Learning Technology and Information Systems Plan

Statement Watch

Thank you very much, Chair. And I'm going to pass it over to Patricia McNeil, Director, to give you an update on the engagement. Thank you. Thank you. The engagement summary report included in this evening's package and posted to our website outlines input we received to assist in the board's consideration of the 2026-2027 financial plan. Engagement activities were grounded in our education plan, the framework for enhancing student learning, and follow best practice standards by the International Association of Public Participation, or IAB2. Input was sought from inherent rights holders, stakeholder groups, students, families, staff, and the broader public through a mix of methods and activities. The engagement period was open from January 12th to April 16th and included multiple opportunities such as meetings, workshops, and discussions with inherent rights holders and former stakeholder groups, as well as written submissions to the board, an online survey, which was available publicly and to staff, as well as students, and last week's Committee of the Whole meeting and public delegation meeting. Trustees received a copy of all written submissions on a weekly basis, as well as a copy of survey responses in early March. An interim summary report was available that first week of March as well. The report in your package this evening is an update to that interim report to include information about input and feedback received since early March. Across engagement activities, participants highlighted priorities related to classroom staffing and supports, a focus on student learning and course offerings, as well as schedules, learning resources, student wellbeing and mental health, inclusion and equity, facilities and school or learning environments, as well as supports to student families. It's important to note that priorities raised through this year's engagement reflect patterns that we've heard through previous year's financial planning, and I would be pleased to take any questions trustees may have.

Statement Watch

ELLIE WILSON- Thanks for the question through the chair. Our resource teachers in schools provide a variety of services. I think sort of to your question, they're responding to every student's individual education plan, and those vary across the needs of all students. So there would be small group work, there's push-in support that happen in classrooms, and it's all directed by a student's individual education plan. So those folks coming into our schools would need to familiarize themselves with those individual education plans and get up to speed about how to implement that. Certainly our school-based resource teachers could leave weekly, I would say, detailed plans about how they're working with students, but those would be constantly evolving plans. And I think... A lot of our folks who are sick for a day or two don't necessarily have those very detailed, detailed plans that would provide guidance to somebody. Certainly someone who's gonna be away could prepare that to support the work.

Do you have a follow-up? Go ahead.

Thank you. So if a teacher is absent, a resource teacher is absent and there is a TTOC in place for that, they won't have the full information of those particular cases for those students. Is that correct?

Through the chair, that is correct. They would have to take a bit of time to learn how to do that.