably right that some things should not be happening and some should be looked after more expeditiously. However, he must also be aware that his actions often appear to have malicious intent, seemingly undertaken to hurt people and undermine his Board colleagues. What his behaviour sadly and effectively does on many occasions is embarrass and discredit the Board and the Division, and intimidate the Division’s staff. Equally sadly, everyone saw Trustee Babinsky’s behaviour and actions as the main reason for the Government to conduct a review of the Division. His conduct is clearly a case of “the ends do not justify the means.” 8.1.1 Conduct Unbecoming a Trustee Trustee Babinsky has, on several recorded occasions over the past number of years, and in spite of being censured several times: 1) Directed profanity against other members of the Board, including the Chair; 2) Called people derogatory names; 3) Regularly ignored calls to order from the Chair; 4) Regularly ignored other direction from the Chair; 5) Engaged in intimidating behaviour toward other trustees and staff, including unwelcome physical conduct, following people to their vehicles or offices and speaking to them in threatening tones and with threatening language; 6) Released information to the public and the media that it was not in his purview to release; and 7) Prior to the Board’s passing a motion not allowing this practice, frequently sent members of his family to bring greetings on behalf of the Board in his stead – a right he likened to an MP or MLA having a staff member stand in for them. I consider this a great example of parliamentary practice and privilege which seriously violates a Board member’s prerogatives. On at least one occasion with the new Board, he left a Board meeting and attempted to access a staff computer during a Board meeting. His rationale and justification was that he was attempting to provide members of a delegation with a document (a consultant’s report on facility use in the LaVerendrye-Earl Grey Schools area) that they should have been given prior to their coming to the Board. While he might very well have been right that they should have had the document in question it was certainly not his place to provide it to them personally, and a grave breach of a respectful working environment to try to access a staff computer. On another occasion, with the previous Board, reported to the media that the Board had revised the minutes, a public record, with the intent of covering up its actions. On both occasions he refused to acknowledge that it was his inappropriate actions which might have compromised 32 the Board’s legal integrity, something which both the previous and the current Chairs attempted to warn him about. 8.1.2 The Transportation Saga By his own admission Trustee Babinsky, in regard to a concern over student bussing: 1) Followed a school bus along its route on more than one occasion; 2) At least once and with other adult men in his truck, picked up a female child waiting for a bus and drove her to school. 3) Appeared in a school demanding to know which students were late and by how much; 4) Appeared surreptitiously at the Division’s bus compound and questioned employees about their work and the work environment; and, 5) Presented a motion to the Board, against the advice of Division staff and the Chair, ascribing ulterior motives or incompetence to an identifiable staff member, and recommending discipline. What is troubling in the above is that what started as a legitimate concern about the safety and comfort of a student turned into a public vendetta against a member of staff, one in which: a) Trustee Babinsky repeatedly ignored the facts that he was presented with, including correspondence from the Department that the matter was being dealt with appropriately, meaning he had no further case; b) He repeatedly ignored the sound advice offered him by both staff and the Chair regarding procedural (how his issues might be appropriately and positively considered) and substantive (how to deal with staff and disciplinary concerns in a reasonable and appropriate manner) matters; c) In spite of the facts and the advice, he more than once approached the media and even the Ministers of Justice and Education and Advanced Learning with his allegations of illegality, wrongdoing and subterfuge, including an instance where he wrongfully accused a driver of smoking on a school bus and his supervisors of ignoring this infraction; d) He engaged in activities which could have been construed as placing children and a child in danger as well as violating their privacy; e) He potentially jeopardized the Division’s own attempts and negotiations to improve their student transportation system by interfering with the Division’s efforts to return to an in-house service from a contracted one (the very one he had found fault with); f) He virtually made it impossible for the employee in question to be dealt with fairly. See Appendix F again. 33 8.1.3 Other Matters of Concern In addition to the above concerns, Trustee Babinsky: 1) Maintains, or has been allowed to maintain, his own personal Hotmail account with which he continues to conduct all trustee-related activity, but on which he declares himself a school trustee of Winnipeg School Division – his justification is that the wsd.ca email account he has been issued is not private and confidential, an interesting and curious claim considering that he routinely claims public transparency in all his trustee dealings and that he has also treated other trustees’ emails as legitimate public information; 2) In the same vein, was meticulously circumspect about his own declaration of assets, to the point of sealing the documents with his own wax seal and noting on the exterior that they are not to be accessed by anyone except the Secretary-Treasurer – it was noted by several people that he only submitted these documents after several reminders and just prior to the legal deadline; 3) Retains his own personally designated parking spot, the only trustee parking spot with a name sign while quick to point out when he believes others have received privileged or preferential treatment; 4) Has not recused himself from consideration of grievances filed by the Union that endorsed him in his most recent campaign. See Appendix F again; 5) Disclosed private information about a vulnerable minor to the public; and, 6) Refuses to partake of lunches and meals at meetings with other trustees, maintaining publicly that the public need not pay for his meals. All in all, these examples demonstrate that Trustee Babinsky: a) Seriously misunderstands the limitations and the boundaries of trusteeship and his responsibilities to the public and the Board; b) Has almost total disregard for the norms and conventions which govern public office; c) Takes advantage of his elected position to engage in and pursue his personal, private agendas; and/or, d) Is more concerned with his personal agenda than with the issue itself even when he has identified a legitimate public concern that needs to be addressed. According to trustees and staff alike, Trustee Babinsky’s conduct or anticipated behaviour make it next to impossible for the Board to: 1) Conduct Board meetings and business including Committee meetings in a normal fashion; 34 2) Hold Board planning or educational “retreats,” the necessary private sessions that all corporate bodies need to engage in to refine their thinking and enlarge their consciousness; and, 3) Ensure themselves or their staff a safe, respectful work environment. RECOMMENDATION 12 That all trustees be required to use the Winnipeg School Division email system for their email communications. RECOMMENDATION 13 That all forms of differential treatment of trustees by the Division cease immediately. RECOMMENDATION 14 That Trustee Babinsky be ordered, by Board motion, to immediately cease and desist from conduct unbecoming a trustee, providing him with a letter outlining examples of unacceptable past actions and behaviours such as: the use of profanity and name calling, impugning staff by intimating ulterior motives, maligning other trustees and staff publicly and privately, disclosing private information to the public, inviting a young person into his vehicle, following a school bus causing undue discomfort to the bus driver, attending to school board property surreptitiously, and the like and, That the Board use all legal means at its disposal to curtail Trustee Babinsky’s unacceptable conduct and behaviour whenever it occurs, not allowing any incident to go unaddressed, including means like motions of suppression, recording and filing all violations, censure, denying the right to participate in certain matters, limited access to buildings or parts of buildings, suspension (repeated, if necessary), and public inquiries. At any further offence, that the Board consider taking the strongest action available to them under the law, that of suspension with removal of privileges and honorarium. 8.2 Respectful Work Environment 8.2.1 Contract Protection As it stands now, the District Superintendents and perhaps other senior administrators out-of-scope do not have formal contracts outlining their terms of employment, their benefits, their supervisory relationships and provision for their placement in other roles. This simply would be considered unacceptable or a lack of due diligence in other similar situations. Signed letters of offer are no longer sufficient for positions of such significant responsibility and consequence. The Superintendent/CEO, with the Board’s support, should rectify this situation as soon as is reasonably possible. I would further suggest that, in doing so, the Superintendent/CEO also assure that the contracts are standard and general enough to allow for assigning people where their skills are best used or required in the interest of the Division. 35 RECOMMENDATION 15 That all out-of-scope employees be offered, and signed to, individual employment contracts at the earliest possible opportunity. 8.2.2 Evaluation of Senior Administration The Superintendent/CEO has not experienced a formal performance evaluation in the recent past, nor have the District Superintendents and some other senior administrators. Again this is an unacceptable lack of due diligence on the part of the Board and the Superintendent/CEO on behalf of the Board. Under such conditions, any talk of restructuring and/or reassignment appears arbitrary whether it is justified or not. What needs to occur is obvious, particularly in the current situation where several administrators at the Division and school levels have expressed their fear of Board and Superintendent/CEO retribution for some imagined, or perceived, but undeclared shortcomings or transgressions. RECOMMENDATION 16 That evaluations of senior administrators be completed by October 31, 2015 as per lines of responsibility and authority, and that the Superintendent/CEO report to the Board when they are up-to-date, and, subsequently, that all senior administrators be evaluated at least every two years. RECOMMENDATION 17 That the Superintendent/CEO be evaluated by the Board at least every two years, and that appropriate input into the evaluation be sought from those in the system deemed able to provide reasonable and responsible input. 8.2.3 Restructuring The current talk of restructuring, seemingly generated in the 2015-2016 Budget discussions also appears hasty and arbitrary, particularly because the source of any concern with the current structure is unknown and remains unarticulated. No one, to my knowledge, has been provided with a rationale and justification for either restructuring or downsizing given that the Division’s administrative costs are well within the Department regulations. Furthermore, it has fueled a great deal of speculation in the field that the Superintendent/CEO is not in charge or that she, with the aid of the Director of Human Resources and a few Board members, are “settling some past, unknown score.” Restructuring discussions would, under usual circumstances, be initiated by the Superintendent/CEO in response to an identified need or needs. Neither condition has been forthcoming – the questions remain, “who believes that restructuring is necessary and desirable and why?” This is particularly disconcerting to staff when they are told one of them will lose their position with the answers to those questions left dangling in the air. None of this is helpful to the reputation or ongoing functioning of either the Board or the Superintendent/CEO. 36 8.2.4 Workplace Harassment I am aware of at least one formal charge of workplace harassment against a trustee which was filed some time ago with the Superintendent/CEO. I am also aware that the Superintendent/CEO received two legal opinions and written advice from the Department about how to proceed, and believe that no action has been taken at the writing of this report. It seems to me that any complaint or formal charge of harassment is a serious matter, undertaken by an employee at significant risk to him or herself. Such charges must be investigated and acted upon in the most expeditious manner. Not to do so may perpetuate an intolerable situation and may constitute a grave injustice to all those party to the charge – in this case, the employee, the trustee in question, and the Board which may find itself unknowingly and unwittingly in a position of liability. (See Appendix K). In a similar vein, it is entirely inappropriate for Board members to publicly discredit, malign or impugn any employee and doing so is a violation of the Board’s own By-laws. Such actions, in fact, could be considered a form of workplace harassment, even bullying. Trustees involved would be advised to bring this recent, and too frequent, practice to a halt. It is hard to imagine, under any circumstances, how such behaviour brings credibility and honour to the Board or the Division. The Superintendent/CEO informed me that she has confronted trustees regarding such disrespectful actions, but that she does so privately so as not to undermine trustees, a reasonable justification in times of occasional “slip-ups” or infrequent episodes. However, when they occur regularly, as has been the case recently, that stance becomes problematic. The dilemma here lies in the fact that employees remain unaware of what she has undertaken on their behalf, and are left to assume that they have no support or recourse, something which, in turn, is bound to negatively affect their necessary trust relationship with the Superintendent/CEO. Try as one might, news of “perceived wrongs” travels fast in every workplace and, over time, every employee can imagine themselves on the receiving end of apparent abuse or, even worse, retribution. The result is fear, resentment and resignation – none of which are necessary or helpful. I also heard this. RECOMMENDATION 18 That the Board immediately outline a protocol for trustee movement into and within the work area of the Division Office, and the individual offices of employees, to ensure a safe and respectful workplace environment. RECOMMENDATION 19 That the Superintendent/CEO and the Board act immediately on any employee complaint of workplace harassment by a trustee. RECOMMENDATION 20 That the Board request the Superintendent/CEO to immediately provide a rationale for, the purposes of and the processes for undertaking a restructuring of the senior administration; and 37 That she also be requested to, at the earliest opportunity, undertake a review of the Division Office workplace culture and provide a comprehensive report on how to reduce the culture of fear and unease which persists at the upper levels; and, That she be authorized to employ all reasonably available and necessary resources to assist her in this task. 8.3 Planning and Decision-making I found it particularly disconcerting that new trustees were seemingly unaware of the Division’s obligatory three year plan. Granted, they had received the operating principles in their Orientation, but I found no mention of the plan per se in those documents. Furthermore, I find it unacceptable that the three year plan was not employed in the development of the Budget. Simply put, it makes a mockery of the planning process and makes the plan itself no more than a perfunctory, meaningless exercise. It seems that the Division has abandoned regular planning and regular monitoring of its plans. In the absence of, and without frequent reference to some well-known, clear and overriding vision, set of values and agreed upon procedures and activities which anchor decisions and actions, almost all decisions are likely to appear to be arbitrary and ad hoc. This is simply not acceptable in an enterprise as important and as complex as educating the children of any Division, let alone one the size of Winnipeg School Division. RECOMMENDATION 21 That the Board revisit its Budget and audit processes to ensure that they are appropriately open and current, including the discretionary limits and expenditures of the Superintendent/CEO. RECOMMENDATION 22 That the Board continue with its orientation to Board and trustee responsibilities, and establish a planning cycle which includes at least annual “retreats” to revisit priorities, principles, practices and continuously update their divisional plans, something which will assist them in carrying out their major responsibilities of educational governance, policy development, and financial stewardship. 38 9.0 CONCLUDING REMARKS Conducting this review, while at times overwhelming, disturbing and seemingly without end, has also been enjoyable and rewarding in some aspects. It has been enjoyable working with the people who participated and helped out. By that I mean all the people I interviewed as well as those from the Department, the MSBA and MASS. A special thanks goes to the Board and Superintendent/CEO for permitting Ms Brenda Lapointe, Board Administrative Assistant, to handle all logistical arrangements, something she did with the greatest goodwill, professionalism and competence. It is humbling to be trusted as I felt I was by most of those I met and the many who took the initiative to contact me, many of whom were not directly involved in the Review. I have attempted to respect that trust by representing their words, hopes and, too often, fears as sincerely as they were offered and as accurately and comprehensively as I understood them. If I misunderstood them it is entirely my doing; if I misrepresented them I am truly sorry. The views I have expressed are, in the final analysis, my own for which I bear sole responsibility. I have been very blunt in some instances, not for the purpose of laying blame even where I have thought it warranted, but rather for the purposes of having people understand how their actions are perceived and understood so that they might be more thoughtful and circumspect about both their individual and collective actions. Overall, my hope is that my forthrightness will give people pause for reflection and will result in Winnipeg School Division regaining its public reputation as an educational leader and model to others, making us all proud to be part of what we do and how we conduct ourselves. Our children and young people should be able to look upon all of us as examples of how to be and how to live our lives responsibly as good neighbours, workers and citizens. What I have encountered suggests an urgent need for a formidable, hopefully not impossible, undertaking. The Board, as a Board, is currently “out of control” and the Superintendent/CEO either powerless or disinclined to insist that the Board not micromanage and interfere. By way of a few, but not exhaustive examples, I offer: 1. The Greenway School parents’ request for religious instruction under the provisions of the law. What should have been a routine decision has erupted into a full-blown, more than two months and ongoing crisis where the law appears to be ignored, the parent delegation has been treated disrespectfully, and Board members continue their political posturing while the public reputation of the Board continues in decline; 2. The Laverendrye-Earl Grey controversy which in most divisions would also have been a routine administrative matter under Board policies and procedures has become a never-ending contention with no end in sight fuelled by the actions of some Board members who are not held in check by the others; 39 3. The unwillingness of the Board to do “due diligence” regarding adhering to their own policies and By-laws, conduct at meetings (for example, trustees not recusing themselves from situations of conflict of interest, and apparently feeling quite justified in by-passing protocol in regard to contacting schools directly), treatment and protection of employees, labour relations protocols, financial matters; 4. The unwillingness of the Board to consult, consider, reconsider any opinions other than their own and their penchant for playing political games with each other, schools and parents, and their staff – an unbelievable hubris which has led to what many inside and outside believe is: a dishonest restructuring rationale designed entirely to remove an individual, not meet a legitimate educational or financial concern; a refusal to consult on matters like Aboriginal education, (for example, the potential hiring of one Elder for the whole Division) with the people who are involved and knowledgeable; a staff terrified to “appear” in any form, much less speak out on issues, for fear of retribution; and an almost total disregard for the consequences for their own reputations, let alone those of the Division and local Boards generally; and, 5. The unwillingness of the Board to use the full provisions of the law to attempt to prevent further inappropriate behaviour and actions of Trustee Babinsky; in fact, in at least one recent instance, taking to social media to uphold his inappropriate conduct. These, of course, are just a sampling of the most egregious issues – had I been involved in a lengthy inquiry, taking testimony under oath and offering protection to informants – based on my present experience, I suspect I would have uncovered a great deal more instances of dysfunction and misplaced ambition. As I indicated earlier, at times I felt like I was a trusted, confidential, anonymous third party whistle-blower hotline, even to the point where I contemplated whether such an entity might be helpful in the short run. Notwithstanding the above, there are many resources still available to assist if the Board is open to “other supports,” and prepared to “stop and think” about what they are doing as individuals and as a collective and how their actions reflect on them, the Division and trusteeship in general. If the resolve of trustees and senior administration to “clean up their acts” becomes equal to their expressed commitment to their educational community, we can all truly look forward to better times and a better image for Winnipeg School Division, one that translates into ever better educational opportunities and experiences for the children and young people in our schools. If not, I fear the Minister must take more drastic, direct action. Nevertheless, with the greatest respect for our collective responsibility and my sincere wish that I might be wrong about some of what I have “discovered and uncovered,” I wish everyone well! 40 10.0 LIST OF RECOMMENDATIONS RECOMMENDATION 1 That the Board begin the practice of holding in-camera meetings prior to regular meetings; That all decisions requiring action be introduced in open session at the earliest opportunity; and That all decisions be made public through normal communication channels as soon as possible after they are made. RECOMMENDATION 2 That the Board and Superintendent/CEO keep a running record of all inappropriate language and unacceptable behaviour at all meetings of the Board, and that that record name the trustee(s) engaging in such behaviour and the action of the Board to curtail it, and that the record be signed off by the Board Chair and Superintendent/CEO and kept on file by the Secretary-Treasurer for the duration of a particular Board’s time in office. RECOMMENDATION 3 That the Board require trustees to file a written monthly report of activities undertaken by each trustee as a member of the Board, including who they met with, for what purposes they met and, if they chose to meet outside the usual meeting structure, why they chose to do so; and, Similarly, that each trustee file a written monthly report of activities undertaken on behalf of the Board, like school visitations, community events and parent council meeting attendance. RECOMMENDATION 4 That the Board, at its earliest opportunity, upgrade its recording capabilities to ensure that, at the very least, it has an audio record of all regular Board meetings and so that all meetings records can be digitally archived; and, That the Division website be reviewed to make it more user-friendly to accessing up-to-date Division information. RECOMMENDATION 5 That the agendas for all meetings of the Board be prepared collaboratively by the Board Chair, or Vice-Chair in the absence of the Chair, and the Superintendent/CEO or his/her designate; and, That they jointly determine what information the Board is to be provided with in order to make decisions on the matters at hand; and, That the agendas for all Committee meetings be prepared collaboratively by the Committee Chair and the Superintendent/CEO or her/his designate, jointly determining what information is required for consideration by Committee members. 41 RECOMMENDATION 6 That the Board revisit its Board meeting seating arrangements, attendance requirements and rules of engagement, with a mind to signalling and achieving a more respectful inclusion of senior administration in Board proceedings and considerations; and, That the Board review its Committee structure and procedures to consider how the Committees might make more efficient use of trustee and staff time. RECOMMENDATION 7 That the Board immediately review its roles and responsibilities under The Public Schools Act, and discuss how its individual and collective practices must change in order to align them with the Act, particularly those regarding acting and speaking on behalf of the Board. RECOMMENDATION 8 That the Board Policies and By-laws be reviewed to bring them into line with the letter and spirit of The Public Schools Act and The Education Administration Act regarding Duties of School Boards. RECOMMENDATION 9 That the trustees be given as equal as possible school liaison assignments, both within their wards, but also throughout the whole Division; and, That these be publicized at the beginning of each school year and be reviewed annually to determine whether Board protocols are being followed and these assignments are beneficial and worthwhile; and That a report be prepared annually by the Board Chair and Superintendent/CEO detailing trustee liaison activity; and, That none of the above prevent any trustee from participating in any Board sanctioned activity in any school or any school community. RECOMMENDATION 10 That a running record be kept, under the auspices of the Superintendent/CEO, of all trustee referrals to the senior administration and the dispensation of same. RECOMMENDATION 11 That a running record be kept, under the auspices of the Superintendent/CEO, of all violations of the administrative and communicative protocols outlined in the Board By-laws. RECOMMENDATION 12 That all trustees be required to use the Winnipeg School Division email system for their email communications. 42 RECOMMENDATION 13 That all forms of differential treatment of trustees by the Division cease immediately. RECOMMENDATION 14 That Trustee Babinsky be ordered, by Board motion, to immediately cease and desist from conduct unbecoming a trustee, providing him with a letter outlining examples of unacceptable past actions and behaviours such as: the use of profanity and name calling, impugning staff by intimating ulterior motives, maligning other trustees and staff publicly and privately, disclosing private information to the public, inviting a young person into his vehicle, following a school bus causing undue discomfort to the bus driver, attending to school board property surreptitiously, and the like and, That the Board use all legal means at its disposal to curtail Trustee Babinsky’s unacceptable conduct and behaviour whenever it occurs, not allowing any incident to go unaddressed, including means like motions of suppression, recording and filing all violations, censure, denying the right to participate in certain matters, limited access to buildings or parts of buildings, suspension (repeated, if necessary), and public inquiries. At any further offence, that the Board consider taking the strongest action available to them under the law, that of suspension with removal of privileges and honorarium. RECOMMENDATION 15 That all out-of-scope employees be offered, and signed to, individual employment contracts at the earliest possible opportunity. RECOMMENDATION 16 That evaluations of senior administrators be completed by October 31, 2015 as per lines of responsibility and authority, and that the Superintendent/CEO report to the Board when they are up-to-date, and, subsequently, that all senior administrators be evaluated at least every two years. RECOMMENDATION 17 That the Superintendent/CEO be evaluated by the Board at least every two years, and that appropriate input into the evaluation be sought from those in the system deemed able to provide reasonable and responsible input. RECOMMENDATION 18 That the Board immediately outline a protocol for trustee movement into and within the work area of the Division Office, and the individual offices of employees, to ensure a safe and respectful workplace environment. RECOMMENDATION 19 That the Superintendent/CEO and the Board act immediately on any employee complaints of workplace harassment by a trustee. 43 RECOMMENDATION 20 That the Board request the Superintendent/CEO to immediately provide a rationale for, the purposes of and the processes for undertaking a restructuring of the senior administration; and That she also be requested to, at the earliest opportunity, undertake a review of the Division Office workplace culture and provide a comprehensive report on how to reduce the culture of fear and unease which persists at the upper levels; and, That she be authorized to employ all reasonably available and necessary resources to assist her in this task. RECOMMENDATION 21 That the Board revisit its Budget and audit processes to ensure that they are appropriately open and current, including the discretionary limits and expenditures of the Superintendent/CEO. RECOMMENDATION 22 That the Board continue with its orientation to Board and trustee responsibilities, and establish a planning cycle which includes at least annual “retreats” to revisit priorities, principles, practices and continuously update their divisional plans, something which will assist them in carrying out their major responsibilities of educational governance, policy development, and financial stewardship. 44 11.0 APPENDICES Appendix A – Governance Review and Consent Form 45 Appendix B – Interview Questions for Trustees 47 Appendix C – Interview Questions for Superintendent 49 Appendix D – Interview Questions for Professional Staff 51 Appendix E – Written Response to Interview Questions from Trustee 53 Appendix F – Information from Trustee Babinsky re: Transportation Related Concerns including correspondence with Union President regarding a Supervisor and Information re: In-camera records 55 Appendix G – April 20, 2015 Letter from Board Chair to all staff re: Superintendent position reduction and Transcript of March 3, 2015 CBC Interview 85 Appendix H – Report re: February 2 Greenway School parent’s petition requesting religious instruction 89 Appendix I – Minority report re: Budget Development, also outlining accusations of outside Board room dealings 91 Appendix J – Sampling of Policies and By-laws requiring Board review and reconsideration 95 Appendix K – Comments on Policies, By-laws and Arrangements (in conjunction with Appendix J) 105 45 Appendix A February 2015 REWEW 3ND T9: Winnip?g School Divisiu'n Beard of?Z?msteas and 36;}in Administration From: Jain: Wiens, Phil, Raviawar Re: Miriisiigriai Review 9f 303,134 G?emians Thank you far this ngportuniiy ta meat with yea it) midi [hf?i parameters and the, conditions of 1:113 Revi?w nonuni?sianed by the Minister of Education regarding the Geve?mance and operatiens of Win?ip?g Sahara} Diviaian Board ilfTI?ii?iI??S. The: Minister has rcqiiasted me, and I have. agraed, ta mdartakt; the vaiew under the fniiawing terms at? rafitrmce: HPENNESS AND 1393:: this graham] heard fallow heist- practices in ensuring, to the gmatcst extent pessihle, beard basis:in is mnduated ripeniy with camera sassiuns heici oniy as mammary (far amlpia, in deai with l?g'ai and pemonn?l issuas, student discipline: and. iabour raiati?ns)? Are tim- masons for Emma-mam Hassions sufficiantiy undamtmd and Ara board. meetings conducted. profassianaliy and with appmy?ate (lawman? 2i INFORMATIGN: Are: bimrii agendas grepawd in timeiy {whim and suf? ?i??tly in advance. meeting? Ilia bum-d manibers receive on a timely basis i0 support effective decisian-maldng?? 3. RQLE OF TRUSTEES: De beard member: undar?tand their individually and caliactivcly? Du may li?d?rsiaud their r0153 and visn??vis seminar administration? Is there ci?rity anti trauma-l understanding abuut the aiiacation and sharing GprW?f anti haiwaen, and the (if; the schaai beard and Chief the, imparting undarstoad and. resp?ci?zi? 4i QTHER RELATED AS BETERMINE, the course {if the review, to mam-inc and previtia upon 1 am to review matich wi?i ail Winnipag Ethan! Bivisian truste?s, and semi m" ada?nisttation, with access to such documentatieri as i may require; commit with athar individuals and erg?nizn?ons as {deem appmpiiate; and demo}; 9. rep?ri hy'Mariih. 31, 2615 far the Ministct, Education and Advanced Liamng with and racomanda?ons hichi bsiieva suppart and enhance ef??se?va gevemancc in rim 30.11051 division. 46 As full pa?icipati?? is anticipated ragar?ing par?cipatisn is mt possible. the villa? hand all data Willi be mn??en?ai as pass-link, ,in that: 1. I, Wia??} and the: Transmip?mist will know the idmti?es of those wht} contribute Specifit: aspests during the interview Farm-mas; and, 2. In regard as the c0131:th affirm transcriptien racnrd, the: ?mcn?ptienim in the Reviaw w?l be. requimd. id Sign a pledge. afcan?dan?ality. As for {ht} Raviaw, it wi? ha assmned 1113!; 2:1} pattieipania are participating vulunta?ly and that, shauid may shame to withdraw at any paint during the iniarviaw, any ma?a prim to their wiihdrawal would remain 11311.5me eun?dential which will he. treated in any rap?rfs as ananymauzs similar in ottmr-pans 0f Hm mama. Furthermore, all inierviewa: will be racordad and transcribed Verbatim, and the Ra?wm may 52po additional field notes. All data 3011mm wiil he kapt in a con?dential Elf: amassi?l? 0111th me (Dr. Wians}, and. will} be [festmyad wiihiu a reasannble time. {typicaily three manths} after fhe ?nal rapart has bean submitted. It is Enri?ipafad that a; ?nal mport wiil be Manama and de?vered tn the Minisier by Marsh 3 2015 at which my inveivemmt and abliga?on in this Raview cases. Eour signature rm this form in (?esta; that 310:: have understnud in your sn?sfac?en the information regret-?ing participating in this Gwammca Review and agree to pa rtieipa :2 as a subjact. in :10 Way times this Waive ynur?iegai rights n31" release the m?ewer {mm his Iegai and professianai reapansibiu?es. You are free withdraw fram the study at any time, 311(1er mfrain answerng any ques??ns 3243:: prefer in unlit, but such a danish?; ta withdraw w?l be noted. Tania-air marinated participa?on simuld he. :23 infamed as your initial consent, so you 511mm faei free is ask. far ciari?aatian thuughaut yaur participation. Hnwever, neither {remnant nor Epinian will be pravided by the Ra?ewer. With'this signature} cement to pa?itipating in this Goveman?? Reviaw* referenwd ahuve: Participant?s Signamm: Bate; . Rwiawer?s Eigxawe: I Data: *Yeu will receiva a nap-y of this: sigma cameni fem far your am} rewards. 47 Appe?di'x 13 FEERUARY 2 MEETING NQTES INTERVIEW QUESTIQNS fur ROLES AND RESPONSIBILITIES OF TRUSTEES Why did you want is} be: a hustm? ward. do you raprcsem? 2- What am yum" educati?nai rams and m?h?ihili??s? 3. Whai am yam" mica-and as a duly elected-public repmsentativa of yen: ward. in ethar wards, yum yalitical resp?nsfbi?ties? What am gran: empl?yar remnsih?i??s His?air?va the Chiaf Sugeri?tandant? Du 1mm receive adequata natica (time and watent?wisc) of B?ard mam,ng agendas? What kind {if inf?nnatien {it} yau need at Baarii m?etings to m?icc gaod daci?ions? Are you getting it in a timely fashimf? Are Board mm?ings profgssiana?y and with [1:13pm (lawman and 3. Mi: 3333mm: uscd 92- What docs it mam t0 baa trustee as we mamb'ef of a Emmi? 10, What an: some conducts and behavieuts yet: wouid anusid?r unbecaming 0f 3 imsia?? 11. Gena-aim speaking, do y?u baiiavc the Beard is able in function aff?c?vely? If at, why not? II 9? WWIPEG SCHOOL DIVISION PUELISITY 1?2. What :19 yea untiersia?d to be the theMinist?r is conducting this review {3f Winnipeg Sahara! Board aperati?ns and Ara: there: speci?c sima??ns, wants er Board and WEE: hchavi?mi: which you hgiieve might have: trigg?red the: Minista?s asthma? L4. How, if it has, has the at" this mview affected you pmsenaliy? How, if ithag, has the: anneamemmt sf thia review affected ?m reputation of the Winnipeg Schunl Division Beard Ume?t??S? 1-6. How, if it has, has the announcement of this review a?ected the raputati?? of ?113 Winnipeg School Divisiun? W?h With staff? In 34:31:: View, has the: educatian (if the cl?idrm and ycung peaple of the: 5121113015 in Winnipeg Schaal Divisinn biz-5n affected by the fast that the 'bugiuess is under review? t3- [n ycur View, have the ?mpicyces af?x: Winnipeg Selma? Bi?sion been affectad: by $3 fact that the Bami?a busimas i3 under review? RELATIONSHIPS WWH CHIEF SUPERWTENBENT AND DWISIGN STAFF 19. What would you say is the difference batsmen the, ri?e of the Board arid Beard meant-Jars and this Chii??f Haw would 3m: {he reiationsh ?15 "Which currently exisis? Doers it meat your test if an appragm'ate Mine?tion and diviaion 0f duties? if}. Is the: a?acaiian and division of da?es ?Wei: un?ersiaod by tmsteas? 21. What is: me Baar? acceuntable fer and to whom? 22. What is the Chief Suparintendant ascountable far and to whom? 23. How are lines af {?ber Divisiun .5:sz urga?ized? Of Prin?ipals? GE Sachem staffs? BUGGESTIGNS FUR . Do you has me: any sugges?ans 1hr reapanding the: Minister?s Symi?c mantras: Regarding use? Regarding ma?a: ufmea?ngs?? Adequate: tima far preparation? Suf?cimt infonnati?n? R?garding notice: of mae?ng?s tn the Filbii?? Ade qu ECY Regaidi-ng sundae: at Board meetings? Regarding {mama canduci? Regarding expecta? (ms 49 Appendix zygEETmG WTERVIEW QUESTIONS for CHIEF SUPERMENDENT RGLES AND OF CHIEF SUFERINTENBENT Whai are your 3:535. ofmsp?nsibility? What is yam repurting raiatianship with {ha Biz-5rd? Omar reiatiamhips?? What do yea sea as the mics and reaponsib?i?es {3f the Bayard? Wimi do yer; see as the role cf?ach trustee? ifynu Isiah? ?9 individual tmsicea, 119w? D0 yam ?nd that your current reiatienship with The Board and'trustees enhances yqur ability {in yourjob? how? Ifnut, why am? 4 5G SCHOOL 6. What do you understand t0 be Elm reamn the: Minist?r 1's caaducting this review 0? Winnipeg Sahara} Enard apera?cng and gevammce?? 7? ?re. ?xer: spaci?c simations, events as Emmi and Erusme btahmricmrs which yen behave might have triggered the Minister?s Ifso, how have them simationa, wants bahaviaurs af?actcd yaw ability ta {it} your job as Chief What is yam sense ofhow they may have affested Staff? 9? Haw, if it has, has ?it: ?nnauucamant Of [his review affected y?u parsnna?y? 1G. Haw, if it has, has {ha mommnent of this affected the. raputatien of the Wimip?g School Divi?iuu Beam omesmaa? '1 I . Haw, if it has, has the {if this mvi?w affth tin: reputatidn Of the Winnipeg Schn?i Division? With parents? With Staff? 12.113, your View, has the educatiun afthe chiman and yuang peopia ofthe grab 0-315 in. W'iimipeg Schaai Dissis'i?n b56211 affect?d by the fact that the. Beard?s busimss E3 undar raviaw? In yam View, haw: the. of the Winnipeg Bahama? Divisi?n been affected by 1115: fact that the Baird?s 13353211635 is under reviaw?? REMTIONSHIPS WITH CHIEF AND 3 STAFF M. What we: uid ycu 33}! are {ha major di?izremes batw?an the toms and respansibilities of {he Emmi and Emmi membara and the. Chief Haw wnuld yam de?ne tits relationship w?ch airmail}! exists"? Doe-.3 it magi yaw: 1:63:53? an allocatian and division ?fdutiae? 15. What i5 1511-3 13031:! amauntablt: {hr and {a Wham? 16? What is 111:: Chief Supa?-nt?ndeni: acmuntabiis for and to whom? 17. Haw are lines {If acmuntability nfathm? Division sta??arganized? 0f Principais? Of sumo: staffs?" - 50 FOR 1F ANY 38. Du yen have; an}! suggestiun? fer rasp?nd-ing t0 Elf!- Minister?s speci?a cancamsz 3-1? 1 Regarding inwamem use? I R?garding notice ofmeetings? Adcquata time far preparatinn? Suf?cimi Wmation? Regarding notice of meetings to the Pubiis? Adequacy {)f'nctica? Regarding conduct at Baa?i meetings? Ragarding expectations of ?le Beard? Regarding master: canciuct? Regarding mpactati?ns of 'th? Chief We?ntmdent? Rag-arcing disiinctions behvecn the: mm offhe Baarci, individual tmsteas and Chief Sup?rintend?nt'? Regarding public acc?u?tabili?ry? 51 Appendix W83 Fig-Boom? 2: moms QUESTIGNS for PROFESSIONAL STAFF (Some questiono may not apply to evoryono) RULES AND RESPONSIBILITEES OF wowwr ?What is your titio and aroa of rospoosibility? if? you to tho Board, how? Whai do you soo as the role of eacii ims-too?? if you relax: to individuai mistoos, how? If youroloio to tho Cl?oi'Supo?nmndooi, how? Do you ?nd that your relationships with the Board and Chief Suporioiondent onhanoo your ability to do your job? If so, how? If not, why ooi? Do. you find that tho boiwoon tho Board and Chiof Superintondont enhanco your ability to do yoorjob? Ifso, how? Hoot, why ooi?? WWYPEG SCHOOL DWSION PUELECITY S. What do you understand to to the mason the Minister is conducting this roview of womipeg Sohooi Board operations and governouco? Are more spoci?c situations, wants or Board anti truotoo behavioum which you hoiiovo might havo triggoiod. the Minister?o actions? If 2o, havo any oiiuzitions, ovoois or behaviours affected your ability to do your joi? How, ifif. has, has: tho annoonoomant of this rovi ow offooioti you poisonaiiy? ii. 13. 1'31. How, if it has, has tho announcement ofihis roiliow affected tho of the Winnipog School Division Board of 'i?omtoos?i How, ii?it has, has the this review affootoci tho of rho Winnipog School {?Jivision?? With poronts? With staff? In your View, has the Education ofihe children, and young people of tho schoois in Wimiipog School Division boon affectod by the foot that tho Bom??s booinoss is undor roviow? In your viowi have mo omployoos of thoWinoipog School Division been affected by tho ani that the: Board?s business is under review? - RELEKTIGNSHIPS WETH AND EWISIGN STAFF 15- to. 17? 13. What wouid you say is the difz?arence between the of the Board, Board mombers?and the: Chief Suporiotonciooi? How would you do?no the relationship which currontly exists botwoen and among them? Does it roost your toot of on appropriato allocation and division of duties? What is tho-?Board accountable for and to whom? What is the for aria! to Whom? How are lines of accountability of other Division Of Of school sioffs? 52 SUGGESTIDNS FQR MPROVEWNT, IF ANY i9. D0 you have any suggestians raspomiing to the Minister?s speci?c cameras: F?mms? 9-9 53*? in-Iv- Regarding f??camera use? Regarding notice afmaetings? Adequate time: ii}: preparatinn? 3 a?cient ?nma?on?? Regarding notice of meetings to the Pubiia? Adaquacy Ufnotics? R?ga?ii?g conduct at Board meetings? Regarding expectatiuns af?ne Board? R?gqrdi?g trustee Regarding axpecta?ms (If we Chief Supe?ntegde?t? Regarding distinctinns heatme the rules (If the Emmi, individual {mamas and the Chief Suparintmdent'? Regarding public acmumability? Appendix 1353 ?1 SHERRI ?91511 [$55 THE omsiow ?v Der-1r Gr. Wiono: it is w?h pogro?cr that my time to sit down with you during the noxt two weeks is quite limited, so i have: optori ro prepare my responses in a written format in ma hopes of getting us started. have sorrow misgivings oboorthio process from both a p?noipiod, and proo?an groin-i: of View, some of whioh I have communioan to you poroorroliy, and some of whioh will be Evident from my responses below. Hohrithotoodiog that, {feei i owe ii to waro o?o residents, to ensure that the peropoofores for wh?oh I have boon abated to voice on their hohaif who ihoir way into this. promos. Furthorl since I am providing those #1 the spirit-of transparency. Wm ho ahoring commemo. with fellow board god the {thief Superintendent; more is nothing contained herein that I have not airoady ar?ou?iatod oioowhore or wouid not otherwise hesitate to Shara if 33km Must you ?nd ihio informa?on useful in preparing your report. 1 look forward to further the issues you have romeo with my foitow board momooro. if you require additional information, ploaoo iot mo know- Sincerely, Sherri Rof?ns TEL: 5334553 EMAIL: groli'mg?wsdi? TWITTER: @Shorrimo?ins 54 55 H-r-r-r I It. Subject: FW: Materiai {was ranted to th?e Board of Trustees 01' 111E Winnipeg Scht-ml Division {an - {J'acember 1, 2614 by Trustee ragarding matters related to Transpurtatio? Services. June 6.2014-5tudents on bus 1.5 hours is against the lawl?uzx; tn Minister of Education, James Humming; EEC Radta Nov 13.212114 Interview with Schaot Tru5tee Nov. Minister James Allum Letter?acx Atta?h - . abject: 'Matertaf pres'elntad 8 Tmstee? mf the. Winnipeg Sctnol Divisinn on Dammhar i, 2314- by Trugtee Bubinsky regarding matters related ta Trattspurtatian services. Whiter-=13! presented to theBa-ard of Trusteas 0f the Winnipeg Divisiun 0'11 December 1, 2014 by Trustee Babinsky regarding matters related t0 Transparmtion Services. Backgmund December, 2013': l. -- Canaan)ch tn the Winniptzg ?sher-31 Division in regards ta school buses tat-giving late to pickup thair children (ages 10 and under} for 3511091. T113 buses late: multiple times, and that Ch?dt?n had tn waituutside, and it was said (samctimcs the. schnui 521363 anin :1 few minutas late, snm?timcs 45 minutes 3 late}. 2. Eucattse uftha lab: when! bus pickups. the students unthe bus arrived late in 30110131 iate tn class. 3. - masses were disrupted bananas 0f the: {ate arrival ufthe. transported Moat tat? the pi (1ka Iana?ons wart: at camera of streets, at short Lii?tattca item the harms (app-3:03. 1 3 Mock), but far enough when: may could wait inside their hangs at any type of bus shatter. The: kids had in - wait mttsidtt, with 110 bus shelter up to an hmut at their Locations {during t?ht: caiduat winter in Winnipeg in war mt} years awarding ta Environment Canada's Weather Records). 5. The cu?u?rttud patents were assured by the W313 that the: were being leaked into. January, 2014: I . The WED bums continued tn pickup the students Ema (snmatimea the buses arrival on time, and sometimcs the bums arrived late, as therefom cauldn?t plan far it}. - Mm: 1'11th pamnts camplainad multiple: times t0 the WED. the parents dacitied It: (3311 a Schuut . 5 3. a I?mcatvcd 621125 from pat?ntiwanting haip. i 4- I agreed with parents when ?If the W313 is pruviding schedulcd bus ?ervic?s. than the i WED sqhnoi bums simuid arrive relativaly clusatn the: snhedu?iad pickup times. Out kids aha uld nut havgto 3 watt mt latte sebum busasli?r 11p to anhour, freezmg 11mm sunlith be. same salt 3"{31 made by dirt 56 5. Jam: chiidran .shtruid moths ncglected. 6. 1 Spam: with the: WED and waa 101:! due. in {he ??ld and skipper}; Gandhi-{ms outsids, some of the buses were mtming a 1km late, and this was mi 3 rauccurri?g thing. I was agsure? the Gampiaim wouid ha leuke? Into. Februaty, 2914 1. The. late: scam} buses can?num?'thru January and inta Fabruarx 2. - I: was suggeated by I?m: W31) 3150 by-?thc WED Schoul Trustaes that if] were is bring forward this turnpmint, {should dc: 32:: behind chased doors {the talking behind ciusad ?ours proaadum is called ?in Camera?). This would giw: permit: the: apportuniry in ?x things befam publicly speaking out about i 1. To givc: the W31) a cha?ng. To be: himThereme at 3. Board Matting an Manday, Fatwa}? I bmughi f?mafd this transpart?-?d?uc?mp 03111313: iqrf} Tn?ani??iw?mm?t?g?? gnu, 431 W'schnai busc? ware and by the WEB, The bus rantes- were} WSD. -- The mates were then given tan a sum-mama" that was hired by the. W533 in him a crew in Barry auttha pickuga and riffs of sm?ants. Thu: bus maintenance was aim part of the canuactursjub. The: rapaizs efhusras, the: fueling up of 1313 5:15:33, this was all the: responsibility of the centrasmr. 5. "nbut thf: bus mums-wart: and st?i are created and designad by I113: So if abua i3 ton bang, therafom making the. bus con?nunu?iy lam, themihra making the smdents late fin? when? {that wauld be: the: of ?113 WED). . The scheduled pickups cantinued to. be: late. 7. - The bus mum wasn't changed tn the prahiem 3. - pui the biamc: 13f tha ?anapormtian prahlams 0n the School Bus: Company - First Student Canada, The; probiams that the W513 gait-1 they had wiih First Studem Canada were: i. - Thu school bus pickups wam late bacause the: WEB was having cemmunica?m yrnbi?ms with the 531113363 being pmvi?a? by ?ag centrautor of wheel but: sar?cas FEES: 3111133221; Canada. ii. The schanl ?$311563 ware: runn?zg behind b?musc-?m buses wvulcin?t start 111a maximum: want thru mul?pie managers, and tha contractors present managcmem wasa?; ctr? ?pamtiw. iv.- The contra?ior had a Sh??ags 0f Sahara} baa machanica A simrtaga 0f bus ?rivers; bus; drivmr? shov?ng up Eats m: not at ail. 9. I spoka with the WED several: times in the month at? F?bmary anci was gamed each tima the: marmalath Was bi:ng 1001136 into. l'wiamhi 2915. .1. - Ai a W31): Buard Maeting on Mond?y, Mamh 31rd, 2014 I brought ft:de this tranSportatiun campiaint again {but {his tima publit?y)? 2. Natics was given: at that WED Baal-{i Maeiing an Mnnday, Marsh 3rd, 201-4 that} wauld be. bringing i'brward a mnt?ian at the fuilowing WED Boar-5i Mea?ng on March 2034 in discuss ibis nagging 3. A motiaa in regards; to transpn?a?an of stu?ams was brought fumazd and was mow :9 Building . Tu this informati?n pisasf: {afar ID Seating 135 - Transpa?ation uf Studez?? in 1329. ?nk balow: 31inulgg?m?ucuntents! I DMat?l 4%29Re?uia?AEGMeetm?J?f 4. - Trying in 301% this behind Biased doors was networking. 2 57 E, 'CECTafm-?ision News: Repart -- Datcd March 2914 givss insight to what" was still 30ng 03.3136 {apart is ca?sd ?$311001 trustees at adds We: buses leaving kids in said ?ame mfg: t9 {11-3 ?nk balm??i 257?6239 6. - The budg?t "was compiated by March 15 as per th? Pub?i?. Schn?i? Act; am: thaw ?aware n0 expandi?tums approved for extra busing. 7. Di?cmsinns did occur in regards to the: {If the W333 bus campound an Seikirk Ave. 3. Discussims did men: in regards to andng ?ze-wutmnt with the. busing, campany banana?: sf the: dissatisfaction of the sax-vices provided by the conmctar, were. was; nave: a marina appruved or anything curler-Eta was-ever appruvtd by the Board {If Tru?m ti:- him 100 W?rkm?s} by {ha 9. Disauss-iom did occur in ragardsm tint: I'etanii?n baa rlrivara, but there was new: a minim appmvad or anything (taxman: Wag war approvad by the Beard of Trugtees ta give work?rs a $131.99 par hour raise. my Th5 scheduled aches] pickups; tantirmec} It} ha i I spake: wiih the, W313- swam} ?rms. in the. month of March and was a?sumd {sac-1:1 ?Lima the complaintwas bsing looked ink}. I Aprii, 2014 1. The winmr was almost war but the scheduiad WSD schmi bus pickups still cantinuad to. be: iaic. 2. It Was my disappain?ng that the: 1am pickups gamma}. 3. n. A. new bus route: wasn?t created to 30193 the prob-ism. 1L Because afthe late ache-31 bus pickups, {ha S?ld??t'i an the 33113 cantimmd tn arrive late tn Ethan} theref?m lane: to class. 5. - Classes con?nued to be disrupted bmausc of the lam arrival ?ftht: tran?poned. students. 6. $033331ng was wrung. Sam-taming didn?t smsli right. arr: cur must valuable 33531 - Why wcr? we not iaking car: 0f than?? Whu druppad ?le ball? Why was this 30 imntinucd tn 100k, ask mart: and not giw: up on the: 13mph in my community that asked me: far My. 3. a I foi?awed the bus routes to see what wag happening, and Idiscemred a Wham bunch of problems ?f?our wilting}. 1:3? bagels. 9. When a same! has is rum-113.1313, than: is no adult supervisor t0 anceyt the smdents at the drop off Ieca?ons. The bus d?var mitts with the siusients, an the has until a aupexvisot G?m?s out. It?s against the law if} drop kids off (35% - I nwithuut adult superman being At times [watched the bums sit far pa??ds of chm! un?t an adult su?arviaur came, qutaicic. At things when everyone in the: $511991 was standing fer the singing {if O?Can?ad'a, thebus had EG'Wail fer a teacher in ?niah the?atiunal Antham, put their wint?r {:10 tiles back supcwise 2f} - 30 studmtg into the animal. In." Discussians did now: in regards to {211:3ng the cantract wii'h the. busng camga?y Mama the: di?aatis?m?en of that servitm pmvided by the mntracmr, but that: was mum- at matian or anything comrata was ever approvad by the Bnard {1f Trustees t0 hire m3 wafk?rs ?y the: WSD. i Di-saussimns did {mun-1? in regards ta the: .rctantinn of bus drivers: but timr? was new: a: martian appmvad or anything Gun?rete was cw: by the Bqard Umesieea tn give warmers a $2.00 par ham raise. i2 Tim aches! pickups caniiuusd to he. Ram. 13 .- I Spoke with The. W313 several timas in the manth cf Ami} and I was assured time. the: complaint was hating taken em: (if. M: while leaking Eats 1115 navel ?rms 0f basses, a Sammie issue an mag 11;: with busing. 15.? The way the W313 Ruf?ed tha issue {12' staggered hell times. 16,? The W39 to staggar {ha starting times. of certain snhmis. 3 58 17.; that were targeted were thai. ware using W33 transportatie? sax-vices. 132- New why wouid you need to stage: the stem times a1 W813) sahouls that used sebum} buses. '39: Were we Shari an bus-es? I i 29:? A ?um' uf nomiaints parants ?agdad the WSD in regards to staggai?ec} half times, For fu?hcr i-nfwma?on in regards ta Exaggere? be}! times, the iiafenna?un is on me website of the Winnipeg S'chmi Bivisian under - Infunnatimn Bulletin - dated?pr? 24, 2014 Staggered Bali Times {am-yam: can refer to ?lm ?nk b?uw): t? LET 21: Did I meniien the: scheduled when} bus pickups continmd to be 13%. 22., and did 1 arse say mat EkaE with the Swami times during 111% mama} af April and I was assured 334311 time. ?ag wmplaini was still being taken ?are Elf. May, 3914 1, - Fellnwing the 561109! bums. and Watching sludenis arriv? tats to schonl wa$n*trighi. 2. - So i gaw: aNotim uf Mntinn at the Boa-rd Matting enMay 5, 2014, and the: matinn was in be heard, ?iScussed and voted {31: June 2, 2014'. ?That within 3 sni?mui days the Winnipeg Shhmi 'D?visian administratinn that is rcspansih?m far the transpa?atiun {if mama; devel?p a palicy ur amalgam}: pian 10 ensure. that smde b8 picked up i?mm their designa'rati iona?ans when were are. unexpmted deiays in? the. ?ai?iy schedu-ied transpa?aticn routes and that siudania be mapped off" at 5511031 no later ma}; 3:50 am.? Far C?n?rmatiun yau can raft:- ta page 189 of 123% 2914 WSD minute-.5 at ?it: link balm: d- 51's: '1 "misaligng min nesf?ocumenm?vm (35*14?3?1520 3. - Watching and gamming in magma in the WEB bus mums, 1 faund that $tudan11a wara sitting all sailed! buses fa;- 1_5 mom Imam going to 51:11:30], and when the has is late you tack on the extra time can tap tarf that. {Far exampiaz if the bus i$ law 35 minutas, mt} drops the: kids {3153:9110 am, the: Students Will-lid haw 5351 031 1173 Ethan] has going. am: way to: 3311013] for 1 hour 45 minutm.) 4. How wnuld yau lika it if that was yam: kid on bus? 5. a~ T118 scheduled when! murmuad in: be. late. 6. A I spam: wiih {ha WED swam} timas in {ha of May and was assumi Each time wmpiaint W35 bf:ng baked ink). June, 2014 3. On a perfect tiny, wh an the 1313.}; is ?911 time? and {Imps the ?nal 336 smdants off (as per 'th? ?aigfi?d T051115 sch?dulaj}, smdanis win sit Game schm? bus 1 11?2 or mam-hams. going at: school, and when the has is late yum. tack 0n 'tha ?xtra firm on to? that. Far mammal: if the bus is late 15 minutes, and chaps tha kids 31:95:10 am, the students have sat {m the S?h??i bus gaing um way to whom far 1 hour 45 minutes.) 2* a Studants sitting an a animal has for 1 HR an: more hunts geing achwi is not gqod 311d its aim against the law}. rim WEE) Board sf Tmst?cs and Swim awniniatra?an and i also san?sapy to James A Allum ?Einism at? Estimation and Magma 201%. rap- In To view the plaasa wafer {a the a?atinnem am)le claim} Jana 612(1E4-zmd {mac}: "Studenta on Bus 1.5. HQUTS is against 111% ?awi" 4. Why ware kids an. the 301.1091 bus {hr L5 haurs {ma Way? .5. - Was the; W313 Sh?? at? 12111553? Why was this not bmught tn the: Miamich of the Board GfTrustees? How lung shauld a student sit 9n 2: has; As per iaw plaa?? mate: the data the law came-Erma affeat below tha ?ec?ans 0f the act $3 per 13;? S?cii?n 43 <31" the, Manimlm Puhi?c S'chn'ois Act 53%: amended Have! 11?; FEMS 1.111 In l'rnnapmting {mg?is as required by secticm #341 Scim'ul buard :11 us: maerEtg has: a?n?s mam-a that ?pupii'a Una?way erwci Lime. mhis arrive-y de?ignalcd Schuoi 53 Hill wager {hag} {me h?ur. Phasing in extended Havel iima mduiztfuus Em A animal Ward lhal {wilds time 1.0 campEy with may phasa in :?aduc?ena in Latvia? time over the Ema-ear imr?ad beginning an ?lm clay {his section 30131an hm: ?at-m. A3 3361? law - {pieasa new the date the. law came {nu} affact balow tht: ?ctions; {3f the. act is 2303, it's 2014 6 years later) Regulati?n? respecting Exi?'ndcii wax-'23 {hues 6O if at any ?rm: {has minismr tansidcrs ma: suhimi Emiird$ ham: 1m; raduued extended trava?i timcg su main-mix: lh? mi?ib'it?? may maid: esmbiishing a cap on a pup? 1's ?ne?way li'Ei?i?i?l] limc 11,} 1111533013005 that ha misha- has becn designamd wand in}: iha 52mm board; 3M. 2003. c: 7. Sm?snts sitting an a schmi bus for i a: mere hours'going to 5mm] '15 not and it?s aisu ageing: the law! 8. Nut geod. 9. No ?ne-knew 21-me thisi Why? 1 Ibaliaw-tha tmsiaes shnuid haw bean infemze? abuut this. 12." 'Diti you ham mi". 5213,: "No on: knew alums: ihis?i 13: This is a pl?ObiEm. This is not iranSpamnsyi This is 13m being a?countabia, 14.- "Was this a Secret? 15.? Why weren't the tru?teas awam if this- 15." Was there a Ema-{age oft-uses? 17,- Is part Df the reason why buses were running bshind?? Tu ram {he ai'iicia "Aittemative saught QD-niinuie scligoiubus commute? by Geoff Kirby?en in the Winnipeg Fri-2.6 Pram mimic a Print u. Dated I may: 7,3914 Pisa-5e press the {ink inelnw cal aliemaiiwwaau I um mi! ni -rii'ee ms 26132922? 1 Jilin} 13m A: the June: 2, 2914 Buar? M?tming the, feiiowing martian 1 11131th was heard: ?That wiihin suhmi days the Winnipeg Sabine} Divisiun that is far the tran?po?aiimi .0 L?sindants eievei?p apolicy or emergency pian in ensum i?hatsm?ants will be picked up Pram iizcir clcsignat?d le?aii?ns when than an: {Inaxgiacted aialays in that: daiiy scheduiad mates and that studanis be {ii-appear! offat salami rm law: than 3:5i} 3.1m" The V013 being recorded as fu?ows: Ayas: Tmst??s 3451:1331}, Bauiisia, Babinsky, Rama; Sue-ash)? *5 Nays: ?Images Chili?! 3, Bar}; I~Irynyig Waa?iw 4 19.1? Iimva no idea why wnuld mt: againsi this motion, 20.? Prior to this day, in regards it? this: part 91? the {hat says ?mude be {imppe? 9ft? 3: S?h??i no iater than 815% a. rm") dropp affsmaicnts late 10 schooi by bus happened mare firms than one: Want 2i . "45.1an or; Mend'ay, unit 2, 2i}? 4 at a Wim?pag $311091 Divisi?n Regular B05115 Maating, in puhiic sag-"sign {in from {if public which included a {ix-3w aging a story about safety cumming w?h V?i?tie acaidmts anti siniimits arnund Kama High Emmi) Was a?owe? is publicly as per psiicy 6'6 promdura that i weuld be. bringing a fmwar? at the next Regular Board Mceiing on Monday, June 1-6, 12014 as fuiiows: ?Thai mil Winnipeg S?lwul ?ivisiun im?asiigiim and if newsman: 111: pl)? {disciplinary} autism it} all inwlved who put the safeijs' {if {3111' students 1'in andfur did neat fullnw the Public Schw} Act 111 a 61 thusspuriing Winnipeg Sith??l ?ivisian students in and fer setmais.? 2222-? Tim Hating of Maxim was accepmd a: the; meeting, and {he meeting continued and emi?zd with questions amicam? 23'. Days Eater after {ha mating, cancem I braught forwar? aha Lu. invaatigating 121: mam was removed frum the: reward (rammed tha mim?es of the and was discussed hahind cl?sed 24," Wham WSD Board Gf'I?mstees approved the: mm of ?133 June 3. 2634 an Jame: 16, 2014, the minuteg war-c: mam} and the mating at" martian I made it: invan gate was I'emczvad. Tim aatuai words that ware: mposad tn be. in {he minutes at? the meezirag removed. The. actuai word? in the Noticc: ufMatian that I raati publicity warez: ?Tth the. Winnipeg Selma! Divisi?a investigate and it?neccssary apply {?isuiplinan?} acting: in win; put fhe sai?cty (If {311? students at risk amlfur did [mt fallow the Public: Schuoi Act in reyrcia Winnipeg-Schnai Bivislnn Etudents it; and from scimnls." The: ariginai W?rdS-Gf fh? Natim 3f Moti?n wars not in the Junta 2, 2314 minutes 023 the. meeting that" was appmv?zd at the 86.81% Meeting an him: 16, 2914, I have provide-rd ?rm minutes; in the, link; beiew to pmve this: 1:331?:st 80minfo {if} E?mii?lutesf??cuments?un-Zt 2'5 The excuse: of having passi?le smegma of PIPEA (Fmdam of In?ammation and. Pmmc?e? af Rivas}: Act} have hirer; used in tha Winnipag Schuml Divisimn to hide mamas and facts frum the pubiic, and a way to sweep things under the mg. 26.? FIPFA has became an-cxcusu?a and a newmamn it: keep things a Emmet the cGMImity, winners, and unnamed pmpla. 27in Fi??a i belimre is aim lazing miguscd at ?rms in the Winnipag Schmi Division to hide. things the mmuuity, repu?crs, and came:de pimple, 28: I also believe: FIPPA legigiatiun was put into place. cu prutact one's garage-rial illf?ma??n, Fur exampla: Yum Sada} Insurance Number, yen: p?rsnnai mamas, yaur haalth rawrds etc" i-?ublit: Sahara} System shuuld fo?uw FEEPA, but in 1311!; more and more thinga behind closad dam: is net ?ght aither. The Winnigeg Sch?qi Divisizm is: ?at semanna?s yrivata mmpany? 31.? '1?1'113 W33 is a pu?lit?: whom system that belongs in 311' cf us (me, yam, {ha smdent waiting for the has, the parents: our neighh?m, my ataifat the: W313, ma Izpn?cm)? Evaryonc! it's a public schoai systam, mi 9; mivatc sumpanyi Th? vainu?ai Gomrnment has rspca?mdi}! said (tn-many amasiens that it anti that 313th {ward transparency is gaad for ?w gmpla-iz: an: commanity. 31.3.3 "mad than the; 2013-2614 school year tame. tn an and. July, 3:14 1. ?r?nt one: (3311 in mgards tn transyartatinn. 2. .?But did raceiva a call ihat timusands afpeapit: waste lacked can: {if Tyndal Park School for {hrs Juiy 1, 2m 4 Canada Day Celebration.? 3 . - Time was ap?rmit Ia 1m: scheol 9pm fora basketball teurnamcnt from 10 pm, but the WED failed t0 span {ha docrs. 4. The parm? hoidtr h?i? the basketbail {atimmnani? an #113 outside baskrziba? mart. 3. - Tha dams ware ?naliy Opened algae tn 9 pm. 61 The $430 pannii fate was remndea 62 72 Thai camc that handing transportation cisn handicc approval and $13; up cf pmnits. . AugusiAugust, i a can that ?(Ever 23 Brand New Winnipeg Divisinn Buscs" nrr?ivcd and sitting, a: truck denim-chip getting ready for the: 201 $201 5 sch-cc] year. 2. Iccuidn't get any in rcgardc to this of 0ch 2 dollars, becauSc cf senior WED administrn?cn were on hnlidayc and did back tn till the end of August; 3. Iwac vary cinpriccd. 4i - Vcry Eur pccpic than this large purchasr: cf buses tack piacc. 5. I. believe the W330 nus ?cnr increased by 25% carer the summer: wiih this. purchase of over 29 buses. 6. cpcra?cnnl expenses cf the buccs will go up. I was buses, butl believe in this tiny wc cwn, and arc still all cr cf the extra ?cc?c that Was accumulaicd. 3. During the Budgct discus sicnc with the and adminisnniicn or any ci?thc Advisory Ccmmiuccn then: was a diS??SSi?? in tn the: purchasc cr in increasing the WEI) budget it) provide tantra for some m- 93 cf: i: purchaSe cf the sciicci buses. ii: any bus accesscrics. like: cxna cnbcard heaters, canicras iccatcd an the human; cr any c1hcr inns accesscrics that w?crc included with mic dollar an hcur raise 100 iv: facl and insurancc for tip it} 25% cxtra schnai busas, v. - the maintenance and rcpair for up to 25% cairn Macs. vi: - and any cunts ascncinicd with ihc purchasc cf buccn September; 3914 i . By not gating pickcd up by the: schocl bus on time, and having to wait an hour cutsidc dining ccidcct "Winnipcg Winter in one): 106 years according if} Canada I believe. of our sindcn'is during ?an 2m $2014 winter. 2-. - Iaicc heiicvc cur 1032311;an 110 Unicn who represents many WEI) was also 3.71323 did not ccnsuit cr Lnan LUBE iTUUnmn an rc mm c" driver classificaticn In their 53' '1 4. The secrecy cf transition 'biindsidcd anal CUPB Unicn who. Luca} GUPE 110 Uninn 409 cf the: W312), which incin?cc painicrs, and mechanical ?r - The anai CUPE 1 16 Union wasn?t ch-n given an by this W312) in try and with Local 331 100 the: Bus Ccmparry First Canada prinr 1c 6. - The transition of the has and ?re 1% workers arc new WED cmpicyc?s and nc iccg?f far Firs? Studmt Canada. - T123 dciiaran raise: was by the UFCW anai 832 Union who the: 3. When the workers startcd :15 W31) in new Emir-2015 ycar in September mimic, a crncil group cf the 3 {36: Uch Local 332 Unicn that were: custodians, cicancrs, painters, utility or became Linan CUPE I if} Unicn in 2314, because: Lccal CUPE Iii) Uninn that c1215 si?catinn in nn?cdianc,,clcancrs, cr mechanicai win: arc 9. W313 offarcci ihc dntlar an misc and it was acceptcd by the: UFCW Lanai 332' Uninn win: the: prior tn 'tircm starting in tin: New 5 in 10% ofthc UFCW L??ai 332 Uninn mcmbers- have anai CUPS i} nicn {with {Wu dciinr raises). 8 63 :01? wander if Lanai CUPE H) Union mil} hr: asking tha WSD fura duller raise far the rest ef?m Luca? CUPE 1 19 Union membership {wha at: 4516 empiuyees 0f the. W313, which includas custadim, czeaners, paintcm, utility and mechanicat wqum's). . i. 1 Ifhy Ghana: that bappcned, a two dallar 2m imurraisafor the: mast 0f the: 400 W313 custodians, sigma: pajama: utility and mechanical wm'k?rs- being rapresema? by the Legal CUPE 19 Unicin would cost the. W553 $3033 in 2 miliion. 'extm dollars per yearfinclueiing benafiis and cmpiuyers sham of daductions} this happen? 33 Gaul-d this {15.13pm}? t4. ffhis was new: dismmged with the W313 mamas.- i5. as quoted by 51 W31) representative "drivera' pay was discusse? behind ciasad daors aftar the WEB :iccide? this year ta and a same?mes unhappy raia?mship with First Student Canada" in the Thursday, S?pt?mb?r 13, Ema; Free Prass .micis ?Sclmai Emmi Made Baal Behind Ciasexd Dams" Tc: can?rm {his in me Frat: Frags A?icie by Mink Mai-Liz: Print Haitian [Jamar Supt 181 2014 spills beans in; bus drivers? Evian" ?Schcei baard madefdeal behind aimed dams? Pmas $113 1in in?ow: T361 .htmi i5. The Pmuirzciai Gavel-amen! has mpaatediy said an many nmaaiens that it supports transpamncy, and that ach?oi board tramparamy is good far the: psoptc in our wmmunity. Se: in: S?pmmher 19th, 24514 I 56:51 a fetter rgquesting that the Hanuurabie Minister {If and 3 Advanced Learning investigate the: Winnipeg Sebani Divisimrs alicring cf public ta mama! and . hide {53 use and facts. Tc: read this please: {span the attaGhmt?tahaw titiad: Sept. to the Minister {If Educa??n, 3 91mm Allum. - In regards t0 the ketierl sent on Sept. 19, 2614. to ?le Hunaumble James Ailum Minister of Education the fallowing artiti?g ware Article 1 a Free: Press Article 0115115 Edition Dated Sept E9, 2614 ?Winnipeg Schani Division wastes: wants minister 113 i391: i310 schemi bus pmbic?m" schonlnbus-grgbimus-E? 33 5; L11 1 Faint-nip? M-H?wmr?uWH-r ?neat-ll Ai'ticle 2 A Free: Frags Article by Nick Martin - Print Editim: Batcd Sept 26, 2914 "Trustee guspects swamp; asks for provinsial probe? Liam} hum . Octcber, 20M 64 I I- At 1233 beginning of tha animal yam" thaw were a. ?aw calls peaple leaking ta great for their childrm, but the {13135 ware. quickly, and the patients were happy. 2. A int afpositiva feedback ?rm: in In}! in ragards to that smug V?i?t Ipmvided far Wansmrencj! and accuuntab?iiy. 3* - A municipal eiemtien an {Jabber 23, 3034 112611ng in; 5 ntwa elected trusieas, 3 trustee aiming her 5th yam; 1 trustee Wing his 4th year, - maize siar?ng his 29th year. Novembar, 2314 1. R53 than a waek after the Omaha]: 233d, 2014 Muniuipai Election at: 23., 2&4; The: Offset: The Min?istar {3f Ednaa?cn and Advanced Laming scheduimi a mag?ng with the Winnipeg Si:th Division Hazard of Trusteas far the. ?f?lluwing week on Thursday Novembar 631, 2.014 (As indium by the Hanourabic-Mir?ster of E?uca?on and A?vmm?d Learning mat a meeting would be mt up a?cr {ha muninipai Elan: Lion, t0 discuss the Transparency pm?ams at the Wimipag Salami Di-viaion), Link to the article that {ha Minister of .1 2111135 M11131: says im'li 1115:31th the new board afar the Oct- 22 al?eiclion. Frat: Press Ar?ch: by Nick Mar?? - Print E?itian - ?atetl Sept 24, 20M- ?Buards timid fact mare gammy? 2. a- Six days later an meday, Nuvamber 311$, Z?i??ve Manituba ministars msigned cabinet and Premier Brag Saiingar unwiled a new cabins: {an the: same day. Read mere: 111:: awacaf rsurcsi?n?mrar-n ave-co camvab? :bmanitubw rumicrrv M0346 iegixm?ii??am?? 3. - On Munday'?wembar 3rd, 20} ti- Pcim: rapith Jamas Allum as The Minisz {if Educa?un and Advanaad Learning. Aisu on the waging of Monday 3rd, 2014 tha new Emmi 0f Trustaes of The: Wmipag Selma}. Divisimn was swam in. 4. The Of?m: af? Peter Bj?mson, The Honourabie: Miniater af?ducaiian and Advanceci harming con?n?ad the fakinwing day on Tuesday, Hatrember 4th, 2914 that that newly appointed Minister, Pater Bjornson wuuid pmmed with the meeting snha?ulad for Thursday, November 5th? 201.4 at The Wi??ip?g Sch?oi Divisian. 5, The Honourabla Pater Bj umsnn tha Minister of Education 312d Adwmedleaming indi?atad that that: ?lming mm id hr: in?ammi in radar to provide: an (appo?unity ta meet with the trusteea. 6. At the: rimming cm 61h, 2014 with the Board 515' Trustees at The Wimipsg-Schuol Divisian, Has: inimduce? mach when The Humuxabie Palm Bj??ismi the Minister Educa?on and Advanned Lea wing said ha was folinw?ng up with a. massing that was scha?uled by the fauna: Mini'sier of Educati-tm and Advanced Learning; 1313333 Allum to diacuss that at the Winnipeg Schm? Divisinn. Link it) the. Articla that Mr, Aifum says ha will with the 531100} hoards assosiation for stronger g?ideiines on ?ber issue, but the prmri 11m: needs. 11:: take aciiun 30m: a?er 1113:: {3:23, 22 eiac?iian to close. legislatiw gaps that 211raquirccl in attend semimw an the impormme transparency 65 and and the core purjm?? Gi'pmvincial privacy legislatian and im rmch.? . Righa ?aw} tun 1mm}! t-msleesjusi {isn't gal it, Free Frags Editoriai Prim Edition I) and Sept? 1131 H.114 ?Schaoi inward {him demncrac 3' ht1p:ff winni net: 13:13:: 1 83 .himi I - I thaught we WEE an the track; 3. a. The Hanoumbit: Minister. (if Educa?mn said ?He could not sch?ui buards ta canhnua chugging to default inncamara m?ctings an matters that magenta public attention. He said he wnuid work with the mime} boards assocEatian for stronger guid?lines an Eh: issue, and mat the pm?ma mended. in {aka action 500:: after she {in 22 alection to chase: legislative gaps that ailow the abusa sentinues"; - ?I?he. Honnurabic Minister mi" Erlucatimn also said ?Sahara! trustees must also be. muiijmd tn attend seminar}; the. ?ngonance nf transparency and accuuntability; and 1'11: core purpose. sf provimial privacy legisEation and: its mach?. As weli as "Right now, too many irustces just don?t gm it?! 10. I thqught We: were: an the right track. 11. A: the {Heating ?an Thumday, wovcmher 61h, 2014 with The ?ammable Pater Bj?msm the. Minister nf Edutaticn and Advanced Lemming The Tmst?ea snugly not in digausa this: issnt: any ?1511:5131; until they wane provided wifh ?nthar in farmatiQ-n 2311:: (iatad Sgptamber 19., 2014-1} that was writtan to ?lm fannchinistar 0f Edunation and Advance? Lamina, James #:1111111 in mgards to ?Requesting that {he Honoumhla Mini-star of Bahamian and Advanced Leaning investigatc: the: Wim?p?g Selma} mamas alte?ng Gfpuhlic regards to mums-91 and hide isms and facta) 12. Although Htsmurabia Faint Bjurnsan, Miniatuar effidunatiozz and Advanced Learning mid. he wag {allowing up wirh a mutating that was scheduled by farmer Minister Of Eduuarion and Advanced Lami?g, Farms Alium to discuss the Transparmcy prohtezns at th? Winnipcg School Divisian he. stogp?d at this paint, mid?aid 113 more. 13, - The meeting that was erigina?y 3&1: up by ih? f?mmr Minister of Education and A?vanacd Learning, mes Ail-um discuss the: Transpangy pmhiams at the Wimiptg 3611001 Division tank a ?turn in a differant direct-Inn. T115 discussion or: ?I?ranspax?ncy did not'happan. 14d - {En-the fu?nwing m?ming Elf Fri?say? Novembar 'F?drs1 20 1:1; the: latter that the: Tulstees requested aw day befnre was pmvidzd to than: by emaii, i5. At the ?rst at th? next Ragn?ar. B?ard Mis?tng on Manda}? Novmbar 17th, 2814, aNche 0f Mn?on was made: ?That- tim materiai pressmed to Beard nfo-ustaes Bfi'htl' Winnipeg 3:110:31 Division by Trustuf: man-ding matters. Mama to Strvi?cts be received as infummtim?. 16. With this public antics {i135 infoma?on regm?ng matters rcmtad tea the Transporta?an Services {if the Winnipeg Sth?oi Divisien is S?h?dul?d 11:: be, raceivcti pubiicly at the new. Regular Ricard Meeting {If (in: Board a T?l?t?t? ufThe Winnipeg School Diizisian this Mo?day: Baeamber 13$, 20 The .nswiy electcd Baard of?i?mstets bf: pr?vid?d wiih infunna?an in regards tc; Starvich by 1:11: Winnipeg Sch?ui Divisinn, arid with this Imev?adge and they will 13:: banter 18". At a W313 B'aard Meeting Ma?ambar 173 $1015}, #116 WED Cam-1:11:33 Tmstea Babinsky. Hare, is the Free Press Arti?a Why ngtet: Babinsky W215 cangured. Dated Nuvcmber 21014 - Gnlm? Editinn - 135: Nick Mariin "Babinsky sumaius a rabcliiun {if 9315:" Ti: mad i: phase {#653 Mac: link below. 9219:! i 5.111?mL 11 66 a 4 CBC deis Csnsurs on Ni}? 13, 22014 with School Tsustsa Bahinsky. Ts has? the. CBC Radio Intsw?sw sn NEW IS, 2934 with Trustss Babinsky. Please {21in an the CBC Radjs 20. .- spinisns an: Written in; a: Press E?ito?sl a Print Edition Dated November 19. 120} 4 v? Print Edii?is? ?scam: beard lssming ms basics? Ts stat! it press the iisk belsw. 1 5934} him} 21. - In 1116: dated 28, 2W4 i was fs?swing up with ihs Minister ofJustiss has: sass I bsiieve. thaw-had hem naming dens. There had been no s?smpt ts 111s divisiss?s "aiming sf pub?c to and hide issuss sag! fssis.? Link in an article writtsn manihs tags (Sap: '22, 3314) that says: In June: (?2013. we leam?d W513 were ?taking an increasing amass: {3f in camera, rs?asing is allow the gublic GF media is smut! bassist and no Images reieasisg divisiui?wwitis tasting resuksWhes that star}! erupted, "?n-mar Minisl?r Nancy Miss said shewsuid islewsns is trustess ?'sm conducting business in camera. ?1 ?1131 watching Allan ssid than. siss sin James Alisa} said he has dispamhsd swim sf?cisis is mast with in wars them against- sondusting business in sscz'st. Ha will as}: this Msnitshs Sahara} Boards Association to wiih the prmince as stranger and sacsunfahility Mrs-s imps?sn?y, Allum said he: will mssi with WED the: Dumb-31' slssiiun ts stress The Esme-mime Uf'nst cnsdusting business behind classd "We expect divisisns is he upsn ss? accountabls when norms in warms," Aims: said is an "The public 11353 right to knew what's going as.? $1133 Press Article by Dan Let: - Paint - Dated Sept 22, 2013 ?Law and order is coming is Jaimi 19- - Iwross It: the: Eisnsusahis Jamss Allan: Ministsr sf J'uss'cs and??smsy of Manitsbs is ask him is ask the Manitoba sf .1 stiss I m- s. Dsps?mcm sf Justice from snothsr pmvisce (as them W?uld 13:: ns pmsivsd con?ict of inlsrest by the public) to leak at and investigate the laws of Public-8311013115 Act. that were and not ?fsllowad ??sm the insidsms that accused besme to 111s iims the {sitar was writtss on Saptsm-ber .19, 2014. 20. ?1 asksci The James .Alium, ofmstiss and A?smsy Sexism} sfManitnbs, is Rook at the sestisns in The Pubiis Act that have no: been fs?uwsd in mgaztds in S?ptembsr 39; 2.01% letter 1 in the Ministsr of Edussmm and Advancsd massing in w: "Requesting that Mir?stsr sf Estimation and Advanced investigsis the. Winnipeg Schsol Divisisns sharing ofpublic to sauces} and hide issues and facts", Sections in The Pubiis Act are: i. The Sectisn 931st is recording sf minutes Section 55(1) of The F?ubiis Schools Act 2. The. Sean's}: that Isfer is extended travel Limss Ssc?sn 43.1(1) 5?5 Ssst?mn 613.1(2) of The Public?chwi? Act 3.2 67 . 13.1 tilt 94.1 requested attit?l?he James Allum Minister (3f Justice and Attamey Genera} 0f Mat-tittith ask the Justina Department at whomever he feels that can bring femard racommandatians ta alter or impiemam as law the fciiowittg: 1. Lou]: into all Manitoba Acts and Providadirectiatt that wilt impmva and increase Transparency and rectum missed d?or matings at Manitoba smut Bosnia. Ta invastigate, report back, giver: an When, and ?ew to retinas: and haw alascd dour meetings can uncut at Manitoba School Band me?ngs, Tc; raport bank, and give diluting to provide a section in the: Wblic Schools Act that says: "Ah: 3. discussicn occurs behind (ti 03:36 deem, the resuks must ism voted an: and recordsd minutet must ht: taktm in order fur a public: board to ha acceumabic and transparen *2 iv. Any miter idms that will haip with and at Manitoba Sci-tau} Boards. SectiGtt-s N115:va ta this, Iattcr in [113 Win: Public Sahmla Act? 311B: Exiandad trawl times In transporting pupils as required by tactic-tn 43., :1 animal board must use its best tiff??s it: (mama that. $3 pupil?5 one?way iif?t to his 01? her $11th is not Kan-get than tint: hunt, i3 115153115; it: uxteadedtmve} time reductimta 43. Hit} A schist}: beard time: to compiy with subsection may phase in ft: ducti 0115 in Hats! time {wet- the ?ve?year periad btginning an this day this sectittn comes inte farce. 33% 2933. c. 39; 1t. 3. Rec?l'ding {3f initiates Bastian 55(3) The; Shaii wizard in a minute bank, witimut new or munitions, d?cisions and ether pi'ocwtiittgs ?of the scimtti httard. 3M. 2mg c5 2,1 152, 22. - In. mgattis to transtaateztcy and I imiiwa we, want what is the best fit: our Gamma 23. Smut: sitting words were. used in the. {showing Frat: Firsts article - Print Edititm nailed: ?Digniplinad trustee calm f?i' prtiba m1 humid Stacey" by Aiaxatt?ta Paul Novembet 29?, 2101-4. To read the: articic phase press. the link iteiaw: 24-. Yes: by saying "it was altered? Winnipag Schaui 131313155611 Chair - Scitooi Trustec Mark Wasyiiw has con?rmeti that the minutes were ?ltered in the Frat: Press atti tiia '13 Alexandra Patti Saturday, Novembct 1339, 2am titled "Discipiinad c3115 For probe an hoard Seaway". Risa. it chairman 3:1er Wasyliw said Babinsky?s right but it was tat avoid Him! action. Bahin?ky?s matinn was so tie?tailtatiF it practicaiiy identifiati the worker. Wasyliw said. ?The acme] hazard was con?erned about liability and being sued, so the warding was generallzadi It wnuid have hear: very easy it: identify wht} he was attacking,? Wasyiiw said, ?i was present at the meeting with Mike when the administratiqn explained why they dig: what they did and he knew that.? 13 68 What vias iibol in the: way the Motion; of Motion woo? wri?en? the way the Notioo of Motion was writtoo how oou?id anyone identify who was involved? T1319 Notioo of Motion; root}: ?That the Win nipeg ?oh-ooi Bivimon invostigote and if apply {diooipiinary} action to all invoivod who pus. the safety of our otudoo?s at risk antifor {Sid not follow the Pubilo Sohooi got in regards to transporting Wonipog School Division otudoms to and from oohools." Rabinoky?s motion was so dammed, it practico?y idonti?od {he administration worker, Wasyiiw Said. How man you identify anyone by this biotioo of Mo?oo. Couid have been the ?ootws? Gould i1 have: been the administration? Como: it have boon one of the workers? Gouiri it have boon tho oontraotor that providoo hos services? The motion was wri?eo so ihoro oouki be an inveoiiga?om i hope-this. provides oome insIght'for ihonew trusioos. We tried my boot to provide. you with mo doiaifo of wants, as they occurred in the food year. Some would say I?m throwing rotten eggs, o?ehoro woui? say i?m foo-Icing concerns by panpie in my oomm?nity. {know i have. tried my boot this hotps the nos-?y olootod Your time is appreoiotod. {wish all of 3mm the best of iuokl Mike Babinshy School Trustoo V?nnipog Sohooi Biwision Oihor links that may be useful: ?u?uuwrun?l-H-H ?x ?nk it: the W539 Board Meeting Minutao: - afault?s A ?nk {o tho information Boifo?ns: wu? man? A ?nk to at} mo W813 Poiio'reo: r7 Jul:- 14 69 Ff?rii: -- Sam: June?emzai?sesnsem To: Cc: Re: Students eittieg on scheai? bus for 1 1,12 0r mere hours going to scheol is net good and We aim against the iewi Te The Trustees er the Winnipeg Sci-moi ?ivisien and Senior Steffef-the Winnipeg Sahara! Divisieri, i received a cempieint this past Becemher free: Winnipeg ?eece! Divisien parents that their ehiidren were not being picked up can time by the Scheei hes in the m?rning; and that their ehiiriren were hawking to wait at their designated pickup steps (outside during the ceides?t winter in Winnipeg; in ever 3 hundred ?rearm with weather candiricms from ?2.5 tr: "43 if] for an extra 5, 3.5, 153, 20, sometimes 30 - 45 minutes ieegerthen 'riieir eehe?uied pickup time- 70 ?es ?wees-3" Parents were further worried because not eniy did theireh?aree have to wait this fang, but same children weuld also hese tr: Erase the house earlier te week to the designated stage; in career fer them tn arrive 5 minutes earner {as per the ?isisien} in erder net in be late fer the scheei bus. er it weuid ge by. At this poEnt in December, 2913 the parents were asked te writes: the Winnipeg Seheei Dssisien Transportation ?epertmee?t to work things out. The late pickups sentinued iete January. and I started to keep an en the bee?ng ?remen-1, net eniy were she student pickups late during exisereeiy eeld weather..th they were etse arriving te ether}! late. Quietly behind eieseci deers during the menth eflenusry, 201:: end then st :3 Reguier Scheduled seerd Meeting en February 3rd, 2014 i brought this te'the essential: eftbe 9 Beard ef?Trus?tees end 3 Senior Administration and 1 Selma-1 Beard Recording Secrets ry. fwas telsl the prehiem wes understated, and it was being taking care of. After yet smasher menth. the iete pickups sti? didn?t step. publicly at the next Scheemed Beard Meeting on March 3rd, 2014 i made a Netiee 0f Metien giving the Board two weeks eezice that we weuid discuss this matter at the next feuewing beers! meeting on Ms '17, less. on March 17, 203; at a Regular Scheduled Board Mee?deg, aftere the matter was referred to a Euiiding 3c Trenspertetien Meeting where it was not heard untti I reminded the Bears? publiciy en May 5, 203.4 that was stiil Waiting ferthis it: happen. On New 12,, 201% the Building Trenseerte?en Cemmittee met, but the Fate pistseps centinued. I've been teld a range {if reasons frem: 1. the prehiem has been resumed to, 2. why the iate pickups still so ntinee. 71 A5 of Friday, May 3Q. 2614:} the same route has continued, and cantinws ta he iate, the meme students that their parents started campiaining ahaut the late pickups cantinues (new du?ng beautiftsi weather cmditians}. On Friday, May 30. 2914 i brought Fnrward further informatian tn the WAN and tru?taes of the Winnipeg Schoui Division: "Students sit on a schant bus 1 113 ?gr mare hours gaing ti) schoal?. {In a parfect day, when the bus is ?an time? and drags the final 4% stun-{ants off (35 per the assigned mute schedule}, students wiH sit-an the sehaol bus 1 IKE [if more hourg gaming ta schaoi, and when the bus is tate gnu tack on the extra ?me an top 35 that Fm exampfe: if tha bus is Fate 15 minutes, and drops the. kids tiff at Mt: am, the students wculd have sat 0n the sahaoi bus gaing cme way ta S?h??l far 1 hnur ?15 mmutes. give you an actuai mute examg?e: This is what happene? and routinely has happened at; year. Friday; May 30, 2014-, in regards to Emma 11 of the Winn?ipag Scha?l Divlsinn: ?n bus driver; With a supewimr a?Si?tiag and riding?naxt to the bus driver ieaves the bus n?mp?und at 1315 S??tirk Awe. Usuaiiy the bus driver takes 1 #2 husEs. Bus 3 1.31 License Pia-ta EVE 415 {3r BUS #134 -- License Piate FFB N2 72 at 7:05 am m: Friday, May Bi}, 2014 it was 335131.31 - {imma- Piate ?351 #15. ?3?.13 am - 223 am The bug sits i??ng and wa'its 5 minums on Sim?ak Street between 8: Pulsars and. then moves on ta} pickup students. *?Nute tha fo?nwing At this ??int 111? time it is 1 11? haugg hem-[g ?naf 13mg eff. ma arr; Firgt student is picked Up. ?:27 am 2nd Etudent is picked up in front of a church balding acme. 12? am - 73:311. am a The bus mutinugs to wait 7 mare minutes. in the iaat?ng acme. EBB am - Bus goes in this location, but no tune there. "2:36 am 3rd student is picked up. 1393111 4th, 33th, and 6th sfudent is picked Up. 37:41 am ".r?th 31 3th student Es picked 1:53. 3:44 am - Bus gees th ega- next laca?ans. but an cine there. ?3:50 am - 9th 3e 10th student 55 picked up, ?Nate a at thia point in time It is 1mm hgfom ?ggl drag uff, at Igast 11} students gave already been an the bus fo?upjo 3G minutes, ?:55 am - 11th 5m slant is picked up. an": - Bus goes tuthis In?ation, but m: cane the-re. 3:013:11": 12th student in: picked up- 3:03 am 13th,, Mth, 15th, l?th 8.: 17th studentis picke? up. 8:66 am 13th 8: 19th student is pic?ked up. 3:68 am - 263th student is picked up. 'am Elst, 22nd 3L 23rd student is picked up; 8:1? am - 24th studenti? picked up. 8:28 am 25th 3; 26th student is picked up? 8:24 am - 23h stu denth piak?d up. 3:28 am - 28th, 29th, E'Oth 33.51; student is picked up" 8:31 am - 32nd 81 33rd Stu-?an: is picked up. 8:34 am 35th, 36th 5% 3?th studant is picked up. 3:36 am - Bus @323 t0 this #aca?sn, but nu one them 3:42 am 33th, 39th,. 4151:, ?nd 34 43rd stu?ent is mum: up. 3:49 3m - 3:53 am HHS 51? 0313 0f? 15 stutients at Stanley Knowles Sch?ai. ?Ware - At this pointin time it has bean 1 ham 3-16 minutes Si?t? tha ?rst student was picked Lip. 1 8:53 am 8:55 am - Bus drops the iast 28 arudents at Gard?sn Grove schmoi.* ?Nat-e a At this paint in time it has been i ham- 31 ??lut?S since the ?rst grudent was picked ti?s was a narmai dayhow king shqulqa student sit cm a bus? As per 13w i please mate the data 'tha law came inta affect heiaw the sections Seaman 43 {1f the Wait-tuba ?ubiic Sciwnls Act saga; 73 74 Extended twee! times; $3.111} ie treespe?ting ptipiie as required by sectien 43, a school been? mes: use its best efforts to ensure that: a enema}? travel time to his or her designatee seheei is met images? than mine hem. Phasing in extended travel time reductiens 452.33 3.3. scheme} board that needs time to weipr with eubse??en (1) may phase in recieiztiens in 'travei time ever the ?eeyear periecl beginning en the day this seetien comes into ferce. Regulati'ens respecting exi?Ended travel times 43.1131 if at any time the minieier censiders that school beards have not reduced extended treVeI times Euf?t?en?y, {he minister may make reguiaticine establishing a cap er: a empire enema-1y trailer time it: the scheei that he er she has been designated t3. attend by the etheei beard; Sim. EDGE, c. 29, Si 3. iweuid 3150 iike to make it very clear free: my ebsenretiees, that the scheei bus drivers have eerie their vein; best in trying te get our student: to scheei me time, based on the writes that the Winnipeg Seheel Division greeted and assigned tn the driVEi'S. Studente sitting {in a scheei bus fer 1 more heurs going in wheel is net gamed and it's else against the lewi Pm writing this ietter ta bring this in your attention. M- 33?? A wnuid be apprecmzad. Thank Wu for war time. Mike Gabinsky 5::th True-"tea Winnipeg school Divlsf-an - 75 Uii??aii??m ?lm wwssagc 1 1:73 Print mast:- Sam: Jung-0644 6:29:19 AM A?ar having Ra? yarn-r email, there it's any need it) discuss teday. SH 31:31: from my {Ph?na Prom: Sent: SeptembenE-l? 11:54:21?) To same: Allum the Minister 01? Ed ucatian and ?duance? Learning, 77 78 Requesting the: the Honourabie Minister of Education and Moe need Learning investigate the Winnioeg Ether Becky;er information: During the period from December, 2U13 to June, 2514 there were many complainis of: 1. "?re Winnipeg Seizes-3i aerision which is responsioie for the {irEEtEon and eetuo of bus routes to rmoseort students, iei; students freeze whiie waiting out-side on a terrier of a street for to an been because the school bus was iet-e dozens of timer during this period {piease note: the 201 some Winnipeg winter was the widest winter in error 100 rears according to Environ Ea nadir Wearher). Airhough these compieio?ts started in these routes were never changed, and buses continued to pickup moderate late for the remainder of the schooi year. 12. Students were transge?rted end sat on the sonooi bus for one one a half hours (in one dire?ion} each o?ay aiming this Period {which is elm in oftire Pubiic Schoois Act}, 3. As quoted by representative "drivere' pay was dis?lJSSEd behind dosed doors after the WEB decided this year to end a sometimes unhappy with First Student [3a eerie" in the ??uoredey, September 13, 201:1 Free Press article ?School Board Marie Deai Behiee? Ciosed Doom? the 531mm this E??tfact End-ed with First Student Can-aria and the Winnipeg Sehooi ?ieisioo, there. was. never a peelie motion ever made tn: 3} take oeer the contract, 13} to hire or Winnipeg Eehooi [Division employees the bus drieers and management of First Simian: ?to give a minimum of $2.93 per iroer reiee to anoreximateir 100 back May. 2314, before these peopie were even hired as WED ii] to purrhese over buses for $2 79 ail sf this was {Jana bafara any disclosure was mania is tha WED award sf Trustees, and withuut any missions, and this was kept a secret the pubiic. an Manday, inns 2; 2.014 at a Winnipsg Sahara: Uivisian Regular ?aar? Meeting in pubiic sassiaa {in frant of?rha puhiic which includsd 3 CBC craw dialing a story about safety costar-as with vehicle accidents and students around-Kaivin High Smack}! Was aliawad' to subliciv announces as par policy at praca?ura- that i wauid be bringing a morass 'famar? at the neat ?agaiar ?nard Mas-sting an Mandaygana 16.. 291:1 a in?ows: "That a: a Win nipag ?shes}! Division investigate and if necessary apiin {discipi'mary} actim as madam who gas the safety af?ur students at did nut in?ow the Pubiic Schema? Act in regards ta transparting Winnipeg Schasi Bivisian Students is and from sci/isms.? The Marisa uf Martian was accaptad the massing, and the massing-continued and ended with no questions or concerns. Bays Eater after the meeting, this curiaarn I hmught forward about investigating the matter was rammed the iramaaed frn'm the min utas of the meeting}, and was aiscussad hahin?d chassis dams. Whaa tha- WSQ Soars nmestees aapmvad the min ates aftha ma stings an lane .2, 2014 this minutes were shared and the misfits ofmotiaa i made to investigate was rammed. The infurmatiun that was supaasad to he in the minutes aitha meeting were i have dawmants ta prove this}. The amuse. af'having passihis cameras sf Finia {Frasdam af infant?ratiun and Pratac?on a'f ?P?ia'acv Act} hams been used in the Winnipeg Schoni Division ta hide issues and facts fram the puhiic, and a way to weep things under the rug. is an excuse and a new raasaa :0 keep things a secret from tha reporters; and concerned maple. 80 FIWAI believe is aim being misused at times in the Winnipeg Ethan! Divisian tn hide things 'frum the cummunim re garters; and concerned 1 aim believe thatlFiPPA iggis'iatinn was gut intc {?353 a; protect ane?s parsanal information. Far example: Yaw Sadat insurance Number, your pesonai address, your h??ith records am. A Public Sahara! Systemsheuid follow but its-pm aimsst everything behind dosed dams 35 mt ?ght either. The Winnigmg on? Divi?aian is not 5991201333 private campany. The WED is a gublic same: system that helangs :9 {if :35 {may you, the student waiting far the bus, the parents, our neighbors, our staff at this the repartars}. Evervnnel h?s a puhiic schm? systam, mat a private cumpanyi The Provinciai Gavemmen: has reggatediy said on many eccasians that it supports transparency, and that school board transpa many is gum! fa the 1212:1913 in am 59 away i am Henues?ng that the Hannurable Minimal? a? Educatian and Advanced Learning- investigate thewmnipeg ?chmi Divisinns altering m? public mcerds t9 cu'nceai and hide issuas and facfs. if van require further information; piease Thank yet: for your time. Mike Bahinsky 5cm: Trustee Winnipeg Ethan} ?ivisi?n .Outieekeem Print Message Page at Fess (Ste-?e MIL . Sent: 543744513532: 1 JPM Te: half ?Elm-L,? :e earshot-ri?es: -- . - .44- - Bette, The fellewieg inferree?en is being presidesi te eterify questions asked in; members during and after the end at the Beading and Treespe?etten Committee meeting Regarding the decisiee te tn the inwheuse the transportation service ferstecients. When legal weasel indicates that a communication pier: must be carefu?y feltewee whet does that mean end why is it important? The lest paragraph ef the meme indicated that ?the ?wtsien?s teensei has censeitee en the eemmunfuatien for the tn the ire-heme system. The intensien is to retain the ste?? whe are currentiar driving and repairing buses fer the Divisien. These drivers and mechanics are unienised. ?the 'Divisiee will humour the celleetiee agreement with the Staff. Te feifew temper teem" relettees preteen} and te achieve a successfet transition and centinufty at service fer students, it is very important test the enter: representatives and union staff team diree?y free: the Division ebeet the Therefore maintaining is eri?eei- it is rebeur retetiens issue that has been dealt with I?m-earners for that reason and in emurdeece with legef munsei. At the appreertete- ?me, scheei weuld else he advised of the change inci?udfng anticipated imerevemeets. Weuld there he advantages to bringing Services in house as eppesed te using a centreeter face ?rst Student First Student Canada has Been the oetyviahie service provider in Maniteise. One of the onwgetng pretztems with First Student Canada; regeier driver shortages and extensive use at? teexperteneed substitute drivers, is ettrihetehie t0 the driver ea? rate by the cereracter that is eetmmpet?lt?we. The much iewer pa? heereser, pretrides geed part at the profit margin that the centrecter?s shareholders require. Therefore, In ereer te previee tempetitive and atteie required prefit margins, the mantra are? teased heve .tC! charge much higher fees tn theschqa! diuisien. ee te'heuse sewiee, driver rates med he paid that are more campetftive thereey helping address driver sherteges and retated sewtee issues tn-heese service we: else result tr: better cemmuntee?en end bus ?eet maintenance with more re?sbie service fer students. This wilt be achieved within the existing budget. he 333sz {31111 75 .m ails 3 I 1 {28} 82 Quanta-keen} P?nt Page 2 ef 3 The does not eppeer te he tteheperent and it eat eveiiehie to the public? Te prmitie fer the best continuity at service for this feii, it is very imperte et te retain drivers end staff that ere currently operating fer the Bieisien and ensure proper staffing The union representing these staff and the empieyees themseives must he the first: id be advieed-ef the change te in?heese service for purposes at ieheur reietiens es well as to minimize the petentiei effect ef staff eelng hired by ether operatiensi Fer mam; net the least of which ere the feheur relations leeues, this matter is not publie. At the appropriate time; sdmel centmunities weuid he advised afthe change including anticipated impreveme?nts. Haw king has the Bivis'ien connected taut services? The eltiest female which ceuid be fauna! indicate that the services have been contracted cut since 196?; At that time HEtSwas the centimeter {renewed by King Treesperta titan, which was acquired by Leidiew end then Fitst Sttitient Canada. is the iegeiiv respeesihie ta tendereh?is sentice in accerdence with Divisien As the Divisiett is net seeking outside eewiees fer the trenSpertetiert of student; the tEndering PHJEESS is net required. Why is this mattermmieg up at this time? rather sudden. Actually, a5 intiieeted at the Committee meeting, administration has clone its best; to have the centtecter make improvements. The Been?! has approved renewal ef the meta-eat with First Student Eeeatie enty one year at a time better peff?rmance was required. Fer the 2012f2l313 scheei year, the centreeter cemmitted to imerev?mg the driver shortage issue, erebiems have pereisteei even inte the 2013;2014 sciwei year. The a?ministration has cerefeiiy revieweti transitioning the ef studentetrem First Student Ca neda to an iewheuee operation prior to making the Administretien was thereugh ineied?ieg reviews with ?nance and human experts interneiiy, with iege} treatise} end M5535. lebeer with pup?! treespe nation at the province; with an eutside finance eneiyst, and with ether schee} diuisiens regs: their experiences. in set-t1 ma w, the eencius?en is; that Ineheuse sewice is the most preferred directien as it provide fer: direethemis est centre! and Cemetunieation with drivere te premeth: address issues that may arise or: bus route hue ?eet maintenance resulting in mere reiie hie SEWite em} better stewardship of assets h?nc~ffk1nf?7q 11191.3 If)? Print Message Page. 3 of 3 83 better recruiime?t am? mten'tian (if trained and exgerfenmd chimera Eu ham eiimfnam ghartagas thathave been very {hereby rasuiting in improvements tn the qua?w, reliability. and responsfveness 91? service far sindents in an: Far exampla, inwhause semica will be, heipfui addrtess am? reduce: issuer: related 111 com weathar that were experienced this past. winter. Dther rnea?ures rt; assist in Extreme cold weather canditians, Enduring Weather policy changas and the ?aggestl?n {if shaitamd student pIck affiacaticms {suggesti?n win ha mudalled}, win be included in a reparttn well in advance of the winter This message i?ciadmg any attachmentgs} is priwf?ged and may cant-am can?den?iai inmrmafi'an magni?ed mi}: far the 53250:: namad ataxia. Rm! Either distributlan cam; nr?isatm?ure i5 ?t?cti?f mummi?ed. 11? gm: are [mt the: mmnde? ra?giem or hate racelvn? this ma?sage in ermr, 93mm notify ma sendar immediataiy 115! emari and permane??y defer: the: arigmai Including attachments with-m4: with: a may. CGHFIDENTIALITY NGTICE: This c-mai] message, including, any is: far the sale 1152 {if the intended rmfpicn?sh and may maintain con?cienzinl and priviingcd infermatiam unauthorized review, 115:; disctasure or distribution is prohibked. Ifyou are rm: Intenciad sacipimt, please contact the. sender hy f??p?ly gamma and dastmy ai! cap?? a? the uriginal massage, attain/c: Ifmal} 3 0f mm 4 84 85 THE Wtsaasae sosooi. Appendix 15?? Wall Street East. Winnigeg. Manitoha ESE 285 Tsisshoss: {234} 35-0231 FAX: MAE-1K I EIF THE BEARD ?1de 201 5 Dear As you are aware, the Board of Trustees the 2015/2016 Budge-i which iasoiied in the reduction of a superintendent position. The Board?s priodiies inmughooi the deiibemiions were to achieve savings, redireoi funds in ins oiassiooms, and maintain programs and services for ohiidian keeping prop en'y faxes iosr for Division residenis. The Board siso recognised ins need to provide and sopporis due to the inoraasing sdocaiiohai demands required to prepare sisdanis to be in insir ?iiura. in oi the of the 2315/2018 Budget, the Eon-id of Trustees dsisnnined that Mr: Robert Chamoiin was the administrative staff member to be rsdoosd from fire superintendent?s staffing oompismeni and that his iasi day of Wadi be Anni 20, 2015. Mr: Charirand?s and nominations to the Wanipeg Sendai ?ivision are to be commended. He began his career in 1932 as an assistant at Faraday his in #936. He rammed to the Division in 7937', and was assigned to a ions fearining position at Monioaim sonooi in the Fsii of 1938, he was assigned in High Soho-oi no resigned in 1993 to pursue other empioymeni outside of the Division. From was in 1? 99?, he rammed is the Division and was appoinied to a number of ions positions at Adair Centre. is 199.75, he was assigned to a peimaneni teaching at Goodies oi ins Earth Sohooi. in 1999, he was appointed as the Visa? of Sonooi anti! he became the Pdnoipai of Argyia in 2969. Mr: Chadiand was appoinied as the Director of Aboriginai in 26:233. his appoinirnoni in .2007. as the Sopsdnisndent oi Sohoois Snoih Throughout ins years, Mr. Chadians has earned inejespeoi and admiration of his for his strong to soppon both students and staff. Mr. Ghaiirand demonstrated isadarsia}: and was an integiai member of the administration. He Wasknown as ieadsr in ins sohooi and community. He aiso served on venous fhroognoot the pro vines inoioding service as rho President of fine Manitoba Association of Sohooi Superintendents. of fire outstanding oonirib?oiions made by Mr. Charoand in ins education sysiain of file Mnnweg Sonooi Division, please join me in thanking Haber}? for his many ooniribuiions by reoognizing his aocompiishmonis and extend best wishes for continued success moth his minis endeavours. imiy, Mark Was yiiw Fin-mm! (Thar? 86 Tra osoriot of Mari: Wesy?iiw on CBC information Raoio Ma mi: Ki, 2015 Moron So what?s yo or teke on the problems at LeVerendiye Schooi? Marie Weii, I do agree with this parent that the school division hasn?t handled this properly. The Bolero mil}? really knew about the depth of this probiem late in 2034-. And what We realized, the extent of so och programming 'ioss at leVerendwe we sort of kicked into action at that point and started putting some resources behind this. begun a consoitotioo prooess in the South with a number of school communities including Earl are.r and LaVerehdrye, Robert H. Smith which is a Freneh sohooi in north River Heights, as well as William Gsier which is an empty elemeoiasv sch?oi which we heue in south River Heights we?re canvassing the neighbourhood about reopening that schools as a French milieu school, And so we?re going through, we?ve hired on Independent mosaic}: firm; Prairie Research Association, to do the consoitotioo with she public: so we?re going through a survey pretenses and then we're going to have focos'groeos in for these communities. And once We have all that information, We?re going to Have-townheiis in each of those areas. Moses; How is it possible that the sehool division is just potting'eii of this into action right now? i mean. we jest heard Rhonda said that they?ve been asking for some action since 2011?) that?s a long ?st of programs thet? already been lost so those kids. Mask: Yeah, well this has been happening incrementlv overtime, it?s only gotten reeiiy sort of at boiling point very recently. And i agree things. have not been handin properly in this situation and at so use eoint the Board of Trustees or fits??! .ve to review it one changes ore'going to have to be made. eifeedy talked eh?oos we?re governing the Winnipeg Echo-o! Division, how we. organize our catchment eWisgoing to he a lot of blame to go around includiogoo the Board of Trooteeo. But at this going. we?re concerned about: these students, we?re concerned-about Septemb?r we need to pot a flii in. Moro}; {3km}; so is the school division conserving a sump could that bethe fix come September? Merit There?s a number of options on the table. One of them - we couldn?t on a if you went so use the word swap - a foii school swap for September. {Slur administrative staff is saying-that we don?t have the rosoortos or the ability to move that many kids, thoimeny programs; oesicailyr in a ooupie? of months We?re supposed to get the report fi?Om the. consulting beck in May and we?d be making a decision before the sohooi year ends in June. Marty: So what is a reoiistic option for September? Merit: Well there?s a oomhen {me of the options that is on the one is the: we could take a floor of Earl grey school and move grades of: and 5 from LsVerencirye and make sort of as French ?oor. another option is opening {Dolor for September as a seconci French milieu sohool it?se lot easier to do that because right now the building is primariiy emotv. end we?re ei'So iookiog at aohe?: H. Smith which is currently a'dual track school which has both Freosh and Eogiish ?the English program there is very 87 smeii and a iet ch" me pee-pie in the Engiish program have expressed that the epticn if they mute ge inte a 'Freech pragram they week! so we may be ehie ta treesitian that seheei inn: 3 Reach scheel es weii. Se these are ail ep?ens' that are an the tebie thatwe?re ieeking as far.- Sapsember. Meme: whet tie you say to Earl Grey parents mean seme of them we understand ere furious. They sear they haven?t been censuited. m?eperly, they?ve eniy just reamed abeut prepesed swap even. thUUgh' things were taking about. How dc you to them? Mark: Wei} they have been at the same ameunt of time es the reel: of the sch'eeis in the area when we aetUeiiy {naked at what we were geing to de in September. What they? re eenserneci about wasin 2015 we were going ta heiferendrye t0 discuss their overerewdihg issues with that scheei. Le Vereedrye suggested "weii whet ab??t seheei swa and at that time the: wem?t sentiest being censidered by the Winnipeg Seheei Division. 50 there was the sheiief in the administration the: there wasn?t reeiiy is need in ge ts: that echeai if there wasn't a reeiistis anti-an en the tehie. That: changed'i?n January Of this year and ether: it a realistie aptien in January they. heue'b-een eensuited efi aiung. We?ee had twe townhsils in that scheei in the East month and we?ve had exterisive consuitation with that scheei. Mercy: New de we do better gefng fewerd Mr. Wasyiiw.-As you knew this is net the fir-3i: neighbourhood their has Feit the stress anti essential ?hide. These: are big things in communities ?gee know With gamete and ic'ie'sw theye eeuid. reeiiy ?ease as iet {if u? these maple piey at their centres and eiebe ?ew ?e we de better as asheei divisien meet ahead nfthese things end maize dearer decisions as our French matinee te grew in Winnipeg? Mark: Weii,- again part :31" this we need to review our readership in Winnipeg Seheei ?ivieien and how we. she {hese things; We have another seheo! in our North West district, something that?s be?tting that is very simiisr to this and we?re trying to learn free: this situation and get eheed of what?s happening in the North West pen efeur diuisien and prevent this hem happening- Arid i ehsaiuteiy agi'ee with the parent this sheuid not have happened, we should heue prevented thisi Mercy: We?! Leave it there fer this meming?hanks fer veur time on CBC. Maris: Thank you Meme Mark Wesyliw. Trustee for LaVerenelrye and Ea r1 Grey Seheeis -- he?s etse the Chair the Winnipeg Scheel Divisien Heard of Trustees. 88 89 Appendix H Item 7.3 -February 2, 2015 WSD Board Meeting 7.3 By-Law No. 1232 -FIRST READING Religious Instruction at Greenway School "That By-Law No. 1232, a by-law of The Winnipeg School Division/or the purpose of permitting religious ins/ruction at Greenway School, be now introduced and read a first lime in short. " Observations by John R. Wiens: When the By-law was read the first time, a trustee on a point of order questioned the validity of the Greenway School parents' petition, indicating that it did not meet the criteria for a legitimate petition. When the Administrative Assistant interjected, indicating that the parents were simply following past practice, she was quickly silenced by the Board Chair. What followed was a wide ranging discussion, ranging from a discussion about what legitimate petitions looked like, to whether Boards should support religious instruction, to whether the Board had any choice in the matter under the law, to whether people objected to religion in principle, sometimes degenerating into personal comments about other trustees. Nobody concerned themselves with the parent's wishes, about their rights under the law or about the Board's obligation under the law, a conversation which would have taken quite a different turn if taken seriously. For example, if the parents were under the impression that past practice would prevail, they would only be angry and confused by the Board's actions to refuse their request. Secondly, if the petition was not acceptable in that form, whose responsibility is it to assist them in presenting it in an acceptable form? The Board's lack of sensitivity and thoughtfulness surely could in no way enhance their reputation. It seems obvious to me that the Superintendent/CEO should have been asked for her guidance at this time or she should have insisted that she be allowed to look after the matter after hearing the Board's wishes. She could have, for example, assigned this to a District Superintendent later to work with the principal and parents of the school to indicate that the requirements had changed and what they needed to do to achieve their objectives under the new Board's requirements. As I listened to the Board discussion, I came to the following conclusions: 1. It is rather ironic that a Board that espouses community engagement, parental support and advocacy does not consider likely parental confusion and reaction to the Board's actions and the risk to their individual and collective reputations, as well as that of the Division; 2. The Superintendent/CEO and the other senior administrators are either afraid to or are denied the opportunity to assist the Board in dealing with this matter appropriately because they are "expected" to keep their mouths shut, even to the point of being denied to offer a reasonable simple solution to the problem at hand 90 3. What should have been a routine matter turned into an unresolvable conflict with lasting implications for other work, and was likely to go on for some time - which it did; and, 4. I changed my mind, thinking the media have actually been gentle in their treatment of this Board and the trustees. In fact, I am unsure at the writing of this report whether the matter has been dealt with, with only three months remaining in this school year. I would suggest that much of the debate was irrelevant to the question at hand and should have been ruled out of order. I would further suggest that Board members "stop and think" about the people that they are affecting - the parents, the principal, the Board administration and staff, other parents, children whenever they find themselves in these contentious situations and spaces, and they be open to the advice of those who might responsibly and objectively have them take pause. Finally if, as one trustee suggested, they don't like the whole idea of their having to act in this case or find religious instruction legislation to be anachronistic, they lobby to have the law changed after a more lengthy debate on those matters, a debate which need not at all degenerate into accusations and counter accusations in the public arena. In short, I found this whole incident, and the fact that it is ongoing, very disturbing and unacceptable - words, I have used elsewhere, embarrassing, shameful and reckless on several counts - even more so if it continues to re-occur as it seems to. 91 j. Mniozitv: Reportof Parsonnal Commirgraa gill-{is report is submitted to the Winnipag School Division Board of Tmstaos in accordancs with policy iviinoriqr Reports: The minority of any committee may bring in a minority report wind": shall he signed by such minority and shall be presented in the same manner as a majority Report-is presented. it is my view that tho Wirmipog School Division?s amazon budget development procoss neither re?ects the basic tenors of good. govomance nor masts the expectations of- ouz communities for openness and itremsparency. {The Committee: was discharge? of its duties by the Chair of the Board in a gossamer ant} wi?noutno tics and violated the Hazards Procedural By?Law and the terms of inference for tints Committee. as wall, saleot trustees Wars tossespact?? towards administration and oil-rei- hostess on many tiiffsrani- occasions. Iquastion whether thesa meetings can be considered as of?cial ore-stings sailed by the Chair. As often reiterated by select were bassoon politics and campaign promises rather than What is in the boat long form interest of Far?ants and residents. ixtsatings among select trustees ha vs been helri outside of? official board and coronation! mes tings with items have been walked on to mas-ting agendas and motions iatroduoocl in violation of ?le notice. grovisions required by divisional try-laws and Policy; Mas tings Regarding funding were held behind closed doors With the. Mirror-or of Education and along math tam trusaass; Trustees to. this database still not ham axiomatic! of tho discussions with the Minister. Effective governance. and responsible stewardship dictate that in dovsloping ?rs. annual divisional budget, the Board of Trustees adhara to established divisional policies anti procadmas with regard to comittsa and board meetings: that bu?got tiara-isions be supported by appropriate information and data duly shared with all trustaas, that decisions take. into consideration the longer term impacts for students, staff and commonalities wiihar the {?ssion and that the rationale forbudget decisions ho clearly anti accurater communicated to tho publio Whom the division servos. Tharafora, I would like: to Present an altomate budget to assure sustainability of progaams and services in the Wirmipog Schooi Division; bang :15th of the board?s stewardship rota with regard to the local education property- and the expenditure of pubiio dollars for education in the schools of the Winnipeg Sohooi Division. To illustrate: the strategic plan of an}r generally drives tho budget pro sass. There is no strategic plan as sash in the W?'mipeg School Division and major changes in programs, services and divi?onal administrative have been approved for tho 2015~2105 fiscal year absent fall amt dataiisd information for all trustees about the longer implications and coating of thssa and their composurde effects on property tax lava-Is for 2016-201? and beyond. Partinufarljr c?mcomhlg is the expansion of divisional pilot 92 . ngrams whese value andimpatls have yet in by: full}! assessed by divisiunal ieadezship at the staff and boa?i lavela. Cnmmica?vns to the pub?c have Egan bath Mmpleta and in some c3333.. misleac?ng: The Public wag not 5 imma?m ??aking what the 2515 tax levy womd have ism wi?wut the law addition to; i the budget sf same high cost- items 1191? was it ma?a lama: that undar Ema approve? midget ?i?sianal administration ?05115. will increase rather 111m damage in spite of the mduclitan of one suparintan?eni posi?unj; Pin-ally, itema that had been idamif'md by adm?a?a??n aa'neadad Em- student safafy and I?q?ired by board policy were remmrari ?20m mebudget to make 3119me for o?zer items added ti} the wage: lat-e in the gamma and. analyaia 0f their mis?ts. 5 3301? 33 of these reasnnsa; I am campe?ed to wine my ubgec?m to borh the ?adget tie?beraticn 5 FIDEESS and Eta outmmea of in. SE:th divis?en. I fear that? the budget as Premiad has the 5 pateniiai to adversely affect aiming programs and, ird?ativea, ta he demoralising to staff and 4:0 (iis?sract atteniian harm the wm?c cf Smdent Earring Dutmmes and ultimeaately tn m?ermizle Public Con?dence in tim- Wirmipeg Balm-oi ?ivision andiis leaderslr?p. Altam?ve Buaget P2990531 The alternate budge? that .1 am Frvp?sing in this reportis guided by the ?1311an car?derd?una: It provides ?ne mummy m?ourcas ?51 maxim amazing and services in the WED. 2. The impiamentatiwn of anynew program is delayeci pendmg development 01? a ?i?s?anal straiegit plan 3. {Jemima-about future'pmgcamn?njg anti sanniue enhancamanisfaaiditims are to be based. on tansidem?an and arraiysi? ?f camp: Waive data and irinzma?m ab?ut potential optima. 4. Decisions are to be Ett?mp?t??d by a mum-year glam ta: manage: preparty taxaiinn levels. 5. The Winnipeg 512171001 Divisi?n Beard 0f Tmateaa will Ensure that the 2011121111211? is $1331?- biota-lea shout under examination and win gm; due cemidem?on to all public: feedback Exam pub?c meetings and survey male. Expandihmes incorporated in this aliama?ve bu?gatfgrops?al 1'32th @553 im identi?caci by i as "required due ta changesin ates or mag?, "required to mainiain buil?ings 33ml Equipmmt?. 311d ?requixed data to malmem and 1e:ng Ehmges" as we?? as "budget re?uc?ons, savings ami ?3051; ventral; items", 'I'heaa expanditures ?roam fault in abase ?budget of: i "The fo?awing enhancements are. Fraposed as they representa logical canb'rtuation of weighing px?grams that are xeql?red for students: EEr?amed suppuxts in: Bmatiena] BehaViem Disurdnred Smdm?? Fetal Macho} Specimm Disorder high ngram $232,699.01] i'Sistema Music Fragmm'iincmmental a??i?m over two budggt years) g?I?he Au?sm Disur?sEIJ-Eux?w High Schubl Weak! be appmved far adtlition t0 the 2016? 93 r: art: recomm?nded ha HEB adlnilligtl'??oii Savings within the current expeuciitures tn addrem them: E313 33511-5? $13?3m'00 Steam Enrichment mine-3'00 5 [$40,0th Enrichment Stud Innovation Program Potential savings idanlt??d by administration maid include Immunizatiuh ?ngmm for atafE, Province~wide Bene?t Finn, cast Savings in utilities and central print gamma ta ta?jng ?nder additional recmmenda 1:10:15, the. 2013 {315155 Size Initia would be added to the. bu dget but reatagt??ing fhatit i5 offset by. tram the Province: $20,600.60 this alternative as presentad would. h?ng divisional operating expendihzres for the 2015-2916 year to and that the tax levy could then he set accordingly. The remit would be a sustainable: budget that: pmvid?s the necesaary resolu'cet: required tu main?in exia?ng pr?grm?? pm titties for :3nt m?tancements recommanded by administratinn Ear Special educatinn Students only white these are haaed an proven information amt data about program out-mums Em: students a PrOVit'l?? to: some minar enhancements that will be offset by Savings keeps atln??istmtive casts low by not adding a pansy-2111313151: and parent liaison yositions and is ti} residents and taxpayers feedback about pmperty taxation, xesultingin a tax increase in the 2% range rather than over 3% for 2013 and thereby reducing the campum?ing effect for the 2016 fairest I In addition, the Wuuld allow tim for the ?evelupmmt of a strategic plan tn prioritize Fragrant and service needs anti form the b21515 for the EGlfi-Z?l? budget. at) That the up crating Budget expenditurea of $3 for the. fiscal parted July I, 2015 tu June 30, 2016 be and. that in acmrdance with Section 18? 0f the Public Scha DIS Act and City of Wirmipegbe required to rai?e: by sptacia] levy tor the calendar ye'ar tending Decanter 31, 2915, be met accordingly. And that the Chit-2f Supaintendent be tasked with ?nding additional potential savings by Navemher 1, 2015, for far the 2316-2017 budget yam?, 13} Regarding to the utilisation at reaerve Eundg, I recomuend La follnwing: pull that}! Kindergarten Dream hm: $173,000.98 $1 353,600.00 Mica: nsoft Shaxep oint Web Management 94 Audio Recnrc?lirtg Sufth'e (no vicieo) repamfupgradas existing system up tn $20,000.00 Humid meeting software $50?0 0.63 "Data Stornga Ne twark Managema'lt Se?ware(Firewa 1.1) Washruom renovations $500,000?0 [I?rxi?al Suppurt Sal-vistas mammal} "W'in In'itia?VE $1,200,903?00 The total aypmve? from reserve monies would be Adminisitaiian wauld. be ?irected to provide a report on the bane?ts of the Wiv??'i for student leaning, .3 mpuri: on 15119. additional costs for Waterfur? Green, an interim report on f?lLday kinderga?exl results, and :1 to stay under the. 11% re??r?va 11.91%ng cap as directed by the Mil?sier 13f. Educatinn and advanced Leaming. 95 Appendix ?ssion 2 The Winnipeg School Division Roiesg??rgsfee Role of the School Board Schcoi beside are elected by the voters of a schoci division or district to provide fcrihe educational needs of the community's schocieged chiidren. By provinciaf him, there are certain filings that even; board must do, and services they must provide. However, there are eisc things that school boards may do. School boards work with their communities 'to ensure that-ices} schools offer the specific programs and sen/ices that meet community needs. Rois of Boers? Chairperson: :s Presides at Board meetings. {15.69 Maintains ?ag slog proper epidu?end decorum of meetings. - Decides moti?ns of order subject to appeal of Hie?Board. is ectitied to vote at Boom meetings. 19? May csii Special Meetings of the Beans. ?or is a member ex? of?cic of at! Board committees and is entitled to. vote at committee meetings- is signing authority of the division and with the Secretary-Treasurer signs Eegaf documents and cheques over $50,008. Is official spokesperson of the Board and must present and pchiiciy support the ma}orit},r position of the Board. )3 Represents the Board at pchiic functions. is is apprised by the Chief Sope?ntendent and Secretary?Treasurer of what is occurring within the Division. Roi-e of Vice-chairperson: ir- Acie in the capacity of Board Chairperson in the absence of the Chairperson. Chairs the (If the Whuie. Page 36 96 gamma 33? The thmpeismoal Diggi?n a Rams of Tmsree Rate of Committee Chairperson and Ccmmi?ee Members}: Jr The {thairpemen ca?s meetings, "Sets iha agenda and presides at committaa meetings. 3? The Cammirtea Chairperwn presents a report with the recammenda?orzs tn the Baard. for wnsidera?nn. A {Summitth Member wha is unabie a?ead a cumm?iee meeting may designate hisfhar vote to another trusiae who is; nut a member of ihe camm?tae and is able in attend. These arrangements must he done through the E??fd Office- Ram 91? individual Trustee?:3 Exaerpts from the Man'ito ha Assofzia??n of Schism Trustees and the Winnipeg Pubiic Schaei anrd?s Trustee Code of Ethics: Ta repgeggnt Diviaion as a whoiel rmi iustfwur?ard. T0 ?f?pare fur. attend and participate in Same! Board and cnmmittee mee?ngs. Tn absewe the of procedure and dammit-n. To maintain the?egn?ty. confidence and dignity?af the suf?ce of ssh??i tm?tee. Th abide by majm?y decisicms mi the Boar-d. Tu maint?aln mn?den?aii?ty regarding cn??dantiai and persannei mailers discussed by rim Board. To keep informsd an 10cm? pmvincfal and ?a?d?nal educational devei?pments oi s-igni?canm. Ba invited in attend Emma:- partinipaie in Divisiun andim" individuai scam! activitiesffunctiana To war}: as a member of the team {iha Beard}, To speak and at Board meeiings. To speak and waste at cummitiaa meatings of which gnu are a member. Tail aiiend anti speak at mee?ngs sf any committee uf which ynu are NOT a member. Yum :39 m3? have the right i?'vaie at them meetings. To be suppli?zd with infarmatien concerning any matiar bm?ght befara a Page 3? 97 Eed?? 2~ COMMUNICATMN PRGQESEES Trustee Heletionehipe Open. honeet communication between is ori?ce! to the Division's success. Indiuidoei intereete. concerns and priorities must be acknowledged openiy and honestly Trustees musi he reepeoffui of eeoh'oiher end ensure the: what is could appropriaton be expressed puhiioiyi Con?deoriei discussions regarding iono, iegei, or labour iseoes. as we: as any of markers in the in camera sessions remain oon?rientiei. Trustees ere encouraged to ask ef? questions without oonoero for being judged by orhere during; or their opinioee The: were expreosed during camera heme made public. Gnoe decision is made it ie decision ofrhe Board. AH trustees support the decision. Trustees honour ine oohedeied times of meetings- Being preparer: for meetings. speaking oieariy, concisely, with oompfete informiion is important. Trustees acknowledge if iney reoa?re more time or informtion to moire an informed decision. are omitted to considering oommunity neede end encouraging the community to maximize its invohrereent In poh?o education. Trustee Rel-etionehfpe with Administration Trustees anti administration must work together in the best interests of the students. This requires an environment of trust. confidentieiity. patience and All trustees be {rooted equeiiyr and provided with soi?oienf information to support the e?eotioe operation of the Board and the Division end the adminieo?e?on meet be open? honee?t in iheir interactions and ehere informa?on. We meet be respectful ofeeoh other and ensure that whet is expressed privately approp?eteiy be expressed pubfioiy. The edminieiretion is prepared to contribute to discussions during oommittee meoiinge. During Boerci meetings they provide Wormeiiori and ooniriheie to er the requeei of the ?nne?efendent. Ne) Trustees and staff are reseeozeri ee end for their Therefore, staff wiiLoe summer or in grueling orieereie. The Chief Superintendent is accountabie to the Board of Trustees. She must be prepared to present and imprement to identi?ed grooms and issues or the: responsibility to the appropriate member of the administration who has for the area under The Chief Superintendent wili direct trustee requests for backgroun? information to the appropriate member of the administration. It is standard preotioe to provide er with any new written-information requested by one trustee. if the requestediofonne?on is not reediiy eveiieble end we require extensive work to ooteiei the trustee writ he asked to present the requeet in the form of a motion a: a Board meeting. Page: 38 98 Easier: 2 Pmsesses__ If a irestee has a specific: question or concern about a sohool. a program or heading project. the approerieie member of the admin?s?g??oo should be contacted directiy. ii are trustee is he, unsure as its whom to aoniaot the fidrainieheiive Assistant in the Chief Superintendent or i; i? 'the Board Administrative Assistant we provide the name and phone somber for ihe we appropriate per'sOrr. wit "free Chair and applioahie ward trustees em be advised by the administration in a timeiy mariner about serious siieations aridfor joaidenia that may scour which impact or: the ?5 30a" in theirwardo iv iw?ia? Communication with Sshooia and Parent ?ooneils i: Hy Tie Board of Trustees provides all parent with various Board documents for 5 iriiormation andfor i a Tarsiees may wish to visit schools to gain more knowiedge about sshooi communities and the various programs offered ie ihe Winnipeg School Biirision or as the invited guesia'oi Sohoois for concerts and events. parent ooenoiis may wish to invite individual truateaa io attend their meetings. The following appiies for invitations to. aria aifeedance of, irretees at school functions or visits ane? parent ooeer?i meetings: Protoeei for Attendance of Trustees at Concerts, Greduat?ien Speciai Events ensue-r Sohoei Waite Trustees may be invited for represeni the Board at events. rsoizooii?iirision concerts- eno ceremonies, Thai notify ?oard Gf?oe as soon. as eeseibie when they are ensbie to attend senoeri?e, eraoee?on ceremonies, special events snafu: s-ohooi events and shail not eeno err urreiesieo to aimed on their behaii and represent member of the Board of Trustees. Individual iresleea may also wish to sisii sohooia to gain more knowieoge about scheol communities and the various programs offered in the Messier; School Bieision. The apply fer inuitaiions 1e, and attendanse of, trustees at or sisita: Events Grgan?rzed by Divisionf?utsioe Grouriamrganiaationa invitatioris to {metees to site-rid Division events are to be soordinated ihrough the Board Office. The chair of the Board be erg ?rsi asked to represerii the Board at Diviaion ever-tie, soheoi openings, endior major anoiversaries. Sheihe will be aakad to designate an aiiernaie if enable to sirens. The District Superintendent be consulted by the Friaoipei er Board of?ce staff is: determine if an)! other trustees are it: be invited to the Meat. Page 39' 99 -.- Seeder: 2 Cmmunteetien Processes Events Urgenhed by Scheme 4* Invitettdne to trustees te attend events ere id be threegh the Beard O?tce. 'I'he attached term ie to he fewerded he the Beard of?ce to indicate the date. time! function and requested rate at thetrusteete)- tf are in be invited tn litenetetet gradeetfen cerementes, tees. ete.? generetly the invitation Weuld be mede tn the in the ward in which the school is If It is signi?eth event seen ee meter anniversary all trustees may be invited? Trustees advise the Administrettse Assistant tn the ?eerd if they wittfeen attend. The seheet wit? be advised by the Seed Qtffee eteff es in which trustees Witt be attending and the trustee who has been deetgneted te bring greetings en behalf of the Heard {it eppreertete}. If a trustee is made to attend, the Board Of?ce staff Witt eek trustee er member of the edmteistretldn te represent the Etc-Jere. Sehee! Visits The Beard Office staff we arrange ett visits te schools whether initiated by the trustee(e} er the prtneiget. Trustees are eemmeets made to eeheej staff during ectteet events endz'er visits td ssheets. At no time sheutd seheel business or tetermetfee prevlded ts the trustees he discussed with the staff er edmtnietrettee er the scheet. Trustee Attendance at Parent {toenail Meettege Ernst?e? should enty attend Pereet Ceuneii meetinge upen request by the Chetr of the Patent euncil: Parent Councils may make fennel requests to the Beard Administrative te request trustee attendance at Parent-Ceuneil meetings. - When {tugtees are speaking at Parent Council meetings they wentd normatiy be presenting the pdettien at the Beerd en the matters under dteeuesten. {t ts suggested that eterjfy When they ere speaking ?rdgi Communieeden with Beard Advisety Committees P3 (f9 On an bests the Beard of Trustees has Heard Adviser}; to provide?ee eepeztentty fer'feedbeek end etseueetee of verteue issues that ere tr? interest to the it} -, Ederti the Beard ?tdvieery are Dietdet? Student and Fragrant based. I - I 5 The Detect edeteery metede frem the perent at east: I eeheet tn the repmeentettves from the high eetteet etueent sweetie, emeteyee grew: representatives, and the Sdpednteedeet. The Student Addisery Cemmittee inehxdes student and staff representatives: ttem high eehedl. Page et} 100 Sesh?sn 2 Recesses The French Immersisn Advisory Committee Easiness pareei representatives frem sash sashes! with a Francs immerses Each Beard Advisory Csmmi?se has ens ?estas and one trustee altarnste appointed to represent the Board. Thess- representatives may or may as? he {rem ihs wsrd?s) In which ihe repress nta?se sehseis These csmmi?ees preside the Beard and the administration with en sxssiiesi spps?un?y to interact with pa rent and student essesii representatives without Issuing ts attend every sidividust sense] meeting. The discussisns heid end-resemmseds?ess mass at these Advisory Csms?itees are provided is ihe where Bserd for review and desisisn-rn akieg. unisstion w?rth Empl'eyee (SI-sum A 3:1th committee. has been asiab?shed the use-Her:th agreement with the Winsipsg AssesEs?sn. This cemmittes pm?d?s the trustees with en upper-hunky ts have discussions with the Teachers Assesiatisn en a regsisr basis outside the selisc?ve bargaining process. Three trUstess represent ?ee Beers at these meetings and repsrt try-the whsie Sears at subsequent Beard meeting. If hesieiriusl teachers wish is speak to the Board! a representative ef the must there. The ether {we isrgest union- Ql'?ups CUPE and WANTE have here s?saussisns with the trustees at {he Csermi?ee upen request of eiihsr the respective unian er the Beard. Page 41 101 Section 2 - #9995323 I Gui?eiinas fur ?aaiing wiih that Media When media requesi interviews Wiih Division fmsiees. adminisizators, Staff or studerris ma faikswing Guidelines are to be faiicweti: issUes "Mfr: to Bimini shank: ma mfarrad the Beard {if Vice?hain Th5! Public Reiaticma {iificer is avaiiabi?e to as$ist the Beard Chair 01' VicevChalr' in reapsnding it} the media. Issues with reapect ta B??fd parapactiva pertaining speci?c: Board C?mmi?ees slrmii? he directed {a the Cammi?ee (CE-hairs. Thar Pubiir: Relatians is'avaiiabie in assist the Commitiea Chaim in reamnding in the.? media. Whiie media requests received at the Division officias be referred in speci?c Jr? trimmers as per guideiine-s ahave or as requested by ihe? 3H trust'aes may r?egg?r?? meager tr} interaat wirh and cammenr tiring media as: they wish. it is suggested that human-rs ciarify ma: they are apaaking imrr: an individuai paaitinn rant raprmserriing the 79514- Eioard. relating it: cciie?tive bargaining, can?denti?i information under considgra?irn 1hr {agar actien-shnuid ?at he discuaaed with {ha media. issues mneerning the Divisian (if an educaticna! er adminiairative nature .shmiici be referred in the Chief Sugariritendent, wire in turn may delegaia one a? the superintendents nr admmisiratora ta reapond. Superintendents and administraiirrs contacted directly by the media ragarding subiecis intheirj-urisdiatiun may remand to these inquiries. 1* Either the prinnipai a: a vim-priming! of tire shauld? re?pnnd to issues directly canceming The Public Relatin?s Officer is avaiiabie to assist schoni adminiairators at other 5?an in respanding in the me?la. i- Triacirers arid rim-er staff members may speak to the media with the approval (if their principair Students may he interviewed and phoi?graphed on school pmpa?y pertaining to whoa! issues with the pemissian of Mir parents (not required if over 18 year: of age). Pareniai permissinn mast be attained in acmrciance with Bivis?ren p??cy. Permismon for student intawiews and ghoiogragms not be require? In sifuaiinns that are unimain cansidered puhiic events, gush as scha?i concerts, spurts events and competitionsr C) TE: The prairisians uf?ze Fraedam and Protection m? Privacy Act, The Persona]? Heaith {af?rmation Act, and Yan?r Crimina! Justice Etc: must be cansfs?ered when derrian with tire media. Page 42 102 Saats'dn 2? Communia-a?an Prccesseg . Kawase of Personal -- Privacy Legislatmn fmsiees. staff? student washers and mm niears are sumac: {to {he prauisians of The Freade oi informa?an and meec?on 0% Privacy Act. The Panama! Heaith Enimmation Act and the Youih Criminai Jasmine Amt. in ac'mrdance with ?The Persunai Heaith Information Act ali staff. sfudent teachera and Mummers are require? to sign 3 Pledge 9f Con?demial?y commi?ing to mainiain ail wrsanai health inf?rma?nn in a mn?dew?a} manner. me time tn tima the imstees are provided wi?th parsonai andfar parsanal haalth during Beam meetings or 35 a result of aspezzi?c incident. I: ?a that this informa?en is ?at shared with anynnah A pampmet anthe ga?xiacy legisla?en has-been developed and distributed tn all staff in the Division ta assist them in undemtanding the. expectations as it reiates to the reieasa of aboui aiaff and?ar students. copy is prouideld in 383311111 4 Page 43 103 FSec?ooFijumman-r of?ofos of @rdor SUMMARY OF RULES GP GRDER MOT10N3 In Board meetings imstoos are expoczod to stand while speaking Except for one: announcements] there must always be a motion {moved and on the ?oor before any debate takes piano at A gnome shook: aiwoys he by tho ?hofr hoforo When more than one lmstoos wishes {o speak, the Choir names who is to sooak ?rst Trosteoo ohouid sooak to i?o Chair and not dohoto amongst moth-or 4- 33% ad int {ration ohootd ooto ?e aloha to a question- For oominiotro?vo Horns, if has been practice to speak to the recommodo?ou ?mt. haforo the hanging aw in Board, trustees oaonoi speak fongor than 10 miootoo {except for tho mover of iho motion who x, has 5 minuutoo to Close debate} nor more than once on a motion unioso to oxoioin something which may have been misunderstood {oon to a queo?on Board practice has been to permit who have spoke-o to ask a ouootsEoo, but this is not. promised for in tho ruioo The mover of the is given ?rst opportunity 1o spook {o the motion and has 5 minutes to close o?er othoro have had ao opportunity to speak Eo the motion When a motion is being by the Board. no other motion soon he in order except a motion of precedence. It Footpono oono?dom?on- of {he motion indo?nitoly: Amend the maio motion; 1' Rafa: {no motion to a committee: for Befor of tho motion to a speci?ed time 4* Tho foflowing motions are noon?ooatohle: and debate; recess: ?ppooi of Chairfs Ruling (Section of Jurisdiction (.8 action 26.1} Variation of {magma} {Sootioo 30.2} Question (Section 28.1) To Adjourn (Section 32.3) To go into Committee of the Whole [Semion 43.1} Committee of the Whole to Rise and Report 5 '1 .4) Ey-iow Firot Reading (Section 53.1) Page 65 104 Seach 3 Sawmer of Rates of Greer When imstee is speaking to rm?en, other should not he permitted iniermpt excepien mini of order. a point of pm??ege, erte move suspension of the 1%:39 p.51. er??f} pm. mie 1. point ef erder refers 10 ef the rules of weer under ih'is by~?ew er Rebene? Ri?es in: any items net severed in ihe tray?law 4? A point efpriv?ege refere 1c: the comfort wee feepect to heat?'ag, ven?iee?en, ?e h?r'lg. end noise or {?ner disturbenne, n! to the Genduet of Diners in a?end'ance art the meeting a it not refer it;- semeene wanting ihe privilege 1e again a If m?en centei?ns eeperete pane, ef which can eiend as e. cempiete prepes'seen. [he Chair me}: can a Separate vete en each pad a? wee has made 3 metien may wiindreethe rne?en wiih the pern?eeien effhe?heirif no negative veiee is put forth. if there ie as: negative mice. then ihe mo?en see he eeihdrawn enly on reeje?fy vete {If the Board. A withdrawn Mexican net eepeer in HE minutes The feiiewing matinee require a mate ef lhe membere - Te 531 after 1 me pm. {Seeking} 13.2} To Waive Requiremeni fer mee- of water: {Sentien 25.1} I Verie?e?n of Agenda {?eguie? {Sec?on 30.2) I Reverse} of Decieion {Same meeting) {Semen 33.2} I Suepene?en ef the Sec?en Ill (Reiea) {semen 38.1) 1* Suspeneien Rates re: Reading efo?iawe415ecffen 52.9) Fn?er la the vete being taken, any member may request that hisfher we or he in the eeneiee er may rec: Heel 3 recordee vale on {he 'metien NGTICE GF MGTION Must be given frem one meeting to the next for 2115 me?ene - - intredueing newmettere naien'ihe agenda deeiing with matters effect-ins; poiiey 1' revereEng previeue deeielens {this is a Public, Sebeeie fast requirement} The ebove doee e01 eepiy be any matter (:0th reguierly befepe the Board by way of a reperi {rem any committee er the Chief Superintendent A iruetee giving ne?ee ni? metien delivers a cups; of me netiee. he the Chair during ihe eeuree of the meeting, end the their reeds the ne?ee at the nexf epperiune ?me A trustee gluing no?ce ef me?ien may, er if requested by another member Shem has 3 minutes to expiein brie?y in e. ef ibe martian, but ee?th?eut argument or debate At, any subsequent meeting eny trustee sen mue a metion that hae been given by Re?ne Page ?36 105 Appendix K Policies, By-laws and Arrangements (in conjunction with Appendix J) Observations by John R. Wiens: The current policies regarding Board behavior and actions need to be reviewed for the sake of eliminating contradictions, inconsistencies and clarifying processes and procedures for operating under a new set of circumstances. What follows is, by no means, an exhaustive list but rather the beginning of a necessary conversation at the Board-Superintendent/CEO level. Some items that need clarification are: 1. How can a Board represent a ward, the schools in a ward, the parent councils in a ward and, at the same time, represent the whole Division -when in conflict, which takes priority? 2. Who may speak for the Board and under what conditions -the Board Chair, Committee Chairs, is prior consent necessary -and what are the checks on representing the Board? and, 3. Can trustees ever speak as individuals, in essence, shedding their trustee role? The By-laws need to be revisited and discussed with the intent to make everyone familiar with the spirit and letter of the Board's obligations and relationships to their administration, schools and communities. Some items that need clarification are: 1. Who can speak to superintendents and principals directly as a trustee and about what and what matters are off the table? 2. How does a trustee approach visitations to schools or other Division sites and how are those arrangements made and what protocols need to be followed in the interest of good governance and administration? 3. How can the expertise and experience of administration be accessed given that the policy states they must remain silent during Board discussions? 4. What constitutes "administrative interference" or "micromanaging?" and what are the likely consequences of engaging in these activities? 5. How can and must complaints by parents and staff to Board members be dealt with to guarantee that the complainant know that the trustee has done their job by passing on the complaint to the proper authorities, that the matter has been dealt with and they receive recognition for looking after it and that the matter is indeed looked after? 6. How can trustees be assured that policy issues arising from incidents make their way to all members of the Board in a reasonable time and fashion? and, 7. How are breaches and violations to be dealt with? 106 All trustee liaison or contact arrangements need to be reviewed with the intent of clarifying Board opportunities, permissible agreed upon protocols for Board actions and behaviour with a view to trustee equity reflecting the new reality of a nine-ward system. Some items that need to be addressed are: 1. Setting up a system whereby it is clear to the Board, all administrations and staff, and all Division constituents that trustees are indeed representatives of the whole Division and all the schools and workplaces; 2. That, if liaison or contact arrangements are deemed necessary and helpful, that they be equalized numerically, geographically and across all levels of the system and communicated to everyone in the Division; 3. That visitations are indeed visitations and not evaluations, and that invitations to attend functions be made available to all trustees regardless of the arrangements in 1. above; 4. And, that everyone (trustees, administrators, supervisors staff, and parents) be made aware and be familiar with the protocols of visiting Division sites or attending Division or school events; and, 5. That all breaches and violations in 4. above be reported to the Superintendent/CEO and that he/she report all those that appear deliberate to the Board.