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Boardroom Briefs: January 14, 2026

Boardroom Briefs is intended to provide highlights of presentations, reports and decisions made at the regular meeting of the Limestone District School Board of Trustees. The following are highlights of the January 14, 2026 Regular Board Meeting. Agendas can be found on the website under <a href="https://www.limestone.on.ca/board_meetings-1719463739654" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">Board Meetings</a>.   <h2 class="editor-heading-h2" dir="ltr">Regular Board Meeting - January 14, 2026</h2><h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Land Acknowledgement </h3>All meetings begin with a Land Acknowledgement: "The Limestone District School Board is situated on the traditional territories of the Anishinaabek and Haudenosaunee. We acknowledge their enduring presence on this land, as well as the presence of Métis, Inuit, and other First Nations from across Turtle Island. We honour their cultures and celebrate their commitment to this land."Trustee Lloyd provided personal reflections. <h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Private Session Report</h3><details open="true"><summary>January 14, 2026 Private Session</summary><div data-lexical-collapsible-content="true">Trustee Lloyd stated “Earlier this evening during Private Session:<ul class="editor-list-ul"><li value="1" class="editor-listitem" dir="ltr">The Private Session Minutes were approved from the December 3, 2025, Special Meeting of the Board.</li><li value="2" class="editor-listitem" dir="ltr">Associate Superintendent Gollogly provided a Safe Schools update and Director Burra brought a Personnel update. There was no other business conducted, or motions passed in Private Session.”</li></ul>MOVED BY Trustee Lloyd and seconded by Trustee Godkin that the Private Session Report be received. Carried.</div></details><h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Approved Absences</h3>Chair McGregor indicated that regrets were received from Trustee Neill to have his absence from tonight’s meeting be approved due to illness.<h3 class="editor-heading-h3" dir="ltr">Reports From Officers</h3><details open="true"><summary>Chair's Report</summary><div data-lexical-collapsible-content="true">Good evening, Trustees. I would like to begin by extending a warm welcome back to all families, students, and staff across Limestone. I hope everyone enjoyed a restful and enjoyable winter break. It has been wonderful to see our schools come alive again with students returning to classrooms to begin 2026 with renewed energy and focus. I know Trustees join me in wishing everyone a positive start to the year ahead.I am also pleased to share that registration is now open for the 2026 Limestone Skills Competitions at both the elementary and secondary levels. Each year, our district’s competition serves as the lead up to the provincial Skills Ontario events taking place in early May. Gold medalists from Limestone may be invited to represent LDSB at the Ontario Skills Competition, where top students from across the province demonstrate their expertise across a wide range of skilled trades and technological fields.The Skills Ontario Competition is a remarkable platform—students showcase their talent and determination over three days, inspiring educators, families, friends, and even future employers. Medalists have the opportunity to advance to the Skills Canada National Competition, and from there, potentially on to the WorldSkills Competition, which represents the highest level of international achievement. I am looking forward to this year’s Limestone Skills events and the opportunity to celebrate the many talented students from both elementary and secondary schools who will participate. Trustees are welcome to attend the Limestone Skills competition taking place at St. Lawrence College at the end of February if they would like to see Limestone skills in action!Finally, I am pleased to share that Kindergarten registration is open across Limestone. Our board remains committed to supporting strong foundations in early learning, with a clear focus on student achievement and well being. Families also benefit from a range of school options and programming choices that help ensure every child begins their educational journey in an environment where they feel supported, included, and excited to learn.As we begin this new year together, I want to thank our educators, staff, students, and families for everything they contribute to making Limestone a vibrant, caring, and engaging place to learn.This concludes my report.</div></details><details open="true"><summary>Director's Report</summary><div data-lexical-collapsible-content="true">Good evening Trustees and the viewing public. While it is already the middle of January, and the holiday season seems like a distant memory, Happy New Year to everyone.The New Year always is a time of reflection, both thinking about the year behind, and the year ahead. In education, there is always more work to do, and as a board we continue to have significant work ahead. The stakes of our work are incredibly high when we consider the future of every student we serve.  Annual EQAO results, summaries of Human Rights Complaints, Student Census data we collected in the fall, and the myriad of work we do to serve Limestone’s communities are all a good reminder of the critical work we do for young people and families in local communities. As we continue forward with our Strategic Plan, it will be important for us to remember for whom this work matters, and emphasizing the need for all staff to make a positive difference in the lives of the students we serve. This means continuing to strive for improvement in student learning, achievement, and well-being. It also means we must continue to do what we can in making sure there is a positive culture in Limestone for the benefit of all students, families, and staff. Our work matters and makes a difference. It is always important to keep this perspective and focus when so much uncertainty lies in front of us in 2026. To name just a few: the next round of bargaining with labour partners, the Ontario School Board governance model and potential changes, and continuing School Board budget pressures, let alone larger geo-political changes we see occurring on a weekly, if not daily, basis.While it is only January, preliminary preparations are already underway for the 2026-2027 school year.  Choices program information has been shared with the community, and students will be engaging in those processes. In addition, either in December, last week, or in the very near future, secondary schools are engaging with Grade 8 students and families to provide information to further support the transition to secondary school in the fall. More senior secondary students will be considering expanded opportunities available for the fall, and the Kindergarten registration process for the youngest Limestone learners will also begin. Trustees may already have seen some of the new advertising for Limestone that we shared in December and is now on public display. This time of year also means secondary summative assessments and exams start in about a week, and report cards for students K-12 are just around the corner in February.This evening, Trustees, the agenda contains several updates: the Multi-Year Capital and School Renewal project plan, the revised estimates for quarter 1 of the 2025-2026 school year, the wrap up of the Strategic Plan End of Year Report for 2024-2025, and an update on the Math Achievement Action Plan. Thank you to all of you around this table for supporting the important work we do for the communities we serve.That concludes my update for this evening.  Thank you Chair McGregor.</div></details><h3 class="editor-heading-h3" dir="ltr">Reports</h3><details open="true"><summary>OPBSA Report</summary><div data-lexical-collapsible-content="true">Chair McGregor shared that next week some of the Trustees will be attending the OPSBA Public Education Symposium. A special meeting will also take place on March 14, 2026, for the membership to vote on a new governance model. Several models have been proposed, including shifting from board‑by‑board representation to regional representation, or having regional chairs and vice‑chairs serve alongside the executive. Concerns have been raised about how boards like Limestone would be represented under these models and how communication and feedback would flow. Another option would keep one representative per board but without voting privileges, acting instead as liaisons to the regional groups. These proposals will be discussed in breakout groups at the symposium before the final vote.</div></details><details open="true"><summary>Student Trustees' Report</summary><div data-lexical-collapsible-content="true">Student Trustee Comeau stated: “The Inter school Council (ISC) January 6 meeting was chaired by Rachel and Siham, it started with a presentation to teach school representatives how to write personalised Land Acknowledgements. This presentation was given by Liv Rondeau. She taught that Land Acknowledgements should be used to inform about the history of the land and Indigenous peoples who inhabit the land. She taught Land Acknowledgments should be used to form an attachment to the land. This presentation was important because if land acknowledgments are not unique and personal, they can feel routine and mandatory. Instead of being used for their purpose, being to teach and reflect on our active roles in the process of Truth and Reconciliation.This presentation has influenced a new tradition in ISC where student representatives from different schools will take on the Land Acknowledgement at the beginning of the meeting, with one they have made. The first school attempting this for the February meeting is Frontenac Secondary School. Then Rachel and Siham discussed something that they had learned at the Fall General Meeting conference, which was the use of a polling website “Mentimeter.” This website was used to ask student Trustees questions aimed at student well being within their boards. This was brought up as we plan to host polls asking similar questions to our inter school Council members, to get more board specific information about student well being. This will allow us to focus on fixing specific problems and concerns within the new year.Student Trustee elections were brought up as a reminder to advertise towards applicants within schools, as the elections will take place in the February meeting.We took up the effectiveness of winter holiday activities, which all schools had positive information to contribute upon. Some examples being: Frontenac Secondary School’s chili fest which raised $500 for the United Way. Bayridge Secondary School’s teddy bear campaign which raised $1000 and was donated to a hospital for a new ultrasound machine. LaSalle Secondary School which held a semi-formal and raised money for the children's hospital. Schools in Limestone also held many pancake breakfasts and spirit weeks. Then Andrea Barrow gave members a reminder to advertise upcoming events in Limestone during February for Black History Month, like the annual LDSB Opening Ceremony.Finally, our meeting ended with a presentation from Superintendent Stephanie Sartor and Ms. Allison Grange. Associate Superintendent Sartor contacted ISC as she is looking to interview students in schools, to bring student input from Limestone to an upcoming professional development conference in March, on being leaders as agents of change. Ms. Grange joined Superintendent Sartor to get into contact with ISC as she is looking to interview students in schools about why they love Limestone DSB and provide positive reflections on their own learning and experiences, so that everyone can see themselves in Limestone. This also ties into the communications team advertisement plan for 2026.Student representatives will be relaying this information back to their schools and provide names for interview candidates. This concludes the January Student Trustee report.</div></details><h3 class="editor-heading-h3" dir="ltr">Reports for Action</h3><details open="true"><summary>Multi-Year Capital and School Renewal Project Plan</summary><div data-lexical-collapsible-content="true">Superintendent Young introduced Manager of Facility Services Dave Fowler and Assistant Manager of Facility Services Charlyn Downie to make their presentation. Manager Fowler noted that this report is presented each year, with consistent foundational information but with increasing detail for the upcoming year based on known funding. The plan, originally introduced in the 2011–12 school year, aligns its project categories with the Ministry’s asset reporting structure and outlines proposed activities across systems such as HVAC, electrical, structural, communication/IT, site improvements, accessibility, lighting, interior renovations, plumbing, and building envelope.Manager Fowler reported that the 2025–26 capital project budget totals $21.1 million. This includes $4.3 million in school renewal funding and $16.75 million in School Condition Improvement (SCI) funding. Capital projects must meet a minimum threshold of $10,000 and are intended to extend lifecycle and improve building systems. The plan categorizes projects according to Ministry-defined systems, and the board must allocate at least 70% of funding to structure, mechanical, and building envelope work, limiting the percentage available for site and interior upgrades.Assistant Manager Downie explained that the report included in the agenda package contains detailed information about school renewal and capital projects organized by school site, with the full list available in the appendix. She reiterated that updating the Multi‑Year Capital Plan and School Renewal Project Plan is an annual requirement, forming a key part of the board’s broader asset management program. This program ensures that all projects are managed consistently from the initial planning phase through to completion, using Ministry‑aligned categories and system data to guide decisions.Assistant Manager Downie emphasized that the projects listed in the appendix are not limited to summer construction activities. Instead, the list represents planned work across short, medium, and long‑term timelines, supported by funding streams specifically designated for capital renewal, School Renewal funding and School Condition Index (SCI) funding. For the upcoming year, the board has access to $16.7 million in SCI funding and an additional $4 million through school renewal allocations.The Ministry of Education reviews the condition of all schools, and the board maintains an internal database that tracks the age and condition of each system. This information forms the foundation of the capital plan, with occupant safety and the prevention of system failures serving as key priorities. School input also plays a critical role as principals work collaboratively with planning staff to identify programming needs and building improvements for their individual school communities, ensuring that facility planning is responsive to local educational priorities.Planning work is aligned with the Ministry’s system categories, which the board is required to use in its reporting. However, the board must follow funding restrictions that require at least 70% of capital expenditures to be dedicated to structural, building envelope, and mechanical systems. As a result, projects related to school sites and interior upgrades are limited in scope and scale. This distribution is reflected in the list of proposed projects for the 2025–26 year.Looking ahead, planners provide long‑term projections for school renewal funding only, as SCI funding is announced annually and cannot be predicted reliably for future years. This annual SCI allocation is essential to the board’s capital work because it is based on the age and condition of buildings. With the average school within the district being 55 years old, many systems are reaching the end of their lifecycle, which increases the board’s dependence on yearly funding announcements to maintain safe and functional facilities.Assistant Manager Downie concluded her presentation by referring Trustees to Appendix A of the report which contains the full listing of capital and renewal projects proposed for the year.  The following motion was brought forward:MOTION MOVED by Trustee Ruttan and seconded by Trustee Morning that the Board approve the Multi-Year Capital and School Renewal Project Plan; and that a revised copy of the 10-Year Capital and School Renewal Project Plan be posted on the board’s website. Carried.</div></details><h3 class="editor-heading-h3" dir="ltr">Reports for Information </h3><details open="true"><summary>2025-2026 Revised Estimates and Interim Financial Report for Q1</summary><div data-lexical-collapsible-content="true">Superintendent Young called upon Manager Paula Carson to share the report on the 2025-2026 revised estimates and interim financial operating expenditures for Quarter 1 for the period ending November 30, 2025. She noted that the projected Average Daily Enrolment (ADE) for the 2025-2026 school year is the basis on which most Ministry grants are calculated and is based upon the average of enrolment at two established counts (October 31 and March 31) in the school year. Overall enrolment is expected to be 88 ADE lower in the 2025-26 school year than originally forecasted in the budget with the elementary panel decreasing by 21 students, and the secondary panel decreasing by 67 students.Manager Carson advised that the Operating Budget Revenue reflects a $3.2 million reduction in Core Education Funding Operating Allocation. $2.1 million is due to lower enrolment, and $1 million comes from a reduced allocation for teacher qualifications and experience. The Classroom Staffing Fund (CSF) is reduced by $1.8 million with $0.8 million due to lower enrolment and $1 million from decreased Teacher qualification and experience funding. Changes in the other categories listed under Core Ed is mainly due to lower enrolment.  Other Government Grants increased by $1.4 million primarily due to new Responsive Education Programs (REP) grant announcements and other supplemental grants.Manager Carson noted that Appendix 2A provides information about the REP grant announcements that are also part of other government grants. The report highlights a notable increase of $320,000 for the K-12 Cyber Protection Strategy Pilot, with this funding being announced after the initial budget release. Other Revenues decreased by $0.5 million primarily due to a decrease in temporary Educational Assistants being seconded to Jordan’s Principle.  This agency supports Indigenous students with high needs.Manager Carson reviewed the Operating Budget Expenditures which reflect a total decrease of $1.8 million. This reduction corresponds with decreased funding, as previously referenced. Other changes include additional REP funded textbooks and supplies expenditures and REP funded staff development expenditures.  The increases for short term Educational Assistants and IT devices were approved at the October 29, 2025, Board meeting.Manager Carson advised that in Quarter 1 for the period ending November 30, 2025, the Board has spent $76.5 million or 24% of our $316.9 million operating budget. This is comparable to the 24% spent in Quarter 1 of the 2024-25 fiscal year.Chair McGregor thanked Superintendent Young and Manager Carson and called upon Trustees for questions.</div></details><details open="true"><summary>Strategic Plan End-of-Year Report 2024-2025</summary><div data-lexical-collapsible-content="true">Director Burra opened the presentation. Trustees were reminded of the 2022-2028 Strategic Plan framework and informed that an expanded color legend was used to better reflect areas of mixed progress. While many goals show strong advancement, some areas continue to require focused attention. He noted that last year the board was midway through the second year of the plan, and the plan is on track, and in some areas, exceeding expectations for achieving end‑of‑plan outcomes. This is especially true in core academic skills such as literacy and mathematics. Student success indicators, including graduation readiness and student perceptions of preparedness, show positive trends.Director Burra explained that certain strategic areas, such as creating positive school cultures and enhancing service excellence, will always reflect a “work in progress,” as experiences vary across schools and interactions with central office staff. These areas are continually monitored, though they are unlikely to be rated as fully achieved due to their individualized nature. He also noted that some provincial data, such as credit accumulation, was not shown because it has not yet been released. To ensure transparency and continuity of reporting, all Education, Policy, and Operations meetings and Board meetings for 2024-2025 have been catalogued and aligned with the five strategic goals. Director Burra turned the presentation over to the Senior Team to review student achievement data in greater depth.Associate Superintendents Sartor and Hedderson presented updates on literacy and math achievement, the first two goals in the Strategic Plan. They emphasized the importance of examining baseline results from 2022-2023, when post‑pandemic EQAO scores were significantly below the provincial average. These results prompted intensive, intentional, systemwide action in both literacy and math. Staff reported substantial improvements in literacy from 2023 to 2024. The gap between board and provincial averages, previously 5-13 percentage points, narrowed to 2-7.5 points. Grade 6 writing, a particular area of concern last year, was addressed through focused professional learning. In the most recent year, LDSB exceeded provincial averages in Grade 3 and Grade 6 reading and writing and approached provincial levels in Grade 10 OSSLT. OSSLT scores improved at a faster rate than the province and are on track to surpass the provincial average next year. Multi‑year data show consistent upward trends in primary literacy.Students with special education needs demonstrated notable progress. LDSB now exceeds provincial averages in primary and junior reading and writing. A 20% increase in Grade 6 EQAO writing achievement was highlighted as a significant success. Staff will continue examining which strategies have driven this growth to ensure sustainability.Perceptual data showed that 73% of Grade 3 students believe they are good readers, but confidence declines by Grade 6. Since confidence strongly correlates with achievement, staff will explore this further and continue supporting students in recognizing their growth and building self‑efficacy.Associate Superintendent Sartor concluded her part of the presentation by sharing that OSSLT results that showed the board nearly meeting the provincial average, with consistent year‑over‑year growth. Students with special education needs now outperform provincial results in the OSSLT, and participation rates exceed the province by approximately 1%. Staff identified several key initiatives supporting recent gains, including systemwide implementation of the early reading screener, intensive tiered interventions (Lexia, Rewards, Empower), spring tutoring, and ongoing professional learning for educators and administrators. Associate Superintendent Sartor emphasized that classroom educators’ commitment and expertise remain central to student success.Associate Superintendent Hedderson presented math results beginning with the baseline year (2022-2023), when the board was significantly below the provincial average in all divisions. Only 37% of Grade 6 students met the provincial standard, and Grade 3 results were 16.5 points below the provincial average.  In 2023-2024 and again in the most recent year, the board saw notable improvements across Grades 3, 6, and 9. Grade 3 achievement rose above the provincial average at 64.5%, and Grade 6 results are now nearly equal to provincial levels. Grade 9 improvements are ongoing, though provincial results continue to shift as well. Over two years, Grade 3 achievement increased by 21.3% (representing 288 additional students), and Grade 6 rose by 14.2%—far exceeding provincial growth rates.Students with special educational needs made significant gains, particularly in Grade 3, where nearly 9% more students met the provincial standard compared to a 2.5% provincial increase. Grade 9 students with special education needs also improved at nearly double the provincial rate.EQAO perceptual data showed slight declines in confidence for Grades 3 and 6, despite strong achievement gains, while Grade 9 confidence rose by 3.7%. Associate Superintendent Hedderson noted that the relationship between confidence and achievement is bidirectional and that monitoring of these trends to explore contributing factors will continue. He highlighted initiatives that supported math gains, including job embedded professional learning in priority schools, development of an instructional progression outlining consistent classroom routines, enhanced focus on students with modified math expectations, and deeper adoption of 15minute daily math fluency routines. The board has also seen positive outcomes from targeted spring tutoring programs.Associate Superintendent McKenna shared information on graduation and pathways to student success.  She shared that the percentage of students earning 16 or more credits by the end of Grade 10 increased from 73% to 84.6%. This is attributed to weekly Student Success Team meetings, robust intervention plans, and targeted supports for students with modified IEPs. These results are expected to positively impact future graduation rates.Data showed that participation in Specialist High Skills Major (SHSM), dual credit, and apprenticeship pathways increased to 28%. Dual credit enrolment rose to 290 students, and SHSM achieved a 91% completion rate—well above the provincial rate of 63%. Associate Superintendent McKenna emphasized that participation in these programs strongly correlates with successful graduation and post‑secondary readiness.The board’s graduation rate remains closely aligned with the provincial trend at 89%. Staff noted that Ministry calculations include all Grade 9 students, including those who later leave the board, while internal data tracking only remaining students shows even higher success rates. She concluded by noting that EQAO student voice data indicates that 68% of Grade 9 and 66% of Grade 10 students feel prepared for their next steps. These insights are further supported by Grade 8 and Grade 12 exit surveys and school climate surveys.Superintendent Gillam presented on the goal of improving student well-being/sense of belonging. Participation/engagement in class time, and time focused on learning.  He shared information about the status of increasing the percentage of students in Grades 1 to 8 whose individual attendance rate is equal to or greater than 90%.  Over the past three years, the board has seen steady increases. This progress reflects significant efforts by elementary and secondary school teams, including teachers, administrators, support staff, caregivers, and community partners, who have worked collaboratively to identify and remove barriers to regular attendance.Superintendent Gillam reviewed EQAO‑reported data on student awareness of mental health services in Grades 6, 9, and 10. Results show steady improvement over two years and indicate that LDSB is at or above the provincial average, with the exception of Grade 10, which will undergo further analysis. The board will continue monitoring how newly implemented mental health literacy modules in Grades 6 to 10 support students’ understanding of available Tier 1 supports. He concluded by sharing that with new Grades 6, 7, 8, and 10 mental health literacy modules becoming mandatory, staff will work closely with schools to assess students’ knowledge of supports and to strengthen Tier 1 mental‑health instruction. The focus will be on ensuring all students, regardless of grade, know where to seek help. These results reflect positive trends in the Board’s strategic well‑being goals.Associate Superintendent Gollogly presented updated suspension data for students in Grades 4 to 12. In 2023-24, approximately 7% of students were suspended, with the highest rates typically occurring in Grades 7 to 9. In the current year, the suspension rate has decreased to roughly 6.2%, reflecting progress in reducing suspensions across the system.  She outlined that several supports are available to students who are suspended or expelled. The Student Impact Program at the YMCA served 36 students last year, resulting in the completion of 150 credits and two graduates. The Gateway Program in Napanee served seven students, generating three credits and one graduate. A newer Back on Track program, also delivered in partnership with the YMCA, provides structured support for students suspended for three to seven days, combining academic work, targeted workshops, and access to social work services. Of the 30 students who participated last year, only one required a second referral.Associate Superintendent Gollogly explained that the RISE Program continues to support students in Grades 6 to 8 experiencing challenges in school or the community.  She highlighted a partnership with Kingston 4 Paws, which provides a certified service dog, “Limestone Teddy,” who works daily with students in YMCA programs and visits schools during times of crisis or need. Testimonials show that Teddy’s presence improves student well‑being, reduces anxiety, and has contributed to significantly improved attendance and behaviour within the program.Director Burra concluded the presentation by noting the pride shared by the team and emphasized the seriousness with which this work is undertaken. He reminded Trustees that some provincial data takes time to be released, which explains why certain indicators, such as credit accumulation, were not yet available on slides. Administrators received the same presentation earlier in the day, and staff reiterated the importance of monitoring the cohort that was assessed in 2022–2023, as they progress into Grade 6 and 9 this year. The results from upcoming assessments will help confirm whether recent instructional strategies are having sustained impact. The gains shown represent significant and complex work across the system by educators, administrators, support staff, and central teams.Director Burra reviewed several Strategic‑Plan initiatives related to staff well‑being and efficiencies. The staff belonging and well‑being survey continues to be administered every few years, alongside adjustments to reporting processes in response to staff feedback. Updates to the internal myLDSB staff portal were highlighted, with plans to explore AI‑based tools that could help employees quickly locate information and reduce workload. The board is also expanding the use of data dashboards to provide real‑time attendance and student support information. Educator devices were replenished last year to ensure staff have the tools they need. Results from the recent corporate services staff survey will be included in next year’s report.Director Burra shared that there are plans for a family engagement survey to be conducted later this winter and spring. This will pair with other ongoing engagement processes which include the annual budget survey and the school‑year calendar consultation.  The board has expanded its communication with families around AI literacy, offering videos, resources, and tools on the board website. Families continue to receive curated learning supports every few months in areas such as math, literacy, and media literacy. Next year’s reporting will include more quantitative data related to family and staff voice.Chair McGregor thanked Director Burra and the senior team and opened the floor for questions.</div></details><details open="true"><summary>Math Achievement Action Plan</summary><div data-lexical-collapsible-content="true">Associate Superintendent Hedderson provided an update on year 3 of the Math Achievement Action Plan (MAAP) and its alignment with the board’s strategic priorities of engagement, well‑being, and student learning. The plan focuses on improving educator capacity, supporting administrators and school teams, and strengthening student achievement in mathematics.  He reviewed the three provincial actions guiding the plan which are: ensuring fidelity to the math curriculum and high-impact instructional practices, improving educators’ math content knowledge and knowing the math learner so that tasks, interventions, and supports are relevant and responsive.Associate Superintendent Hedderson shared the four ministry‑introduced indicators which will continue to be measured this year: (1) students progressing in achievement on report cards; (2) progress for students with curriculum modifications; (3) attendance rates of 90%+ in math classes; and (4) student‑reported confidence in math.Snapshots of math learning across the system highlighted strong collaboration, increased use of digital tools, and varied resources to support conceptual understanding. Staff emphasized that many curriculum expectations now explicitly require students to use tools, making their consistent availability essential from Kindergarten through Grade 12.Associate Superintendent Hedderson shared that the board is engaged in deeper analysis using student, educator, and administrator voice alongside newly released EQAO data to understand which strategies are driving positive results. While system‑level growth is evident, achievement remains uneven across schools. Priority schools (22 elementary, 4 secondary) show overall improvement, though variation persists, prompting continued qualitative data collection to guide adjustments.Administrators continue to report several Key Performance Indicators (KPIs) multiple times per year to assess the impact of strategies and adjust supports as needed. One ongoing indicator is daily 15‑minute math fluency instruction in K to Grade 9, which continues to correlate positively with EQAO outcomes. As of December 8, 2025, 223 students are being tracked for developmental progress in foundational fluency skills.  Associate Superintendent Hedderson noted that new KPIs will monitor students’ progress toward grade‑level expectations through short cycles of improvement. Schools are currently implementing these cycles to identify existing student knowledge, intervene earlier, and support core academic skill development.Beginning Friday, the board will launch new software to support consistent, common formative assessments across grades, starting with Grades 3, 6, and 9. This initiative aims to clarify grade‑level standards, analyze student misconceptions, and improve consistency in report card data across all schools. Staff noted this will be a multi‑year effort.  The software will allow the board to gather student responses and capture students’ visible thinking to support system‑level trend analysis and guide professional learning.Associate Superintendent Hedderson shared that the board recently engaged Early Childhood Educators in professional learning on effective early mathematics instruction. This work supports preparation for the revised Kindergarten curriculum coming in the fall. Math learning partners, MAAP facilitators, and school teams will continue supporting educators directly in classrooms. Cross‑panel groups have formed to strengthen transitions into Grade 9 and improve Grade 9 math achievement. Efforts also continue to create gap‑closing resources, which are increasingly used by teachers seeking to accelerate student progress.Associate Superintendent Hedderson concluded his report by sharing that Grade 9 teachers and department heads have engaged in collaborative analysis of the December EQAO results, including on the day before the winter break. This work is informing preparation for both the January Grade 9 EQAO administration and the transition into second semester.  Next week, Senior Staff will start leading  elementary data days with administrators and teacher teams. Using the newly released EQAO results and additional dashboard data, the teams will identify students not yet achieving at grade level and determine targeted instructional strategies to support their progress.Chair McGregor thanked Associate Superintendent Hedderson for his report and called upon Trustees for questions.</div></details><h3 class="editor-heading-h3" dir="ltr">Unfinished Business</h3>Trustees reviewed the previously passed November motion that deferred the election of the OPSBA representative to the January 14, 2026, Board meeting. Given updated information that the OPSBA governance model decisions will not be finalized until the regional meeting on March 12, Trustees discussed delaying the election further.  The following motion was put forward:MOTION MOVED BY Trustee Godkin and seconded by Trustee Hutcheon: That the Board defers the election of the OPSBA representative until we receive further information from OPSBA, which is anticipated by the April 15, 2026 Board meeting, and that the current representative remains in place until that time. Carried.<h3 class="editor-heading-h3" dir="ltr">Adjournment</h3>MOTION MOVED BY: Trustee Lloyd and seconded by Trustee Hutcheon that the meeting adjourn. Carried.The Meeting Adjourned at 8:18 p.m.

2026-01-28 14:31:24.787 +0000 UTC

LDSB Black History Month Opening Ceremony

<h2 class="editor-heading-h2" dir="ltr"><img src="/images/474fd7ad-a699-440c-b07c-6f721154865c?fingerprint=ppb20260120155614" alt="LDSB Black History Month Opening Ceremony Poster" width="637" height="796" style="width:637px;height:796px;display:inline-block"> You're Invited: LDSB Black History Month Opening Ceremony</h2>When: Wednesday, February 4, 2026, 4:00 p.m. to 6:00 p.m.Where: LCVI, 153 Van Order Drive, KingstonAll students, staff, families, and community members are invited to join us for an evening of community, connection, and celebration with food, music, and dancing! Featuring: Kids Zone with "Ruthy's Reading Room," and a performance by Cassel Miles as Josiah Henson.This event is presented by the LDSB and the LCVI BIPOC affinity group. We hope to see you there!

2026-01-20 15:59:57.563 +0000 UTC

Limestone’s EQAO Results Improve Across All Categories

The Limestone District School Board (LDSB) has achieved its strongest Education Quality and Accountability Office (EQAO) performance in four years, with gains in every testing category for the 2024-2025 school year. LDSB’s EQAO results align with provincial outcomes in many areas, while showing notable improvements in others and among specific student groups. Limestone’s 2024-2025 results are at, or above, the provincial average in almost all measures. Results show an upward trend and momentum across all eight areas of assessment for students in Grades 3, 6, 9, and 10, including those with special education needs, underscoring the Board’s intention of making a positive difference in the lives of every student, in every classroom, in every school.    "These results reflect the daily dedication of Limestone educators, educational assistants, program teams, and school leaders,” says Krishna Burra, LDSB Director of Education. “I want to acknowledge the efforts of those who have focused on implementing evidence-informed practices, providing targeted supports, and collaborating across schools to ensure student achievement and success.” The elementary school report provides assessments of Reading, Writing, and Mathematics written by students in Grades 3 and 6. The secondary school report provides similar information relating to the Grade 9 Assessment of Mathematics and the Ontario Secondary School Literacy Test (OSSLT). <h2 class="editor-heading-h2" dir="ltr" style="text-align: left;">Results at a Glance </h2><ul class="editor-list-ul"><li value="1" class="editor-listitem" dir="ltr">Grade 3 Improvements: LDSB students showed a 5% to 8% increase in Reading, Writing, and Math, with 75% meeting the provincial standard in Reading, 65% in Writing, and 65% in Math, outperforming provincial averages. Students with special education needs improved by 8% to 9% in these subjects.  </li><li value="2" class="editor-listitem" dir="ltr">Grade 6 Gains: Achievement rose in all areas, with 88% meeting Reading standards, 87% in Writing, and 51% in Math, matching or exceeding provincial rates. Students with special education needs made significant advances, especially in Writing with a 22% increase.  </li><li value="3" class="editor-listitem" dir="ltr">Grades 9 and 10 Results: LDSB’s Grade 9 Math scores were slightly below provincial levels but increased by 5% from the previous year, with students with special education needs performing better than students with similar needs in other jurisdictions. The Grade 10 OSSLT saw 95% participation and 84% success, a 3% rise, with continued improvement among students with special education needs.   </li></ul><h2 class="editor-heading-h2" dir="ltr" style="text-align: left;">Grade 3 EQAO Results </h2>Grade 3 student achievement saw a 5% to 8% increase in all subject areas in Limestone, compared to the 2023/24 assessment results, with 75% meeting the provincial standard in Reading, 65% in Writing, and 65% in Math.  Results for the province showed a slight increase from the previous year for all Grade 3 subjects and were slightly lower than Limestone across Grade 3 assessment subjects.  This new data shows improvement in all subjects, with Math achievement showing the most significant difference for students in Grade 3.  Of significant note are the gains in achievement in Grade 3 Reading, Writing, and Mathematics made by Limestone students with special education needs – up 9%, 8%, and 9% respectively, compared to the 2023/24 assessment results.  <h2 class="editor-heading-h2" dir="ltr" style="text-align: left;">Grade 6 EQAO Results </h2>Grade 6 student achievement in Limestone also continues to build momentum with improvements in all subject areas.  In Reading, 88% of students met provincial standard in 2024/25 – an increase of 9% from the 2023/24 assessment and a higher rate than the province for 2024/25.  Results in Writing showed an increase of 14% over the previous assessment year, with 87% of students meeting provincial standard, at a higher rate than the province.  In Math, results were equal to the province, with 51% of students meeting the provincial standard, an increase of 11% for Limestone compared to the previous assessment year.  Like the Grade 3 assessment results, achievement in all subject areas for students in Grade 6 with special education needs in Limestone has increased, with significant gains in Reading and Writing by 12% and 22%, respectively, since the 2023/24 assessment. This increase in achievement for students in Grade 6 with special education needs is higher than the province by 3% to 10% across all subject areas.  “Limestone students and staff have worked hard to achieve these gains across Reading, Writing, and Mathematics, including the strong improvements for students with special education needs,” says Burra. “The momentum we are seeing is the result of consistent, evidence‑informed practice—targeted instruction, early interventions, collaborative professional learning, and a sharp focus on what happens in classrooms every day. “We are proud of this progress, and we are committed to sustaining it by continuing the practices that work and adjusting where they do not,” he adds. “Our goal remains steady improvement over time, not one‑year spikes, for every student, in every classroom, in every school.” <h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Primary Assessment (administered in Grade 3): </h3><table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 60.1124%;"><col style="width: 18.7266%;"><col style="width: 21.161%;"></colgroup><tbody><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Area of Assessment </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">LDSB  </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Province </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Reading </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">75% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">74% </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Writing </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">65% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">65% </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Mathematics </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">65% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">64% </td></tr></tbody></table><h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Junior Assessment (administered in Grade 6): </h3><table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 60.1124%;"><col style="width: 18.7266%;"><col style="width: 21.161%;"></colgroup><tbody><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Area of Assessment </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">LDSB  </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Province </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Reading </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">88% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">86% </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Writing </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">87% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">85% </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Mathematics </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">51% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">51% </td></tr></tbody></table><h2 class="editor-heading-h2" dir="ltr" style="text-align: left;">Grades 9 and 10 EQAO Results </h2><h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Grade 9 Mathematics Assessment: </h3>Results for Grade 9 Math in Limestone are slightly lower compared to the provincial results. For all participating students in the Grade 9 Math assessment, 55% achieved the provincial standard in Limestone, and 58% achieved the provincial standard provincially.  Limestone’s Grade 9 Math results increased by 5% as compared to last year. Results for students with special education needs achieving the provincial standard are higher than the province at 34% for Limestone, compared to 32% for the province. <table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 60.1124%;"><col style="width: 18.7266%;"><col style="width: 21.161%;"></colgroup><tbody><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Grade 9 Mathematics Assessment </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">LDSB  </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Province </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Grade 9 Math </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">55% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">58% </td></tr></tbody></table>“Grade 9 Mathematics continues to be a priority area,” says Steve Hedderson, LDSB Associate Superintendent of Human Resources and Curriculum and Program Services: Math and FSL. “Limestone’s five‑point improvement year‑over‑year shows the work is taking hold. We are deepening supports in Grade 9 Math—explicit instruction, daily practice, and timely interventions—and aligning professional learning so teachers have the tools they need. We are focused on building Math confidence and competency for every student.” <h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Ontario Secondary School Literacy Test - Administered in Grade 10: </h3>This year, 95% of first-time eligible students wrote the test in Limestone, compared to 94% of students in the province. With this high participation rate, 84% of all students in Limestone were successful, an increase of 3% compared to the 2023/24 school year.  OSSLT results for students with special education needs continue to show an improvement for the 2024/25 year, with 65% of Limestone students being successful on the assessment. <table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 56.513%;"><col style="width: 20.0401%;"><col style="width: 23.4469%;"></colgroup><tbody><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Grade 10 OSSLT </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">LDSB  </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Province </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Participation Rate </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">95% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">94% </td></tr><tr style="height: 33px;"><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">Success Rate </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">84% </td><td class="editor-tableCell" style="background-color: transparent; border: 1px solid black; vertical-align: top; text-align: start;">85% </td></tr></tbody></table>“Strong Grade 10 Literacy outcomes begin with strong participation,” says Stephanie Sartor, LDSB Associate Superintendent of Curriculum and Program Services: Literacy Focus. “With 95% writing and 84% successful, up three points from last year, we are encouraged by the trajectory, including the continued improvement for students with special education needs. Literacy is a shared responsibility across subjects, and we will keep pairing explicit instruction with targeted supports so every learner can demonstrate success.” Students in all publicly funded schools in Ontario are required to write provincial assessments, administered by EQAO, a provincial body that tests students’ skills in Literacy in Grades 3, 6, and 10 and Math skills in Grades 3, 6, and 9 in relation to Ontario curriculum expectations. Successful completion of the Literacy requirement is one of the requirements to earn an Ontario Secondary School Diploma. The EQAO assessments have undergone significant updates, with the newer digital assessments offered entirely online through a digital platform for students over the past four years.   “The dedication of Limestone educators, educational assistants, program team members, and school leaders will remain foundational to continued efforts moving forward,” says Burra.

2025-12-05 19:00:45.215 +0000 UTC

Education Minister Calandra's Letter to Parents - EQAO and Student Achievement Advisory Body

The following message by the Honourable Paul Calandra, Ontario Minister of Education, is for parents and guardians regarding EQAO results and the appointment of a Student Achievement Advisory Body.Please select the following link to read (PDF): <a href="/documents/2a916cd2-b224-4a93-a4b3-b0a57ae98e62/Letter-to-Parents-EQAO-Dec-3-2025.pdf?fingerprint=ppb20251217013406" rel="noreferrer" class="editor-link" dir="ltr">Letter to Parents and Guardians</a>

2025-12-03 16:57:22.383 +0000 UTC

Boardroom Briefs: November 2025

Boardroom Briefs is intended to provide highlights of presentations, reports and decisions made at the regular meeting of the Limestone District School Board of Trustees. The following are highlights of the November 19, 2025 Annual Board Meeting, and November 24, 2025 Nominations Committee Meeting. Agendas can be found on the website under <a href="https://www.limestone.on.ca/board_meetings-1719463739654" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">Board Meetings</a>.   <h2 class="editor-heading-h2" dir="ltr">Annual General Meeting - November 19, 2025</h2><h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Land Acknowledgement </h3>All meetings begin with a Land Acknowledgement: "The Limestone District School Board is situated on the traditional territories of the Anishinaabek and Haudenosaunee. We acknowledge their enduring presence on this land, as well as the presence of Métis, Inuit, and other First Nations from across Turtle Island. We honour their cultures and celebrate their commitment to this land."<h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Call to Order</h3>Director of Education Krishna Burra: "In accordance with Section 208 of The Education Act, and LDSB By-Laws Article II and IV, and under the authority invested in me as the Secretary of the Board, I welcome everyone to the Annual Meeting of the Limestone District School Board for the term ending November 19, 2026. This evening Trustees will elect a Chair and a Vice-Chair to serve as Executive for the next year. I shall be the presiding officer of this Annual Meeting, pending the election of the Chair of the Board, and therefore call this meeting to order." <h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Student Performance</h3>To open the Annual Board Meeting, Grades 7 and 8 students from the Calvin Park Public School Challenge program, led by teacher Catherine Tang, performed "Viva La Vida," by Coldplay on <img src="/images/79826ca8-da0b-4e0b-827c-eaa603baad69?fingerprint=ppb20260107212204" alt="Calvin Park PS Students Performing in LDSB Boardroom for 2026 Annual Board Meeting" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"><h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Annual Declaration of Involvement</h3>Director Burra: "Trustees of the Limestone District School Board are committed to accountability and transparency. The Trustee Code of Conduct states, 'Trustees shall declare any conflict of interest or involvement, financial or otherwise, between their personal life and/or business interests and their position on the Board.' In support of this, Trustees annually declare their ongoing involvement with agencies, boards, and committees in organizations outside of the Limestone District School Board and declare verbally at the Annual Meeting of the Board for inclusion in the minutes."<h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Election of the Chair</h3>Karen McGregor was re-elected as Chair. Chair McGregor, who has been Chair since June 2025, represents LDSB schools in the Townships of Central Frontenac, Addington Highlands, and North Frontenac. “Trustees play a critical role as a bridge between the communities we serve and the Board, ensuring that families have a direct channel to raise local concerns, seek guidance and influence decisions that affect their children's education,” says Chair McGregor. “I am honoured to be re-elected as Chair for the coming year, to work with a Board of Trustees determined to make a positive difference in the lives of every student in our district.” <img src="/images/3b73f535-6db0-57a4-bb4f-a5bb6232f53e?fingerprint=ppb20251217013553" alt="Karen McGregor Portrait" width="277" height="359" style="width:277px;height:359px;display:inline-block"> Chair Karen McGregor<h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Election of the Vice-Chair</h3>Tiffany Lloyd was elected as Vice-Chair. Vice-Chair Lloyd represents LDSB schools in the Town of Greater Napanee. "I’m honoured to serve as Vice-Chair, and I’m grateful for my colleagues’ confidence,” says Vice-Chair Lloyd. “I look forward to working together as we support our schools, listen to our communities, and make decisions that truly benefit the students and families we serve." <img src="/images/02ea62dd-f2f2-5bdf-8bf4-95704c83d5d1?fingerprint=ppb20251217013025" alt="Tiffany Lloyd Portrait" width="274" height="355" style="width:274px;height:355px;display:inline-block"> Vice-Chair Tiffany Lloyd<h2 class="editor-heading-h2" dir="ltr">Nominations Committee Meeting - November 24, 2025</h2>Trustees gathered on November 24, 2025 to select which committees they wish to serve on. There are seven Statutory Committees, and four Special Committees. The following Trustees will serve on each committee:<h3 class="editor-heading-h3" dir="ltr" style="text-align: start;">Statutory Committees</h3>(a) Audit Committee (serving year 4 of 4-year term): (1) Trustee Elliott (2) Trustee Lloyd (3) Trustee Ruttan   (b) Awards Committee: (1)  Trustee Elliott (2)  Trustee McGregor (3)  Trustee Neill (4) Trustee Ruttan (Alternate)   (c) Special Education Advisory Committee (serving year 4 of 4-year term): (1) Trustee Lloyd (2) Trustee McGregor (3) Trustee Neill (Alternate)  (d) Environmental Sustainability Advisory Committee: (1) Trustee Morning (2) Trustee Scott (e) Parent Involvement Committee: (1) Trustee Godkin (2) Trustee Hutcheon (Alternate)   (f)  Indigenous Education Committee:   (1) Trustee Maracle (2) Trustee Hutcheon  (3) Trustee Neill (Alternate)  (g) Director’s Review Committee (June to June term): (1) Trustee McGregor (2) Trustee Lloyd (3) Trustee Elliott (4) Trustee Scott <h3 class="editor-heading-h3" dir="ltr" style="text-align: left;">Special Committees</h3>(a)  Supervised Alternative Learning: (1) Trustee Morning (2)  Trustee Neill (Alternate)  (b)  Expulsion Hearing Committee/Disciplinary Hearing Committee Pool The following Trustees indicated that they would like to be placed in the Expulsion Hearing Committee/Disciplinary Hearing Committee Pool: (1) Trustee Elliott(2) Trustee Hutcheon (3) Trustee McGregor (4) Trustee Ruttan (5) Trustee Scott  (c) OPSBA (Term from June to June): Selection of the OPSBA Representative has been deferred to the January 14, 2026 Board meeting. Trustee McGregor will continue in her role until that time.   (d) Food Sharing Project: (1) Trustee Neill (2) Trustee Scott (Alternate)

2025-12-01 15:58:06.915 +0000 UTC

PIC Gathering with Director December 4, 2025

<img src="/images/bff4337c-478a-4c20-a057-a8a6e80ca7cb?fingerprint=ppb20251217014805" alt="Parent Involvement Committee Gathering with Director" width="584" height="730" style="width:584px;height:730px;display:inline-block">Join us for a special <a href="https://www.limestone.on.ca/parent-involvement-committee" rel="noreferrer" class="editor-link" dir="ltr">Parent Involvement Committee (PIC)</a> gathering with Krishna Burra, LDSB Director of Education. When: Thursday, December 4, 2025, 6:00 p.m. to 7:00 p.m.Where: In-person or onlineIn-person: 220 Portsmouth Avenue, Kingston, OntarioOnline: <a href="https://teams.microsoft.com/dl/launcher/launcher.html?url=%2F_%23%2Fl%2Fmeetup-join%2F19%3Ameeting_MmJlMGM0YWEtNDQ4NS00YzAxLWJhMmEtNjhjNmM5NDA0ZmRk%40thread.v2%2F0%3Fcontext%3D%257b%2522Tid%2522%253a%2522e1f4165f-ebae-4d82-a73c-a0de593830be%2522%252c%2522Oid%2522%253a%25222807506b-b7b9-4de9-8d10-c7f7c33103a9%2522%257d%26anon%3Dtrue&type=meetup-join&deeplinkId=49721d4d-f239-4e30-a5d3-f2d0a60ce03a&directDl=true&msLaunch=true&enableMobilePage=true&suppressPrompt=true" rel="noreferrer" class="editor-link" dir="ltr">Link to Attend</a>We look forward to seeing you there!

2025-11-25 16:21:00.653 +0000 UTC

Limestone District School Board Chair and Vice-Chair Elected for 2025-2026

<img src="/images/3b73f535-6db0-57a4-bb4f-a5bb6232f53e?fingerprint=ppb20251217013553" alt="" width="349" height="452" style="width:349px;height:452px;display:inline-block"> <img src="/images/02ea62dd-f2f2-5bdf-8bf4-95704c83d5d1?fingerprint=ppb20251217013025" alt="" width="349" height="452" style="width:349px;height:452px;display:inline-block">Chair Karen McGregor (left) and Vice-Chair Tiffany Lloyd Limestone District School Board (LDSB) Chair Karen McGregor was re-elected to the role, and Trustee Tiffany Lloyd was elected to Vice-Chair at the Annual Meeting of the Board November 19, 2025. Trustees elect a Chair and Vice-Chair each year of their four-year mandate. Chair McGregor, who has been Chair since June 2025, represents LDSB schools in the Townships of Central Frontenac, Addington Highlands, and North Frontenac.  “Trustees play a critical role as a bridge between the communities we serve and the Board, ensuring that families have a direct channel to raise local concerns, seek guidance and influence decisions that affect their children's education,” says Chair McGregor. “I am honoured to be re-elected as Chair for the coming year, to work with a Board of Trustees determined to make a positive difference in the lives of every student in our district.” Vice-Chair Lloyd represents LDSB schools in the Town of Greater Napanee. "I’m honoured to serve as Vice-Chair, and I’m grateful for my colleagues’ confidence,” says Vice-Chair Lloyd. “I look forward to working together as we support our schools, listen to our communities, and make decisions that truly benefit the students and families we serve." Trustees will be selecting the committees they wish to serve on next week at the Nominations Committee Meeting Monday, November 24, 2025.

2025-11-21 20:25:34.383 +0000 UTC

Group of LDSB representatives and more at the Collaborative Care Initiative launch

Limestone and KCHC Launch Student Support Program Backed by Community Foundation Grant

<img src="/images/1ce7164c-79ab-41b7-9799-15988886f670?fingerprint=ppb20251217013257" alt="Group of LDSB representatives and more at the Collaborative Care Initiative launch" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block">The Limestone District School Board and the Kingston Community Health Centre (KCHC) are part of the new Collaborative Care Initiative, a support model for students facing challenges at school and accessing community care, featuring integrated care and educational interventions. This project is one of four new community initiatives funded by the Community Foundation for Kingston and Area, with the help of the Sisters of Providence of St. Vincent de Paul Community Impact Fund. The four new community initiatives were officially announced on October 7, 2025, at Providence Care Hospital.   “We are delighted that the efforts of so many individuals and organizations have led us to this opportunity to establish the Collaborative Care Initiative and partnership,” says Deborah Thompson, Limestone District School Board System Principal – Educational Services. “This unique and integrated approach will support students and their families to access services and programs through a streamlined and collaborative process.”  “We deeply value the opportunity to learn, work, and partner with the team at KCHC and other partners in the community to make a difference over the next three years and beyond.” An article about these community initiatives can be found on The Kingston Whig-Standard website: <a href="https://www.thewhig.com/news/local-news/community-foundation-for-kingston-area-announces-1-5-million-multi-year-grant" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">Community Foundation for Kingston & Area announces multi-year grant | The Kingston Whig Standard</a> <img src="/images/8cfab1ec-d6b9-4c45-8150-688a50225001?fingerprint=ppb20251217014314" alt="Laura Conboy Speaks at CFKA Community Collaboration Across Generations" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"><img src="/images/40d7e7f1-6671-4b35-9bac-fc837db835f9?fingerprint=ppb20251217013621" alt="Nicola Dillard Speaks at CFKA Community Collaboration Across Generations" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block">All photos provided by the Community Foundation for Kingston and Area.

2025-11-06 18:47:25.06 +0000 UTC

Level Up! Skilled Trades Career Fair Open House Dec. 2, 2025

<h2 class="editor-heading-h2" dir="ltr" style="text-align: left;">You’re Invited: Level Up! Skilled Trades Career Fair Open House </h2>Limestone families – explore student opportunities in the skilled trades! Join us for the Level Up! Open House and: Get up close: Watch skilled trades professionals in action during live demonstrations and explore using tools and machinery. Meet the experts: Chat one-on-one with employers, apprentices, tradespeople and instructors who share real-world insights and personal journeys in the skilled trades. Plan student pathways: Explore apprenticeship pathways with expert guidance and resources provided by Skilled Trades Ontario. - When: December 2, 2025, 3:00 p.m.-7:30 p.m. Where: Kingston, Slush Puppie Place, 1 The Tragically Hip Way, Kingston Who: All Limestone families welcome Cost: Free! No registration needed - About Level Up! Level Up! Skilled Trades Career Fairs are a series of dynamic, multi-day events that connect you with Ontario’s top skilled trades professionals from industry organizations, post-secondary institutions, businesses, associations and more. Visit a skilled trades career fair near you and explore Ontario’s 140+ skilled trades through interactive exhibits and hands-on activities, while hearing directly from tradespeople and local employers about rewarding, life-changing career paths. To learn more, visit <a href="https://levelupontario.ca/open-house/" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">Open House - Level up!</a> <img src="/images/5a69ffae-481c-460a-9989-73f6b4e3f6d8?fingerprint=ppb20251217013831" alt="Level Up! Skilled Trades Career Fair Open House December 2 at Slush Puppie Place" width="654" height="845" style="width:654px;height:845px;display:inline-block">

2025-11-03 21:34:29.391 +0000 UTC

Boardroom Briefs in white text on a teal background

Boardroom Briefs: October 29, 2025

Boardroom Briefs is intended to provide highlights of presentations, reports and decisions made at the regular meeting of the Limestone District School Board of Trustees. The following are highlights of the October 29, 2025 Regular Board Meeting. Agendas can be found on the website under <a href="https://www.limestone.on.ca/board_meetings-1719463739654" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">Board Meetings</a>.  <h2 class="editor-heading-h2" dir="ltr" style="text-align: left;">Land Acknowledgement </h2>All meetings begin with a Land Acknowledgement. Trustee Elliott provided the following Land Acknowledgement: "The Limestone District School Board is situated on the traditional territories of the Anishinaabek and Haudenosaunee. We acknowledge their enduring presence on this land, as well as the presence of Métis, Inuit, and other First Nations from across Turtle Island. We honour their cultures and celebrate their commitment to this land. As a photographer, I’ve spent all summer and fall taking photos for various tourism groups in the region, and have experienced first-hand how lucky we are to live where we live. I’ve taken photos of people sharing parks with their friends and families, cyclists in rural areas enjoying the open road, endless landscapes and sunsets along the lake, and large events that bring the community together to celebrate and have fun. I’m thankful for these opportunities to reflect on the shared responsibility we have to respect and protect this beautiful region, and am grateful to live, work, and learn here."<h2 class="editor-heading-h2" dir="ltr">Presentation</h2>A presentation from Umoja was embedded as part of the Report for Information 13.4.1: LDSB Equity Team Action Plan.<h2 class="editor-heading-h2" dir="ltr">Private Session Report</h2><details open="false"><summary>Private Session Report - October 29, 2025</summary><div data-lexical-collapsible-content="true">During private session following at the October 1 Education, Policy, and Operations Committee Meeting:<ul class="editor-list-ul"><li value="1" class="editor-listitem" dir="ltr">Trustee McGregor provided an OPSBA update</li></ul>There was no other business conducted, or motions passed in Private Session.Earlier this evening during Private Session:The private session minutes were approved from the following:<ul class="editor-list-ul"><li value="1" class="editor-listitem" dir="ltr">September 15, 2025, Audit Committee Meeting</li><li value="2" class="editor-listitem" dir="ltr">September 17, 2025, Regular Board Meeting</li><li value="3" class="editor-listitem" dir="ltr">October 1, 2025, EPOC Meeting</li></ul>Superintendent Young provided a property and legal update.Trustees discussed some Personnel updates.There was no other business conducted, or motions passed in Private Session. </div></details><h2 class="editor-heading-h2" dir="ltr">Reports from Officers</h2><details open="false"><summary>Chair's Report</summary><div data-lexical-collapsible-content="true"><img src="/images/3b73f535-6db0-57a4-bb4f-a5bb6232f53e?fingerprint=ppb20251217013553" alt="" width="268" height="347" style="width:268px;height:347px;display:inline-block;float:right">Chair McGregor provided the following report: "I would like to begin my report tonight by extending a heartfelt thank you to everyone across Limestone who continues to create meaningful learning opportunities for students both inside and outside of the classroom. Your efforts are helping to shape inspired learners across the district. This week, Limestone was honoured to host a special Breakfast with Aaliyah Edwards, WNBA athlete and proud Limestone graduate. Aaliyah’s visit was an incredible opportunity for students to hear directly from a role model who embodies perseverance, leadership, and community spirit. We are deeply grateful to Aaliyah for taking the time to give back to the Limestone community. Limestone students also participated in Girls in Trades, a full-day event hosted by the Ontario Youth Apprenticeship Program at St. Lawrence College. Students explored hands-on learning in wind turbine technology, electrical, plumbing, carpentry, hairstyling, esthetics, brick and stonework, and millwork. This event is one of many that help inspire the next generation of tradeswomen and expanded career possibilities for Limestone students. Looking ahead, National Skilled Trade and Technology Week is next week – a celebration of student exploration and opportunities in skilled trades and technology. We look forward to highlighting the many ways students can engage with and pursue these pathways. Earlier today, Limestone hosted the Black, Indigenous, and Racialized Career Day for secondary students. This event was designed to amplify diverse voices and break down barriers by showcasing successful professionals from a wide range of industries. Students had the opportunity to learn about scholarship opportunities, post-secondary planning with guidance counsellors, Ontario Youth Apprenticeship Program, the new Queen’s Black Mentorship Program, Specialist High Skills Major, and local employers and career pathways, and featured an inspiring group of panelists from the local community. The event was made possible through the support of the Kingston Native Centre and Language Nest, St. Lawrence College, Specialist High Skills Major, Ontario Youth Apprenticeship Program, and Queen’s University. Thank you again to all Limestone employees, partners, and community members who continue to support students in discovering their passions and building their futures. This concludes my report." </div></details><details open="false"><summary>Director's Report</summary><div data-lexical-collapsible-content="true"><img src="/images/959f9ebc-0553-5f56-afed-83ccf39d2906?fingerprint=ppb20251217014409" alt="" width="316" height="316" style="width:316px;height:316px;float:left;display:inline-block">Director Burra provided the following report: "Good evening Trustees and members of the viewing public. I have several updates I would like to share with you this evening. Thank you, Chair McGregor, for your comments regarding Aaliyah Edward’s visit with students earlier this week, the recent Girls in Trades event, the Black, Indigenous, and Racialized Career Day for secondary students that occurred earlier today, and for reminding everyone of National Skilled Trade and Technology Week next week. These are all great events that benefit a range of Limestone students, and are just some highlights of different learning opportunities provided to students. As a reminder to Trustees and the viewing public, we are in the midst of the fall 2025 United Way fundraising campaign. Given continuing, significant economic dislocation, housing costs, and food security concerns, it is critical for those that can support this campaign to do so, to help support some of the most vulnerable children, youth, and families in the region. Limestone is a proud contributor to this annual campaign. I should note that it was my pleasure to help support the United Way engaging with the secondary Interschool Council members last week. The Interschool Council is comprised of Student Trustees and student leaders from across LDSB secondary schools. This engagement is a new Youth United campaign to increase youth awareness of the United Way and partners who receive funding to support members of the community in need. The Interschool Council went on an abbreviated ‘Seeing is Believing’ tour for student leaders to see examples of services that exist in our communities to support a range of needs. I am sure we will hear about this from Student Trustees. I look forward to seeing how this initiative evolves and the difference students, and schools, can make in this year’s campaign. Tonight we have three reports for Trustees, one for action related to a financial update, and an information update related to Limestone’s Equity Action Plan. Part of that report will include a presentation that includes greatly valued partners in support of this work.This evening, Trustees will also see an interim update report for the LDSB Strategic Plan, 2024-2028. The report this evening will focus on our continued focus on goals outlined in the Strategic Plan and the high impact strategies we are utilizing to support the goals. Given the province has yet to release the 2024-2025 EQAO results that we have to include as part of our assessment of the Strategic Plan, tonight’s report is interim and we will bring it back once we have the EQAO results and other data to support our monitoring of the plan. Our current focus continues to be on improving teaching and learning in classrooms. These points of emphasis are critical components of the provincial and board priorities, but also integral to our equity work in ensuring that each Limestone student has the skills and confidence to access their pathway of choice as they navigate through their K-12 schooling. The stakes of our work are incredibly high, and we have a legal and moral responsibility to ensure that we maintain focused attention on student achievement. It is also important for us all to remember the importance of this data particularly when it is triangulated, or overlaid, with Student Census data. As Trustees are aware, we have the second Limestone Student Census coming up in just a few weeks. Once we have the results and analysis of the Student Census data, we will have very rich information about specific groups of students in Limestone and their experiences. I look forward to continuing our critical work in Limestone with the new Strategic Plan as we move into the future, doing the best we can to make a difference in the lives of the students we serve.Thank you, Chair McGregor. That completes my update for this evening." </div></details><h2 class="editor-heading-h2" dir="ltr">Reports</h2><details open="false"><summary>OPSBA Report</summary><div data-lexical-collapsible-content="true">Chair McGregor provided an OPSBA report.</div></details><details open="false"><summary>Student Trustees' Report</summary><div data-lexical-collapsible-content="true">Student Trustee Ismail provided the Student Trustees' Report: "Good afternoon, Trustees and members of the public,We held our Interschool Council (ISC) meeting October 21, chaired by Mia Comeau and Rachel Kolosov. Our meeting consisted of a tour of three United Way KFL&A partner agencies for student representatives to better understand and gain new perspectives on the youth in our communities and local initiatives that support youth and families across the LDSB.To begin our day, ISC members and guests visited Youth Diversion, where Executive Director Shawn Quigley led an interactive session focused on understanding the importance of support systems in our lives. This experience helped student representatives reflect on the ways Youth Diversion’s prevention and intervention programs help students overcome challenges they may face and contribute to student well-being across our board.Our next stop was the Food Sharing Project, where ISC members learned from Andy Mills about how the organization supports equitable access to nutrition across many schools. Students were able to see the large-scale community effort that aims to help all students learn and thrive.And lastly, we visited the BGC South East, where we toured their facilities, including a robotics rink, gym, a new STEM lab, and many study and quiet spaces. The centre also offers accessible and structured programs that create a supportive environment for youth to develop skills and relationships with their peers and mentors.We discussed our schools involvement in the Youth United initiative, and schools are at different stages of launching fundraising efforts and building awareness to encourage registrations within their student bodies.The Interschool Council is looking forward to building connections between our schools and local community organizations that put tremendous effort in supporting student well-being.This concludes our October ISC meeting. Thank you." </div></details><h3 class="editor-heading-h3" dir="ltr">Reports for Action</h3><details open="true"><summary>Accumulated Surplus Financial Update - Superintendent Young</summary><div data-lexical-collapsible-content="true">The purpose of this report was to provide Trustees with the latest financial information related to the Board's accumulated surplus, and propose additional investments in Limestone District School Board for 2025-2026.For a full look at background information assembled from the 2024-2025 Year End Consolidated Financial Statements, please visit page 25 in the <a href="https://www.limestone.on.ca/documents/5bb14b2b-a709-4efa-9daa-9553a7b51f9a/LDSB-Regular-Board-Meeting-Agenda-October-29-2025-revised.pdf?fingerprint=ppb20251217013831" rel="noreferrer" class="editor-link" dir="ltr">Board Meeting Agenda</a>.For the 2024-2025 fiscal year, Limestone District School Board ended the year with its accumulated surplus at $1.6M higher than projected. The revised estimates projected the accumulated surplus to be $10.2M at the end of August 31, 2025. The actual accumulated surplus at August 31, 2025 was $11.8M as shown above. It is proposed that $500,000 of the additional surplus be reinvested back into school programs. At the June 11, 2025 Board meeting, Trustees approved the following programs to be supported by spending Accumulated Surplus. Expenses Equity and Inclusion Positions - Human Rights Officer and Teachers: $320,000 Short-Term Educational Assistants: $925,000 Additional IT Devices and Technology: $800,000 Cyber Security: $350,000 Educational Software: $140,000 Total Expenses: $2,535,000 As part of a calculated and planned draw down of the accumulated surplus, the projects listed below are proposed as additional investments into Limestone District School Board schools. These proposed investments are one-time expenditures that will not contribute to structural deficits within the organization. These investments are strategically placed in Special Education and Math/IT. New Expenses - for Approval Special Education Short-Term Staff Investment: $400,000 Mathematics and IT Equipment Investment: $100,000 Total Expenses: $500,000For full report, please visit pages 25 to 27 in the <a href="https://www.limestone.on.ca/documents/5bb14b2b-a709-4efa-9daa-9553a7b51f9a/LDSB-Regular-Board-Meeting-Agenda-October-29-2025-revised.pdf?fingerprint=ppb20251217013831" rel="noreferrer" class="editor-link" dir="ltr">Board Meeting Agenda</a>.</div></details><h3 class="editor-heading-h3" dir="ltr">Reports for Information</h3><details open="true"><summary>Limestone District School Board Equity Team Action Plan, 2025-2028 - Superintendent McDonnell</summary><div data-lexical-collapsible-content="true">The purpose of this report was to provide Trustees with an update on the LDSB Equity Team Action Plan, 2025-2028, and progress being made toward established goals. The LDSB Equity Action Plan 2nd Edition, 2020-2024, was last shared with Trustees at the October 2, 2024, Education, Policy, and Operations Committee (EPOC) meeting. On an annual basis, outcomes will be shared with Trustees at the start of each new school year. An updated plan has been developed, renamed the Equity Team Action Plan, 2025-2028. Currently, recognizing the importance of this work, the following areas of focus within the Equity Team Action Plan were highlighted for Trustees, to provide a snapshot of the progress being made in Limestone:<ul class="editor-list-ul"><li value="1" class="editor-listitem" dir="ltr">Addressing Discriminatory Language: Student Modules (Elementary)</li><li value="2" class="editor-listitem" dir="ltr">Guide on Human Rights Expectations in LDSB for Families and Caregivers</li><li value="3" class="editor-listitem" dir="ltr">Supporting Human Rights and Equity in Rural Schools</li><li value="4" class="editor-listitem" dir="ltr">Tracking Our Commitment to Black Student Equity: OHRC Dreams Delayed Action Items</li><li value="5" class="editor-listitem" dir="ltr">KASSAA and Human Rights Presentations</li><li value="6" class="editor-listitem" dir="ltr">Anti-Black Racism Module</li></ul><img src="/images/d33774a6-9a09-4106-aed2-0de75eb0924c?fingerprint=ppb20251217014946" alt="Human Rights and Athletics Slide from October 29 LDSB Board Meeting" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"> At the end of the 2025-2028 Equity Action Plan cycle, the Community Equity Advisory Committee will review the progress made towards achieving the goals outlined herein. For full report with details of each area, please visit pages 28 to 34 in the <a href="https://www.limestone.on.ca/documents/5bb14b2b-a709-4efa-9daa-9553a7b51f9a/LDSB-Regular-Board-Meeting-Agenda-October-29-2025-revised.pdf?fingerprint=ppb20251217013831" rel="noreferrer" class="editor-link" dir="ltr">Board Meeting Agenda</a>.</div></details><details open="true"><summary>Strategic Plan - Interim End-of-Year Report 2024-2025 - Director Burra</summary><div data-lexical-collapsible-content="true">The purpose of this report was to provide Trustees an end-of-year status report on the 2024-2025 Strategic Plan.Senior Staff presented an end-of-school-year Strategic Plan Overview (included in the <a href="https://www.limestone.on.ca/documents/5bb14b2b-a709-4efa-9daa-9553a7b51f9a/LDSB-Regular-Board-Meeting-Agenda-October-29-2025-revised.pdf?fingerprint=ppb20251217013831" rel="noreferrer" class="editor-link" dir="ltr">Board Meeting Agenda</a> starting on page 37). To assist Trustees with ongoing monitoring, a “traffic light” system has been in place to evaluate the progress. To note, Senior Staff will bring forward additional data once 2024-2025 EQAO data is released by the provincial government. Without the EQAO data, the Senior Team is currently missing a large number of indicators that are legislatively required to be included as the foundation of the LDSB Multi-Year Strategic plan and Student Achievement Plan.<img src="/images/b9e7e717-4c31-4af3-b2fa-347f08ce58ee?fingerprint=ppb20251217014726" alt="Student Achievement Plan Provincial Graphic" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block">As a reminder, multiple data sets and evidence are used to evaluate the progress toward the desired outcomes. Last year’s overview of meetings is attached to the report, mapping the Strategic Plan Goals to specific meetings/committees for 2024-2025. The Senior Team will continue to provide Trustees with updates focused on important areas of work through reports shared as part of Board and Education and Policy Operations Committee and Board Meeting agendas throughout the 2025-2026 school year. Operational plan updates throughout the year will provide further opportunities to monitor the overall Strategic Plan and Provincial Student Achievement plan.For the full report, please visit pages 35 to 41 in the<a href="https://www.limestone.on.ca/documents/5bb14b2b-a709-4efa-9daa-9553a7b51f9a/LDSB-Regular-Board-Meeting-Agenda-October-29-2025-revised.pdf?fingerprint=ppb20251217013831" rel="noreferrer" class="editor-link" dir="ltr"> Board Meeting Agenda</a>.</div></details><h2 class="editor-heading-h2" dir="ltr">Notices of Motion</h2>Motion brought forward by Vice-Chair Godkin: “Given the Minister of Education's musings regarding the potential removal of some, or all, Trustees in the province of Ontario, and that we have already sent a letter to the Minister and other specific audiences, I would like to put forward a motion to expand the number of recipients of the letter to include local media outlets and other parties to be determined by the Board in discussion of this motion.” <h2 class="editor-heading-h2" dir="ltr">Adjournment</h2>The Board Meeting adjourned and Trustees returned to Private Session. A report from that session will be shared with the public at the Annual Board Meeting on November 19, 2025.

2025-11-03 19:16:12.021 +0000 UTC

LDSB Entrepreneur Information Night Oct. 15

Dear Grades 7-12 Families,  You are invited to attend the Limestone District School Board’s (LDSB) Pathways to Possibility: LDSB Entrepreneur Information Night on October 15, 2025, from 6:30 p.m. to 8:00 p.m. at Fractal Workspace (632 Fortune Crescent) in-person or online! Join us to learn more about this year’s LDSB Young Entrepreneurs in Action Program, connect with entrepreneurial program alumni, and discover how students can bring their business and social enterprise ideas to life this year. Whether you are simply curious or ready to dive in, this event is the perfect place to start!   Please register at the following link: <a href="https://bit.ly/LDSBEntrepreneurInfoNight" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">https://bit.ly/LDSBEntrepreneurInfoNight</a>  To learn more about past student successes, please visit: <a href="https://www.kingstonist.com/news/local-young-entrepreneurs-finding-pathways-to-success/" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">Kingstonist: Local young entrepreneurs finding pathways to success</a> <a href="https://www.limestone.on.ca/news/ldsb-entrepreneurship-showcase-april-16-2025-20250415171225" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">LDSB Entrepreneurship Showcase – April 16, 2025</a> <iframe data-lexical-video-id="j5SCxJmW9xk" width="640" height="480" src="https://www.youtube-nocookie.com/embed/j5SCxJmW9xk" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="true" title="Youtube video"></iframe> We look forward to seeing you there!

2025-10-10 18:08:07.272 +0000 UTC

Boardroom Briefs: September 17, 2025

Boardroom Briefs is intended to provide highlights of presentations, reports and decisions made at the regular meeting of the Limestone District School Board of Trustees. The following are highlights of the September 17, 2025 Regular Board Meeting. Agendas can be found on the website under <a href="https://www.limestone.on.ca/board_meetings-1719463739654" target="_blank" rel="noreferrer noopener" class="editor-link" dir="ltr">Board Meetings</a>.  <h2 class="editor-heading-h2" dir="ltr" style="text-align: left;">Land Acknowledgement </h2>All meetings begin with a Land Acknowledgement: "The Limestone District School Board is situated on the traditional territories of the Anishinaabek and Haudenosaunee. We acknowledge their enduring presence on this land, as well as the presence of Métis, Inuit, and other First Nations from across Turtle Island. We honour their cultures and celebrate their commitment to this land.” <h2 class="editor-heading-h2" dir="ltr">Presentation</h2><h3 class="editor-heading-h3" dir="ltr">Facility Services Update: Summer Projects - D. Fowler, Manager of Facility Services, and C. Downie, Assistant Manager of Facility Services</h3>The Facility Services team provided an overview of the capital work that took place at schools throughout the summer. There was a total of 221 projects. Work included floor clean-up; annual testing, inspections, and reporting on fire alarm systems, heating and cooling, etc.; line painting; fencing; door replacements; millwork; access and security; windows, roofing, and cladding; masonry; mechanical services; elevator installation; a new playground at The Prince Charles School; and so much more.<img src="/images/74abffdb-00e2-4575-ac9c-83d18d1d8b44?fingerprint=ppb20251217014056" alt="New playground at The Prince Charles School" width="497" height="372" style="width:497px;height:372px;display:inline-block">The new playground at The Prince Charles School <h2 class="editor-heading-h2" dir="ltr">Private Session Report</h2><details open="false"><summary>Private Session Report - September 17, 2025</summary><div data-lexical-collapsible-content="true">Trustee Lloyd: During private session at the Audit Meeting on September 15, 2025: Superintendent Young and Associate Superintendent Hedderson provided property of the board updates. There was no other business conducted, or motions passed in Private Session.Earlier this evening during Private Session: The private session minutes were approved from the following: August 20, 2025, Regular Board Meeting Trustees discussed a Personnel Update and Legal Update There was no other business conducted, or motions passed in Private Session.</div></details><h2 class="editor-heading-h2" dir="ltr">Reports from Officers</h2><details open="false"><summary>Chair's Report</summary><div data-lexical-collapsible-content="true"><img src="/images/3b73f535-6db0-57a4-bb4f-a5bb6232f53e?fingerprint=ppb20251217013553" alt="" width="268" height="347" style="width:268px;height:347px;display:inline-block;float:right">Chair McGregor provided the following report: "As we move into the third week of the school year, it has been truly heartening to see our schools come to life once again. Classrooms are buzzing with learning, hallways echo with laughter and conversation, and extracurricular activities are beginning to take shape—bringing students and staff together in meaningful and joyful ways. There is something special about this time of year. The early days of September are filled with renewed energy, fresh routines, and the excitement of new beginnings. Across Limestone, we are already seeing the positive impact of strong relationships, thoughtful planning, and a shared commitment to student well-being and success. We are grateful to our staff for the care and dedication they bring to their work each day, and to families for their continued partnership and support. Together, we are creating welcoming, inclusive environments where every student can thrive—both in and beyond the classroom. On behalf of the Board, thank you for all you do to make our schools vibrant, supportive places to learn and grow. We look forward to the many opportunities this year will bring. This concludes my report." </div></details><details open="false"><summary>Director's Report</summary><div data-lexical-collapsible-content="true"><img src="/images/959f9ebc-0553-5f56-afed-83ccf39d2906?fingerprint=ppb20251217014409" alt="" width="316" height="316" style="width:316px;height:316px;float:left;display:inline-block">Director Burra provided the following report: "Good evening, Trustees and the viewing public. Overall, and all things considered, I am very pleased to report that Limestone has had a positive start to the 2025-2026 school year. While there is always room for improvement, it is amazing to see everything come together with over 20,500 students and almost 3,000 staff starting the school year in all Limestone sites and the virtual school. Preliminary enrolment numbers are close to projections for both elementary and secondary students. Today was Day 11 of the 2025-2026 school year for students, and it has been wonderful to have students back in schools and to see various activities like sports, clubs, field trips, and great learning already underway helping to support the overall Limestone student experience. We must all recognize and have gratitude for the time and efforts of staff and community members to make all of these extracurricular activities a reality for students. Fall sports, clubs, and activities have started across the district, parent councils are kicking off their school years, and students are involved in a range of activities like the several hundred LDSB students that attended the Fall Fair last week in Kingston or the range of Terry Fox fundraising activities that will come in the next couple of weeks. I have already started my visits to schools, and I greatly look forward to seeing, hearing, and feeling the energy and excitement of learning and fun in Limestone schools.  As we start this school year it is important that we all are conscious of our legal responsibilities under the Ontario Human Rights Code. As a school board, we cannot accept any hate in schools, we must be conscious of the feelings of alienation and lack of faith in public institutions that exists for some people in the communities we serve.  Like in so many other areas in education and society at large, as members of the community, we must continue to emphasize the importance of respecting differences in perspective and being open to dialogue to the maximum extent possible. We must be united in respecting differences given all people share many more similarities than differences. Respect and civility need to be at the forefront. And we must continue to be unequivocally clear that Limestone stands in support of all protected grounds of the Ontario Human Rights Code. The Ontario Human Rights Code is not a checklist where some grounds outweigh others. We need to stand with all students, staff, and families, in protecting all grounds under the Code. It is important to remember that the Code is the law in Ontario, and we have a moral and legal obligation to ensure that it is upheld. Furthermore, our own data based on human rights complaints reinforces our continuing need to be committed to upholding the Code. Additionally, we will be administering Limestone’s second student census later this year which will provide further insight regarding students in the district, and needs in the system. Trustees may have noticed the Orange 'Survivors’ Flag' flying on the second flagpole at the Education Centre. Schools with a second flagpole are doing the same, and in schools without a second flagpole, the Orange flag is prominently on display in the school. Looking ahead to next two weeks, a wide range of activities will be taking place in schools and the community to honour Orange Shirt Day, and the fifth annual National Day of Truth and Reconciliation on Tuesday, September 30. This is a critical date to recognize the harm and trauma of the Residential Schools system, to honour the survivors and their families, and continue our collective learning and journey of reconciliation. Schools continue to have a critical role in supporting this journey and ensuring the truth is known about Residential Schools and their legacy in Canada. In the next couple of weeks, we will be kicking off the annual United Way of KFL&A campaign in Limestone. I invite all Trustees to join this effort. As you will hear, Limestone’s Student Trustees and their peers on the Interschool Council will also be engaging in raising funds this year to support the United Way. No amount is too little, and every dollar matters in supporting some of the most vulnerable children, youth, and families in the communities we serve. I would also like to bring to Trustees’ attention to the professional learning focus we continue to pursue in Limestone for the 2025-2026 school year. We must continue to hone our craft to best serve students. While this work will not be completed this year, I think it is critical to highlight its importance in ensuring schools are making a difference for all students today, and into their futures. We need all Limestone students to find purpose in school, to find value in school, and to find hope in school. We know this is not the case for all students. While we do have to track, monitor, and report on the 11 indicators in the provincial Student Achievement Plan, we must continue to centre those students who are currently underserved, and not currently finding success. As a result, our system focus this year for professional learning, continues to centre our attention on students, and continuing the work we started three years ago focused on three inquiry questions: First, for whom is the current education system not working and why? Second, how do I/we know? And third, what can I/we try to do differently to make a difference? It is only through improving outcomes at the individual student level that we will see macro-level improvement on the province’s three core priorities and Student Achievement Plan, and the Limestone Strategic Plan. I should note that 2024-2025 EQAO results should become public in the next couple of weeks. As educators and as a system, we have a critical responsibility in supporting children and youth in the communities we serve. Our overall purpose is well placed by emphasizing our intention to make a positive difference in the lives of every student, in every classroom, in every school; and to make sure everyone sees themselves in Limestone. All educators want to make a difference in the lives and destinies of children and youth. Our continued journey of inquiry and our united, stated intention will focus our collective efforts. I look forward to more discussion and updates regarding our progress in the coming days, weeks, months, and years. Thank you, Chair McGregor. That concludes my report." </div></details><h2 class="editor-heading-h2" dir="ltr">Reports</h2><details open="false"><summary>OPSBA Report</summary><div data-lexical-collapsible-content="true">Chair McGregor provided an OPSBA report.</div></details><details open="false"><summary>Student Trustees' Report</summary><div data-lexical-collapsible-content="true">Student Trustee Comeau provided the Student Trustees' Report: "Representatives from all schools came to the first meeting. Student Trustees introduced themselves and discussed the purpose of the Interschool Council (ISC). Then the council focused on goals for the upcoming school year and steps to put those goals into action. Across all goals there was a focus on improving student involvement in schools. Mr. Burra and a United Way presenter then joined the meeting to introduce United Way and discuss raising money for it in schools. ISC members then worked together to come up with ideas to implement funding for United Way so that they can be successful in their individual schools.  Finally, the description and applications for the Environmental Sustainability Advisory Committee student positions were sent out in the meeting minutes via e-mail." </div></details><h3 class="editor-heading-h3" dir="ltr">Reports for Action</h3>There were no Reports for Action.<h3 class="editor-heading-h3" dir="ltr">Reports for Information</h3><details open="true"><summary>Virtual School Update - Associate Superintendent Sartor</summary><div data-lexical-collapsible-content="true">The purpose of this report is to provide Trustees with an update on Virtual School, and goals for the 2025/2026 school year. As of September 10, 2025, a total of 103 students were enrolled in elementary virtual school: 55 LDSB students and 48 Kawartha Pine Ridge District School Board (KPRDSB) students. This is an increase over the 2024-2025 school year in which 86 students were registered in virtual school.The school organization currently is comprised of 5 classes which includes: <table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 50%;"><col style="width: 50%;"></colgroup><tbody><tr dir="ltr"><th class="editor-tableCell editor-tableCellHeader" dir="ltr" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);">Class</th><th class="editor-tableCell editor-tableCellHeader" dir="ltr" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"># Students</th></tr><tr><th class="editor-tableCell editor-tableCellHeader" dir="ltr" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);">JK-Grade 2</th><td class="editor-tableCell" style="border: 1px solid black; vertical-align: top; text-align: start;">16</td></tr><tr><th class="editor-tableCell editor-tableCellHeader" dir="ltr" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);">Grade 3-4</th><td class="editor-tableCell" style="border: 1px solid black; vertical-align: top; text-align: start;">19</td></tr><tr><th class="editor-tableCell editor-tableCellHeader" dir="ltr" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);">Grade 4-6</th><td class="editor-tableCell" style="border: 1px solid black; vertical-align: top; text-align: start;">21</td></tr><tr><th class="editor-tableCell editor-tableCellHeader" dir="ltr" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);">Grade 6-7</th><td class="editor-tableCell" style="border: 1px solid black; vertical-align: top; text-align: start;">22</td></tr><tr><th class="editor-tableCell editor-tableCellHeader" dir="ltr" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);">Grade 7-8</th><td class="editor-tableCell" style="border: 1px solid black; vertical-align: top; text-align: start;">25</td></tr></tbody></table>To date, LDSB has registered 28 students from other districts which include Durham DSB, Renfrew County DSB, Trillium Lakelands DSB, Chippewas of Rama First Nation/Simcoe Muskoka Catholic DSB, Waterloo Catholic DSB, Greater Essex County DSB and Simcoe DSB. Next steps include:<ul class="editor-list-ul"><li value="1" class="editor-listitem" dir="ltr">Staff professional learning focused on building strong math and language programs that close gaps for those students in risk using short cycles of learning and ongoing progress monitoring. Learning will include: o implementing Knowledgehook (an online Math program) with students and offering family information sessions o using math diagnostic data to identify and provide targeted fluency activities as part of the daily math program. o participating in short math cycles to improve math pedagogy o using early reading screeners and diagnostic data to identify literacy learning gaps and then provide targeted instruction </li><li value="2" class="editor-listitem" dir="ltr">Implementing a targeted approach to address students with higher academic needs. This support is accomplished through Student Support Teacher (SST) meetings, small group instruction with classroom teachers and the support of St. Lawrence College (SLC) placement students </li><li value="3" class="editor-listitem" dir="ltr">Building a positive attendance plan by building relationships with students and families </li><li value="4" class="editor-listitem" dir="ltr">Reinforcing the importance of daily attendance in the online learning platform through regular communication with students and families For more information, please view the <a href="https://www.limestone.on.ca/documents/a78fcc81-6237-4919-9439-33ea4be4e29a/LDSB-Regular-Board-Meeting-Agenda-September-17-2025.pdf?fingerprint=ppb20251217014545" rel="noreferrer" class="editor-link" dir="ltr">Board Meeting Agenda</a>.</li></ul></div></details><details open="true"><summary>Summer Programming - Program Leadership Team</summary><div data-lexical-collapsible-content="true">The purpose of this report is to provide Trustees with an update on summer programming that was offered to Limestone DSB students and staff during July and August 2025. The LDSB continues to offer a wide variety of summer programming options for K12 students. The Program Leadership Team provided updates on the following programs:<ul class="editor-list-ul"><li value="1" class="editor-listitem" dir="ltr">Summer Literacy Program (Read-A-Lot)</li><li value="2" class="editor-listitem" dir="ltr">Focus on Youth Program - YMCA of Eastern Ontario</li><li value="3" class="editor-listitem" dir="ltr">Summer Credit Programs (Secondary)</li><li value="4" class="editor-listitem" dir="ltr">Back to School Transitions</li><li value="5" class="editor-listitem" dir="ltr">Literacy Camp Support</li><li value="6" class="editor-listitem" dir="ltr">Adolescent Care Worker for Summer School and Read-A-Lot Summer Literacy Program</li><li value="7" class="editor-listitem" dir="ltr">Learning Program Support for Summer School</li><li value="8" class="editor-listitem" dir="ltr">Sundance Youth Facility</li><li value="9" class="editor-listitem" dir="ltr">Social Work Support</li><li value="10" class="editor-listitem" dir="ltr">Psychiatry Pilot</li><li value="11" class="editor-listitem" dir="ltr">Intensive Skills Y-Training</li><li value="12" class="editor-listitem" dir="ltr">Behaviour Management Systems Training</li><li value="13" class="editor-listitem" dir="ltr">Violence Threat Risk Assessment Level 1 Training</li><li value="14" class="editor-listitem" dir="ltr">MH Lit - Mental Health in Action</li><li value="15" class="editor-listitem" dir="ltr">Gould Lake Outdoor Education</li><li value="16" class="editor-listitem" dir="ltr">Nature Camp for Students in Grades 1 to 4</li><li value="17" class="editor-listitem" dir="ltr">Outdoor Escape for Students in Grades 5 to 6</li><li value="18" class="editor-listitem" dir="ltr">Quest for Students in Grades 7 to 8</li><li value="19" class="editor-listitem" dir="ltr">Girls Adventure Program for Students in Grades 7 to 8</li><li value="20" class="editor-listitem" dir="ltr">Outreach for Students in Grades 9 to 10</li><li value="21" class="editor-listitem" dir="ltr">Outdoor Pursuits for Students in Grades 10 to 11</li><li value="22" class="editor-listitem" dir="ltr">Outdoor Skills for Students in Grades 10 to 11</li><li value="23" class="editor-listitem" dir="ltr">Wilderness Instructor Course for Students in Grades 11 to 12</li><li value="24" class="editor-listitem" dir="ltr">Kayak Instructor Course for Students in Grades 11 to 12</li></ul> For more information, please view the <a href="https://www.limestone.on.ca/documents/a78fcc81-6237-4919-9439-33ea4be4e29a/LDSB-Regular-Board-Meeting-Agenda-September-17-2025.pdf?fingerprint=ppb20251217014545" rel="noreferrer" class="editor-link" dir="ltr">Board Meeting Agenda</a>.<img src="/images/4cc033ae-9dd1-46f5-b0b3-1c36dff64904?fingerprint=ppb20251217013727" alt="A group of students preparing canoes next to water" width="573" height="322" style="width:573px;height:322px;display:inline-block"> </div></details><h2 class="editor-heading-h2" dir="ltr">Notices of Motion</h2>Motion brought forward by Trustee Lloyd: “With the support of Trustees, the Chair of the Board write a letter indicating that the Board of Limestone DSB Trustees affirm the critical role of Trustees as democratically elected and accountable public officials, and calls on the Minister of Education and the provincial government to abandon any potential proposal to systematically remove Trustees or abolish elected district School Boards. Additionally, that this letter be communicated to the Minister of Education, Ministry of Education, all Ontario School Boards, Trustee associations, Student Trustee associations and local MPPs.”

2025-10-06 19:45:48.094 +0000 UTC