How Will Tens of Thousands of Students with Disabilities Fare in the Four Ontario School Boards that the Ford Government Took Over at the End of Last June??

Accessibility for Ontarians with Disabilities Act Alliance Update
United for a Barrier-Free Ontario for All People with Disabilities
Website: www.aodaalliance.org
Email: aodafeedback@gmail.com
Twitter: @aodaalliance
YouTube: https://www.youtube.com/user/aodaalliance

How Will Tens of Thousands of Students with Disabilities Fare in the Four Ontario School Boards that the Ford Government Took Over at the End of Last June??

August 29, 2025

SUMMARY

After a break, AODA Alliance Updates are back in action. Stay tuned for much more information coming your way on our never-ending campaign for a barrier-free society for people with disabilities.

Summer is winding down. The fall term is about to begin in schools, colleges and universities. We turn our attention right now to the battle to tear down the many disability barriers in the education system.

The Ford Government threw Ontarians a new curve ball in this arena at the end of June, when it took over the control and management of four school boards, including the Toronto District School Board, which is Canada’s largest school board. This in effect turfed the trustees whom the public had elected to oversee the operations of those boards. Trustees of any Catholic board were left in power, but only to manage religious aspects of the board’s operations.

What does this mean for vulnerable students with disabilities? There has been a great deal of media coverage of the Ford Government’s controversial takeover of these school boards. However, that reportage has been dominated by other aspects of this issue, not its impact on students with disabilities.

For many years, our education system has treated students with disabilities like second class citizens. This provincial takeover was the topic of the July column that AODA Alliance Chair David Lepofsky wrote for the Toronto Star’s many Metroland publications across Ontario. We set that column out below.

Put simply, things could get better if the provincially appointed supervisors of these boards can get the Ontario Government to increase funding for students with disabilities and if they can systematically tear down the recurring disability barriers from which these students perennially suffer. On the other hand, it could make things worse. Elected school board trustees can be approached for help by parents of students with disabilities needing help (of which there are many). Once the Ford Government turfed those trustees, this avenue has been denied to these parents.

There’s an added twist in this saga, which we also make public here. Every Ontario school board must have a Special Education Advisory Committee (SEAC) to advise the board, including its trustees, on how to better serve students with disabilities/special education needs. The Chair of TDSB’s SEAC is David Lepofsky, who also chairs the AODA Alliance. On July 9, 2025, he wrote the TDSB’s provincially appointed Supervisor with concrete suggestions. We set that letter out below. The Supervisor responded by email the next day, saying that he’d be in touch after he is briefed by TDSB staff. There has been no further communication from him.

On July 10, 2025, TDSB SEAC Chair David Lepofsky also wrote Ontario’s Minister of Education to address this situation. You can read that letter below. That Minister has not responded.

There is a stunning discord between the reality facing students with disabilities and the Ford Government’s self-congratulatory claims about education in Ontario. For example on August 28, 2025, the Ford Government issued a news release proclaiming:

“Ontario Providing Record Supports as Students Return to School.”

It boasted, among other things:

“The Ontario government is investing a record $30.3 billion in education funding this year as part of its plan to protect Ontario and prepare students for the jobs of tomorrow. This funding for the upcoming school year will ensure schools can continue to deliver high-quality education to the two million students returning to school next week, with a back-to-basics approach that prepares them with practical skills for good-paying, stable careers.
The government is also opening a record 41 new and expanded schools this fall to provide students and teachers with modern learning environments they need to succeed.”

This news release disregards and implicitly denies the chronic underfunding of education for, students with disabilities. It brags about opening new schools, disregarding the fact that the Government has not ensured that these new buildings will be fully accessible to students, teachers, staff and family members with disabilities. It fails to take into account the fact that 1,308 days had by then passed since the Government received the final report of the K-12 Education Standards Development Committee. Yet the Government has still not enacted the promised Education Accessibility Standard to tear down recurring disability barriers in the education system.

How You Can Help

• Let voters and others know about the impact of this provincial takeover of four Ontario school boards on students with disabilities.

• Urge your local media to cover this issue.

• If you know of this has impacted students with disabilities and their families, let us know. Email the AODA Alliance at aodafeedback@gmail.com

• Learn about the history of the battle to tear down disability barriers in the education system in which the AODA Alliance has played a role. Visit the AODA Alliance website’s education page.

Check out the AODA Alliance’s online video series on the campaign to make our education system fully accessible for all students with disabilities.

MORE DETAILS

Inside Halton July 17, 2025

Originally posted at https://www.insidehalton.com/opinion/columnists/ontario-s-oversight-of-school-boards-offers-chance-to-tackle-funding-gap-for-students-with/article_b589baf8-f182-5d56-8bbf-719dfaa9c803.html
Opinion

Ontario’s oversight of school boards offers chance to tackle funding gap for students with disabilities

Advocate says oversight could remove pinch-point — school boards tell parents about funding shortfalls while province says it’s providing more cash than ever.

By David Lepofsky

David Lepofsky is chair of the Accessibility for Ontarians with Disabilities Act Alliance.

After the last day of school, when few focus on provincial politics, the Ford government took the controversial step of seizing control of four school boards.

The announcement impacted the Toronto District School Board, the Toronto Catholic District School Board, the Ottawa-Carleton District School Board and the Dufferin-Peel Catholic School Board.

A government-appointed supervisor replaced each board’s elected trustees. What will this mean for thousands of students with disabilities?

For years, exhausted parents of students with disabilities have been hopelessly caught in endless crossfire between the Ontario government and their school board.

School boards tell parents they need more provincial funding. The province boasts it’s giving more money than ever before for students with disabilities.

All parents know is too often, their child’s disability-related learning needs are chronically underserved. It’s traumatic feeling like a political football perennially tossed back and forth.

Will this provincial takeover make things better or worse for thousands of vulnerable students with disabilities?

I’m closest to the situation at the Toronto District School Board (TDSB) and I chair its Special Education Advisory Committee (SEAC). TDSB is Canada’s largest educator of students with disabilities/special education needs. It has at least 40,000 of these students — more than all students at some school boards.

In this capacity, I just wrote the TDSB Provincial Supervisor and Education Minister Paul Calandra, offering concrete ways they could make school better for these vulnerable TDSB students. My recommendations could equally apply at all four provincially-seized boards.

To achieve the province’s stated goal of putting students first, the urgent needs of vulnerable students with disabilities require vital reforms. There must be absolutely no cuts or reductions to services or supports for students with disabilities/special education needs.

Indeed, there is a pressing need for increased provincial funding.

With the province now solely responsible for the operation of these school boards, the government will discover first-hand that it has been underfunding these needs.

Yet more than additional funding is needed to solve the problem.

The provincial supervisor must root out the recurring disability barriers at school boards and escalate these students’ needs as a priority. These recurring disability barriers hurt students with disabilities and can inflict higher costs for the taxpayer.

TDSB’s SEAC has been pointing out several of these barriers to TDSB staff for years. Staff has insufficiently responded to these problems. Progress is snail’s-paced and insufficient. Addressing this has not been treated as a high enough priority.

TDSB needs to be de-bureaucratized and senior staff need far more accountability.

The long-term pattern of senior staff has been to tell trustees that virtually any issue is “operational” and, as such, is outside the scope of trustees’ oversight. This turns trustees into a rubber stamp, undermining democratic accountability.

It risks TDSB senior staff becoming an unaccountable state within a state. Ontario’s removal of the trustees may make this worse.

The Minister of Education needs to make it 100 per cent clear to the provincial supervisors that these issues are critical to their mandate. TDSB’s SEAC is in full operation. It and, no doubt, other SEACs are eager to help provincial supervisors with concrete recommendations to put reforms into action, fully informed by ample feedback from parents and families of students with disabilities/special education needs.

Here’s a great way to start.

Last November, TDSB’s SEAC held its first-ever and incredibly successful town hall for parents of students with disabilities/special education needs.

Parent after parent gave wrenching accounts about unfair barriers their children face. They offered practical measures to remove those barriers. They thanked us profusely for holding this event and urged us to hold more. Their accounts corroborate ample feedback SEAC received from others.

This was a great first step that we eagerly wished to annually repeat. Yet TDSB staff wrongly opposed SEAC holding another such town hall, at least for 2025 and 2026.

Each provincial supervisor should partner with their SEAC to hold town halls for parents of students with disabilities/special education needs. There’s no better way to get at the unfiltered truth, put students’ first and improve accountability at a school board.

David Lepofsky is a retired lawyer who chairs the Accessibility for Ontarians with Disabilities Act Alliance, and is a visiting professor of disability rights at the law schools at Western, Queen’s and the University of Ottawa.

July 9, 2025 Letter from Chair of TDSB Special Education Advisory Committee to Provincially-Appointed TDSB Supervisor

David Lepofsky, Chair, TDSB Special Education Advisory Committee

July 9, 2025

To: Rohit Gupta
Office of the Provincial Supervisor
Toronto District School Board
5050 Yonge Street
North York, ON M2N 7H3
Via Email:
rohit.gupta@harringtonplaceadvisors.com
rohit.gupta@tdsb.on.ca

Dear Sir,

Re: Meeting Unmet Needs of TDSB Students with Disabilities/Special Education Needs

I am the Chair of the TDSB’s Special Education Advisory Committee (SEAC). This letter introduces you, as the provincially appointed TDSB supervisor, to our SEAC. It identifies key priorities that TDSB’s 40,000 students with disabilities/special education need you to address. We welcome any opportunity to work with you to help you best fulfil your mandate. We are in a unique position to assist you in improving accountability at TDSB, putting the needs of students first, and fairly assessing and addressing TDSB’s budget situation, while minimally imposing on your time as you take on a monumental task.

1. What is TDSB’s SEAC?

Ontario law creates and mandates TDSB’s SEAC, Ontario Regulation 464/97. Each school board must maintain a SEAC under that regulation. Your appointment does not displace or derogate from this mandatory regulation. To the contrary, SEAC is well positioned to help you succeed in your mission at TDSB.

SEAC’s purpose is to give advice to TDSB staff and trustees on how to improve educational opportunities for TDSB’s students with disabilities/special education needs. When SEAC makes a recommendation to the trustees, SEAC is entitled to be heard by the trustees before a decision is made on SEAC’s recommendation. Among other things, TDSB must consult SEAC on TDSB’s special education budget and Special Education Plan.

SEAC must meet ten times per year. Blessed with extensive expertise, its membership includes:
• Representatives from well-known community organizations representing the needs of a diverse spectrum of special education needs, such as students who have autism, intellectual disabilities, epilepsy, physical disabilities, Down Syndrome, ADHD, vision loss, hearing loss, learning disabilities, and gifted students.
• Community representatives appointed from each of the TDSB’s four “learning centres.”
• Three trustees, chosen by the board.

TDSB staff attend SEAC meetings to provide staff support. They are not members of SEAC and do not vote.

Because of the provincial takeover of TDSB, trustees were told not to take part in any TDSB meetings. As such, the trustees who sit on SEAC are not expected to take part in SEAC meetings during your supervision of TDSB.

You were appointed to step into the shoes of the trustees and assume their responsibilities. This of necessity would include your replacing the three trustees on TDSB’s SEAC. This is extremely beneficial for you. You can hear directly from us in an unfiltered way about recurring barriers impeding effective education of students with disabilities/special education needs.

There is compelling precedent for SEAC’s continuing to operate when a school board is under provincial supervision, with SEAC’s recommendations both received and acted upon by appointed supervisors. For example, during the TDSB’s previous supervision in 2002, Supervisor Paul Christie approved SEAC recommendations regarding support for students with learning and intellectual disabilities, as recorded on page 5 of the November 20, 2002 Board minutes. That same meeting also documents the supervisor’s approval of a new SEAC appointment on page 7. More recently, the Thames Valley District School Board (TVDSB), under provincial supervision since April 2025, held a SEAC meeting in June despite most other board and committee meetings being cancelled. This is documented in the June 2025 TVDSB SEAC agenda, and confirmed in the London Free Press report, which noted that the supervisor spoke at that SEAC meeting. These examples confirm that SEACs not only continue functioning under supervision but also provide advice that is properly addressed to and actionable by the supervisor, in the absence of trustee authority.

2. Chronically Underserved TDSB Students with Disabilities/Special Education Needs

Now that you are TDSB’s senior authority in charge, a major priority for you is addressing the urgent needs of TDSB’s highly vulnerable and chronically underserved students with disabilities/special education needs. Numbering at least 40,000, they are a second class within TDSB. That is greater than the total number of students at some Ontario school boards. TDSB is Canada’s largest educator of students with disabilities/special education needs.

Effectively meeting their learning needs has proven to be a recurring problem due to deep-rooted systemic problems at TDSB. SEAC has been identifying these issues for the board for years. We have offered practical solutions. Regrettably, too often our recommendations have slammed into bureaucratic resistance. When we have brought solutions to the trustees, senior TDSB staff have a pattern of telling trustees that they have no authority over these issues and should simply refer our concerns back to the very staff who had failed to effectively address them. This is a broken system devoid of effective accountability.

3. Three Examples of Problems Crying Out for Action

We have demonstrated to TDSB over and over that students with disabilities/special education needs continue to face serious problems and barriers. These represent the antithesis of putting students first.

As a first example, last November, TDSB’s SEAC held an incredibly successful town hall for parents of students with disabilities/special education needs, our first such event. Parent after parent gave wrenching reports about barriers their children face. They offered practical measures to remove those barriers. They thanked us profusely for holding this event and urged us to hold more such meetings. Their accounts corroborate ample feedback SEAC has received from others and shared with TDSB for years.

This was a great first step that we eagerly wished to repeat annually. Yet TDSB staff have unjustifiably opposed SEAC holding another such town hall, at least for 2025 and 2026.

Second, SEAC has been telling TDSB for over nine years that too many parents of students with special education needs find it too difficult just to find out what services, programs and options are available for their child at TDSB and how and where to advocate for them. This unfairly undermines and complicates their ability to advocate for their child’s special education needs. To many of them, TDSB is like a restaurant that won’t give them a menu.

We have told TDSB staff that their limited efforts to date to address this problem have not come close to fixing it. As solutions, TDSB staff have referred parents to the TDSB website. Yet it is bloated with impenetrable education-techno-jargon. They’ve said parents can find answers in the massive, complicated, jargon-filled TDSB Special Education Plan. Yet it is not written for that purpose.

Parents are told to ask their principal to explain all TDSB’s services and supports for these students. Yet principals don’t know all know everything that TDSB offers in this field. It is grossly inefficient to burden principals to repeat the same information separately to 40,000 families. Parents are told to reach out to SEAC. Yet our volunteer members and their community organizations should not be burdened to fill the huge information gap that TDSB has the responsibility to fill.

At the October 9, 2024, TDSB board meeting, SEAC tried to get trustees to make it a priority to create new solutions to this mess. Yet staff got the trustees to just refer this issue back to staff with a weak and diluted directive that the Director of Education “consider” whether this is a priority issue.

Third, parents need a swift, fair and effective route for seeking solutions if they believe their child’s special education needs are not being effectively accommodated. TDSB has a duty to accommodate each of their disability-related needs so that they can fully benefit from all TDSB services. This necessarily requires strategies that are individually tailored to the needs of each student with disabilities/special education needs. TDSB is required to consult with the student’s parents on this.

Some parents believe that TDSB is not effectively accommodating their child’s special education-related needs. Some believe that TDSB will not agree to provide education support or accommodation that the student’s parents believe is needed. Others believe that TDSB has agreed to provide support or accommodation, for example by including it in the student’s Individual Education Plan (IEP), but has not met this commitment. Still other parents of some students with disabilities/special education needs believe their child has been wrongly excluded from attending school at all or told they can only attend for part of a school day. This flies in the face of every student’s right to a publicly funded education. Trustees get calls from parents seeking their help with such situations.

SEAC members and the associations they represent have received many of these complaints. They brought these concerns forward to SEAC to seek a systemic solution.

AT TDSB, parents now have two options. First, they can submit a concern through the procedure in the Ministry of Education’s “Concerned Parents Protocol.” Second, they can submit their issue to TDSB’s Human Rights office. Especially in so large a school board, these bureaucratic avenues have too often been insufficient.

SEAC presented many of these concerns to the trustees at its January 23, 2025, meeting. Once again, at the urging of staff, the issue was referred back to staff. No material changes have taken place. TDSB staff have invited SEAC to participate in a working group to develop solutions. We have taken part in it, and aim to continue doing so. However, that activity does not appear to be poised to deliver the major reforms needed. Change is extremely slow in coming and very limited in scope.

Fourth, as noted above, TDSB has a legal duty to consult SEAC on TDSB’s special education budget, and on its Special Education Plan. The consultation on the special education budget has, at best, been purely performative. We receive slide presentations on the budget as a whole and the TDSB’s budget process. However, we are rarely if ever asked in advance for substantive input on budget questions. We have not, to my memory, been provided an actual “special education budget” as such in advance, on which to give input.

We learned this spring that TDSB’s budget has a serious gap. It includes no line item for meeting the disability-related needs of students with disabilities whose disabilities do not fall within the provincial definition of “exceptionalities.” TDSB has a duty to accommodate the learning needs of all these students under the Ontario Human Rights Code. Yet it has not budgeted any money to fulfil that duty.

As for the Special Education Plan, TDSB staff consulted SEAC on it each year. However, a major change recently proposed by staff was raised at the last minute, well after SEAC was told that the time for input was closed. It predictably triggered huge concerns for parents of students with disabilities. Staff proposed to increase the size of two categories of special education classes.

At the trustees’ June 19, 2025, board meeting, SEAC presented a recommendation in opposition to this proposed change. The trustees had to vote whether or not to approve the Special Education Plan. Staff opposed our recommendation. The trustees voted 9 to 8 not to approve the Special Education Plan. Staff, erroneously I believe, argued that the trustees could not reject the Special Education Plan because they disagreed with it. This wrongly reduced trustees to a rubber stamp for staff decisions.

4. Pressing Need for More Democratic Oversight of TDSB Staff

These examples illustrate an even deeper systemic problem at TDSB. Senior staff, while hard-working and dedicated to students’ well-being, are fundamentally running TDSB without any effective democratic oversight. Trustees are told that almost everything on which they may wish to intervene is “operational.” Staff wield that label as a magic wand to eviscerate any substantive democratic oversight and accountability.

Moreover, TDSB staff too often operate in isolated silos. The needs of 40,000 students with disabilities/special education needs should be everyone’s responsibility within TDSB, not just relegated to special education officials. Yet they are largely left to the Special Education department which has neither the staffing nor operational authority within the TDSB bureaucracy to address all the unmet needs. Too often, other departments create or perpetuate disability barriers, while the special education staff are somehow supposed to clean up the mess afterwards. This is not an efficient and responsible use of public money.

We anticipate that TDSB staff will tell you that they are passionately dedicated to the needs of students with disabilities/special education needs, that they are working to the bone, and that that are working on each issue we raise here. We don’t take issue with any of that.

However, the systemic disability barriers we have been raising have remained in place for years. The actions underway to address it are demonstrably insufficient. This systemic problem has been the same under a series of directors of education, associate directors, executive superintendents and so on. We have heard the same commitments and professions of dedication from a succession of senior officials in those roles. Yet the problems persist and will continue unless systemic change takes place at TDSB.

5. Key Recommendations for You in Your New Role

Here are practical steps we recommend:

1. I would welcome a chance to meet with you as soon as possible to give an in-person candid briefing on leading issues that will confront you regarding students with disabilities/special education needs and to answer the toughest of probing questions.

2. Please plan to attend monthly SEAC meetings. Our first meeting is schedule for Monday, September 8, 2025, from 5 to 7 PM. You can attend in person at 5050 Yonge Street or online. If you are not able to attend for entire meetings, I am happy to arrange the agenda items to maximize the value of your presence at the parts of meetings you attend. Our meetings are spent 100% on priority substantive topics.

3. Please override TDSB staff’s unwarranted objection to holding town halls for parents of students with disabilities/special education needs. We’d welcome the chance to organize another one for this fall. You would find it very informative. TDSB professes in its Multi-Year Strategic Plan that it views parents as partners. For TDSB staff to oppose holding more such town halls in 2025 and 2026 flatly contradicts that commitment.

4. In your review of the TDSB budget and finances, please ensure that there are no cuts to supports or services for students with disabilities/special education needs. Parents of these students have been caught for years in nonstop crossfire from the Ministry of Education and the school board. The board reports that it is annually underfunded for special education to fulfil provincial requirements. The Ministry says it is spending more than ever. Caught in the middle are too many underserved students with disabilities/special education needs. Their parents must endure the trauma of trying to navigate an opaque, user-unfriendly, education bureaucracy. Individual educational staff on the front lines want to serve all students but are handcuffed in their ability to do so by bureaucratic barriers.

5. The Ontario Government is now responsible for TDSB operations. It needs to better fund education supports and services for students with disabilities/special education needs at TDSB.

6. That is not the end of the matter. That increased funding alone, while desperately needed, will not entirely solve this festering problem. The TDSB must also be debureaucratized. The recurring disability barriers must be rooted out, not defended or left to endless staff commitments to do better. Senior TDSB staff need more public accountability, not less.

7. Finally, I strongly encourage you to address a source of problems that has too often been ignored. It is worth asking whether TDSB is far too big, and that its enormous size creates irremediable inefficiencies. I invite you to consider whether the public can get more bang for its education buck by dividing TDSB into smaller boards, with elected trustees and senior staff that are far closer to the public and to front-line educators. This is a discussion worth having.

SEAC is readily available to you to offer informed and candid advice and feedback from the classroom’s front lines, emanating from outside the TDSB bureaucracy. Please take up our offer of help and candid, independent advice.

Sincerely,

David Lepofsky CM, O. Ont,

CC: The hon. Paul Calandra Minister of Education minister.edu@ontario.ca
Clayton La Touche, Director of Education TDSB Clayton.LaTouche@TDSB.on.ca
Louise Sirisko, Associate Director TDSB Louise.Sirisko@tdsb.on.ca
Nandy Palmer, Executive Superintendent, TDSB Nandy.Palmer@tdsb.on.ca

July 10, 2025 Letter from Chair of TDSB Special Education Advisory Committeeto Ontario Minister of Education

David Lepofsky, Chair, TDSB Special Education Advisory Committee

July 10, 2025

To: The hon. Paul Calandra, Minister of Education minister.edu@ontario.ca

Dear Minister:

Re: Meeting Unmet Needs of TDSB Students with Disabilities/Special Education Needs

I write in my capacity as the Chair of the Special Education Advisory Committee (SEAC) of the Toronto District School Board. I wish to raise important issues within your authority in light of the Ontario Government’s recent appointment of a Provincial Supervisor to take over senior responsibility for the operation of TDSB. SEAC is of course an entirely non-partisan body and I write in that spirit.

With a Provincial Supervisor now appointed and the elected trustees removed from their roles, the Ministry of Education has direct responsibility for the delivery of education to TDSB students, including the 40,000 or more students with disabilities/special education needs. Here is a summary of the issues on which we seek your action.

These and other vital priorities are described more extensively in my July 9, 2025 letter to the new TDSB Provincial Supervisor. You were copied on that letter, which is also enclosed here.

1. TDSB has chronically underserved students with disabilities/special education needs. To achieve your goal of putting students first, the urgent needs of this vulnerable population at TDSB requires new actions and important reforms.

Up to now, parents of students with disabilities/special education needs have been hopelessly caught in the perennial crossfire between the Ontario Government (which says it is providing more funding than ever before) and the TDSB leadership (which has said it needs more funding). The Ontario Government is now solely responsible for what is delivered to these students.

It is vital that there be no cuts or reductions to services or supports for students with disabilities/special education needs. Indeed, there is a pressing need for increased provincial funding.

2. Increased provincial funding for these students alone will not solve the problem. It is essential for the Provincial Supervisor to root out the recurring disability barriers at TDSB and to escalate these students’ needs as a priority. These barriers hurt students with disabilities/special education needs and can ultimately trigger higher costs for the taxpayer. Our letter to the Provincial Supervisor identifies some of these barriers.

This moment presents a transformative opportunity to correct historical imbalances by elevating the needs of students with disabilities/special education needs and ensuring that future resource allocation reflects their central place in the public education system. This necessitates a comprehensive commitment from the entire system to prioritize special education of students with disabilities/special education needs with both adequate resources and prioritized attention.

TDSB needs to be de-bureaucratized. Senior staff need far more accountability. The long-term pattern of senior staff has been to tell trustees that virtually any issue is “operational” and as such is outside the scope of trustees’ oversight. This undermines democratic accountability. It risks TDSB senior staff becoming an unaccountable state within a state.

It is important for the Ministry to make it clear to the Provincial Supervisor that the issues we have identified are critical to his mandate. TDSB’s SEAC is in full operation of course and is eager to help the Provincial Supervisor with concrete, practical recommendations to put reforms into action, fully informed by ample feedback from parents and families of students with disabilities/special education needs.

Yours Sincerely,

David Lepofsky CM, O. Ont,

CC: To: Rohit Gupta TDSB Provincial Supervisor, rohit.gupta@harringtonplaceadvisors.com rohit.gupta@tdsb.on.ca
Denise Cole, Deputy Minister of Education, Denise.Cole@ontario.ca
Clayton La Touche, Director of Education TDSB Clayton.LaTouche@TDSB.on.ca
Louise Sirisko, Associate Director TDSB Louise.Sirisko@tdsb.on.ca
Nandy Palmer, Executive Superintendent, TDSB Nandy.Palmer@tdsb.on.ca