tag:blogger.com,1999:blog-4803264658617121722024-02-07T04:40:53.765-08:00Full Day Early Learning: Facts and SpeculationThere is much rumour and speculation about the introduction of full day early learning in Ontario. This blog attempts to separate fact from speculation about issues faced by not-for-profit community-based childcare centres in Ontario.Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.comBlogger31125tag:blogger.com,1999:blog-480326465861712172.post-14953271977681896632010-10-05T05:25:00.000-07:002010-10-05T10:28:18.938-07:00Internet posting summary – Sept 27 to Oct 1, 2010<p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><span style="font-size:130%;">Following is a summary of Internet postings on the topic of Full Day Early Learning in Ontario for the week of September27, 2010 to October 1, 2010.</span></p><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><span style="font-size:130%;"><br /></span></p><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><?xml:namespace prefix = o /><o:p><span style="font-size:130%;"></span></o:p></p><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><span style="font-size:130%;">Source of Internet postings</span></p><table style="BORDER-BOTTOM-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-COLLAPSE: collapse" class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="HEIGHT: 12.7pt"><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 105.7pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 12.7pt; BORDER-LEFT-WIDTH: 1pt; PADDING-TOP: 0cm" valign="top" width="106"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">Press</span></p></td><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 118.5pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 12.7pt; BORDER-LEFT-STYLE: none; PADDING-TOP: 0cm" valign="top" width="119"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">Publications</span></p></td><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 154.85pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 12.7pt; BORDER-LEFT-STYLE: none; PADDING-TOP: 0cm" valign="top" width="155"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">Blogs/Opinions</span></p></td><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 105.7pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 12.7pt; BORDER-LEFT-STYLE: none; PADDING-TOP: 0cm" valign="top" width="106"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">Other</span></p></td></tr><tr style="HEIGHT: 3.5pt"><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 105.7pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-STYLE: none; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 3.5pt; BORDER-LEFT-WIDTH: 1pt; PADDING-TOP: 0cm" valign="top" width="106"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">66%<o:p></o:p></span></p></td><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 118.5pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-STYLE: none; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 3.5pt; BORDER-LEFT-STYLE: none; PADDING-TOP: 0cm" valign="top" width="119"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">17%<o:p></o:p></span></p></td><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 154.85pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-STYLE: none; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 3.5pt; BORDER-LEFT-STYLE: none; PADDING-TOP: 0cm" valign="top" width="155"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">17%<o:p></o:p></span></p></td><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 105.7pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-STYLE: none; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 3.5pt; BORDER-LEFT-STYLE: none; PADDING-TOP: 0cm" valign="top" width="106"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">0%<o:p></o:p></span></p></td></tr></tbody></table><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><o:p><span style="font-size:100%;"></span></o:p></p><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><span style="font-size:100%;"><br /></span></p><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><span style="font-size:130%;">Key Issues raised (see details below):</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 39.3pt" class="MsoNoSpacing"><span style="font-size:130%;">1.<span style="FONT: 7pt 'Times New Roman'"> </span></span><a style="COLOR: blue; TEXT-DECORATION: underline" href="http://www.ottawacitizen.com/news/Ottawa+board+adds+full+kindergarten+classes/3600534/story.html"><span style="font-size:130%;">Ottawa Public School board</span></a><span style="font-size:130%;"> adding additional Full Day Kindergarten classrooms</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 39.3pt" class="MsoNoSpacing"><span style="font-size:130%;">2.<span style="FONT: 7pt 'Times New Roman'"> </span></span><a style="COLOR: blue; TEXT-DECORATION: underline" href="http://www.childcaremanagement.ca/publications/elp-best-practices/"><span style="font-size:130%;">Ontario Coalition for Better Childcare</span></a><span style="font-size:130%;"> sells Full Day Early Learning best practice document</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 39.3pt" class="MsoNoSpacing"><span style="font-size:130%;">3.<span style="FONT: 7pt 'Times New Roman'"> </span></span><a style="COLOR: blue; TEXT-DECORATION: underline" href="http://www.thestar.com/news/ontario/article/867118"><span style="font-size:130%;">Poll</span></a><span style="font-size:130%;"> shows respondents in favour of Full Day Early Learning</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 39.3pt" class="MsoNoSpacing"><span style="font-size:100%;"><br /></span></p><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><o:p><span style="font-size:100%;"></span></o:p></p><table style="BORDER-BOTTOM-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-COLLAPSE: collapse" class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 487.95pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; BORDER-LEFT-WIDTH: 1pt; PADDING-TOP: 0cm" valign="top" width="488"><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><span style="font-size:130%;">1. Two additional Full Day Kindergarten classrooms added.</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><span style="font-size:130%;"><span style="font-family:Symbol;">·<span style="FONT: 7pt 'Times New Roman'"> </span></span>Necessary to cope with higher than expected enrolment. <span style="font-family:'Courier New';"><span style="FONT: 7pt 'Times New Roman'"></span></span>This is the second time additional classrooms have been added this year. Class sizes were between 30-34 students before additional rooms were added.</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><span style="font-size:130%;"><span style="font-family:Symbol;">·<span style="FONT: 7pt 'Times New Roman'"> </span></span>Extra rooms expected to cost approximately $300 000.</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><br /></p></td></tr></tbody></table><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><o:p><span style="font-size:100%;"></span></o:p></p><table style="BORDER-BOTTOM-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-COLLAPSE: collapse" class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 487.95pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; BORDER-LEFT-WIDTH: 1pt; PADDING-TOP: 0cm" valign="top" width="488"><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><span style="font-size:130%;">2. The document outlines best practice for Ontario’s early learning program.</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><span style="font-size:130%;"><span style="font-family:Symbol;">·<span style="FONT: 100% 'Times New Roman'"> </span></span>Designed to assist principals, teachers and ECE’s in the operations of full day kindergarten and before and after care.</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><span style="font-size:130%;"><span style="font-family:Symbol;">·<span style="FONT: 7pt 'Times New Roman'"> </span></span>Has sections on role of staff members, program review and implantation, goals etc. (see references for link to page of contents)</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><br /></p></td></tr></tbody></table><p style="MARGIN: 0cm 0cm 0pt;font-family:'Times New Roman';font-size:11pt;" class="MsoNoSpacing" ><o:p><span style="font-size:100%;"></span></o:p></p><table style="BORDER-BOTTOM-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-COLLAPSE: collapse" class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 487.95pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; BORDER-LEFT-WIDTH: 1pt; PADDING-TOP: 0cm" valign="top" width="488"><p style="MARGIN: 0cm 0cm 0pt" class="MsoNoSpacing" size="11pt" face="'Times New Roman'"><span style="font-size:130%;"><span style="color:black;"> 3.</span><i> A Toronto Star</i>-Angus Reid survey posed the question, “Is full day kindergarten the right or the wrong thing to do?”</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><span style="font-size:130%;"><span style="font-family:Symbol;"> ·<span style="FONT: 100% 'Times New Roman'"> </span></span>66% of Ontarians polled answered it is right.</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing"><span style="font-size:130%;"><span style="font-family:Symbol;"> ·<span style="FONT: 100% 'Times New Roman'"> </span></span>In the same survey, 29% of decided voters would vote of Dalton McGuinty while 41% of decided voters would vote for Tim Hudak</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36ptfont-size:11pt;" class="MsoNoSpacing" ><br /></p></td></tr></tbody></table><p style="MARGIN: 0cm 0cm 0pt; FONT-FAMILY: 'Times New Roman'; FONT-SIZE: 11pt" class="MsoNoSpacing"><o:p><span style="font-size:100%;"></span></o:p></p><table style="BORDER-BOTTOM-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-COLLAPSE: collapse" class="MsoTableGrid" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="HEIGHT: 48.15pt"><td style="PADDING-BOTTOM: 0cm; BORDER-RIGHT-WIDTH: 1pt; PADDING-LEFT: 5.4pt; WIDTH: 487.95pt; PADDING-RIGHT: 5.4pt; BORDER-TOP-WIDTH: 1pt; BORDER-BOTTOM-WIDTH: 1pt; HEIGHT: 48.15pt; BORDER-LEFT-WIDTH: 1pt; PADDING-TOP: 0cm" valign="top" width="488"><p style="LINE-HEIGHT: normal; MARGIN: 0cm 0cm 0pt" class="MsoNormal"><span style="font-size:130%;">Misc.</span></p><p style="TEXT-INDENT: -18pt; MARGIN: 0cm 0cm 0pt 36pt" class="MsoNoSpacing" size="11pt"><span style="font-size:130%;"><span style="font-family:Symbol;">·<span style="FONT: 7pt 'Times New Roman'"> </span></span>Article discussing the decreasing power of school trustees. The article uses Full Day Early Learning as an example of government determining curriculum at the exclusion of individual boards curriculum decisions</span></p></td></tr></tbody></table>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-16038081588997486082010-09-09T04:53:00.001-07:002010-09-09T05:00:22.808-07:00Regulations to Support Full Day Early Learning<span xmlns=""><p><span style="font-family:Times New Roman;font-size:12;"><span style="color:#333333;">On August 18<sup>th</sup>, Jim Grieve, Assistant Deputy Minister in the Ministry of Education, issued <a href="http://www.opsba.org/index.php?q=system/files/EL10Memo20100818.pdf"></span>EL10<span style="color:#333333;">. The memo pertains to the proclamation of outstanding legislative amendments under the Act (Bill 242) that came into effect August 16<sup>th</sup> and to further regulatory provisions that have been filed.<br /></span></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">This blog entry reflect the technical content of EL10. Notwithstanding this, there are a number of issues raised that may be of significance to those in the field of early learning and care.<br /></span></p><div><table style="BORDER-COLLAPSE: collapse" border="0"><colgroup><col style="WIDTH: 319px"><col style="WIDTH: 319px"></colgroup><tbody valign="top"><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: black 0.5pt solid; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center"><span style="font-family:Times New Roman;font-size:14;color:#333333;"><strong>Facts</strong></span></p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: black 0.5pt solid; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center"><span style="font-family:Times New Roman;font-size:14;color:#333333;"><strong>Significance</strong></span></p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p><span style="TEXT-DECORATION: underline;font-family:Times New Roman;font-size:12;color:#333333;" >Proclamation of Section 21<br /></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">Section 21, which pertains to the reporting between boards and the College of Early Childhood Educators, was exempted from the proclamation of the Full Day Early Learning Statue Law Amendment Act, 2010 in June and has come into force on August 16<sup>th</sup>. As a result boards must report investigations into professional misconduct by registered early childhood educators, to the College of Early Childhood educators. The same reporting requirement exists between boards and the Ontario College of Teacher's in regards to teacher's conduct.<br /></span></p><p><br /></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">Section 21 also grants authority to the government regarding performance appraisal and induction of early childhood educators. This is pending development of a provincial framework for appraisal and induction. In the interim boards may use their discretion in this matter.<br /></span></p><p><span style="TEXT-DECORATION: underline;font-family:Times New Roman;font-size:12;color:#333333;" ><br /></span></p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p><span style="font-family:Times New Roman;font-size:12;color:#333333;"></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;"></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">This demonstrates equity between the way in which registered early child educators and certified teachers will be treated with respect to disciplinary procedures.<br /></p></span><p></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">There continues to be considerable discussion about whether the intent of Bill 242 – that registered early childhood educators and certified teachers will have equally important roles within the classroom – will be manifest in reality. This is further evidence of a commitment to equity.<br /></span></p><p><br /></p><p><br /></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">It will be interesting to observe the development of a provincially directed performance appraisal processes for registered early childhood educators now joining the education sector. It is hoped that if there is to be a province wide standard for R.E.C.E.s, there will also be province wide standards for teachers.<br /></span></p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p><span style="TEXT-DECORATION: underline;font-family:Times New Roman;font-size:12;color:#333333;" >Delegation of Principals duties<br /></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">As extended care will operate outside of traditional school hours, principals are permitted to delegate the supervision of extended day duties to another person, such as a "registered early childhood educator and persons designated to supervise these positions" (EL10, page 4).</span></p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p><br /></p><p></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;"></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;"></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;"></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;"></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">This acknowledges the potential need for an increased early childhood educator presence and/or early childhood managerial staff in the operation of the extended day component of full day early learning.<br /></p></span><p><br /></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">It also suggests that there may be a place for existing centre supervisors. </span></p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p><span style="TEXT-DECORATION: underline;font-family:Times New Roman;font-size:12;color:#333333;" >Early Childhood Educator Letters of Permission<br /></span></p><p><br /></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">Under the Act, the Minister of Education is authorized to issue a letter of permission allowing a board to appoint a person who is not a member of the College of Early Childhood educators to a position designated for an early childhood educator. This can only occur when an early childhood educator has not applied to a posted position. Also, individuals appointed under a letter of permission may not hold that position in excess of four years and, if applying for subsequent letters of permission, an individual must be working towards becoming a member of the College of Early Childhood Educators.<span style="TEXT-DECORATION: underline"><br /></span></span></p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p><br /></p><p><br /></p><p><br /></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;"></span></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">Registered early childhood educators are recognized as having specialized skills and abilities that are integral to the success of the full day early learning program. This section recognizes that in some communities there may be too few R.E.C.E.s available to staff all the positions open.<br /></p></span><p><br /></p><p><span style="font-family:Times New Roman;font-size:12;color:#333333;">It is important, however, that this option not be used to fill E.C.E. positions with existing board staff who, while they will certainly have other skills and abilities, are not qualified early childhood educators.<br /></span></p><p><span style="TEXT-DECORATION: underline;font-family:Times New Roman;font-size:12;color:#333333;" ><br /></span></p></td></tr></tbody></table></div></span></a><br /><a href="http://www.opsba.org/index.php?q=system/files/EL10Memo20100818.pdf"></a>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-82232147843742980312010-08-31T16:15:00.001-07:002010-08-31T16:20:32.525-07:00Extended day programs in 2010 in the GTA - The actual numbers<span xmlns=""><p>Yesterday, the Atkinson Centre for Society and Child Development released a report on the economic impact of full day early learning. Written by economist Robert Fairholm of the Centre for Spatial Economics, the report identifies considerable financial benefits to the province. It states that for every $1 that the province invests in full day early learning, there is a $2.42 return. However, the report also states that the full financial return is dependent upon the provision of not just the full day kindergarten component but also the extended day program.<br /></p><p>You can find the <a href="http://www.atkinsonfoundation.ca/updates/Document_1282584200919">full report</a> on the Atkinson Centre for Society and Child Development website.<br /></p><p>There was considerable take-up in the press about the report, including articles in the Toronto Star and the Globe and Mail.<br /></p><p>Of note in the August 30, 2010 article in the Toronto Star by Laurie Monsebraaten, Social Justice Reporter, was the information about how few schools providing full day early learning in September 2010 will also be operating extended day programs(before- and after-school):<br /></p><div><table style="BORDER-COLLAPSE: collapse" border="0"><colgroup><col style="WIDTH: 132px"><col style="WIDTH: 180px"><col style="WIDTH: 180px"></colgroup><tbody valign="top"><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: black 0.5pt solid; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center"><strong>Region</strong></p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: black 0.5pt solid; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center"><strong>Public & Catholic Boards</strong></p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: black 0.5pt solid; BORDER-RIGHT: black 0.5pt solid"> </td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"> </td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">Schools offering full day kindergarten</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">Schools offering before- and after-school programs</p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p>Toronto</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">99</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">0</p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p>York Region</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">39</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">35</p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p>Peel Region</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">11</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">6</p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p>Halton Region</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">18</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">6</p></td></tr><tr><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: black 0.5pt solid; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p>Durham Region</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">21</p></td><td style="BORDER-BOTTOM: black 0.5pt solid; BORDER-LEFT: medium none; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; BORDER-TOP: medium none; BORDER-RIGHT: black 0.5pt solid"><p style="TEXT-ALIGN: center">0</p></td></tr></tbody></table></div><p><br /> </p><p>It is our understanding that in Peel Region the Board has entered into a contract with third party providers to operate the extended day program in the six schools where it will be available and that the Board is not operating these programs directly.<br /></p><p>As has been discussed in previous blog entries, there are a multitude of reasons why the take-up for the extended day program has been minimal. There is every reason to anticipate that some of the inevitable glitches of implementing a program of such magnitude will be resolved as the roll-out of full day early learning proceeds. Come September 2011, there may be a significant increase in the number of schools where the extended day program is available. However, this outcome is, for now, uncertain.<br /></p><p>In the interim, this delay in schools providing the extended day program provides the licensed child care sector with opportunities to explore how the child care sector could work collaboratively with the education sector to offer truly seamless, integrated programs for children and their families.</p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-30036687195168661252010-08-30T12:55:00.001-07:002010-08-30T13:01:19.927-07:00Subsidy Arrangements for Extended Day Care<span xmlns=""><p>Over the summer months a number of important announcements were made that move the introduction of full day kindergarten forward. Perhaps most significantly, the regulations regarding subsidy for the extended day (before and after school) programs have been determined and released.<br /></p><p>This blog entry reviews the subsidy arrangements for extended day care. Please see <a href="http://cal2.edu.gov.on.ca/june2010/2010_EL9E.pdf"><strong>2010</strong> <strong>EL 9</strong></a> for further detail.<br /></p><p>There are several key components:<br /></p><ol><li>The subsidy system for the extended day program will be managed by local Consolidated Municipal Service Managers (CMSMs). This means that school boards located within the City of Toronto will enter into a contract with the City of Toronto Children's Services Division.<br /></li><li>Children currently receiving subsidy in the licensed child care system will be able to transfer their subsidy to the extended day program. Families with children in both licensed child care and the extended day program can be subsidized in both systems.<br /></li><li>The fee subsidies for the extended day program will be 100% provincially funded unlike much of the existing subsidy system where costs are shared 80/20 between the province and municipalities. (It is interesting to note that this is the same funding model as was set for the Best Start program which is also 100% provincially funded.)<br /></li><li>To maximize the subsidy funding available, school boards are asked to set before school/after school and combined before and after school rates.<br /></li><li>Extended day programs are governed under the Education act so CMSMs are not expected to set additional quality standards or to monitor these programs in the way the licensed home and group child care programs are currently monitored in most municipalities.<br /></li><li>The per diem rate will be established on a school board by school board basis, not on a program by program basis as is the case for the licensed child care sector.<br /></li><li>Existing CMSM waiting list policies will apply to the extended day programs in those situations where the demand for subsidy exceeds the available funding. EL9 explicitly states: "A limited number of subsidies are available for eligible families." (<a href="http://cal2.edu.gov.on.ca/june2010/2010_EL9E.pdf"><strong>2010 EL9</strong></a><strong>,</strong> Page 1)<br /></li><li>Existing income testing requirements will apply to eligibility for the extended day programs.<br /></li><li>It is our understanding that in the City of Toronto, Children's Services Consultants are meeting to review existing kindergarten per diem rates with those programs where kindergarten age children will be attending full day kindergarten. We understand that kindergarten rates will be recalculated to a maximum of the existing preschool rates. This does not apply to many programs this year as one of the criteria in determining where the full day kindergarten program would be offered includes avoiding schools with existing child care programs either on site or close by.<br /></li></ol><p>It is important to note that there has been very little take-up of the extended day program by parents across the province. Recent conversations with government officials suggest that fewer than five percent of schools where full day kindergarten is being introduced will offer the extended day component. This is certainly true in the city of Toronto. </p><p>It is difficult to determine if the lack of demand for the extended day program is a consequence of delays in the release of the regulations, the projected cost of the before and after school program or the fact that parents who may have required extended day care are happy with the arrangements they already have in place.<br /></p><p>In all likelihood, it is a combination of all three. As explored in earlier blog entries, the extended day program is to be offered on a cost recovery basis. The average per diem rate has now been projected at between $25 and$35 dollars which is historically high for before and after school care in the Toronto area.<br /></p><p>In September 2010, 35,000 four and five year old children will begin full day kindergarten. This is approximately 15% of the all four and five year olds in the province. It appears that the vast majority of these children will continue to be cared for by a parent or relative, by an informal, unlicensed provider or in the licensed child care sector. It remains to be seen as the program rolls out over the next several years, how much progress will be made towards a seamless, truly integrated early learning and care model.<br /></p><p><br /> </p><p><br /> </p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-67106004181028476912010-07-02T05:39:00.001-07:002010-07-02T05:39:57.919-07:00Moving forward – the impact of implementing full day early learning<span xmlns=''><p><span style='color:#333333; font-family:Georgia; font-size:12pt'><a name='4136170238441509865'/>Now that Bill 242, <em>Full Day Early Learning Statute Law Amendment Act, 2010</em> has been proclaimed and the regulations supporting the legislation have been introduced, the impact on the licensed child care system is becoming more evident.<br /></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'><strong>SCHOOL BASED EXTENDED DAY CARE <br /></strong></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'>In what is perhaps the biggest surprise, it would appear that few of the schools offering full day early learning in September 2010 will be providing before and after school care. Furthermore, those few schools that will be providing the extended day program will be doing so only on the 188 "instructional days". In other words, no programs on Professional Development days, school holidays and during the summer break. While there are a number of reasons that the demand for the extended day component has been considerably lower than anticipated, the fact that care will not be provided year round is no doubt one of the most significant. For the majority of working parents, finding care for the approximately 72 additional days a year, will be a challenge. <br /></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'>The projected cost was also a barrier for families. Following the release of the regulations (See the Blog Entry for June 13, 2010) school boards were more accurately able to determine the cost of delivering the extended day component. In many boards the costs were projected at or above $30.00/day.<br /></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'>The Toronto District School Board has indicated that it will be offering the extended day program at only a "handful" of sites in September 2010. It is important to note that the TDSB is not alone. In the Region of Peel, the Peel Board has contracted with three 3<sup>rd</sup> party providers to offer the extended day component. In Durham Region, an existing 3<sup>rd</sup> party provider will be offering the extended day component of full day early learning. In London, the Board will also be working with 3<sup>rd</sup> party providers.<br /></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'>The Regulations state that 3<sup>rd</sup> party providers who are providing the extended day component include program content that is similar to the content that school boards would have provided. In other words, the program must be built on the newly released full day early learning curriculum. This provides an important opportunity for the licensed child care sector to demonstrate that the existence of two distinct operators does not preclude the provision of an integrated early learning and care program for children and their families.<br /></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'>As reported in an earlier blog entry, the Regulations include a two year window after which it is expected that school boards will provide the extended day component directly. At this point, it is increasingly difficult to see how this requirement will be met. <br /></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'>From the perspective of the licensed child care sector, it would certainly appear that there will be more time than anticipated to plan for the full implementation of full day early learning. Part of this planning may also include evaluating the impact of junior and senior kindergarten children essentially becoming "baby" school age children with respect to hours of care. <br /></span></p><p><span style='color:#333333; font-family:Georgia; font-size:12pt'>As we have said before, information is power. Upcoming entries will address the latest information about how the subsidy system will work following the roll out of full day early learning and the plans for Best Start Child and Family Centres.<br /></span></p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-41361702384415098652010-06-13T12:11:00.001-07:002010-06-13T12:11:49.149-07:00EXTENDED DAY PROGRAM REGULATIONS RELEASED<span xmlns=''><p><span style='font-family:Georgia; font-size:12pt'>Bill 242, <em>Full Day Early Learning Statute Law Amendment Act, 2010 </em>was proclaimed into law on June 3, 2010. The legislative basis for the introduction of the full day early learning program is now in place. <br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>The regulations designed to support the introduction of both full day kindergarten and the extended day component of the full day early learning program were filed on June 7<sup>th</sup> and are now available publicly at <a href='http://tinyurl.com/32zuvrl'>http://tinyurl.com/32zuvrl</a>. On June 8, 2010 Jim Grieve, Assistant Deputy Minister, Ministry of Education, released his latest memo, EL7, to Directors of Education across the province. You can find a copy of this memo at <a href='http://tinyurl.com/34356d2'>http://tinyurl.com/34356d2</a>.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'><strong>WHAT DOES THIS MEAN FOR THE LICENSED CHILD CARE SECTOR?<br /></strong></span></p><p><span style='font-family:Georgia; font-size:12pt'>The release of the regulations allows the licensed child care sector to more clearly determine the rules under which the extended day programs will be operated. Ratios and parent fees are now public and parents will be better able to make decisions about how to best meet their child care needs.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>There are five significant components to the Regulations which will be of interest to the licensed child care sector. <br /></span></p><ol><li><div><span style='font-family:Georgia; font-size:12pt'>The regulations clarify the expectations as to when a school is required to operate the extended day program have. There is an extensive discussion related to viability and the expectation that these programs will not be operated unless they are viable:<br /></span></div><ol><li><span style='font-family:Georgia; font-size:12pt'>Boards are not obligated to operate the extended day program if fewer than 10 children are expected to be enrolled in either the morning or the afternoon component of the program.. However, boards may increase the numbers of children by providing up to 25% of the spaces for children in grades one and two. <br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>The ability to increase enrollment by offering spaces to children in grades one and two only exists in those schools where a third party provider is not currently providing before and after school programs.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>There appears to be an understanding that in those circumstances where there are fewer than 10 children enrolled, the program will not be viable even with only one staff and where fewer than 20 children are enrolled (or expected to be enrolled) then the program will not be viable with two staff. <br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Boards are expected to determine viability looking at the before- school and the after-school components separately. That is to say that a school may provide one and not the other.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Boards have the option of partnering with another school or with a coterminous board (i.e. a different board of education but in the same region) as a strategy to achieve the numbers necessary for viability.<br/><br /> </span></li></ol></li><li><div><span style='font-family:Georgia; font-size:12pt'>The model for the calculation of parent fees for the extended day program has been determined:<br /></span></div><ol><li><div><span style='font-family:Georgia; font-size:12pt'>Project operating costs – there is an expectation that the programs will be operated on a cost-recovery basis. This includes:<br /></span></div><ol><li><span style='font-family:Georgia; font-size:12pt'>Salaries of ECEs who will run the extended day program and non-ECEs if they are hired as assistants<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>School operations costs ($.60/hour/child) which includes utilities and custodial costs (EL7: page 8)<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Program costs<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Snacks if provided<br /></span></li><li><div><span style='font-family:Georgia; font-size:12pt'>Administration and fee collection costs<br /></span></div><ol><li><span style='font-family:Georgia; font-size:12pt'>Boards may enter into an administrative services contract with a third party prior to July 1, 2010. The third party would then be responsible for the administration of the extended day program<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Staff costs for board employees may be included in this calculation provided that the staff person spends at least 75% of his or her time administering the extended day program.<br /></span></li></ol></li></ol></li><li><span style='font-family:Georgia; font-size:12pt'>It should be noted that, in calculating fees, boards are allowed a vacancy allowance of up to 10 percent which is more than three times that currently permitted by the City of Toronto for licensed centres with a purchase of service agreement.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>The boards have been told that they must calculate the fees based on operating five hours per day (before school and after school).<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>It appears that parents will be charged at an hourly rate equal to 1/5 of the daily rate.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Should a board chose to operate on non- instructional days (i.e. PD days, holidays etc) then the fees will be increased to reflect the additional hours of care provided.<br/><br /> </span></li></ol></li><li><div><span style='font-family:Georgia; font-size:12pt'>The adult to child ratio has been established for the extended day component. <br /></span></div><ol><li><span style='font-family:Georgia; font-size:12pt'>Extended day programs are to attempt to adhere to the ratio for the full day early learning program which is 1 staff to 13 children.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>The maximum ratio is 1 staff to 15 children or 2 staff to 30 children.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>It does not appear that there will be a maximum group size. If the group is larger than 30 children then an additional staff person must be hired.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>It is interesting to note that the maximum ratios reflect existing <em>DNA</em> school age ratios. They are considerable higher than the existing <em>DNA </em>junior kindergarten ratio of 1 to 10 and somewhat higher than the existing <em>DNA</em> senior kindergarten ratio of 1 to 12.<br/><br /> </span></li></ol></li><li><div><span style='font-family:Georgia; font-size:12pt'>The rules under which school boards may enter into agreements with third party providers for the provision of the extended day component of the full day early learning initiative have been clarified:<br /></span></div><ol><li><span style='font-family:Georgia; font-size:12pt'>Where boards have an existing WRITTEN agreement with a third party provider, the board itself is not required to provide the extended day component of the full day early learning program.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>This holds true for a transitional period only of up to two years maximum.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>It is interesting to note that the definition of a third party provider is a "child care operator who is licensed or authorized under the <em>Day Nurseries Act".</em><br /> <em><br /> </em>This would suggest that recreation programs currently providing services in schools will not qualify as third party providers.<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>In circumstances where a third party provider will be the operator of the extended day program, the provider is expected to provide a program with similar content as "required for extended day programs under the <em>Education Act". </em>(EL7, Page 6)<br /></span></li></ol></li></ol><p><br /> </p><p><span style='font-family:Georgia; font-size:12pt'><strong>MOVING FORWARD<br /></strong></span></p><p><span style='font-family:Georgia; font-size:12pt'>As the full day early learning initiative rolls out over the next five years, the impact on the licensed child care sector will be significant. The ability to effectively manage this period of change is greatly enhanced when the rules for all parties involved are in the public domain.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>With the release of the regulations, licensed centres and home child care agencies will not only be able to plan for the future more effectively, they will also be better able to provide informed, accurate information to their parents when asked.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>Information is power. Knowing the rules under which the boards of education will be operating increases the ability for a licensed child care centre or home child care agency to adjust its operating model to meet the needs of its community while remaining financially viable.<br /></span></p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-26600513181254066132010-05-31T18:52:00.001-07:002010-05-31T18:53:20.353-07:00Index of April and May 2010 PostsApril 8<br /><strong>Bill 242 – Next Steps</strong><br /><br />April 26<br /><strong>Bill 242 – Third reading</strong><br /><br />May 24<br /><strong>EL6 – Legislative Changes Under Bill 242</strong><br /><br />May 31<br /><strong>Transferring the responsibility for Child Care from the Ministry of Children and Youth Services to the Ministry of Education – What might this mean for the licensed child care sector?</strong>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-16384300174658749562010-05-31T18:39:00.001-07:002010-05-31T18:44:33.776-07:00Transferring the responsibility for Child Care from the Ministry of Children and Youth Services to the Ministry of Education – What might this mean for the licensed child care sector?<span xmlns=""><p><span style="color: rgb(153, 153, 153);font-family:Trebuchet MS;font-size:9pt;" ></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><a name="6097929585958839493">The process of transferring responsibility for licensed child care from the Ministry of Children and Youth Services to the Ministry of Education has begun. At this early juncture it is not immediately apparent the impact that this move will have on the licensed early learning and care system.<br /></a></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><a name="6097929585958839493">The first stage of the transfer involved the staff responsible for child care policy and program moving to the Early Learning Division in the Ministry of Education. We understand that responsibility for contract management will be moving in the fall of 2010. It is not yet clear when responsibility for licensing of early learning and care programs will be transferred.<br /></a></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><a name="6097929585958839493">Creating a coordinated, comprehensive system of early learning and care programs and services for children and their families is a huge endeavour. It is reasonable to presume that the move forward will be at least somewhat simplified by this transfer of responsibility.<br /></a></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><a name="6097929585958839493">However, the transfer also raises a number of questions. The chart below outlines a few of the issues that may be of concern for the licensed child care system and the families to whom they provide early learning and care programs and services:<br /></a></span></p><div><table style="border-collapse: collapse;" border="0"><colgroup><col style="width: 319px;"><col style="width: 319px;"></colgroup><tbody valign="top"><tr style="background: none repeat scroll 0% 0% rgb(238, 236, 225);"><td style="padding-left: 7px; padding-right: 7px; border: 0.5pt solid black;"><p style="text-align: center;"><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><strong>Issues</strong></span></p></td><td style="padding-left: 7px; padding-right: 7px; border-width: 0.5pt 0.5pt 0.5pt medium; border-style: solid solid solid none;color:black black black -moz-use-text-color;"><p style="text-align: center;"><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><strong>Implications for Licensed Child Care</strong></span></p></td></tr><tr><td style="padding-left: 7px; padding-right: 7px; border-width: medium 0.5pt 0.5pt; border-style: none solid solid;color:-moz-use-text-color black black;"><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Expectations and standards – a range of regulations for different programs providing early learning and care for four- and five-year old children.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >It will be a full five years before all four- and five-year old children have access to full day early learning. It is our understanding that there has not been a significant uptake by parents for the extended day program.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >It is also our understanding that the majority of boards of education will be offering the extended day program only on instructional days, and then only in a limited number of sites.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Consequently many four- and five-year old children will continue to attend both school and licensed child care programs.<br /></span></p></td><td style="padding-left: 7px; padding-right: 7px; border-width: medium 0.5pt 0.5pt medium; border-style: none solid solid none;color:-moz-use-text-color black black -moz-use-text-color;"><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >The coming together of the two sectors in one ministry creates both challenges and opportunities for licensed child care. There may be changes in regulations that will have quality and cost implications for child care centres.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Programs providing licensed child care under the Day Nurseries Act and its Regulations operate with different requirements than classrooms operated under the Education Act and the newly proclaimed Bill 242, which serves to amend the Education Act. Some of the significant differences include:<br /></span></p><ul><li><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Physical plant requirements<br /></span></li><li><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Staff qualifications<br /></span></li><li><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Adult/Child ratios<br /></span></li><li><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Different expectations with respect to curriculum and program delivery<br /></span></li><li><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Fee for service childcare versus fully funded kindergarten<br /></span></li></ul><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >One of the most significant current differences between the education sector and the licensed child care sector relates to adult/child ratios. Balancing the "care" needs together with the "early learning" needs of children is critical. Ratios that recognize the importance of both, particularly over the duration of what may be a 10 or 11 hour day for a child will be critical.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >An average (which means that it may be higher) ratio of 2:26 may make it difficult to meet the care needs of the younger children and the expectations of their parents.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >The move of licensed child care to the Ministry of Education will create greater opportunities to mesh these differences, building on the strengths to be found in both sectors. This should serve to create consistency for the children, for their parents, and for the staff who work with them.</span></p></td></tr><tr><td style="padding-left: 7px; padding-right: 7px; border-width: medium 0.5pt 0.5pt; border-style: none solid solid;color:-moz-use-text-color black black;"><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >The need to secure and protect subsidy funding for the licensed child care sector.</span> </p></td><td style="padding-left: 7px; padding-right: 7px; border-width: medium 0.5pt 0.5pt medium; border-style: none solid solid none;color:-moz-use-text-color black black -moz-use-text-color;"><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >The existing subsidy system is under considerable pressure. As has been discussed in previous blog entries, the system is under funded and has been for many years. Existing waiting lists for subsidy top 15,000 in the City of Toronto alone and per diem rates are anticipated to increase by close to 30% with the introduction of the full day early learning program.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><strong>EL6</strong> (see May 24<sup>th</sup> entry) suggests that the parents of four- and five-year old children currently receiving child care subsidy will take this funding with them when they move to the school based full day early learning program.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Without sufficient additional funding to both replace these spaces with younger children and to recognize the increased cost of delivery, the licensed child care sector may find itself in serious difficulty with rapidly increasing vacancies.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >The province wide stabilization fund of $51 million dollars will be phased in gradually over the next five years and appears not to be sufficient to stabilize a current fragile system facing extreme financial pressures.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >At the same time, boards of education across the province are indicating that the funds allocated by the Province for the full day early learning program are insufficient to cover all the costs attached to implementing this new initiative.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >It is important that in the transition to one Ministry, subsidy funding for the licensed child care sector be protected. </span></p></td></tr><tr><td style="padding-left: 7px; padding-right: 7px; border-width: medium 0.5pt 0.5pt; border-style: none solid solid;color:-moz-use-text-color black black;"><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Coordination between licensed child care and other parent support programs and services:<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Dr. Charles Pascal will assume a new role as an advisor to the Minister of Children and Youth Services. His role is to advise the Minister on how to move forward with an integrated system of family supports for young children and their families.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >Integrating family support programs is an important component of Dr. Pascal's original report <strong><em>With Our Best Future in Mind: Implementing Early Learning in Ontario.</em></strong> Dr. Pascal's appointment suggests a commitment on the part of the province to more fully implement the original recommendations.</span></p></td><td style="padding-left: 7px; padding-right: 7px; border-width: medium 0.5pt 0.5pt medium; border-style: none solid solid none;color:-moz-use-text-color black black -moz-use-text-color;"><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >It is understandable that preliminary work to develop potential models for integrated Child and Family Centres be undertaken within the confines of the Ministry of Children and Youth Services as this is where the funding and policy direction for the majority of these programs currently resides.<br /></span></p><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" >It will be important to determine how this component of a comprehensive system of early learning and care will be integrated with the licensed child care sector, particularly now that they no longer reside in the same ministries.</span></p></td></tr></tbody></table></div><p><span style="color: rgb(51, 51, 51);font-family:Georgia;font-size:12pt;" ><a name="6097929585958839493">As the answers to some of these questions become available, we will provide ongoing updates.</a></span></p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-60979295859588394932010-05-24T19:57:00.001-07:002010-05-24T19:57:24.264-07:00EL6 – Legislative Changes Under Bill 242<span xmlns=''><p><span style='font-family:Georgia; font-size:12pt'>On May 5, 2010 Jim Grieve, Assistant Deputy Minister in the Ministry of Education issued another memo , EL6, to Directors of Education <a href='http://cal2.edu.gov.on.ca/may2010/2010EL6_Bill242.pdf'>http://cal2.edu.gov.on.ca/may2010/2010EL6_Bill242.pdf</a> to explain some of the implications of recently passed Bill 242, "The Full Day Early Learning Statute LawAmendment Act, 2010" <a href='http://www.ontla.on.ca/web/bills/bills_detail.do?locale=en&Intranet=&BillID=2269'>http://www.ontla.on.ca/web/bills/bills_detail.do?locale=en&Intranet=&BillID=2269</a>.While the memo does not have the force of regulations or guidelines, it again provides an interesting perspective on where we might be headed. We urge you to read the original. Points we think may be of particular interest to the community based childcare community are as follows:<br /></span></p><div><table border='0' style='border-collapse:collapse'><colgroup><col style='width:319px'/><col style='width:319px'/></colgroup><tbody valign='top'><tr style='background: #ddd9c3'><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'><strong>Ministry of Education Comments</strong></span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='font-family:Georgia; font-size:12pt'><strong>Interpretation and Possible Implications</strong></span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Regulations are expected soon for:<br /></span></p><ul><li><span style='font-family:Georgia; font-size:12pt'>Determining extended day fees<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Determining viability of extended day programs<br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>Transition rules for third-party provision of childcare for the extended day periods <br /></span></li><li><span style='font-family:Georgia; font-size:12pt'>When an ECE will not be required in a JK or K class</span></li></ul></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>These regulations will likely shape the way childcare in the extended day during instructional days will be offered by Boards over the next few years. We will let you know when the regulations are finalized and made public.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Section 259 of the Education Act confirms that school boards can contract with third-party operators to provide before and after care to six to 12 year olds during both instructional and non-instructional days.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>This will allow childcare providers to continue to provide care to this age group provided the boards of education do not want to offer it themselves.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Section 259 of the Education Act confirms that school boards can contract with third-party operators to provide before and after care to four- and five-year olds outside of regular instructional school days. For a brief transition period boards will be permitted to contract with third party operators to provide before and after care to four- and five-year olds during instructional days.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>This will allow childcare providers to continue to provide care to this age group provided the boards of education do not want to offer it themselves. It is not clear how a third party would provide this type of care and remain financially viable and maintain continuity of staff.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>The time period allowed for transitioning out third-party care in schools for four- and five-year olds will be specified in the not-yet-released regulations.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Knowing the time period will be critical in making decisions for those centres affected by phase one of the ELP designation. </span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Bill 242 specifies that extended day programs will be led by RECEs. As importantly, principals may delegate the operation of the extended day program to other board approved persons.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>This would appear to give boards author-ization to allow Principals to hire staff in existing centres to provide care in board facilities as they do now. Same staff, same facilities, different employer. This would presumably be ideal for the children.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Different boards are allowed to jointly operate extended day programs. </span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>We do not understand how this allowance fits with the philosophy of providing an integrated and seamless day. Care provided by third party providers in the same school as the children attend for JK and K would presumably offer a more integrated and seamless experience than switching buildings up to twice a day.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Fee setting regulations have not yet been established.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>This is cutting timing very close for boards of education wanting to plan for the financial aspects of providing full day early learning in instructional days.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Boards can contract with municipalities and others to administer subsidy programs.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>There is no indication that subsidy funding will increase. It is unclear how boards will deal with situations where parents eligible for subsidy and needing care are on wait lists because of quota limits. Children in the same JK or K class may not have equal access to extended care in instructional days.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>The Ontario government has announced stabilization funding to ease the impact of ELP introductions (estimated at $786,000 for the entire City of Toronto in 2010) and capital funding to help retrofit existing centres to serve younger children ($184,800 is Toronto's 2010 share).</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Both stabilization and capital funding allocated appear woefully inadequate for the 949 centres serving 53,414 families in the City of Toronto (statistics from the Office of the Mayor, May 6, 2010)</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>Effective April 27, 2010 responsibility for childcare was transferred to the Ministry of Education from the Ministry of Children and Youth Services.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia; font-size:12pt'>We will comment on this is a future posting. </span></p></td></tr></tbody></table></div></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-53243550053200103062010-04-26T15:40:00.001-07:002010-04-26T15:44:53.816-07:00Bill 242 – Third Reading<span xmlns=""><p><span style=";font-family:Georgia;font-size:12pt;" >Third reading of Bill 242 is now underway. It would appear that it is taking longer than expected to get the legislation through. The debate continues this afternoon and it is anticipated that the legislation will be passed this week.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >It is interesting to note that the recommended amendments to the legislation following the public hearings by the opposition parties were not incorporated into the legislation in a substantial way. However:<br /></span></p><ul><li><span style=";font-family:Georgia;font-size:12pt;" >The proposed legislation permits Boards of Education to work in partnership with community based agencies to deliver the extended day component (before and after school, PD days, holidays and summer) for children 6 to 12<br /></span></li><li><span style=";font-family:Georgia;font-size:12pt;" >School Boards will be permitted to enter into partnerships with community agencies to provide programs for 4 and 5 year old children for PD days, school holidays and the summer months but not for the extended day period. (before and after school)<br /></span></li></ul><p><span style=";font-family:Georgia;font-size:12pt;" >The Minister of Education, Leona Dombrowsky, in introducing the Bill for third reading, made it clear that following passage of the legislation, supporting regulations will be drafted that will allow school boards to enter into partnerships with community agencies currently providing before and after school care on a transitional basis. Until the regulations are drafted, the length of the transition period will not be known.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >The commitment to a transitional period before requiring that school boards assume full and exclusive responsibility for the extended day component for 4 and 5 year old children, may provide existing service providers with additional time to prepare for this transition.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >It is also interesting to note that at the City of Toronto Child Care Advisory Committee Meeting held on April 21, 2010, a representative of the Toronto District School Board indicated that not all the sites that would be delivering the full day early learning program will offer the extended day program as of September 2010. <br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >School boards will face the same challenge as the licensed child care sector – how to deliver accessible, reasonably priced, high quality programs (the extended day programs are offered on a fee for service basis) where the number of children attending has a direct and significant impact on costs.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >It seems reasonable to assume that there will be at least some parents in these schools who will need before- and after-school care. It would appear that there will continue to be a role for the local licensed child care centres in these communities. How long this will continue will depend upon the duration of the transition period discussed above.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >The opposition parties proposed that lunch be included as a part of the full day early learning program. However, this proposed amendment was not supported and is not included in the final Bill now before the legislature. This is another factor that may have an influence on the decisions that parents make about enrolling their children in the full day early learning program itself.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >For those parents whose children are now in full day licensed child care, preparing lunch on a daily basis will be inconvenient. For some parents, it will not be only inconvenient but will present a financial burden that may create real challenges for their families. <br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >Some parents are expressing concern that their young children will not have enough time to actually eat their lunches or that there will not be sufficient supervision during the lunch period. This is a particular concern for the parents of children who are not even four when they begin school in September.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >It is important to recognize that thousands of children bring their lunches to school every day. It is reasonable to assume that schools have systems in place to provide food for those children who forget their lunch.<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" >However, there is no question that for some parents – for financial or other reasons – the need to bring a lunch from home will have an impact on their decision making about enrolling their child in the full day early learning program if they are currently in licensed child care. Some child care programs may find that their parents decide to keep their child in the licensed child care setting<br /></span></p><p><span style=";font-family:Georgia;font-size:12pt;" ><strong>Coming up –</strong> The draft full day early learning curriculum has been released. What are the implications for the licensed child care sector?<br /></span></p><p><br /> </p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-69353417171160911972010-04-08T13:04:00.001-07:002010-04-08T13:04:00.388-07:00Bill 242 – Next Steps<span xmlns=''><p><span style='font-family:Georgia; font-size:12pt'>The public hearings on Bill 242 – An Act to amend the Education Act and certain other Acts in relation to early childhood educators, junior kindergarten and kindergarten, extended day programs and certain other matters – are now over. There appeared to be fairly strong support for the introduction of full day early learning. There was less unanimity on the issue of who should provide the extended day component of the soon to be implemented program. Some speakers were supportive of the proposed model, where boards of education will deliver the entire program. However, many groups urged the Committee to amend the proposed legislation to allow for partnerships between community based not- for -profit agencies and boards of education to deliver before and after school programs as well as programs for PD days, school holidays and over the summer break. <br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>On April 1, 2010, an <a href='http://www.thespec.com/article/746196'>editorial in the Hamilton Spectator</a> made the case for a collaborative model in those communities where these types of partnerships currently exist and are working well.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>On Monday, April 12, 2010, a committee of Parliament will review Bill 242 on a clause by clause basis. At the same time, committee members, who represent each of the three parties in the Ontario Legislature, will consider a number of amendments to the proposed Act. These include an amendment that school boards be allowed to enter into partnerships to deliver the extended day component of full day early learning. In other words, existing community partnerships between the not-for-profit child care sector and schools would continue. <br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>Stayed tuned for further details as they become available.<br /></span></p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-64932201323432073652010-03-31T04:55:00.001-07:002010-03-31T04:55:54.387-07:00Index of March 2010 PostsMarch 29<br /><strong>Class size calculations under ELP</strong><br /><br />March 23<br /><strong> Financial implications of permanent layoffs –Employment Law Basics</strong><br /><br />March 21<br /><strong>Planning for 2011-12 (Year 2) of the Early Learning Program </strong><br /><br />March 14<br /><strong>Bill 242 – What does it say?</strong><br /><br />March 11<br /><strong>Bill 242 – An opportunity to make your views known</strong>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-78062941181859351492010-03-29T17:33:00.001-07:002010-03-30T15:16:54.535-07:00Class size calculations under ELP<span xmlns=""> <p><span style="font-family:Georgia;">Jim Grieve, Assistant Deputy Minister in the Ministry of Education, has issued a <a href="http://tinyurl.com/y8gogv7">memorandum, 2010: EL4 dated March 5, 2010</a>, to board Directors of Education providing school Boards with information about calculating class size under the Early Learning Program (ELP).<a href="http://tinyurl.com/y8gogv7"></span><strong><br /></strong></p></a><p><span style="font-family:Georgia;">While the meaning of much in the memorandum is not entirely clear to us, it does raise some interesting questions for which answers are not immediately apparent. Please keep in mind that ELP is for children of junior and senior kindergarten age – 3.8 to 5. Specifically (in order in which the points are raised in the memo):<br /></span></p><ol><li><div><span style="font-family:Georgia;">The class size regulation changes have "<em>an automatic sunset provision that comes into force on September 1, 2012</em>". What will happen after that?<br /></span></div><p></p></li><li><div><span style="font-family:Georgia;">Boards should "<em>conform closely to an average full-day JK/K class size of 26</em>". This is vague and raises the possibility that some classes will have more than 26 children. The class size is not capped at 26 so presumably a board could have classes with in excess of 13 children to each adult and still maintain the average. Is it possible that going above the average of 26:2 would help schools manage the Phase One implementation deficits we understand they are expecting to experience?<br /></span></div><p style="MARGIN-LEFT: 14pt"></p></li><li><div><span style="font-family:Georgia;">There does not appear to be a provision for replacement of staff temporarily absent in the school-day portion. For example, what will happen during prep time for certified teachers and registered early childhood educators? Is it possible that a class size could conceivably be 26:1 for periods in the day? Consider that the existing Day Nurseries Act regulated adult child ratio for junior kindergarten children is 1 to 10 with a maximum group size of 20. </span></div><p style="MARGIN-LEFT: 14pt"></p></li><li><span style="font-family:Georgia;">The memorandum states "<em>These class size calculations apply to the ELP's school-day portion; the intent is not to apply to the extended day." </em>Under proposed Bill 242, children in the extended day childcare program are considered pupils under the Education Act and therefore not governed by adult to child ratios specified in the Day Nurseries Act. It is not yet clear what adult to child ratios will apply to children enrolled in the before and after school portion of the ELP.</span></li></ol></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-87400997995845130962010-03-23T07:08:00.001-07:002010-03-23T07:15:42.645-07:00Financial implications of permanent layoffs –Employment Law Basics<span xmlns=''><p><span style='font-family:Georgia'>The introduction of full day kindergarten combined with boards of education providing before-and after-school care could result in centres having to close down playrooms for four- and five-year olds. As employment costs are by far the most significant cost component of any childcare program great care must be taken when making changes to staff. <br /></span></p><p><span style='font-family:Georgia'>We often get questions on the financial implications of laying off staff. We have also observed that mistakes made in this area can be very costly. Getting professional advice is almost always a must before initiating any staff reductions for cause or otherwise. <br /></span></p><p><span style='font-family:Georgia'>In unionized centres, the extent of the employer's obligations to provide notice and/or severance pay and who may be selected for the layoff will likely be governed by a collective agreement, which may or may not be limited to the notice requirements under the <em>Employment Standards Act, 2000.</em> Depending on the agreement, there may also be a positive obligation to advise and consult with the union in relation to a permanent lay off of some staff or closure of the centre. <br /></span></p><p><span style='font-family:Georgia'>In non-unionized centres, the requirement to provide notice of termination and/or severance pay may be governed by an enforceable employment agreement (if the employee has one) or by the common law. As part of those requirements, the centre will have to meet the minimum statutory requirements under the <em>Employment Standards Act, 2000. </em>It is important to establish a process early on and very clearly document considerations that will lead to a proposed change in the duties, a temporary lay-off, or a termination. If the process is followed and bona fide considerations well documented, the employer will be better able to address an allegation of constructive dismissal or an allegation that it has failed to honour its obligations under the Human Rights Code.</span><br /> </p><p><span style='font-family:Georgia'>The specific obligations will always depend on individual circumstances of the centre's and the employee(s) in question.<br /></span></p><p><span style='font-family:Georgia'>While a centre may be able to provide working notice to affective staff, doing so may also have practical implications on the day-to-day operations of the centre and these will need to be considered beforehand.<br /></span></p><p><span style='font-family:Georgia'>The Ministry of Labour's web-site provides information on minimum statutory obligations under the Employment Standards Act at the following link: <a href='http://www.labour.gov.on.ca/english/es/'>http://www.labour.gov.on.ca/english/es/</a><br /> </span></p><p><span style='font-family:Georgia'>Please keep in mind that compliance with the minimum legislated requirements in either a union or non-union workplace may not satisfy broader contractual obligations that may come into play when there is a permanent layoff (termination of employment).<br /></span></p><p><span style='font-family:Georgia'><span style='color:#333333'>We contacted <strong>Ian Werker</strong>, a lawyer with much experience in the field of labour law in childcare in Toronto, to answer some frequently asked questions on the subject of permanent layoffs in a daycare environment. <a href='http://www.lawchambers.com/Lawyers/Ian_Werker.htm'/></span>http://www.lawchambers.com/Lawyers/Ian_Werker.htm<span style='color:#333333'></a>. <br /><br />The following comments pertain only to non-share capital companies incorporated under the Ontario Corporations act.<br /></span></span></p><p><span font-family:Georgia'><em>Who is liable for providing notice and/or compensation in lieu of notice (including statutory amounts)?<br /></em></span></p><p>The centre is liable for the payment of wages. It is also liable to provide notice required under the contract of employment (or collective agreement if one exists). Where there is no specific agreement in place, the amount of notice required will be determined by the common law.<br /></p><p>Where the employer has not given working notice of termination, it will generally be liable to provide compensation in lieu. <br /></p><p>Even if an employer has given some amount of working notice, it must at least pay out any remaining amounts required under the Employment Standards Act, 2000. Again, depending on the specific contractual arrangements, satisfying the statutory requirements will probably not meet the employer's broader common law obligations to provide notice or pay in lieu of notice.<br /></p><p><span style='color:#333333; font-family:Georgia'><em>When must you pay termination pay under the ESA?<br /></em></span></p><p><span font-family:Georgia'>Generally speaking payments on termination must be made under the ESA on or before the regular payroll date following the employee's last day of work. However, employers and employees will often enter into mutually agreeable arrangements where payments to the employee shall be made by way of a "salary continuance". <br /></span></p><p>What are the guidelines for how much termination pay must be paid or time in lieu of notice given?<br /></p><p><span font-family:Georgia'>In a non-union environment, or in cases where the entitlement is not governed by an enforceable written agreement, our courts look at the individual circumstances of the employee(s) involved, based on relevant factors – such as the person's age, duration of service, and position. Where a termination involves a number of employees at once, employers should get legal advice so that they can establish an approach that is internally consistent and within the range of what a court is likely to determine as reasonable. Readers should be aware that, as far as courts are concerned, there is no "general rule" that an employee should receive a "month of notice/severance for each year of service". In some cases the ratio is more. In others it will be less.<br /></span></p><p>Are directors and officers personally liable for statutory termination pay, statutory severance pay or pay in lieu of notice?<br /></p><p><span style='color:#333333; font-family:Georgia'>No. But, they may be liable for unpaid vacation pay or wages earned.<br /></span></p><p><span style='color:#333333; font-family:Georgia'>There are a few critical messages to keep in mind in this area. <br /></span></p><p><span style='color:#333333; font-family:Georgia'>First, the rules governing severance, termination pay and notice in lieu of pay are complex and depend on the specifics of your centre's situation. <br /></span></p><p><span style='color:#333333; font-family:Georgia'>Second, if your centre plans to lay off a number of long standing employees as a result of having to close a playroom, it should do so only after careful planning and professional advice so that the centre is best-placed to meet its legal obligations and reduce the risk of surprise claims that could put the centre's future financial viability into question.</span></p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-78049805927350913412010-03-21T12:01:00.001-07:002010-03-21T12:01:04.443-07:00Planning for 2011-12 (Year 2) of the Early Learning Program<span xmlns=''><p><span style='font-family:Georgia'>Jim Grieve, Assistant Deputy Minister in the Ministry of Education, has issued a memorandum, 2010: EL3 dated March 4, 2010, to board Directors of Education providing school Boards with information about planning for year 2 of the Early Learning Program (ELP). <a href='http://tinyurl.com/y8fmu34'>http://tinyurl.com/y8fmu34</a></span><span style='color:black; font-family:Verdana; font-size:7pt'><br /> </span></p><p><span style='font-family:Georgia'><strong>Why this may be important to you:<br /></strong></span></p><p><span style='font-family:Georgia'>The memo provides some information about Ministry direction to boards of education in year two of ELP. The information may help childcare centres in Ontario to plan for the future. Points of interest are:<br /></span></p><div><table border='0' style='border-collapse:collapse'><colgroup><col style='width:295px'/><col style='width:295px'/></colgroup><tbody valign='top'><tr style='background: #e6e6e6'><td style='padding-left: 7px; padding-right: 7px; border-top: solid 0.5pt; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'><strong>Ministry of Education comments</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid 0.5pt; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p style='text-align: center'><span style='font-family:Georgia'><strong>Interpretation and possible implications</strong></span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>Boards must submit planning templates to the Ministry no later than April 16, 2010 and will announce approval of year 2 sites no later than May 21, 2010.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>This appears to be a tight deadline, especially if boards of education are going to hold any form of public consultation on site selection (see next point).</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>Boards are directed to do their planning in consultation with, among others, local Best Start Networks and municipalities.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>Consultation is mandatory but timelines are very tight. If you plan to participate in the planning process, you should consider finding out how to get involved now.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>Boards are directed to "…take into consideration the impact on existing child care and early years programs, including those operating on school premises."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>No direction beyond <em>taking into consideration</em> is given. </span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>Boards are directed to provide to the Ministry, possible sites covering at least double the year 2 allocated spaces.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>The Ministry will have significant "flexibility" (power) in approving sites.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>"Boards should consider limiting plans for program expansion to the number of additional students allocated for 2011-12."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>Boards may not be receiving sufficient funding to meet actual costs of delivery, for example if demand is greater than forecast or costs such as salaries are greater than provided for in the funding formula.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>"…boards would have a duty to offer extended day programs to four- and five-year olds in the ELP in during the school year. [Boards can] permit older children to participate in the extended day, to support viability."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>The Ministry appears to be acknowledging that it may be financially beneficial (read: necessary?) for boards to offer extended day programs for children six and up. This may have implications for those centres planning to continue to offer school-age care in schools participating in the ELP.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>"...school boards would also have the power to provide extended services, for a reasonable fee, at other times of the year for four- and five-year olds under the guidance of early childhood educators…Where you have capacity and parent demand, the government is calling upon boards to use this power. [Boards] are called upon to provide extended services at other times of the year for children six to twelve years old."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>This is the clearest message we have had to date directing boards to provide childcare to children from four to twelve years of age for the full 261 days a year. Consider taking this directive into account when forecasting future enrolment in your centre for children from four to twelve years of age.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid 0.5pt; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>"[Ministry approved] Selected schools must have all JK/K classes comply with the new ELP model as this is a whole school approach…" <br /></span></p><p><span style='font-family:Georgia'>Recommended schools should only be those a board "anticipates will remain open for the next five years." Schools must have available appropriate classroom space.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid 0.5pt; border-right: solid 0.5pt'><p><span style='font-family:Georgia'>All JK/K classes in a selected school must convert to the ELP and schools must have sufficient space. This would seem to reduce the likelihood of having a non-board childcare centre for four- and five-year olds in a school selected for ELP.<br /></span></p><p><span style='font-family:Georgia'>Boards can only offer schools for ELP selection if they are viable for the medium to long terms.</span></p></td></tr></tbody></table></div></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-71854819591562089532010-03-14T11:22:00.001-07:002010-03-14T18:59:10.549-07:00Bill 242 – What Does It Say?<span xmlns=''><p><span style='font-family:Georgia'><strong>Bill 242</strong> is an Act to amend the Education Act and certain other Acts in relation to early childhood educators, junior kindergarten and kindergarten, extended day programs and certain other matters. The Bill has the capacity to have a significant impact on the licensed child care sector in Ontario. In our last posting – March 11, 2010 – we shared information about the Standing Committee Hearings on the legislation. This post will provide more information about some of the key components of the proposed legislation. There is much more in <strong>Bill 242</strong> which you can find at:<br /></span></p><a href='http://www.ontla.on.ca/bills/bills-files/39_Parliament/Session1/b242.pdf'>http://www.ontla.on.ca/bills/bills-files/39_Parliament/Session1/b242.pdf</a><p><span style='font-family:Georgia'><strong>Positive Components of the Act:<br /></strong></span></p><div><table border='0' style='border-collapse:collapse'><colgroup><col style='width:102px'/><col style='width:265px'/><col style='width:272px'/></colgroup><tbody valign='top'><tr style='background: #eeece1'><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='font-family:Georgia'><strong>Section Reference</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='font-family:Georgia'><strong>What it Says</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='font-family:Georgia'><strong>Interpretation and Possible Implications</strong></span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>General</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Universal access for 6 hours a day for 4 and 5 year old children</span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>When fully implemented, all 4 and 5 year old children will be able to participate in developmentally appropriate early learning programs for up to 6 hours each day.</span> </p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>2.</strong> (3) and many other sections</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>… "the Act is amended by striking out "teacher" and substituting "teacher, designated early childhood educator" </span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Throughout <strong>Bill 242</strong>, there are specific references to teachers and early childhood educators working in partnership. This represents legislated recognition of the significance of the role of early childhood educators in the implementation of full day early learning programs for children 3.8 to 5.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>260.2</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>"A principal may delegate any of his or her duties under this Act that relate to the operation of extended day program to a vice principal or another person approved by the board."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Given the existing workload of principals, this opens the possibility that a management structure will be created to support the extended day component of full day early learning.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>260.4</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>"The Minister, and, if authorized by the Minister, a board, may enter into agreements with any person or entity respecting the provision of financial assistance to persons who are charged fees under section 260.1."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Recognizes that for many families, the ability to access the extended day program is dependent on receiving financial assistance. This is an important access and equity issue.</span> </p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>264.1 </strong>(2)</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Specifically sets out that teachers and early childhood educators will cooperate in: planning, observing, assessing, maintaining healthy environments, communicating with families, performing duties as assigned by the Principal.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Legislates an equal role for early childhood educators and teachers.</span> </p></td></tr></tbody></table></div><p><br /> </p><p><br /> </p><p><br /> </p><p><br /> </p><p><span style='font-family:Georgia'><strong>Concerning Components of the Act:<br /></strong></span></p><div><table border='0' style='border-collapse:collapse'><colgroup><col style='width:102px'/><col style='width:265px'/><col style='width:272px'/></colgroup><tbody valign='top'><tr><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>Section Reference</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='font-family:Georgia'><strong>What it Says</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='font-family:Georgia'><strong>Interpretation and Possible Implications</strong></span> </p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>General</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>The preamble of the Act talks to the importance of "strong local partnerships" in the eventual success of the full day early learning program.</span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Unfortunately, the Act itself rules out the possibility of "strong local partnerships" in the delivery of the extended day component of the early learning program.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>259. </strong>(1)</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>… every board shall operate extended day programs in every elementary school of the board, on every school day, other than professional activity days, outside the time when junior and kindergarten are operated in the school, for pupils of the board who are enrolled in junior kindergarten or kindergarten."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>The extended day (before and after school) component of this initiative MUST be delivered directly by boards of education and may not be provided in collaboration with an existing community partner. This means that by the time this program is fully implemented there will be very few 4 and 5 year old children in the licensed child care sector. While some families may chose to keep their children in licensed child care, experience suggests that the vast majority will not.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>259. </strong>(2)</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>… "a board may also operate…for any pupils of the board to whom the board decides to provide the program."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Boards may also provide extended day programs for children who are older than kindergarten age.</span> </p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>259. </strong>(4)</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>School boards are permitted to operate extended day programs for the pupils of other school boards.</span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>The argument against providing the extended day programs in partnership with community based organizations is based on the intent to provide a fully integrated program in which children experience fewer transitions and fewer staff changes. It is difficult to understand how this clause supports this important philosophical direction as moving between schools up to three times a day is a lot of transitioning for kindergarten age children. <br /><br />It is also difficult to understand why collaboration with a community based agency operating in the same school is considered more disruptive than having children move between schools for the extended day component. This clause diminishes the strength of the rationale for direct delivery of the extended day program by boards.<br /></span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>260.1 </strong>(1)</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Fees will be charged to parents of pupils enrolled in extended day programs on a cost recovery basis.</span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>This changes the definition of pupils in the public school system. Currently, pupils do not pay to attend school.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>260.3 </strong>(2)</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Pupils do not have the right to attend the extended day fee-for-service component of the program.</span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>The legislation does not make it clear under what circumstances a board might decide NOT to provide the extended day component. It is understood to be in those situations where the demand is not sufficient. Is it also possible that it might be in those circumstances where the demand is such that there are too many children for one group (the size of which is not yet clear) but not enough for a second? </span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>260.4</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>"The Minister, and, if authorized by the Minister, a board, may enter into agreements with any person or entity respecting the provision of financial assistance to persons who are charged fees under section 260.1."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>While this is an important access issue, where will the funding come from? If the existing subsidy for children 4 and 5 is removed from the licensed child care sector, at the same time that many communities are also losing spaces due to the end of Best Start funding, both group and home child care programs may struggle to fill their vacant spaces.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>260.5 </strong>(1) (2)<strong><br /> </strong>(a – m)</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Give the Minister authority to issue "policies and guidelines respecting all aspects of the operation of extended day programs and require boards to comply with them…"<br /></span></p><p><span style='font-family:Georgia'>This section includes such things as how subsidy will be calculated, the group sizes for the program, authorizing boards to enroll children in the extended day programs for the summer period.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>This section allows the Minister to create policies and guidelines as the program is rolled out over the next 5 years. This is understandable given that this is a new program and there will be lots to learn, as it is unveiled. At the same time, this section creates continued confusion for parents and the licensed child care sector as it means there will continue to be many unknowns until and unless specific policies are announced. </span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'><strong>General</strong></span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Lack of clarity about the delivery of services on PD days, school holidays and during the summer.<br /></span></p><p><br /> </p><p><span style='font-family:Georgia'>The same is true about whether or not boards will provide extended day programs for children 6 and up. </span> </p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>This may create challenges for parents who require early learning and care program for their children on a year round basis. The lack of certainty also makes it difficult for the licensed child care sector to plan effectively.</span></p></td></tr></tbody></table></div><p><br /> </p><p><span style='font-family:Georgia'>We will continue to provide additional information about <strong>Bill 242 </strong>as it becomes available.<br /></span></p><p><br /> </p><p><br /> </p><p><br /> </p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-13981483956324278602010-03-11T09:35:00.001-08:002010-03-11T10:51:01.019-08:00Bill 242 – An opportunity to make your views known now<span xmlns=''><p><strong>Bill 242</strong>, an Act to amend the Education Act and certain other Acts in relation to early childhood educators, junior kindergarten and kindergarten, extended day programs and certain other matters has now gone through first and second reading at the Provincial legislature. <strong>Bill 242</strong> can be viewed online at <a href='http://www.ontla.on.ca/bills/bills-files/39_Parliament/Session1/b242.pdf'>http://www.ontla.on.ca/bills/bills-files/39_Parliament/Session1/b242.pdf</a>. <br /></p><p>There will be an opportunity to make oral presentations to the Standing Committee on Social Policy on the legislation on March 22, 2010 and March 23, 2010. To make a presentation, contact the Committee Clerk by 5:00 p.m. on March 17, 2010. You can email your request to:<br /></p><p>Kate Ratinsky at <a href='mailto:kate_ratinsky@ontla.ola.org'>kate_ratinsky@ontla.ola.org</a> <br /></p><p>It is also possible to make a written presentation to the committee. To comment in writing, make your submission to the Committee Clerk by 5:00 p.m. on March 23, 2010. The address is: <br /></p>Katch Koch<br />Clerk<br />Room 1405, Whitney Block<br />Queen's Park, Toronto, ON M7A 1A2<br /><br /><strong>Bill 242 </strong>is the legislation that moves the implementation of full day early learning forward. There is a lot that is positive in the legislation including the expectation that certified teachers and registered early childhood educators will work collaboratively to deliver the full day early learning program. This legislation also introduces the concept of universal access to full day early learning for children who are 4 and 5.<br /><br />However, for the licensed child care sector, the legislation also raises a number of significant concerns, the most important of which is that it states that school boards and school boards alone must deliver the fee for service extended day component of the early learning program. In other words, schools will not be permitted to collaborate with existing community agencies to deliver the before and after school portion of the day. <br /><br />The legislation also gives the Boards the right to deliver the extended day component on PD days, school holidays and throughout the summer. They may also provide the fee for service extended day component for children older than 4 and 5.<br /><br />This has significant implications for the on-going viability of many licensed child care programs. It is also a blow to what many had hoped would be a collaborative, program model wherein schools and child care centres would work together to deliver an integrated curriculum in the extended day program that would support and build upon the full day early learning program.<br /><br />Consider taking this opportunity to have your voice heard.</span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-59530154806448974692010-02-28T06:33:00.000-08:002010-02-28T06:34:14.009-08:00Index of February 2010 PostsFebruary 22<br /><strong>Reduction of subsidized spaces in the City of Toronto</strong><br /><br />February 22<br /><strong>Ontario ELP legislation introduced February 17, 2010</strong><br /><br />February 10<br /><strong>Planning for change</strong><br /><br />February 3<br /><strong>Ministry guidelines for boards of education setting fees for extended-day childcare</strong>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-35465839654536086152010-02-22T05:29:00.001-08:002010-02-24T11:10:38.401-08:00Reduction of subsidized spaces in the City of Toronto<span xmlns=''><p><span style='font-family:Georgia; font-size:12pt'>As reported in our January 19, 2010 posting, City of Toronto staff estimate that up to 5,000 subsidizes spaces could be eliminated as a result of a loss of Best Start funding (2,000 spaces by 2011 and 3,000 spaces by 2012). Currently the City of Toronto subsidizes fees for about 24,000 childcare spaces. The possible reduction amounts to a more than 20% drop.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>City staff have estimated the reduction in available spaces by age group on a Ward-by-Ward basis. The table was attached to a report to City Council on January 26, 2010. <span style='color:black'></span></span></p><span style='font-family:Georgia; font-size:12pt'><span style='color:black'>For the staff chart </span>see-</span><p><a href='http://www.toronto.ca/legdocs/mmis/2010/cc/bgrd/backgroundfile-26960.pdf'><span style='font-family:Arial'>www.toronto.ca/legdocs/mmis/2010/cc/bgrd/backgroundfile-26960.pdf</span></a><span style='color:black; font-family:Arial'><em></em></span></p><span style='color:black; font-family:Georgia; font-size:12pt'>For the Council decision see-<br /></span><p><a href='http://www.toronto.ca/children/report/councilreport_27jan2010.htm'><span style='font-family:Arial'>http://www.toronto.ca/children/report/councilreport_27jan2010.htm</span></a><span style='color:black; font-family:Georgia; font-size:12pt'>.<br /></span></p><p><span style='color:black; font-family:Georgia; font-size:12pt'>You may find it informative to see the extent of the cuts in your Ward as this may have a significant impact on your enrolment.<br /></span></p><p><span style='color:black; font-family:Georgia; font-size:12pt'>As the chart shows, the number of spaces to be reduced in each ward is different. This is because the reductions are based on service planning principles of age and geographic equity. Centres in Wards that are currently above the equity ceiling – that is to say in those Wards where eligible families are receiving a more than equitable share of the limited spaces available – will lose more spaces as a result of the end of Best Start funding, than centres in Wards below the equity ceiling.</span></p><p><span style='color:black; font-family:Arial'><em></em></span> </p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-60134534815667447352010-02-22T05:01:00.001-08:002010-02-22T05:04:32.249-08:00Ontario ELP legislation introduced February 17, 2010<span xmlns=''><p><span style='font-family:Georgia; font-size:12pt'>As has been widely reported, on February 17, 2010 Education Minister Leona Dombrowsky introduced Bill 242: <em>Full</em>-<em>day Early Learning Statute Law Amendment Act</em>, <em>2010. </em>The bill, if passed, will mandate that all school boards offer full-day kindergarten for four- and five-year-olds, including before- and after-school childcare programs. The Bill mandates that ELP will be implemented in all Ontario elementary schools over the next five years. <br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>Bill 242 would also give boards the authority to and mandates that they set, charge and collect fees for extended day programs outside of the regular school day and during July and August, Christmas and March breaks, weekends and holidays, and PD days.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>The Bill <span style='color:black'>permits boards to operate extended day programs for other pupils of the board (i.e. children 6 years and up) and permits two or more boards to operate a joint extended day program. </span><br /> </span></p><p><span style='font-family:Georgia; font-size:12pt'>In a positive move forward, the bill mandates that "teachers and early childhood educators co-operate with each other with respect to matters regarding the provision of junior kindergarten, kindergarten and extended day programs." and that boards of education "<span style='color:black'>designate at least one position in each junior kindergarten and kindergarten class as requiring an early childhood educator, and to appoint early childhood educators to those positions."<br /></span></span></p><p><span style='font-family:Georgia; font-size:12pt'>Finally, the Bill requires amendment to the <em>Day Nurseries Act</em> to allow fee subsidy for parents of children in extended day programs outside regular school hours.<br /></span></p><p><span style='font-family:Georgia; font-size:12pt'>The actual text of the bill including a readable one page explanatory note of key changes can be seen at:</span><span style='font-family:Times New Roman'><br /> <a href='http://www.ontla.on.ca/bills/bills-files/39_Parliament/Session1/b242.pdf'/></span><span style='font-family:Arial'>http://www.ontla.on.ca/bills/bills-files/39_Parliament/Session1/b242.pdf<br /></span></p></a><p> <br /> </p></span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-65194822016130345712010-02-10T05:28:00.001-08:002010-03-11T19:49:00.278-08:00Planning for change<span xmlns=''><p><span style='font-family:Georgia'>Full Day Early Learning is on the way and will likely have an impact on your centre. Many aspects of your centre's operations will be affected; finances are only one aspect and perhaps not the most significant. Identifying challenges well in advance increases the likelihood of developing effective strategies to address and resolve them. It is important to evaluate how your centre will be affected by introduction of full day kindergarten; failure to identify future problems today could be devastating tomorrow.<br /></span></p><p><span style='font-family:Georgia'> We contacted <strong>Sue Hunter</strong>, of <strong>Hunter Consultants</strong> <a href='mailto:suehunter@187gerrard.com'> (suehunter@187gerrard.com)</a> for advice on a process to identify potential challenges to your program and then chart a course of action to react positively to those changes. <br /></span></p><span style='font-family:Georgia'><strong>Step 1 – Understand your existing operation<br /></strong></span><span style='font-family:Georgia'>As with any journey, you need to have a good idea where you are now before you can plot a new course. The first step is to review your existing services. Begin by identifying:<br /></span><ul><li><span style='font-family:Georgia'>the age groups your centre services<br /></span></li><li><span style='font-family:Georgia'>demand for care in your area, including the depth of your waiting list (Determine if the families on your waiting list are still interested - some centres have very long lists but when they go to fill empty spaces, the people on the list have long since made other arrangements)<br /></span></li><li><span style='font-family:Georgia'>the location of your centre or centres relative to local schools <br /></span></li><li><span style='font-family:Georgia'>the number of different elementary schools attended by the children in your centre <br /></span></li><li><span style='font-family:Georgia'>percentages of full fee and subsidized parents<br /></span></li><li><span style='font-family:Georgia'>your physical plant – how easily could rooms be converted to serve other age groups?<br /></span></li><li><span style='font-family:Georgia'>whether your space is at risk. For example, is your space likely to be taken over by a school for full day early learning or for Board of Education delivered before- and after-school care?<br /></span></li><li><span style='font-family:Georgia'>Retention of staff (e.g. are they likely to accept an offer of employment from a Board of Education?)</span></li><li>The size of your financial cushion which has a direct impact on the degree of financial flexibility the centre has to revamp and reorganize the services provided.<br /></li></ul><p><span style='font-family:Georgia'><strong>Step 2 – Critique your existing operation</strong><br />Self analysis is never easy. You might consider getting outside help with this process. It need not be a complicated undertaking but must be done well as it provides the foundation for the rest of the process. Questions to answer include:<br /></span></p><ul><li><span style='font-family:Georgia'>What are your centre's strengths? For example, do you currently provide infant and/or toddler care? <br /></span></li><li><span style='font-family:Georgia'>As importantly, what are its weaknesses? Is your physical plant in need of a significant upgrade?<br /></span></li><li><span style='font-family:Georgia'>What threats are your centre facing in both the short- and long-terms? Is your centre very highly subsidized? If you are located in the City of Toronto, is the centre located in a Ward that is currently above the equity ceiling for subsidy allocation? The cut in Best Start funding will reduce eligibility to subsidy even for eligible families. Enrolment could be adversely affected whether or not your centre is immediately affected by the implementation of full day early learning.<br /></span></li><li><span style='font-family:Georgia'>What opportunities does your centre have for change and growth in both the short- and long-terms? What are the neighborhood demographics?<br /></span></li></ul><strong>Step 3 – Analyze the possible financial impact of losing the four-and five-year olds</strong><br />See the January 24 posting on this blog for a discussion of the possible financial implications of closing down your care program for four-and five-year olds. The posting includes a method of calculation that can be used to determine the reduction in contribution to overhead from closing a playroom.<br /><br /><strong>Step 4 – Exploring options</strong><br />The next step, exploring a range of possible options to increase the long-term viability of your centre, is based on the information gathered in steps 1 through 3. As you explore your options consider:<br /><ul><li>legislative requirements<br /></li><li><span style='font-family:Georgia'>financial impact<br /></span></li><li><span style='font-family:Georgia'>physical space requirements<br /></span></li><li><span style='font-family:Georgia'>staffing implications<br /></span></li><li><span style='font-family:Georgia'>governance<br /></span></li></ul><p>Following are possible options, some of which may be relevant in your situation and some of which may not. Creativity with a touch of practicality is the key ingredient in this phase. Consider:<br /></p><ol><li>increasing the number of younger children in care. Take in to account:<br /></li><ul><li><span style='font-family:Georgia'>Capital costs required to create the space <br /></span></li><li><span style='font-family:Georgia'>Demand for care of younger children in your area in the foreseeable future<br /></span></li><li><span style='font-family:Georgia'>Demand for and availability of fee subsidies in your area<br /></span></li><li><span style='font-family:Georgia'>Staffing availability <br /></span></li></ul><li>can you register as a school to offer the kindergarten syllabus and before- and after- school care?<br /></li><li><span style='font-family:Georgia'>adding a fee-for-service nursery school program <br /></span></li><li><span style='font-family:Georgia'>downsizing, provided you can cover your overhead costs<br /></span></li><li><span style='font-family:Georgia'>amalgamating/merging with another centre or community program<br /></span></li><li><span style='font-family:Georgia'>providing emergency care<br /></span></li><li><span style='font-family:Georgia'>delivering the Ministry of Education Kindergarten Program in your centre with better staff to child ratios than the Boards of Education are able to provide.</ol></span><strong>Step 5 – Moving forward</strong></li><br />Once you have decided on a course of action it is time to move into implementation mode. This phase can be easier because you have a course of action to follow. It can be more as you might be managing a significant project on top of running the day-to-day operations at your centre. Thoughtful planning is essential to make sure you accomplish your objectives.<br /><p>Embarking on a possible change of direction can be intimidating and a lot of work. However, knowing that change is needed well in advance of the event occurring is always less stressful than finding out at the last minute.<br /></p>Bon Chance!</span>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-443860244001393942010-02-03T04:44:00.001-08:002010-02-07T09:26:53.234-08:00Ministry guidelines for boards of education setting fees for extended-day childcare<p><span style='font-family:Georgia'>If your centre provides care to four- and five-year olds and a school in your catchment area will be part of the Early Learning Program, you need to consider whether you will continue offering childcare for kindergarten-aged children. One consideration will be how the fees charged by the school in your area for before- and after-school childcare compare to what your centre charges.<br /></span></p><p><strong>Fact:</strong> A memo, dated January 13, 2010, from Jim Grieve, the <span style='color:#333333'>assistant deputy minister for the Early Learning Division of the Ministry of Education, to directors of education explains how boards of education should set their fees for </span>before- and after-school care for four- and five-year-olds. The memo can be found at: <br /><a href='http://cal2.edu.gov.on.ca/jan2010/EL2_ExtendedDay.pdf'>http://cal2.edu.gov.on.ca/jan2010/EL2_ExtendedDay.pdf</a>. <br /><br />The French version of the memo can be found at:<br /><a href='http://www.msdsb.net/ADMIN/Correspondence/Programme-dapprentissage-des-jeunes-enfants---Journe-prolonge.pdf'><span style='font-family:Georgia'>http://www.msdsb.net/ADMIN/Correspondence/Programme-dapprentissage-des-jeunes-enfants---Journe-prolonge.pdf</span></a><br /> </p><p><span style='font-family:Georgia'>The memo offers the following guidance about the fees to be set by boards of education (see pages 4 to 6 of the memo):<br /></span></p><div><table border='0' style='border-collapse:collapse'><colgroup><col style='width:291px'/><col style='width:321px'/></colgroup><tbody valign='top'><tr style='background: #f2f2f2'><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'><strong>Ministry of Education comment</strong></span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'><strong>Implications for your centre</strong></span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>"Boards would be responsible for setting extended day fees on a board-wide basis… and [would] approve them through a regular, open meeting of the board."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>You will have a chance to see how fees will be set for the before- and after-school parts of the extended-day programs delivered by boards of education.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>"Fees are intended to recover incremental costs associated with the extended day program… fees are not designed to raise additional resources to supplement other board revenues."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>Fees for extended-day childcare are intended to cover only the day-to-day operating costs of before- and after-school care. Capital costs, such as playground construction and facilities upkeep, do not seem to be included in the formula for calculating daily fees. (See last comment in this table, Capital costs...)</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>Boards would be required to calculate their costs in accordance with provincial policies, guidelines and requirements including: <br /></span></p><ul><li><div><span style='font-family:Georgia'>ECE and ECA hourly wages at board-approved salary levels<br /></span></div><ul><li><span style='font-family:Georgia'>Benefits and staff-related costs at rate of 55% of gross salary (see memo, Appendix 1: Sample Daily Fee Calculation)<br /></span></li><li><span style='font-family:Georgia'>Program and snack costs estimated on a per diem basis<br /></span></li></ul></li><li><span style='font-family:Georgia'>"Fee collection and administration costs based on arrangements made by Boards to collect and administer the fees (for example, internal administration costs, costs of fee collection contract)"</span></li></ul></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>It will be possible to compare board of education salaries with those in your organization.<br /> </span></p><p><span style='color:#333333; font-family:Georgia'>Note that there is no mention of administrative salaries.<br /> </span></p><p><span style='color:#333333; font-family:Georgia'>The board price calculations also do not appear to include overhead, such as insurance, utilities and telephone costs.<br /> </span></p><p><span style='color:#333333; font-family:Georgia'>Your fees, on the other hand, must be high enough to pay for supervisory staff and overhead as required by the Day Nurseries Act.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>"Capital costs would not be recoverable through extended day fees."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>The board price calculations do not include capital costs.<br /> </span></p><p><span style='color:#333333; font-family:Georgia'>Your fees must be high enough to pay for capital equipment required by the Day Nurseries Act.</span></p></td></tr></tbody></table></div><br /><span style='color:#333333'><span style='font-family:Georgia'><strong>Fact:</strong> The memo also contains the following other important information:</span><br /><br /></p><div><table border='0' style='border-collapse:collapse'><colgroup><col style='width:50px'/><col style='width:274px'/><col style='width:284px'/></colgroup><tbody valign='top'><tr style='background: #f2f2f2'><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'><strong>Page </strong></span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'><strong>Ministry of Education comment</strong></span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: solid black 0.5pt; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'><strong>Implications for your centre</strong></span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='color:#333333; font-family:Georgia'>2</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>"Boards that have the capacity and the demand are called upon to provide extended services at other times of the year to children aged six to twelve years old. This could include PD days, holidays and the summer."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>It is hard to imagine that a school would not have space during PD days, holidays and the summer to provide these services given that students do not attend school during those periods. If the demand is there, the boards of education are being requested to provide care for children aged six to twelve.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='color:#333333; font-family:Georgia'>2</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>"Where there is sufficient parent demand and board capacity, school boards are called upon to provide extended services, for a reasonable fee, at other times of the year for four and five year olds.… This could include summertime, PD days, holidays and the statutory holidays."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>It is hard to imagine that a school with before- and after-school care programs for four- and five-year olds would not have space during PD days, holidays and the summer. In addition, the board may well have childcare staff on hand who are able to provide the service.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='color:#333333; font-family:Georgia'>2</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>Before-and after- school care programs will be delivered by board employees.</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>Program delivery will not be outsourced to third-party care providers.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='color:#333333; font-family:Georgia'>2/3</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>"As a board program led by board employees, the extended day component would not be subject to the <em>Day Nurseries Act</em>."<br /> </span></p><p><span style='color:#333333; font-family:Georgia'>"However… third party providers will continue to be subject to the <em>Day Nurseries Act</em>."<br /> </span></p><span style='color:#333333; font-family:Georgia'>"As with the core day program, the ratio of staff to students would be 2:26. Where there are more than 13 children ...a second adult must support the registered ECE in the delivery of the extended day component."</span></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>Extended-day programs offered by boards will be subject to the anticipated 1:13 ratio that applies to kindergarten children in school (Note: legislation has not yet been passed setting caregiver to child ratios).<br /></span></p><style='color:#333333; font-family:Georgia'>Non-board care providers will be subject to the current Day Nurseries Act ratios:<br /><style='color:#333333; font-family:Georgia'>1:8 for preschool children<br /><style='color:#333333; font-family:Georgia'>1:10 for junior kindergarten children<br /><style='color:#333333; font-family:Georgia'>1:12 for senior kindergarten children<br /> </span></p><p><span style='color:#333333; font-family:Georgia'><br /> </span> </p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='color:#333333; font-family:Georgia'>3</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>"Transportation related to extended day programs would be parental responsibility."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>There will be no busing to and from schools for children in before-and after- school care programs.</span></p></td></tr><tr><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: solid black 0.5pt; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p style='text-align: center'><span style='color:#333333; font-family:Georgia'>6</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='font-family:Georgia'>"With regard to subsidies eligibility and subsidy levels, the government's intent is to apply the current subsidy eligibility rules and income test to subsidies for extended day [childcare]."</span></p></td><td style='padding-left: 7px; padding-right: 7px; border-top: none; border-left: none; border-bottom: solid black 0.5pt; border-right: solid black 0.5pt'><p><span style='color:#333333; font-family:Georgia'>Details regarding subsidy have not yet been announced.</span></p></td></tr></tbody></table></div>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-51546499987077470612010-01-31T06:43:00.001-08:002010-02-02T10:37:08.530-08:00Index of January 2010 PostsJanuary 28 <br /><strong>Full Day Early Learning – Finding Information on the Internet</strong><br /><br />January 24<br /><strong>Analyzing the financial impact of shutting down your care program for four- and five-year-olds</strong> <br /><br />January 20<br /><strong>Fee subsidy for low-income families in the Ministry of Education Early Learning Program</strong> <br /><br />January 19<br /><strong>Best Start and the Ministry of Education Early Learning Program (ELP) – two separate programs for children</strong> <br /><br />January 14<br /><strong>Contacts at the Ministry of Education, Early Learning Division</strong><br /><br />January 13<br /><strong>Phase I ELP sites announced</strong><br /><br />January 12<br /><strong>Before- and after-school care for children in full-day kindergarten in the ELP</strong><br /><br />January 5<br /><strong>Early Days: facts and unanswered questions about full-day early learning in Ontario</strong>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-71398183179584714002010-01-28T06:01:00.001-08:002010-05-24T19:53:21.294-07:00Full Day Early Learning – Finding Information on the InternetFollowing is a list of some of the organizations/government departments involved with Full Day Early Learning and their Internet addresses. These sites are places to find information on the program and monitor its implementation. Please let me know if you are aware of other informative sites.<br /><br />City of Toronto, Children's Services<br /><a href="http://www.toronto.ca/children/">http://www.toronto.ca/children/</a><br /><br />Childcare Resource and Research Unit<br /><a href="http://action.web.ca/home/crru/rsrcs_crru_full.shtml?x=128125&AA_EX_Session=48a30653c64324c1fb4fdc190cc48c5b">http://action.web.ca/home/crru/rsrcs_crru_full.shtml?x=128125&AA_EX_Session=48a30653c64324c1fb4fdc190cc48c5b</a><br /><br />Ontario Coalition for Better Childcare<br /><a href="http://www.childcareontario.org/?tag=full-day-learning"><span style="font-family:Georgia;">http://www.childcareontario.org/?tag=full-day-learning</span></a><br /><br />Ontario Ministry of Education<br />Early Learning - <a href="http://www.edu.gov.on.ca/earlylearning/">http://www.edu.gov.on.ca/earlylearning/</a><br />Extended Day - <a href="http://www.edu.gov.on.ca/earlylearning/extend.html">http://www.edu.gov.on.ca/earlylearning/extend.html</a><br />Note: The Ministry communicates intent and policy to boards of education, in part, by Early Learning [EL] memos issued by the Assistant Deputy Minister, Jim Grieve. To access these memos, go to <a href="http://cal2.edu.gov.on.ca/index.html">http://cal2.edu.gov.on.ca/index.html</a>. To the date of this posting there have been two memos issued.<br /><br />Ontario Municipal Social Services Association<br /><a href="http://www.omssa.com/singlepage.asp?itemid=41755&itemcode=OMSSA-WNEW-RP"><span style="font-family:Georgia;">http://www.omssa.com/singlepage.asp?itemid=41755&itemcode=OMSSA-WNEW-RP</span></a><br /><br />People for Education<br /><a href="http://www.peopleforeducation.com/news"><span style="font-family:Georgia;">http://www.peopleforeducation.com/news</span></a><br /><br />Toronto, Children's Services<br />See City of Toronto above <a href="http://www.toronto.ca/children/"><br />http://www.toronto.ca/children/</a><br /><br />Toronto Coalition for Better Childcare<br /><a href="http://childcaretoronto.org/">http://childcaretoronto.org/</a><br /><br />Toronto District School Board<br /><a href="http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=96&menuid=20612&pageid=18022">http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=96&menuid=20612&pageid=18022</a><br /><br />Toronto Star<a href="http://www.parentcentral.ca/parent/education/earlylearning"><br />http://www.parentcentral.ca/parent/education/earlylearning</a>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0tag:blogger.com,1999:blog-480326465861712172.post-86264154400617859592010-01-24T19:12:00.001-08:002010-01-26T08:08:36.596-08:00Analyzing the financial impact of shutting down your care program for four- and five-year-olds<strong>Fact: </strong>Beginning in September 2010, Ontario boards of education will start to offer full-day junior and senior kindergarten in some schools. The boards will also be responsible for providing before- and after-school childcare to the children in full-day kindergarten where there is sufficient demand. This month the Ontario Ministry of Education announced the names of 579 schools that will offer the Early Learning Program (ELP) in the 2010-11 school year.<br /><br /><strong>Implications for childcare operators providing care to four- and five-year-olds</strong><br />If the school in your centre's catchment area is chosen for full-day kindergarten and before- and after-school childcare for the children in full-day kindergarten, your centre may lose most or all of its four- and five-year-olds. It is important to understand the financial consequences of losing this program and to analyze them soon so that you and your board of directors can plan accordingly.<br /><br /><strong>A method of analysis</strong><br />You may find the sample calculation shown below to be useful for analyzing the financial impact of shutting down all or part of your program for four- and five-year-olds.<br /><br />Most childcare programs licensed under the Day Nurseries Act of Ontario offer programs by age group (infants, toddlers, pre-school children and school-aged children). Furthermore, childcare is most often provided to each age group in a separate physical space or room. Each playroom has <strong>direct</strong> costs of care based on:<br /><ol><li>The maximum number of children that can be cared for in that room. The number of children in a room is governed by the Day Nurseries Act of Ontario.<br /></li><li>The complement of staff who look after the children. That number is also governed by the Day Nurseries Act of Ontario.<br /></li><li>Play supplies, food and other costs specific to that room.</li></ol><br />A childcare centre also has costs (which are often called <strong>overhead </strong>costs) that are not associated with any one room. These costs include, among others, insurance, utilities and non-program staff, such as an off-program supervisor and a cook.<br /><br />A centre's revenue comes mainly from parents' fees and subsidies, both of which are directly related to the number of children it has enrolled. Centre revenue not directly associated with enrolment includes fundraising, GST rebates and interest. This revenue is usually minor in relation to all costs.<br /><br />If your childcare centre is to remain viable, it must generate enough revenue from each playroom to cover both the direct costs of care in that room and a portion of total overhead costs. If you close your program for four- and five-year-olds, determine how much additional revenue must be generated to cover overhead costs, or how much overhead costs must be reduced to balance the budget.<br /><br />As a first step, the following method of calculation can be used to determine the contribution a playroom makes to your centre's overhead costs. The example has been simplified to focus on the main elements of revenue and expenses:<br /><br /><div><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZGsV5mJkhZuq1E3Rn_E4_y0BvVkdNSQzBuS4Q9y1Gme0DTR-MVoOECZpteTYiHFcm6tfF2-STrZ6pCSGiJ12nc4q_Woj5-Ue47xxkpe5oHwFT4KPc5__n8jb5M8ffbeaZ-_rIETKvX6Q/s400/graph1j.jpg" style="left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 371px; height: 400px;" border="0" alt="" id="BLOGGER_PHOTO_ID_5430888214646884818" /><br />In the above example, the playroom contributes $31,000 towards the centre's overhead. If the room is closed, the centre must either trim $31,000 from its overhead or find additional sources of revenue. In a stand-alone centre, the only way to earn considerable additional revenue is to raise your fees. I will discuss some of the difficulties of raising fees in another posting.<br /><div><br />For a more detailed discussion of budgeting childcare revenue and expenses in Ontario, please refer to:<br /><p></p><p><a href="http://www.187gerrard.com/financial/budgeting.htm"><span style="font-family:Georgia;">http://www.187gerrard.com/financial/budgeting.htm</span></a>.<br /><br /><strong>Recommendations</strong><br /></p><ol><li>Determine which playrooms in your program may be threatened when the school in your catchment area begins providing full-day kindergarten and before- and after-school childcare to those children.<br /></li><li>Determine on a playroom by playroom basis the expected reduction of the contribution to overhead if you need to close a playroom (see the example above).<br /></li><li>Start to plan for the event.<br /></li></ol>Stay tuned for the next posting on February 3. I will look at how the Ministry of Education has advised boards of education to calculate the fees to be charged to parents of kindergarten children for before- and after-school childcare.</div></div>Phil Cowperthwaite-Sue Hunterhttp://www.blogger.com/profile/02577616133239768653noreply@blogger.com0