ADMINISTRATIVE PROCEDURES MANUAL

for the

Bruce-Grey Catholic District School Board

BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD INDEX TO ADMINISTRATIVE PROCEDURES Date Revised: October 24,2013 SECTION 1 2 3 GUIDING PRINCIPLES GOVERNANCE TRUSTEES Student Representation on the Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7(a) to (c) 4 ADMINISTRATIVE STAFF Guidelines for Trustees, Parents and Staff in Addressing School Related Concerns 7(i)(a) to (d) Email Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7(ii) Communications Protocol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7(iii) 5 BUSINESS ADMINISTRATION Finance and Budget Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Disposal of Obsolete or Surplus Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(a) to (b) Custodial, Obsolete and Surplus Materials, Furniture and Equipment AF 5-3 Expenses for Travel, Meals, Hospitality, Conferences and Out of Pocket Expenses . . 4(a) to (j) Worksheet for calculating Kilometres AF: 5-4a Schedule of Distances Chart AF: 5-4b Perquisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5(a) to (b) Purchasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6(a) to (w) Application for New Vendor Code AF: 5-6a Conditions of this Order AF: 5-6b Purchasing: Mobile Devices and Other Hand-held Wireless Communications Equip . . . . . . . 6i Mobile Devices .... User Agreement / Supervisor Request (for NEW plans) . . . . . . . 6(i)-c Mobile Devices .... User Agree./Change of Request/Approval(Upgrades/Changes) . . 6(i)-d Community Use of School Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8(a) to (b)
Includes: Application form-Community Use of Schools, Insurance form and form for Music lessons, License Agreement

PROCEDURE

PAGE

Security of Board Facilities: Loan of Keys Agreement . . . . . . . . . . . . . . . . . . . . . . . . . 9(a) to (b) Guidelines for Conducting Educational Research . . . . . . . . . . . . . . . . . . . . . . . . . . 11(i)(a) to (g) Privacy Breach Protocol (plus Appendix A, B & C) . . . . . . . . . . . . . . . . . . . . . . 5-11(ii) (a to g) Professional Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Video Surveillance in Schools and School Buses . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16(a) to (d) Safe Disposal of Hazardous Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17(a) to (d) School Generated Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18(a) to (c)

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Accessibility Standards Use of Support Person by the General Public . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-23(I) Notification of Disruption of Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-23(ii) Use of Service Animals by the General Public . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-23(iii) Use of Assistive Devices by the General Public . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-23(iv) Monitoring and Feedback on Accessible Customer Services . . . . . . . . . . . . . . . . . . . . . 5-23(v) Facility Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24(a) to c) Budget Planning, Preparation and Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 6 SCHOOL ADMINISTRATION Procedures for Substitution of Compulsory Secondary School Courses . . . . . . . . . . . . . . . . . . . 3 Co-operative Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Environmental Stewardship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5(a) to (b) Playground Equipment and Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7(a) to (b) Educational Excursions and Field Trips (incl. Forms AF 6-8 i to 8-ix ) . . . . . . . . . . . . . . . 8 (a) to ) Fees for Learning Materials and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 (a) to (b) Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14(a) to (c) Independent Learning Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17(a) to (b) School Food and Beverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23(a) to (b) First Aid Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24(a) to (b) Emergency Response Plan and Fire Safety Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27(a) to (dd) Prior Learning Assessment and Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29(a) to (i) User Application for Internet Access (includes Admin Forms) . . . . . . . . . . . . . . . . 6-32(a) to (b) Procedure for the Selection of Volunteers in the Schools . . . . . . . . . . . . . . . . . . . . . . 35(a) to (l) Secondary School Guidelines for Assessment, Evaluation, Grading & Reporting . . . 37(a) to (o) Elementary School Guidelines for Assessment, Evaluation, Grading & Reporting . . 38(a) to (y) Safe Schools - Code of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40(a) to (d) 5 Year Renewal of Dress Code and School Uniforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Keeping Our Kids Safe at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Safe Schools - Progressive Discipline and Promoting Positive Student Behaviour . . 44(a) to c) Safe Schools - Bullying Prevention and Intervention . . . . . . . . . . . . . . . . . . . . . . . . . 45(a) to (d) 7 STUDENTS Admission of Children of Public School Supporters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Responding to an Accident involving a Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4(a) Responding to an Accident involving a Student in a Work Experience or Co-op . . . . . . . . 4(b) Responding to an Accident involving an Employer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4(c) Responding to the Health Needs of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9(a) to (d) Encounters With Canada Programme / Bishop Reding Memorial Bursary . . . . . . . . . 11(a) to (c) Responding to Needs of Students re Anaphylactic Reaction . . . . . . . . . . . . . . . . . . . . 12(a) to (d) 8 PERSONNEL AND STAFF

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Accessibility in Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2(a) to (c) Occupational Health and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(a) to (g) Procedures for Hot Work Maintenance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(i) Confined Space Entry Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(ii) Ergonomics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(iii) Lockout/Tagout Procedure (to follow) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(iv) Noise Control and Hearing Conservation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(v) Working Safely in Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(vi) Use of Electronic Devices While Driving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(vii) Automated External Defibrillators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (viii) School Elevators and Lifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(ix) Work Refusals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(x) Working Alone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(xi) First Aid Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(xii) General Workplace Inspections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(xiii) Incident Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(xv) Use of Technical Education Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(xvi) Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3(xvii) Workplace Harassment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4(a) to (h) Hiring and Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5(a) to (b) Criminal Background Checks/Vulnerable Sector Screening for Employees . . . . . . . . . 8(a) to (c) Criminal Background Checks for Service Providers . . . . . . . . . . . . . . . . . . . . . . . . . . . 9(a) to (b) Disability Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13(a) to (b) Inclement Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16(a) to (d) Workplace Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22(a) to (h) Absence Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27(a) to (e)

STUDENT SERVICES Protocol for Third Party Services in the Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2(a) to c) Special Education Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2A(a) to (e) Responsibility for Borrowed Equipment (Appendix 1) Decision-Making Protocol for Entry of a Personal Service Dog . . . . . . . . . . . . . . . . 2B(a) to (g) Protocol for Partnerships with External Agencies for Provision of Services by ..... . 2C(a) to (b) Supervised Alternative Learning (S.A.L). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Includes Supervised Alternative Learning Procedures 2011 Physical Restraint of Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11(a) to (f)

10

CATHOLIC FORMATION PROGRAM Mission/Charitable Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

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Administrative Procedure
Date:
Reviewed: February 27, 2006

A.P. 3 - 7 June 2013

Selection of Student Representative to the Board

Subject:

Purpose In accordance with the Education Quality Improvement Act, 1997 and Ontario Regulation 07/07 the Board supports student representation on the Bruce-Grey Catholic District School Board as a means of having the interests and views of students expressed on educational matters. A BGCDSB Student Trustee serves to

uphold the Catholic virtues and values in representing the interests of all students of the Board.

Appointment of Student Trustees 1. a) A notice shall be sent to each secondary school principal before April 1 inviting each secondary school to nominate a qualified student to be considered by the Board for appointment as student trustee on the Board. The nomination procedure at each secondary school shall involve a selection process by students. The nominations must be supported by the principal and teaching staff. The recommended nominee should be an elected member of the Student Council. The process used must be completed by April 30th each year. Student trustees shall be elected in one of the following ways: 1. Directly, by students of the secondary school. 2. Indirectly, by student representative bodies such as the student council. An election shall be held not later than April 30 in each year. Prior to Student Council elections, the candidates shall provide to the principal: i) reasons for seeking the position ii) educational background, current achievement, qualifications and interests iii) evidence of their commitment to the Virtues and Catholic Graduate Expectations iv) a letter of reference from the parish priest. The selection process should be part of the secondary schools annual process for electing/appointing a Student Council. Following the Student Council elections, the principal will provide the following: i) application package along with a Principal letter of reference ii) two letters of reference: one from the principal or vice-principal of the school attended by the applicant, and the one provided by the parish priest. The submissions will be reviewed by the Chairperson, Vice-Chairperson and Director of Education, and presented to the Board on or before June 30th.

b)

c)

d)

e)

f)

A.P. 3-7(a)

2.

Role Description and Expectations a) The student trustees should attend all public Regular Meetings of the Board and the Open portion of the Committee of the Whole Board meetings. b) The student trustee shall participate with other trustees in discussion, and represent students' positions during such discussions at the Board table and at committee meetings. The student trustee must adhere to the Board's Code of Ethics and treat issues within limits of confidentiality and with discretion. The student trustees shall not bring forward motions, second motions or vote.

c)

d)

3.

Voting Student trustees are not board members and are therefore not entitled to a binding vote--that is, their vote doesn't count; however, a student trustee does have the right to have their vote recorded in the board minutes if they request it. In addition, a student trustee may request that a matter before a board or any of its committees be put to a vote, in which case there must be two votes: 1) a non-binding vote that includes the student trustee's vote; and 2) a recorded binding vote that does not include the student trustee's vote. A student trustee is not entitled to move a motion, but is entitled to suggest a motion on any matter at a meeting of the board or of one of its committees on which the student trustee sits. If no member of the board or committee, as the case may be, moves the suggested motion, the record shall show the suggested motion.

4.

Disqualification of Student Trustee a) A student trustee shall be disqualified from service when he or she ceases to be a student in the school for which he or she was appointed within the jurisdiction of the Board. b) A student trustee who is absent from three consecutive regular meetings of the Board without permission of the Board may be disqualified from serving on the Board. A student trustee who is convicted of an indictable offense shall be disqualified from serving on the Board. A student trustee who seriously violates the school's code of behaviour shall be disqualified from serving on the Board. A student trustee, who in the opinion of the director and the chairperson, behaves in a manner which is deemed to be incompatible with the responsibilities of the position shall be disqualified from serving as a student trustee on the Board.

c)

d)

e)

5.

Filling a Vacancy If the board determines that a vacancy shall be filled, it shall be filled by a by-election.

6.

Reimbursement of Expenses Student trustees shall be reimbursed for expenses while on approved Board business at the approved Board kilometre rate and in accordance with established guidelines for reimbursement of board members expenses.

A.P. 3-7(b)

7.

Honorarium The amount of the honorarium referred to in subsection 55 (8) of the Act is, (a) (b) (c) $2,500, if the student trustee holds office for a complete term of office; $2,500 prorated according to the proportion of a term for which the student trustee holds office, if the student trustee holds office for less than a complete term of office. the honorarium shall be paid in full upon completion of the student trustees elected term of office

8.

Mentor and Advisor The Board may appoint a trustee to act in a mentor/advisor role to the student trustee(s) on the board.

A.P. 3-7(c)

Student Representative to the Board

School Nomination Form

Name: Grade: School:

The following information is attached to this School Nomination Form:

G G G G G G

a letter outlining my reasons for seeking this position my letter includes information about my educational background, current achievement, qualifications and interests letter of reference from my principal or vice-principal letter of reference from the Staff Advisor of the Student Council letter of reference from my parish priest I understand that as a condition for appointment to the Bruce-Grey Catholic District School Board, I must be a practising Roman Catholic.

Date

Signature

A.P. 3-7(d)

Administrative Procedure
Date: Subject: March 2012

A.P. 4 - 7(i)

Guidelines for Trustees, Parents and Staff in Addressing School Related Concerns

Purpose The Bruce-Grey Catholic District School Board is committed to providing a learning environment for our students supported by fair and equitable system wide policies focused on improving the achievement and well being of all students. Effective and ongoing communication at every level of the system is integral to ensuring we are meeting this commitment. Positive working relationships among trustees, staff, and parents, respectful of the important and distinct role each plays in promoting student success, are strengthened by establishing clear and effective lines of communications. The role that trustees and staff play in addressing parent or stakeholder concerns is vital to ensuring the success of all of our students. The programs and policies of the Bruce-Grey Catholic District School Board are intended to foster and enrich student learning. When individuals or groups raise concerns staff will identity the Issue, investigate and propose resolutions. In addressing parent and stakeholder concerns, staff is to resolve issues at the source, whenever possible, respect the spirit and practice of system wide policy, and respond in a timely and effective manner. A first response acknowledging receipt of the concern is expected within two school days. Trustees, as elected officials, are sometimes asked by parents to intervene on local school and system-wide issues. The Education Act requires trustees to entrust the day- to- day management of the Board to its staff through the Director of Education. Trustees have the responsibility to ensure that policies and practices are in place to address issues and that Board staff, through the Director of Education, are accountable for implementation. Therefore, the role of the trustee is to hear the request or concern and advise the parent/stakeholder to contact the appropriate staff to resolve the matter. The Trustees of the Board engage regularly in productive and supportive dialogue with the leadership of schools to encourage and champion student achievement and community engagement. Any direction to principals comes from the principal's School Superintendent.

Guidelines
A parent/stakeholder who expresses a concern about a local school-related issue will be directed to the appropriate teacher/staff member to resolve the matter. 1. If the parent/stakeholder has not been successful in resolving the concern with the teacher/staff member, the parent will address the concern with the principal. If not resolved at the school level, the parent will be directed to the School Superintendent. 2. When a specific staff member is involved in the concern, the principal or School Superintendent will inform the staff member of the nature of the concern and the process for its resolution, in accordance with the terms of the appropriate collective agreement. 3. Trustee inquiries, information or suggestions to staff about possible resolutions to a school concern are to be directed to the appropriate School Superintendent who can then assist the principal, in accordance with the terms of the appropriate collective agreement.

A.P. 4-7i(a)

4. Where the School Superintendent determines that the concern about a school or community of schools requires informing and consulting with other appropriate central staff, the School Superintendent will initiate such communication with those persons and inform all affected parties. 5. The School Superintendent will communicate with the trustee and other concerned parties in a timely manner regarding the resolution/decision about the concern raised and/or information that may impact their school community. 6. The School Superintendent will ensure that the Director of Education, Chair of the Board and the local Trustee are apprised of any local concerns that may have system wide implications or may be the object of media interest, and may require a system response or Board motion. Guiding Principles for Addressing Parent/Stakeholder Concerns a) Foster a climate of respect and trust which focuses on working towards mutually acceptable solutions and is consistent with relevant Board policies. b) Ensure that every parent with a concern has an adequate opportunity to express the concern fully. (c) Encourage the parent to address the concern at the level at which the concern originates. (d) In addressing a concern, respond in a manner consistent with the principles of procedural fairness and that is seen to be fair by the parent and by all other parties directly involved. (e) Maintain a written record of the concern and response, where appropriate. (f) Provide the parent and other parties involved with timely updates, as needed, about the progress made in resolving the concern. (g) Ensure that confidentiality is maintained by all parties regarding student and personnel matters. Guidelines for Parents (a) Present their concern to staff and allow the opportunity for due consideration of the concern. (b) Address the concern first to the staff member responsible for the area to which the concern directly relates. (c) Ensure that confidentiality is maintained by all parties concerning student and personnel matters. Guidelines for Principals (a) Advise the parent to discuss the concern directly with the staff member and, if possible, resolve it at that level. (b) Gather any relevant information to determine the facts and circumstances. (c) Discuss the concern with the staff member; consider the staff member's perspective and offer advice, where advice is required to resolve the concern, and inform the parent and all affected parties of the outcome. (d) Meet jointly with the staff member and the parent to discuss the concern and work together toward resolution.

A.P. 4-7i(b)

(e) Consult with the School Superintendent and/or other Board staff in order to assist in resolving the concern. (f) Refer the concern to the School Superintendent if the parent does not agree with the decision of the principal and wishes to appeal to a higher staff authority. (g) Where the principal refers the concern to the School Superintendent, the School Superintendent will consult with the principal and parent and, in collaboration with them, will make a final decision that reflects school and system policy and is in the best interests of the student. Guidelines for School Superintendents (a) Refer the parent to the principal where prior discussion with the principal has not taken place and follow up with the principal on the outcome. (b) Gather any relevant information to determine the facts and circumstances. (c) Consult with the principal about the concern and advise the principal of options to consider, or make a recommendation to the principal for addressing the concern and inform the parent of the outcome. (d) Make a final decision about the concern in consultation with the principal and inform the parent and principal about the outcome. (e) Inform the trustee about the outcome. (f) Where the School Superintendent determines that the concern about a particular school or community of schools requires informing and consulting with the Director, or other appropriate central staff, the School Superintendent will initiate such communication with those persons. Guidelines for Trustees (a) Encourage the parent to address concerns with the staff member and/or school principal. If the situation is not resolved, direct the parent to the School Superintendent. Inform the School Superintendent of the concern and/or make the inquiry on behalf of the parent to the School Superintendent for investigation and resolution. The School Superintendent will apprise the Trustee of the resolution to the concern and provide any information which will assist the Trustee in communicating with the affected parties. (b) If the concern involves a personnel matter, inform the appropriate School Superintendent about the inquiry. If apprised of the concern by a third party, inform the party that the concern has been shared with the appropriate School Superintendent for investigation and resolution. Indicate that all further inquiries about the concern should be directed to the School Superintendent who will follow-up. (c) Share information or perspectives which are pertinent to the resolution of parental concerns and issues with the appropriate School Superintendent who, if needed, will assist the Principal to resolve the issue. (d) A concern regarding school facilities will be directed to the School Superintendent or the Supervisor of Maintenance. (e) Ensure that confidentiality is maintained by all parties concerning student and personnel matters. (f) Ensure that exemplary policies and practices are established and that, through the Director of Education, Board staff is held accountable for responding to parent/stakeholder concerns.

A.P. 4-7i(c)

Guidelines for School Council The School Council is not a forum to discuss parent-teacher-student issues. If these matters are brought to any School Council member or any School Council meeting, the concern is to be referred immediately to the principal who will ensure the proper process is followed.

A.P. 4-7i(d)

Administrative Procedure
Date: Subject: March 2012

A.P. 4 - 7(ii)

Email Etiquette Guidelines

Why do we need email etiquette? Email etiquette refers to a set of dos and donts that are recommended by business and communication experts in response to the growing concern that people are not using their email effectively or appropriately. (www.emailreplies.com) Bruce Grey Catholic District School Board has developed email etiquette rules: To enhance communication To improve the effectiveness and efficiency with which we use our First Class tools To ensure that all employers convey a professional image through proper use of email 1. 2. Do not type in all caps. Typing in all caps is considered yelling or screaming. Do not overuse Reply to All. Only use Reply to All if you really need your message to be seen by each person who received the original message. **If you are responding to someone who has posted their email on First Class, do not send an automatic reply unless you want all board employees to read your email. It is important to Reply to Sender only. 3. Answer swiftly. Responding promptly is the courteous thing to do. Dont let the sender wonder if you received the email or are ever going to respond to their communications. If you need more time, longer than 48 hours, to gather your thoughts, simply pop off an email stating you are planning on responding in more detail and when. Be concise and to the point. Do not make an email longer than it needs to be. Remember that reading an email is harder than reading printed communications and a long email can be very discouraging to read. Use proper spelling, grammar and punctuation. This is not only important because improper spelling, grammar and punctuation give a bad impression. It is also important for conveying the message properly. Emails with no full stops or commas are difficult to read and can sometimes even change the meaning of the text. Read the email before you send it. A lot of people dont bother to read an email before they send it out. Not only will this give you an opportunity to correct errors, but reading your email through the eyes of the recipient will help you send a more effective message and avoid misunderstanding and inappropriate comments. Don't reply to an email message when angry , as you may regret it later. Once the message has been sent, you will not be able to recover it. If you receive a nasty email do not respond immediately if at all.

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A.P. 4-7ii(a)

8.

Do tell your correspondent if you forward a message to somebody else to deal with, so they know who to expect a reply from. Do not leave the Subject: field blank. Always fill in the Subject: field with a brief and concise description of the content of your email. This is very important in helping those you communicate with organize and manage their email. Important: avoid using all caps or all small case, terms such as Hi, Help or Please Respond, or the recipients name in the Subject: field as you may be misidentified as a spammer and your email deleted. Do not forward virus warnings! Virus warnings received from others are generally always hoaxes. Especially if an email tells you to forward to everyone you knowdont!! Delete those emails and do not forward them! Definitely ignore those forwarded emails instructing you to delete files on your computer they could be critical files that your computer needs to operate. Never put anything in an email that you dont want the world to know about. Emails can be copied and forwarded, and can be produced at a later date. Don't mark things as urgent if they aren't, because then when you really do have an urgent message it may not be treated in the way it deserves. Don't post your email address on web sites and other public parts of the Internet. You will be deluged with spam. Make sure the recipient has the same software as you before sending attachments or they may not be able to open your attachments. Use PDF when possible. Don't keep mail longer than necessary, especially large attachments. Routinely clean out your inbox by deleting any emails that you do not need to keep. Limit personal use of your First Class email. The Board allows the use of e-mail by employees for limited personal reasons provided that such usage does not take place on Board time but is confined to before and after work. Employees should not send chain letters or mass mailing nor should they send or store messages that are inconsistent with the Criteria for Use. Set up an Email Signature in First Class The email signature is a key component of good communication. A good signature is concise yet informative. A good signature for a Teacher, Principal, or any BGCDSB employee should also be friendly and welcoming. For assistance to set up your email signature, contact Tri-Tech, Derrick Farwell, or Doreen Rogers, or access instructions in First Class Conferences Technology folder.

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As employees of the Bruce Grey Catholic District School Board, we have a responsibility to follow the policies and procedures as established by the board. BGCDSB has several policies and procedures regarding email and internet use. Below is a summary. You can reference the complete policy/procedure in the Board Policy Manual/Administrative Procedure Manual. BP 8-15: Use of E-mail POLICY STATEMENT The Bruce-Grey Catholic District School Board provides employees with access to the internet and the email system as a means of enhancing communications and the performance of Board business.

A.P. 4-7ii(b)

The e-mail system and the contents of all files are the property of the Board. Misuse by an employee will result in disciplinary action and/or loss of access. Criteria for Use: Employees are encouraged to utilize the e-mail system, including Conferences, to enhance information sharing among colleagues about Board related business. Although the system is for Board business, employees may use the system for limited personal reasons subject to the understandings in this policy Employees must not create, send, or store any messages or attachments that: 1. Are offensive or harassing in terms of the criteria in the Human Rights Code including comments dealing with race, gender, age, sexual orientation, religious or political beliefs, national origin, or disability. Are offensive in the sense of containing any type of pornographic or obscene material. Contain derogatory, inflammatory, or defamatory remarks that could create legal liability for the employee or the Board. Contain abusive or profane language. Involve copyright infringement or unauthorized installation of software from the internet. Are related to a private business in which the employee has an interest. Contain information that would be deemed to be unlawful. Make negative, inflammatory, or derogatory comments about the Bruce-Grey Catholic District School Board, the Trustees, or any employee.

2. 3. 4. 5. 6. 7. 8.

Personal Usage: The Board allows the use of e-mail by employees for limited personal reasons provided that such usage does not take place on Board time but is confined to before and after work. Employees should not send chain letters or mass mailing nor should they send or store messages that are inconsistent with the Criteria for Use. BP 6-32: Acceptable Use of Telecommunications This policy states that the Use of telecommunications provided by the Bruce-Grey Catholic District School Board is a privilege, not a right, and includes the Board Responsibilities with regards to the internet ~ Provide Internet access to schools through the Boards Local and Wide Area Networks Provide and update, as necessary, appropriate rules for Internet use as well as permission forms to be signed by students and parents before Internet access is granted. The Board reserves the right to monitor all accounts on the Bruce-Grey Catholic District School Board LAN and WAN systems Train all staff in the use of the Internet and provide resources to help staff train students for appropriate Internet use. Investigate cost-effective ways to limit student access to information sources to those that are appropriate for educational use.

It also defines Network Etiquette/Citizenship

A.P. 4-7ii(c)

Users will not post, publish, or display any defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially offensive, sexist or illegal material Users will not send or receive offensive messages and pictures from any source Users will not transmit or download information or software in violation of copyright laws Only public domain resources or resources for which the author has given expressed consent for on-line distribution may be uploaded or downloaded. Software and resources downloaded will be used only under the terms and conditions specified by the creator or owner of those resources Posting messages and attributing them to another use is unacceptable Users will footnote and include in a bibliography an information that is obtained from the Internet or a CD ROM and used for an assignment. This information needs to be reference in the assignment bibliography

The Board also has Administrative Procedure 6-32: User Application for Internet Access through sites located within the Bruce-Grey Catholic District School Board, which again describes rules for internet/email use. Users will not: 1. 2. 3. 4. 5. 6. 7. 8. Send or display any offensive pictures or messages. Use obscene language, or language reflecting racial, sexual, ethnic or religious prejudice. Willfully damage computer software, computers, computer systems, computer networks, or computer peripherals attached to school computers Use passwords, e-mail addresses belonging to other individuals Employ Board-provided Internet access for commercial purposes. Violate security systems which have been put into place to protect computers, file servers, networks and users, both within and outside the Board. Play games, or use Internet access in any ways which waste finite resources. This includes printer paper, diskettes, printer ribbons (cartridges) and other materials provided by the Board. Purchase products through the School Internet.

Some of the information in this document has been adapted from resources found at http://www.emailreplies.com Visit the site for more information on email etiquette.

A.P. 4-7ii(d)

Administrative Procedure
Date: Reviewed: Subject: March 22, 2005 February 23, 2010

A.P. 5 - 2

FINANCE AND BUDGET CONTROL

Purpose
The administrative staff of the Bruce-Grey Catholic District School Board are authorized to implement the budget and to develop and maintain an effective system of internal control to ensure the validity, accuracy and completeness of all accounting records and financial reports.

Specifics
1. No expenditure shall be made without the approval of the responsible official. All expenditures over $5,000 require approval by a Superintendent or the Director. The appropriate employees shall certify all accounts as to quantity, price and extension and as to receipt of goods and rendering services. The final payment of a construction project shall be made only after inspection of the project and approval for payment by the responsible official. Each request for payment shall be accompanied by a suppliers invoice, where applicable. For expenditures where a suppliers invoice is not normally received, each payment shall be properly supported. Support may include an expense account report, mileage report, cheque request, petty cash voucher, or equivalent, outlining the nature, date, purpose of the expenditure and signature of the employee requesting the payment. Prepayment for goods and services is generally prohibitive. In rare circumstance, the Superintendent of Business may approve a security deposit not to exceed 50% of the purchase order. After the responsible officials approve the account as being in accordance with the appropriations or transfers, policies, rules and regulations approved by the Board, a cheque shall be issued or the funds may be transferred electronically through a Chartered Bank. Authorized direct payments may be used for recurring entries such as utilities. A list of all accounts paid showing cheque number and payee shall be submitted monthly to the Board. Staff shall make available to each area of responsibility within the Board, financial data showing budget, actual expenditures, outstanding encumbrances and budget balance on a year to date basis. The auditors recommendations for improvements in the various practices and controls will be submitted to the Board for review on an annual basis.

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A.P. 5-2

Administrative Procedure
Date: Reviewed:

A.P. 5 - 3 March 22, 2005 October 23, 2012

Subject:

Disposal of Surplus/ Obsolete Assets

Rationale: It is the policy of the Bruce Grey Catholic District School Board (BGCDSB) to ensure management and control of all disposals as related to capital and non-capital Board Property. The purpose of this procedure is to provide a standard procedure for the disposal of surplus/obsolete assets of the Bruce Grey Catholic District School Board. Scope: All property purchased through the Board approved budgets, school funds, or donations remain the exclusive property of the Board. As such, these items shall not be resold by any employee without the permission of the Director of Education, Superintendent of Business or designate. The objective is to obtain maximum utilization or recovery of cash when assets are no longer required for their original purpose. The disposal method chosen should be the one which results in the best overall benefit to the Board and has minimum impact on the environment.

DEFINITIONS (as taken from the School Board & School Authority Tangible Capital Assets Provincial Accounting Policies and Implementation Guide) Board Property - includes all and any items that have been purchased through approved budgets, school funds or donations of the Bruce Grey Catholic District School Board. Tangible Capital Assets are non-financial assets having physical substance that: Are held for use in the production or supply of goods and services, for rental to others, for administrative purposes or for the development, construction, maintenance, or repair of other tangible capital assets; Have useful economic lives extending beyond an accounting period; Are to be used on a continuing basis; and Are not for sale in the ordinary course of operations (PS 3150.05 (a)) Include such items as land, buildings, equipment, furniture, computer hardware/software, vehicles, etc.

PROCEDURES 1. The Superintendent of Business and his/her designate shall be solely authorized to dispose of any and all AP 5-3(a)

Board assets. The following process shall be followed in disposing of any Board asset. 2. Principals, Custodians or designates, shall identify and provide a complete listing of assets (using Form AF: 5-3) to the Superintended of Business or designate, from which suitable benefit can no longer be derived or which are deemed surplus, obsolete or beyond the point of repair. 3. The Superintendent of Business, or designate, has the option to arrange for the repair and return to service assets which prove economical to repair. 4. Method of disposal used on a particular asset should be that, which results in the best overall benefit to the Board. Schools within the board will be given first priority before any external disposal methods are considered. The assets will be held at that location until shipping arrangements are made. 5. Approved methods of disposal include in order (but are not limited to) the following: a. Scrap, dismantle, recycle, refurbish, recondition, rebuild (Priority given to the health and safety conditions of the item first) b. Offer to other schools within the board c. Offer to churches of the board d. Offer to other school boards e. Offer to board employees through internal auction. Items will have a reserve bid with purchase given to the highest bidder. f. Donate to a non-profit organization, community agency or relief fund at no cost to the Board. g. Return to the supplier for trade-in or credit. h. Sell by public quotation to the highest bidder. i. Sell by co-operative public auction with other public agencies. 6. The Superintendent of Business, or designate, shall maintain a list of retained surplus assets and shall circulate such list, on or about May of each year, to all Superintendents, School Principals, School Council Chairs and Parishes, who may request the retention of specific assets. The distribution of any such requested assets shall be at the sole discretion of the Superintendent of Business, or designate. 7. For any disposals or material losses relating to tangible capital assets will be properly recorded in the boards accounting records. Where the loss is material and involves tangible capital assets using the pooled approach, adjustments to the gross book value and accumulated amortization of the pool may be required in order to ensure the records of the board are not materially misstated. 8. Payment for the purchase of assets is to be made by cheque payable to the Bruce-Grey Catholic District School Board and submitted to the Superintendent of Business or designate prior to the removal of the assets from Board property. All assets are sold on an as is-where is basis. Records will be retained for audit purposes by the Finance Department on all details of the disposal process.

AP 5-3(b)

All property purchased through the Board approved budgets, school funds or donations remains the exclusive property of the Board. Please use this form to record any items to be removed from your school. Bruce Grey Catholic District School Board

Custodial, Obsolete and Surplus Materials, Furniture and Equipment

Originating School: Principal/Supervisor: Date:

AF: 5-3

Condition No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total Quantity Description Quantity

(Poor/Fair/Good)

Disposal Method

Notes

Signature of Authorizing Principal

Date

10/31/2012 10:43 AM

Page 1 of 1

3 Disposal of Surplus Obsolete Materials, Furniture and Equipment.xlsx

Administrative Procedure
Date: Reviewed: Subject: November 2011 March 2012

A.P. 5 - 4

Expenses for Travel, Meals, Hospitality, Conferences and Out of Pocket Expenses

Purpose The purpose of this Procedure is: to set out rules and principles for the reimbursement and/or reporting of expenses to ensure fair and reasonable practices; to provide a framework of accountability to guide the Board in reimbursing and/or reporting of expenses. Related Forms/Procedures/Documents Board Policy BP: 5-4 Expenses for Travel, Meals, Hospitality, Conferences and Out of Pocket Expenses AF: 5-4(a) Worksheet for Calculating Eligible Kilometres when travelling from home or returning directly to home AF: 5-4(b) Distance Chart AF: 5-4c) Monthly Travel Claim Form AF: 5-4 (d) Conferences, Conventions, Workshops, Seminars: Request for Financial Assistance to Attend AF: 5-4 (e) Conferences, Conventions, Workshops, Seminars: Expense Account Claim AF: 5-4 (f) Conferences, Conventions, Workshops, Seminars: Report and Evaluation Form

Procedure 1. GENERAL 1.1 Written preapproval is required for the following travel before any arrangements are made Out of Province and/or International travel, and Hospitality events involving alcohol. 1.2 1.3 1.4 Alcohol cannot be claimed and will not be reimbursed as part of a travel or meal expense. Expenses for a group can only be claimed by the most senior person present. The Expenses for Travel, Meals, Hospitality, Conferences and Out of Pocket Expenses Policy and Procedure must be posted on the Board Website and be made available in accessible formats upon request. Should there be a situation where there is an overpayment to a claimant, it is considered a debt owing to the Board and must be repaid. This procedure applies to trustees, employees, consultants and contractors. This procedure applies equally to expenses paid for by an individual claiming reimbursement from the Board as well as expenses paid for by a Board issued Purchase Card. Trustees, including student trustees, shall not be issued Board purchase cards or
A.P. 5-4 (a)

1.5

1.6 1.7

Board credit cards. 1.8 Should a portion of an expense on a Board issued Purchase Card be personal, it is considered a debt owing to the Board and must be repaid. Inappropriate expenses would include but are not limited to community fundraising events, charity functions, political events or meetings and professional development opportunities where the primary motive for attending is personal in nature. Where it is unclear whether an event would constitute Board business or an expense would be considered ineligible, clarification should be solicited from the employees supervisor in accordance with the Accountability Framework 4.0 of this procedure.

1.9

2.

CLAIMANTS MUST: 2.1 obtain all appropriate pre-approvals before incurring expenses; if no prior approval was obtained, then a written explanation must be submitted with the claim; 2.2 submit original, itemized receipts with all claims (credit card slips are not sufficient); 2.3 submit Travel Claim Forms monthly within seven (7) working days of the end of the month; 2.4 submit claims for expenses before leaving positions with the Board; 2.5 indicate clearly when expenses require reimbursement as opposed to expenses on Board Purchase Card; 2.6 complete their P-Card statement on a monthly basis.

3.

APPROVERS : 3.1 Approvers must provide approval only for expenses that were necessarily incurred in the performance of Board business. 3.2 Approvers must provide approval only for claims that include all appropriate documentation (e.g., original itemized receipts). 3.3 Approvers must not approve their own expenses. 3.4 Approvers are accountable for their decisions, which must be: 3.4.1. subject to good judgment and knowledge of the situation; 3.4.2 exercised in appropriate circumstances; and 3.4.3 comply with the principles and mandatory requirements of this Procedure. 3.4.4 When a situation arises and discretion needs to be exercised, approvers should consider whether the request is: 3.4.4.1 able to stand up to scrutiny by the auditors and members of the public 3.4.4.2 properly explained and documented 3.4.4.3 fair and equitable 3.4.4.4 reasonable and appropriate.

4.

ACCOUNTABILITY FRAMEWORK Travel, Meals, Hospitality, Conferences and Out of Pocket Expenses Claims must have the authorization of an immediate superior before they will be paid in accordance with the following Accountability Framework. On occasion, the level of approval may be moved upward to a more senior level in areas related to specific programs or specific types of expenses. The level of approval cannot be moved to a lower level. Employee Expenses Approval Required

A.P. 5-4 (b)

Chair Vice-Chair or Trustee Director of Education Superintendent or Senior Administration Supervisors, Non-union administrative staff, CUPE Clerical at CEC School Secretary, Early Childhood Educator, Educational Assistant, Library Technician, Teacher Custodian or Booster

Vice-Chair Chair Chair Director of Education Superintendent or Senior Administration Principal

Supervisor of Plant Operations and Maintenance

5.

TRAVEL Travel may be charged from the Board Office, School or from the concerned person's house, whichever is lesser. Refer to AF 5-4(a). Travel from an employee's place of residence to his/her place of work is generally considered personal travel and is therefore not a reimbursable claim. This includes work at night or weekends. Refer to AF 5-4(a) Employees are required to use the Distance Chart AF: 5-4(b) for all travel within Bruce and Grey Counties. Mapquest or comparable on-line tools may be utilized. 5.1 When travel is a part of the job There are some jobs where frequent travel is a requirement part of the regular job duties. On hiring, the supervisor should ensure staff are aware of the Board Procedure and how it will affect their job. In these situations, approvers should meet with the employee to determine appropriate strategies for travel and reimbursement to ensure that a common understanding exists. 5.2 When travel occurs every now and then In the majority of positions with the Board, travel occurs irregularly on an as-needed basis; for example, to attend training, meetings, conferences or consultations. Employees shall follow the provisions within this procedure and seek clarification from their supervisor if necessary. Before Travelling Prior Approval for interprovincial or international travel is required as follows: Chair Vice-Chair Vice-Chair or Trustee Chair Director Chair All Other Board Staff Director of Education Prior approval shall be documented by way of an email/letter or approved Conference Form. All arrangements including appropriate insurance are the responsibility of the employee travelling.
A.P. 5-4 (c)

5.3

5.4

Transportation How to Get There Employees are responsible for making their own travel arrangements. a) Airplane Air travel is permitted if it is the most practical and economical way to travel. Economy (coach) class is the standard option for ticket purchase. b) Train Travel by train is permitted when it is the most practical and economical way to travel. A coach class economy fare is the standard. Business class may be acceptable with prior approval in limited circumstances such as: The need to work with a team; Accommodations for individuals with disabilities Health and safety concerns When the cost of business class, with the various inclusions, compares favourably with the cost of a coach ticket when meals, wifi etc. are added.

c)

Vehicle Personal Vehicle The Board assumes no financial responsibility for personal vehicles. The Board will, pay the kilometric rate if you are using your own vehicle for Board business. Employees must keep daily logs to track the business use. If you use your personal vehicle while on Board business, the following apply. The vehicle must be insured at the vehicle owners expense for personal motor vehicle liability. It is the driver/owners responsibility to ensure that the motor vehicle insurance includes coverage for business use of the vehicle. The Board will not reimburse the costs of insurance coverage for business use, physical damage or liability. The Board is not responsible for reimbursing deductible amounts related to insurance coverage. In the event of an accident, you will not be permitted to make a claim to the Board for any resulting damages. All accidents must be reported immediately to local law enforcement authorities, your immediate supervisor and advise your own insurer.

Rental Vehicle An employee may rent a vehicle for a short term when it can be demonstrate to the Director of Education that it is most economical for the Board to do so. When renting a vehicle, the most economical and practical size vehicle must be selected given the business purpose, number of occupants and safety, including weather, is taken into consideration. Luxury and sports vehicles are prohibited. The rental vehicle should be refueled before returning it. Vehicles must be rented in the name of the School Board and the optional insurance coverage offered by the rental
A.P. 5-4 (d)

company must be purchased (collision and comprehensive). The rental agency will require the driver to provide proof of a driver license category required for the operation of the vehicle being rented. Vehicles must be rented from a Board approved rental agency and may only be rented by authorized Board staff. Staff is to contact the Superintendent of Business at the Catholic Education Centre, Hanover to confirm. 5.5 Reimbursement and Rates Expense claims must be submitted with distances calculated in kilometres. AF: 5-4 c shall be used for this purpose except if attending a Conference, Convention, Workshop, Seminar see 9.0 of this Procedure. The kilometre rate for reimbursement shall be the rate for the Ontario Public Sector as published by management Board of Cabinet on the Ministry of Government Services website for 0 to 4,000 km per fiscal year, regardless of the kilometers driven on behalf of the Board. This rate will be applied to all travel regardless of the total kilometers driven in the fiscal period. As a transitional provision, the Board rate of $.45 per kilometer shall be held until such time as the published Management Board of Cabinet rate equals and/or exceeds this rate. 6. PARKING, TOLLS, TAXIS AND BUS EXPENSES Reimbursement is provided for necessary and reasonable expenditures on parking, tolls, taxis and buses, when driving on Board business with appropriate supporting documentation. AF: 5-4c shall be used for this purpose except if attending a Conference, Convention, Workshop, Seminar see 9.0 of this Procedure. There is no reimbursement for traffic or parking violations. 7. ACCOMMODATION Reimbursement will be made for single accommodation in a standard room. AF: 5-4c shall be used for this purpose except if attending a Conference, Convention, Workshop, Seminar see 9.0 of this Procedure. There will be no reimbursement for hotel suites, executive floors or concierge levels when traveling. Penalties incurred for non-cancellation of guaranteed hotel reservations are the claimants responsibility and may be reimbursed only in an exceptional circumstance. 8. MEALS 8.1 General Alcohol cannot be claimed and will not be reimbursed as part of a travel or meal expense. There are no exceptions to this rule. Reasonable and appropriate meal expenses may be reimbursed. You may incur a meal expense when you are on Board business and you: are away from the office area (i.e., at least 24 km) over a normal meal period; or have prior approval for the expense (e.g., a business meeting within the office area that must occur over lunch).

A.P. 5-4 (e)

Original, itemized receipts are required and reimbursement must not exceed the actual amount spent. Taxes and gratuities are included in the meal rates. Reimbursement for groceries must be reasonable and adhere to the meal limit maximums. Reimbursement will not be provided for meals consumed at home or included in the cost of transportation, accommodation, seminars or conferences. If you travel as a regular part of your job, your meals will not normally be reimbursed unless you have obtained prior approval. AF: 5-4c shall be used for this purpose except if attending a Conference, Convention, Workshop, Seminar see 9.0 of this Procedure. 8.2 Meal Rates Reimbursement for meal expenses shall be subject to the maximum rates for the Ontario Public Sector as published by management Board of Cabinet on the Ministry of Government Services website. The current rates as of October 2011 are:

Meals breakfast lunch dinner

Maximum Amount including all taxes and gratuities $ 8.75 $ 11.25 $ 20.00

Extenuating circumstances, particularly in urban centres may dictate that the above maximum rates are insufficient to cover the costs of reasonable and customary meals. In such circumstances, approval may be given at the discretion of the supervisor/approver to cover meals up to twice the posted maximums. Gratuities shall not exceed 15%. The rates include taxes and gratuities. The rates are not an allowance. They are for individual meals you must have eaten the meal to be able to submit a claim for reimbursement. When more than one meal is claimed for any day, you may allocate the combined maximum rates between the meals. Note that it is not permitted to use a combined maximum rate and not claim for each of the meals. For example, it is not permitted to combine the maximum amounts for breakfast and lunch to claim for brunch. Nor is it permitted to combine the maximum 3-meal rate if only 2 meals are eaten. Any expenses exceeding the maximum amounts will be considered personal. If the expense was paid by Board Purchase Card, the employee must submit the personal portion with their monthly P-Card statement.

A.P. 5-4 (f)

9.

CONFERENCES, WORKSHOPS AND SEMINARS 9.1 Attendance at conferences, conventions and seminars shall be limited by the approved budget of the Board. 9.2 A Conference, Conventions, Workshops, Seminars Request for Financial Assistance to Attend - AF 5-4(d) - must be completed and submitted to the appropriate supervisor in accordance with the Accountability Framework included in this procedure as well as all registration material. 9.3 Authorization for reimbursement is dependent upon the submission of the Request/Approval Form, Expense Account and the Conference Report Form. 9.4 Upon approval, Registration Fees will be paid by the Board if the registration material is received by the Accounting and Assessment Officer at least two weeks prior to the event taking place. If the delegate pays the registration fee, reimbursement will be made if supported by a receipt after the conference and included on the Expense Account Claim. 9.5 The registrant will receive a copy of the authorized Request; this will serve as confirmation that the registration has been forwarded and paid. 9.6 The registrant is responsible for: 9.6.1 making their own accommodation arrangements 9.6.2 completing an Conference, Conventions, Workshops, Seminars Expense Account Claim - AF 5-4(e) - and returning it to the Accounting and Assessment Officer within seven (7) working days of the return date from the conference, workshop or seminar 9.6.3 completing a Conference, Conventions, Workshops, Seminars Report and Evaluation Form - AF 5-4(f) - and returning it to the appropriate Supervisor within seven working (7) days of the return date from the conference, workshop or seminar. 9.6.4 Indicating on the Conference, Conventions, Workshops, Seminars Expense Account Claim - AF 5-4(e) - which expenses are to be reimbursed to the registrant and which expenses are on the employees P-Card 9.7 Guidelines for Trustees Attending Conferences, Workshops a. Individual trustees may attend workshops/conferences, which are related to their specific area of interest (e.g. Trustee P.D. Day, etc.) b. Canadian Catholic School Trustees Association (CCSTA): The Board supports attendance at the annual CCSTA meeting as follows: a) when the event is held out of the province, the Chairperson and ViceChairperson or their delegate may attend; b) when the event is held in Ontario, other interested trustees may attend.

10.0

OTHER KINDS OF EXPENSES 10.1 Cash Advances Cash Advances may be requested and approved under extenuating circumstances. Personal Care and Entertainment Reimbursement is not allowed for expenses such as: laundry dry cleaning hotel valet services (e.g., shirt pressing, suit steaming, shoe polishing, etc.) entertainment such as movies or music snacks. Tips/Gratuities
A.P. 5-4 (g)

10.2

10.3

You may be reimbursed for reasonable restaurant gratuities not exceeding the established maximums. 10.4 Telecommunication Employees may be reimbursed for the use of internet when away from the office/place of work to attend meetings, training conferences etc. Personal telephone calls are not reimbursed. 10.5 Dependent Care Dependent Care expenses are not typically reimbursed except in extenuating and emergency circumstances requiring supporting documentation. Home Management Home management expenses are not typically reimbursed except in extenuating and emergency circumstances requiring supporting documentation.

10.6

11.0

EXPENSES FOR CONSULTANTS AND OTHER CONTRACTORS External Consultants and other contractors will not be reimbursed for any hospitality, incidental or food expenses, including: Meals, snacks and beverages Gratuities Laundry or dry cleaning Valet services Dependent care Home management Personal telephone calls Claims for Reimbursement of Expenses Reimbursement for allowable expenses under this Procedure can be claimed only when the contract with the Board specifically allows for it.

12.0

HOSPITALITY & GIFTS 1. Definitions 1.1 Hospitality is the provision of food, beverage, accommodation, transportation and other amenities at Board expense to people who are not engaged in work for the Government of Ontario or related agencies and organizations. 1.2 Government Employees for purposes of this procedure is defined as: 1.2.1 All Ontario Ministries and their employees 1.2.2 All classified agencies of the Ontario Government and their employees and appointees 1.2.3 All consultants and contractors to Ontario Ministries or classified agencies 1.2.4 All public entities prescribed by regulation under the Public Sector Expenses Review Acct, 2009 and their employees and appointees 1.2.5 All designated broader public sector organization and their employees and appointees such as: Ontario hospital, Ontario school board, University in Ontario and college of applied arts and technology and post-secondary institution in Ontario whether or not affiliated with a university, Approved agency designated as a childrens aid society, Community care access corporation, Corporation controlled by one or more designated broader
A.P. 5-4 (h)

public sector organizations that exists solely or primarily for the purpose of purchasing goods or services for the designated broader public sector organization or organizations, Publicly funded organization that received public funds of 10 million dollars or more in the previous fiscal year of the Government of Ontario. 2.0 General 2.1 Hospitality and gifts should be extended in an economical, consistent and appropriate manner when it will facilitate Board business or when it is appropriate as a manner of courtesy. 2.2 Hospitality and gifts shall not be extended to a Government Employee as defined in 12.1.2 above. 2.3 All expenses must be supported by detailed receipts. Credit card slips alone are insufficient. 2.4 A description of the expenditure including the name, purpose and circumstances shall be attached to the detailed receipt as well as the specific general ledger/budget code. 2.5 Gifts and hospitality expenditures must be pre-approved by an immediate supervisor. 2.6 It is considered equally appropriate for an employee to pay for gifts and hospitality expenditures personally and seek reimbursement or to use their Board purchase card. 2.7 No obligation exists to reimburse or approve expenditures that are not compliant with this Procedure 2.8 AF: 5-4c shall be used for claiming any Hospitality and Gifts. Trustees Elected trustees and student trustees shall be recognized with a gift, not to exceed $150 and $ 50 respectively, upon their resignation from the Board. Committee Directed Incentives Committees may establish contests to provide an incentive for employees to participate in a wide variety of programs. Prizes or incentives must be reasonable and appropriate for the purpose, must be within budget constraints, and shall not exceed $50 per prize or incentive. Bereavement The death in the immediate family of an employee shall be recognized by sending a mass card and flowers to the employees home. Gifts of Appreciation Token gifts of appreciation, valued at up to $50, may be extended to persons who are not employed or directly connected with the Board, in exchange for pro-bono services such as speaking engagements. Hospitality 7.1 Hospitality may never be offered solely for the benefit of anyone considered a Government Employee as defined by this procedure 7.2 Hospitality may be extended in an economical and consistent manner when 7.2.1 It can facilitate Board business 7.2.2 It is considered desirable as a matter of courtesy or protocol.

3.

4.

5.

6.

7.

A.P. 5-4 (i)

8.

Prior written approval from the Director of Education is required for hospitality events where alcohol will be served. All laws involving the serving of alcohol must be followed. Board Employees Accepting Gifts and Hospitality To avoid any real or perceived conflict of interest, employees shall seek approval from their Supervisor prior to accepting hospitality from vendors of the Board.

9.

13.0

OUT OF POCKET EXPENSES Employees may be reimbursed for out of pocket expenses that are reasonable and consistent with common values and acceptable practices of the Board and the Catholic virtues of responsibility, integrity and honesty. Prior approval in accordance with the accountability framework of the procedure is required. No obligation exists to reimburse or approve expenditures that are not compliant with this Procedure. Out of pocket expenses on Board P-Card that are not compliant with this Procedure shall be reimbursed by the employee to the Board immediately and may result in the P-Card being deactivated. AF: 5-4c shall be used for claiming Out of Pocket Expenses.

14.0

RECORDS RETENTION AND COMMUNICATION Good record-keeping practices must be maintained for verification and audit purposes. All Expense, Meals, Hospitality, Conferences and Out of Pocket Expenses records, receipts, claims shall be retained by the Board for the current year and 6 subsequent years before being destroyed. The Superintendent of Business or designate will prepare a Summary of Total Trustee Expenses for the fiscal year and present to the board and make available on the Board website by November 30th following the fiscal year end.

A.P. 5-4 (j)

A.F. 5-4(a) Worksheet For Calculating Eligible Kilometres within Bruce and Grey Counties when travelling from home or returning directly home
CANADA CUSTOMS AND REVENUE AGENCY INTERPRETATION BULLETIN NUMBER IT-522R DATE: March 29, 1996 SUBJECT: INCOME TAX ACT Vehicle, Travel and Sales Expenses of Employees

Traveling between the employee's home and the place of employment is personal travel

Travel from home to attend meetings or professional development A. B. C. D. home to the meeting/professional development regular work site to the meeting/professional development. Home to regular place of work If C>A and C>B = - no claim for travel - do not complete E. E. If B>A = If A>B = - claim travel from home to meeting/P.D. = A - claim travel from regular work site to meeting/P.D. = B

Travel home at the end of the day after attending a meeting or professional development at another site. F. G. H. I. the meeting/professional development to home the meeting/professional development to regular work site regular place of work to home If H>F and H>G = - no claim for travel - do not complete J. J. If G>F = If F>G = - claim travel from meeting/P.D to home. = F - claim travel from meeting/P.D. to regular work site = G

Worksheet For Calculating Eligible Kilometres to attend events outside of Bruce and Grey Counties

Travel from home to attend meetings or professional development outside of Bruce and Grey County The lesser of a. b. home to the meeting/professional development regular work site to the meeting/professional development.

Travel home at the end of the day after attending a meeting or professional development outside of Bruce and Grey County The lesser of a. b. the meeting/professional development to home the meeting/professional development to the regular work site

Policies-AP/4 AF-Worksheet

BRUCEGREYCATHOLICDISTRICTSCHOOLBOARD ScheduleofDistancesBetweenVariousLocations Chepstow Durham Formosa Hanover Kincardine Mildmay OwenSound PortElgin Teeswater Walkerton Barrie Burlington Chatham Chesley Guelph Hamilton Kitchener London Ottawa PointClarke Stratford TorontoAirport TorontoDowntown Waterloo Walkerton Teeswater PortElgin OwenSound Mildmay Kincardine Hanover Formosa Durham Chepstow
16 22 44 70 26 39 26 14 43 43 32 57 76 49 42 73 18 42 42 14 11 15 51 92 13 39 25 25 18 26 14 40 62 67 24 55 55 39 73 39 41 40 39 86 51 51 24 13 42 26 10 81 48 59 59 47 107 91 86 67 92 49 70 61 39 62 51 76 44 17 40 40 15 57 22 26 160 171 300 26 167 173 253 48 172 225 291 81 134 205 366 10 150 164 289 41 203 213 276 14 154 163 297 11 162 174 271 32 116 181 293 16 172 186 274 30 115 164 125 155 618 59 116 166 112 145 625 41 166 204 166 206 663 59 125 175 197 122 44 103 191 212 109 53 160 208 231 163 17 107 61 91 47 45 164 213 187 224 625 106 181 193 214 184 40 111 162 102 145 608 63 155 206 156 172 656 20 107 156 110 154 616 46 121 167 113 146 619 37 90 158 105 159 601 60 103 165 187 99 15 143 231 222 150 75 112 163 184 107 56 104 192 213 111 88 117 148 172 103 55 124 187 208 122 39 129 166 124 166 629
GoogleMapQuestshouldbeusedforclaimingtheselocationstotheexactstreetaddress PleaseincludedetailedaddressonExpenseTravelClaimand/orExpenseAccountClaim Thiskilometragewillbeusedwhennodetailedaddressisavailable. AF: 54(b) AsofJanuary1,2011 Travelrateanywhere.45perkm
Revised1/29/13

Administrative Procedure
Date: Subject: November 2011
Perquisites

A.P. 5 - 5

Purpose The purpose of this Procedure is to set out rules on perquisites where these are provided using public funds.

Procedures 1. GENERAL: 1.1 1.2 The procedure applies to employees and trustees. This procedure does not apply to the following: 1.2.1. 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 Provisions of collective agreements Insured benefits Items available on a non-discriminatory basis to all or most employees such as employee assistance program Health and safety requirements such as provision of work boots Employment accommodations made for human rights and/or accessibility considerations. Expenses covered under the Board Policy BP: 5-4 Expenses for Travel, Meals, Hospitality, Conferences and Out of Pocket Expenses and the related Administrative Procedure.

1.3

A perquisite is not allowable if it is not a business-related requirement. A perquisite is allowable only in limited and exceptional circumstances where it is demonstrated to be a business-related requirement for the effective performance of an individuals job.

2.

DEFINITION A term perquisite, or perks, refers to a privilege that is provided to an individual or a group of individuals, where a personal benefit is derived which is not generally available to others.

3.

NO T ALLOWABLE The following are examples of perquisites that are not allowed under any circumstance: 1. 2. Club memberships for personal recreation or socializing purposes, such as fitness clubs, golf clubs or social clubs Seasons tickets to cultural or sporting events
A.P. 5-5 (a)

3. 4. 5.

Clothing allowances not related to health and safety or special job requirements Access to private health clinics medical services outside those provided by the provincial health care system or by the Boards group insured benefit plans Professional advisory services for personal matters, such as tax or estate planning

These privileges cannot be provided by any means, including: 6. An offer of employment letter, as a promise of a benefit, 7. An employment contract, or 8. A reimbursement of an expense 4. ACCOUNTABILITY FRAMEWORK On occasion, questions may arise as to whether an expense has an appropriate business purpose or is an inappropriate perquisite. The following framework will determine the authorization level required. The level of approval may be moved upward to a more senior level in areas where additional clarification is required. The level of approval cannot be moved to a lower level.

Perquisite Expense
Chair Vice-Chair or Trustee Director of Education Superintendent or Senior Administration, Supervisors, Non-union Administrative Staff, CUPE Clerical at CEC, School Secretary, Early Childhood Educator, Educational Assistant, Library Technician, Teacher, Custodian or Booster

Approval Required
Vice-Chair Chair Chair Director of Education

5.0

RECORDS RETENTION AND COMMUNICATION Good record-keeping practices must be maintained for verification and audit purposes. All Perquisite Expense records, receipts, claims shall be retained by the Board for the current year and 6 subsequent years before being destroyed. The Superintendent of Business or designate will prepare a Summary of Perquisite Expenses for the fiscal year and present to the board and make available on the Board Website by November 30th following the fiscal year end. A Nil report is not required.

A.P. 5-5 (b)

Admin nistrativ ve Proce edure

A.P. 5 - 6 Date: Review wed: Subje ect: Ap pril 11, 2006 Jan nuary 19, 2011

Pu urchasing

Rationale: g tructions for the t efficient and a cost effec ctive acquisition of all good ds and/or To provide purchasing guidelines/inst services on behalf of the Board while ensuring all policies, p proc cedures, guide elines and dir rectives are be eing followed fro om the BGCD DSB and the Ministry M of Finance, F Broad der Public Se ector (BPS) Pr rocurement Directive. D Thus allowi ing the Board d to encourage e open, fair an nd transparen nt competitive e bidding and promote the most cost effective us se of board funds to obtain optimum qua ality, price, de elivery and performance. Scope: This applies s to all person ns and employ yees of the BG GCDSB who o has the autho ority to acqui ire any goods and/or services on behalf of the Board, including but not limited l to all departments, schools, scho ool funds, sch hool d any other re elated organiz zations. councils and 1.0 Segr regation of Duties D BPS organiza ations must segregate 3 of f the 5 functio onal roles, Req quisition, Bud dgeting, Com mmitment, Rec ceipt and Payment. Re esponsibility for f these roles s must lie with h different de epartments or r at a minimum m with differe ent people.(AP 5-6 5 (w) segreg gation of duties) Each departm ment of the Bo oard and each h school shall l requisition for f its requirem ments, each requisition r fro om a school shall be b approved by b the Admin nistrator or de esignate and each e requisitio on from a dep partment shall l be approved by their Supervi isor/Manager accountable for the budge et. Any purch hases made wi ith a Purchase e card uthority. must be signed by the proper signing au d unless signe ed by the Supervisor of Pur rchasing or designate. d No purchase order is valid o and ea ach departme ent within the Administrati ion Centre and each school l must follow w on all Each senior official respects, all of o the Admin nistrative Proc cedures. ement Procedures Procure The Supervis sor of Purchasing is respon nsible to the Senior S Busine ess official for r matters rela ated to the pur rchase of goods and se ervices, dispos sal/disposition of surplus, furniture and d equipment as established by the BGCD DSB guidelines an nd is authorized by the Boa ard for purcha asing commit tments. In all cases a division of requirements r a overall va and alue into mul ltiple purchases to reduce the t estimated value of a single procur rement and av void as stated d in the charts below is proh hibited.

AP56(a)

2.0 Goods and Non-Consulting Services The following chart displays the minimum procurement procedure that must be followed. Procurement thresholds chart Goods and Non-Consulting Services

TotalPurchase Value
< $500.00

ProcurementProcess
Direct Purchase Petty Cash or Procurement card and, any purchases made with a procurement card must be signed by the proper signing authority as detailed in the Approval Authority Schedule

> $500 to < $10,000

Informal, should obtain more than 1 quote (AF5-6f), each department of the Board and each school shall requisition for its requirement; each requisition shall be signed by the appropriate approver or designate accountable for the budget as detailed in the Approval Authority Schedule Informal competitive process, minimum 3 quotes, the Shared Purchasing Services will determine the most cost effective manner for obtaining competitive bids or quotes, in some instances utilizing a cooperative initiative. The goal would be to obtain a minimum of 3 written quotes. (website, fax, e-mail) Formal competitive process, RFP, RFQ, RFT, the Shared Purchasing Services will obtain competitive bids through a request for Quote (RFQ), request for proposal (RFP), a sealed tender (RFT), or in some instances utilize a Co-operative initiative that has performed the formal competitive process Open formal competitive process, very similar to the Formal Competitive Process, however, in addition this process will be open to a wider competitive solicitation and will be advertised on MERX.com for no less than 15 calendar days. Consideration will be given for the procurement of more complex, high risk and/or dollar value goods and/or services of up to 30 calendar days for response time

> $10,000 to < $25,000

> $25,000 to < $100,000

> $100,000

**In the case of Non-Competitive procurement of Goods and Non-Consulting Services see 5.1 of this procedure.

**In all above procedures, the purchase of tendered products and/or services where the Board is under contract, the required product/service must be purchased from the contracted vendor(s). Inquire with the Shared Purchasing Services if unsure prior to purchase.

AP56(b)

 3.0 Consultants and Consultant Services "Consultant" means a person or entity that under an agreement, other than an employment agreement, provides expert or strategic advice and related services for consideration and decision-making. "Consulting Services" means the provision of expertise or strategic advice that is presented for consideration and decision-making. The following chart displays the minimum procurement procedure that must be followed. Procurement thresholds chart, Consultants and Consulting Services. Total Service Value Procurement Process
Informal competitive process, minimum 3 quotes, the Shared Purchasing Services will determine the most cost effective manner for obtaining competitive bids or quotes, in some instances utilizing a cooperative initiative. The goal would be to obtain a minimum of 3 written quotes. (website, fax, e-mail) Formal competitive process, RFP, RFQ, RFT, the Shared Purchasing Services will obtain competitive bids through a request for Quote (RFQ), request for proposal (RFP), a sealed tender (RFT), or in some instances utilize a Co-operative initiative that has performed the formal competitive process Open formal competitive process, very similar to the Formal Competitive Process, however, in addition this process will be open to a wider competitive solicitation and will be advertised on MERX.com for no less than 15 calendar days. Consideration will be given for the procurement of more complex, high risk and/or dollar value goods and/or services of up to 30 calendar days for response time

< $25,000

> $25,000 to < $100,000

> $100,000

**In the case of Non-Competitive procurement of Consultants and Consulting Services see (5.2) of this procedure 4.0 Emergency Purchasing Applies when an Administrator, Manager or Superintendent verifies that the procurement of Goods and/or services is necessary to prevent, or correct a dangerous or potentially dangerous safety condition, serious delay, further damage, threat of an impending situation which may affect the environment, the life, safety, health and/or welfare of students, staff and/or the general public. 5.0 Non-Competitive Procurement The need for non-competitive procurement may be utilized only in situations outlined in the exemption, exception or non-application clauses of the AIT or other trade agreements. Supporting documentation must be completed and approved. 5.1 In the case of non-competitive procurement of goods and non-consulting services> $10,000.00 approval must be obtained by an authority one level higher than that of the Authority Approval Schedule (segregation of duties) established for competitive procurement. Supporting documentation must be completed and approved. (Non-Competitive approval Form-Goods and Non-ConsultingForm) 5.2 In the case of ANY non-competitive procurement for Consultants or Consultant Services approval must be obtained by an authority one level higher than that of the Authority Approval Schedule .(segregation of duties) established for competitive procurement. Supporting documentation must be completed and approved. (Non-Competitive approval Form-Consulting Form) 5.3 When a non-competitive procurement for emergency purchase has been made the Administrator, Manager or Supervisor shall submit a detailed explanation to the Superintendent of Business explaining the action taken. A confirming requisition will be entered to purchasing clearly AP56(c)

 identifying the Confirmation along with the signed approval from the Superintendent of Business (to be attached to the PO and filed by purchasing services). 6.0 Request for Information Request for Information (RFI) or Request for Expression of Interest (RFEI) is to gather general or product information where the results of informal supplier or product information are insufficient. This may also be used when the Board is researching a contemplated procurement and the exact characteristics are yet to be determined. Response to an RFI or RFEI will generally contribute to the final version of a subsequent RFP. An RFI or RFEI must not be used to pre-qualify a potential supplier and must not influence the chances and/or outcome of the participating suppliers from becoming the successful proponent in any subsequent opportunity. 7.0 Request for Supplier Qualification (RFSQ) The Request for Supplier Qualification (RFSQ) enables the Board to gather information about supplier capabilities and qualifications in order to pre-qualify suppliers for an immediate product or service need or to identify qualified candidates in advance of expected future competitions. It is with the intentions of creating a prequalified list of suppliers. The Pre-qualification process may be an open or closed process. Open Process Used to identify potential vendors for expected and/or repetitive annual requirements of goods and/or services, such as but not limited to: Roofing, Paving, Plumbing and Painting. This process will remain open and vendors may apply for inclusion at any time. Closed Process Used to identify potential vendors for an immediate need of goods and/or services not included under the open process, timelines for the application will be clearly stated in the pre-qualification document and approved vendors will receive the RFT/P and will be invited to bid. The pre-qualification document will identify the following: The criteria for inclusion on the list of pre-qualified vendors Establish the length of time for which the pre-qualification is applicable, after such time, vendors will be re-evaluated to ensure they continue to meet the pre-qualification requirements Establish the conditions under which a vendor can be removed from the pre-qualified list Set upper limits, if applicable, for the value of future awards Indicate that vendors who are not pre-qualified may be excluded from future opportunities to bid at the sole discretion of the Board Clearly identify that inclusion on the list of pre-qualified vendors does NOT guarantee that the vendor will be awarded future contracts Terms and conditions of the RFSQ document must contain language that disclaims any obligation of the Organization to call on any supplier to provide goods or services as a result of pre-qualification. 8.0 Bid Receipt Bid submissions will close on a date and time which is a normal working day Monday to Friday excluding provincial and national holidays. Submissions that are delivered after the closing time will be returned unopened. The date and time stamp will be considered the official at the Board office location. Bid rejections could result from but not limited to submissions that are illegible, unsigned, contain insufficient bid deposit, or do not include surety in the form requested may be rejected and considered non-compliant. 9.0 Bid Evaluation The following process will apply to ALL Proposals and Tenders valued greater than $100,000.00 and procured through an Open Formal Competitive Process Evaluation criteria must be developed, reviewed and approved prior to commencement of the competitive procurement process. Documents will clearly outline mandatory, rated, and other criteria that will be used to evaluate submissions, including weight of each criterion and the short listing process, where applicable. AP56(d)

 Mandatory criteria (e.g., technical standards) should be kept to a minimum to ensure that no bid is unnecessarily disqualified. Maximum justifiable weighting must be allocated to the price/cost component of the evaluation criteria. Criteria must not discriminate the Directive. The evaluation criteria are to be altered only by means of addendum to the competitive procurement documents. The request of suppliers to provide alternative strategies or solutions as a part of their submission must have established criteria to evaluate alternative strategies or solutions prior to commencement of the competitive procurement process. Alternative strategies or solutions must not be considered unless they are explicitly requested in the competitive procurement documents. Evaluation methodology and process to be used in assessing submissions will be included in the document as well the resolving of a tie score. Submissions that do not meet the mandatory criteria will be disqualified. Analysis of the submissions will be done using the evaluation criteria established in the document. Award will be to the bidder(s) who scores the highest based on all criteria. In the event of a tie, a coin flip will take place. The coin will be a $2.00 Canadian Coin. The flip will take place at the Purchasing office with the Supervisor of Purchasing flipping the coin with the presence of both proponents and the evaluation committee. Analysis of the submission will be conducted by an evaluation team. The evaluation team will be chaired by the buyer and at a minimum will include the person requesting the procurement. Evaluation team members must sign a conflict of interest declaration and non-disclosure agreement. Possible Conflict of Interest are, but not limited to: Not disclosing an existing relationship that may be perceived as being a real or apparent influence on their objectivity in carrying out an official role Providing assistance or advice to a particular supplier participating in a competitive process Having a family member with an ownership, investment interest or compensation arrangement with any entity participating in a competitive process Having access to confidential information Accepting favors or gratuities from those doing business with the organization Engaged in outside employment An evaluation matrix, rating each submission must be completed by each evaluation team member. Records of evaluation scores must be retained and evaluators must ensure everything they say or write is fair, factual and fully defensible. 10.0 Non-Discrimination Organizations must not discriminate or exercise preferential treatment in awarding a contract to a supplier as a result of a competitive procurement process. The Board will refrain from discrimination or preferred treatment in awarding a contract. 11.0 Contracts An agreement between the Board and the successful vendor must be formally defined in a signed written contract before the provision of supplying any goods, services or construction. Where an immediate need exists for goods or services, and the Board and the vendor are unable to finalize the contract as described above, an interim purchase order may be used provided that such need is documented and approved by the appropriate authority. A contract must be finalized using the form of agreement that was released with the procurement documents If an alternative procurement strategy has been used (i.e., a form of agreement was not released with the procurement document), the agreement between the Board and the successful vendor must be defined formally in a signed written contract before the provision of supplying goods or services commences All contracts must include appropriate cancellation and/or termination clauses. Complex procurements, as appropriate should consider the use of contract clause that permit cancellation and/or termination at critical project life-cycle stages AP56(e)

 The term of the agreement and any options to extend the agreement must be set out in the competitive procurement documents. An approval by an appropriate authority.(segregation of duties) must be obtained before executing any modifications to the term of agreement Extending the term of agreement beyond that set out in the competitive procurement document amounts to non-competitive procurement where the extension affects the value and/or stated deliverables of procurement All Open formal competitive procurements will have the contract award notification posted in the same manner that the procurement documents were posted. (Merx.com) Contract award notification valued at $100,000 or more must include the name of the successful vendor, agreement start and end dates and any extension options 12.0 Supplier Debriefing The Board must allow 60 calendar days following the date of the contract award notification for vendors to request a debriefing for all requests valued greater than $100,000.00. This entitlement will be specified in all applicable proposal and tender documents at the time of issue. This will apply only to all open formal competitive procurements 13.0 Contract Management Procurements and the resulting contracts will be managed responsibly and effectively within the purchasing department Board payment terms are NET30 days and will be specified in each contract agreement. All invoices must contain detailed information to warrant payment. Any overpayment must be recovered in a timely manner Assignments will be properly documented and identified within the purchasing department. Vendor performance will be managed and documented, and any performance issues will be addressed directly with the vendor. A dispute resolution process should be included in the contract agreement in order to manage disputes with Vendors throughout the life of the contract 13.1 Contract Management for Service In addition to the above contract management specifications, the Board must also, Establish clear terms of reference for the assignment. The terms should include objectives, background, scope, constraints, staff responsibilities, tangible deliverables, timing, progress reporting, approval requirements, and knowledge transfer requirements. Establish expense claim and reimbursement rules compliant with the Broader Public Sector (BPS) Expenses Directive1 and BGCDSB Travel Allowance Policy (5-4) ensure all expenses are claimed and reimbursed in accordance with these rules Ensure that expenses are claimed and reimbursed only where the contract explicitly provides for reimbursement of expenses 14.0 Document Retention For reporting and auditing purposes, all procurement documentation, as well as any other pertinent information must be retained in a recoverable form for a period of seven years. The Board must have a written policy for handling, storing and maintaining the suppliers' confidential and commercially sensitive information. (see Board Classification and Retention Schedule Document?) 15.0 Conflict of Interest The Board must monitor any conflict of interest that may arise as a result of the Members' of the Organization, advisors', external consultants', or suppliers' involvement with the Supply Chain Activities. Individuals involved with the Supply Chain Activities must declare actual or potential conflicts of interest. Where a conflict of interest arises, it must be evaluated and an appropriate mitigating action must be taken. 15.1 No teacher, supervisory officer, or otheremployee ofBruce Grey Catholic District SchoolBoardshall, for compensation of any kindother than his or hersalary as such employee, promote, offer for sale or sell, directly or indirectly, any book orother teaching or learning materials, equipment, furniture, stationery or other article to any board, provincialschool or teachers college, or to any pupil enrolled in any ofthese institutions. AP56(f)

15.2

No supervisory officer, trustee or anyother employeewho is the author of a book or other materials willhave the rightor opportunitytoinfluenceor determinein any manner the appropriateness of such book or materials to be used in schools. No supervisory officer, trustee or other employee shallmake acommitment with any institutionor organization that is not directly under thejurisdiction ofBruce Grey Catholic District SchoolBoard, involving services requiring a commitment of timethat interfereswith the execution of duties for the Boards, whether voluntary, or for payment, without having approval from the Director of Education.

15.3

Where payment is received for an employeesservices, an allocation of personal time and Board time involved will be submitted by the employee to the Director of Education for approval.The proportion of revenue attributable to Board time will betaken into General Revenue of the Board.The proportion attributable topersonal time will be paidto the individual or schoolconcerned 16.0 Bid Dispute Resolution Competitive procurement documents must outline bid dispute resolution procedures to ensure that any dispute is handled in an ethical, fair, reasonable, and timely fashion. Bid dispute resolution procedures must comply with bid protest or dispute resolution procedures set out in the applicable trade agreements. 17.0 Local Preference Local and then Canadian preference will be used only when all factors such as price, quality, service and delivery are all equal. 18.0 Negotiations The Supervisor of Purchasing may, with the approval of the Senior Business Official or designate, negotiate for supplies, capital items and services as follows: No bids are received on a formal quotation, tender or proposal call The goods and/or services are deemed necessary as a result of an emergency which would not reasonably permit the use of any other prescribed procurement process Bids have been solicited using one of the procurement processes with all bids received being non responsive or responsible The lowest bid received exceeds the approved budget and it is impractical to recall Goods and/or services are available from a single/sole source and all documentation has been completed and approved (non-competitive Approval form) When only one bid is received When due to unstable market conditions, goods are in short supply

19.0 Unauthorized Purchases Unauthorized purchases are any purchase made in the name of the Board without an authorized purchase order or purchase card and may be considered an obligation of the person making the purchase and not an obligation of the Board. Personal purchases will not be permitted on an official board purchase order. **Unauthorized purchases must obtain the approval of the Superintendent of Business prior to any reimbursement or confirming order being issued. 20.0 Disposal of Furniture and Equipment Disposal of furniture and equipment will be done in accordance with the policies of BGCDSB, (BP 5-3). Furniture, equipment and supplies surplus to either Consortium Partner may be transferred at a fair value to the other Board. AP56(g)

 21.0 Cooperative Purchasing The Board encourages cooperative purchasing when it is the Boards best interest to do so. The Supervisor of Purchasing may participate with other government, and Broader public sector agencies as well as other non-profit organizations or public authorities in co-operative ventures or contracts where the best interest of the Board would be served. DIRECTPURCHASING The following may be purchased direct by the persons responsible for budgets: a. PettyCash: Purchase orders less than $500 are discouraged. Purchases of lesser amounts should be acquired by using a purchasing card or petty cash. i) The management of each petty cash fund will be the responsibility of the: Principal/Vice-Principalintheschools; AccountingandAssessmentOfficerattheCatholicEducationCentre. Each petty cash fund shall be under the complete control of one employee. The Superintendent of Business shall determine The maximum petty cash fund for each school The maximum float for each cafeteria The maximum payment from each petty cash fund. All payments shall be supported by a Voucher which will give evidence to the material having been received, of the service having been rendered and in either case will outline the type of material or service. A summary of expenditures will be submitted at the end of June and December of each year and at other times when requesting reimbursement on the appropriate Petty Cash Form. The summary, on forms provided by the Board Office will be signed by the person responsible and will be supported by detailed vouchers.

ii) iii)

iv)

v)

vi)

b.

Servicing and Repairs of Office and Instructional Equipment Administrators will arrange service as required unless otherwise arranged by the Catholic Education Centre staff. It is recommended that all equipment receive preventative maintenance during the summer months. Warranty repair or replacement of $0.00 would not require a PO. ProcurementCards Procurement cards are available and may be used for immediate purchases, subject to the following administrative procedures. i) Objective: To provide a convenient method of procuring and paying for low value goods and services by simplifying the procurement process, reducing paperwork, reducing vendor payment time and empowering school/department staff. Purpose: Approved employees are authorized to use the Procurement Card to purchase low dollar value goods and services in support of sound business practices. Benefits will accrue at the Board level by: AP56(h)

c.

ii)

 Reducing the number of invoices, cheque requests, and cheques processed by the Accounting department Reducing the number of purchase orders and purchase requisitions through the Purchasing Department Reducing the use of petty cash in the schools/departments Providing a simplified process and an increased level of service Reducing supplier invoicing to the Board and reducing the turn around time for payment. iii) Employee Acknowledgement of Responsibilities and Obligations: Employees will sign the Acknowledgement Form before receiving a P-Card General Information and Operational Guidelines The Board, not the individual cardholder, assumes liability for all authorized charges on the Procurement card. The Procurement Card program will be administered by the Senior Business Official and a master list will be maintained of all Procurement Cards noting the name of the card holder and the monetary limit of each card. All requests for Procurement Cards and all changes and other documentation relating to the cards including the Cardholder Agreement Letters are to be submitted to and maintained by the plan administrator once approved by the Senior Business Official. All required cardholder reports, bank reports and reconciliations are forwarded to the Senior Business Official or designate for follow-up, monitoring and filing. To avoid the payment of interest, payments shall be made by automatic withdrawal by the Bank. Cardholders are to return the verified report with attached detailed invoices, including the budget/account numbers to be charged, by the due date(next courier date) established by the Senior Business Official or designate. Failure to comply with the procurement card procedures shall result in cancellation of the individual procurement card.

v)

Procurement Card Rules: The use of the Procurement Card is subject to the following restrictions. Only the person whose name appears on the card may use it. The card can be used only to make authorized official Board purchases within the Board limitations established. The Procurement Card shall not be used: When the total purchase price exceeds the single purchase limit on the card. When a competitive bid is required under the Boards Purchasing Policy and Procedure. For capital expenditures. To acquire contractual services. Travel and Entertainment Expenses. For any personal or private use including personal vehicle expenses. For cash advances. For temporary services. AP56(i)

Sales Tax applies to purchases with Procurement cards as applicable to CRA rules. To limit exposure or liability to the Board and the person named on the card, the cardholder must be aware of the following practices: Each card is in the name of a specific individual; When not being used, the card should be kept in a secure location; When quoting the business card number over the telephone for a purchase, every precaution should be taken to avoid the risk of unauthorized use of the card number; Upon transfer ,retirement, leave of absence, or termination of employment from the board, the cardholder must: Return the card to the Superintendent of Business immediately; Reconcile the outstanding balance on the account. In the event a card is lost or stolen, the card holder must immediately notify US Bank (Canada) at 1-800-588-8065 and the Superintendent of Business The card may be cancelled at any time at the discretion of the Senior Business Official.

REQUISITIONS Regular Purchases Purchases made by means of a Purchase Requisition whether it be electronic or form, must include all possible specifications, catalogue numbers, suppliers name and address,budget account number and pricing. Each school/department has a support staff with the capabilities to enter an electronic requisition into the appropriate finance system. Requisition Form to be filled out by each individual completely and receive the appropriate signature for approval. The requisition form can then be forwarded to the support staff to enter the electronic requisition. Requisition Electronic Is entered into the secured financial system by the support staff with login privileges. Upon completion the electronic request is sent to the budget approver and then forwarded onto the purchasing department. The Shared Purchasing Services may change the originator's specification if the item is no longer available, or if another manufacturer or model might possibly fill the requirement to better advantage, either in end use or price. In such instances, the originator will be consulted. a) Instructions for completing Purchase Requisition Order Forms When completing the form; note the following points: i. Administrator must ensure that the "Budget Account No." is fully completed before approving. ii. The "Vendor/Supplier" on the requisition form is to be completed fully for supplies, library, textbooks, etc. iii. Complete fully the school name, street address and department (if necessary). iv. Complete the order with full specifications. v. All purchase/requisition forms must be priced including all applicable taxes and the ending total. If the actual prices are not available, then estimated prices must be provided. vi. The completed requisition form is given to the appropriate support staff to enter electronically. vii. The Purchasing department will convert the electronic requisition into a purchase order and send to the vendor.

NOTE: If the above procedures are not followed, the purchase requisition form may be delayed until all AP56(j)

 information is received. The following items and/or services must follow normal Purchasing Procedures and require a purchase requisition. b. EmergencyPurchases: Applies when an Administrator, Manager or Superintendent verifies that the procurement of Goods and/or services is necessary to prevent, or correct a dangerous or potentially dangerous safety condition, further damage, threat of an impending situation which may affect the environment, the life, safety, health and/or welfare of students, staff and/or the general public. Once the emergency has been taken care of, a confirming purchase requisition will be required and procurement threshold procedures to be followed. (see section 5.0, Non-Competitive Procurement) c) PurchasingItemsonApproval When purchasing items on approval for preview,(e.g. books, kits, etc.) the Administrator must follow the normal purchasing procedures and submit a requisition. There must be a note on the requisition indicating the items are for "approval" and must indicate "right of return" on Purchase Order. If items are returned, please advise the Purchasing Department. If goods are returned, charges may be applied by the supplier. The person requesting the purchase is responsible for returning the material. EquipmentRentals Long term rentals are not encouraged. It is the responsibility of the Administrator to obtain competitive prices for long term equipment and then submit a proposal to the Purchasing Department prior to any long term rental commitment is made. Short term rentals must be covered with a Purchase Order. Scheduling Administrators shall allow sufficient time for the purchase requisition to be processed, goods ordered and delivered. In a period of short supply, items may take eight to ten weeks to be delivered. Planning ahead shall ensure that there will be no interruption in the program or project.

d)

e)

REQUEST FOR QUOTATIONS For the Formal procurement of goods, services and construction with an estimated value less than $100,000.00. The need for the purchase is described and is based solely on price. a) b) All quotations shall be irrevocable after the opening and before the awarding of the contract. No communication or information will be provided to any proponent during the blackout period by any employee or Board member other than the contact listed in the request document. (Blackout Period, is the restricted period of time which attempts to influence the procurement may be made) As far as feasible or practical, at least three bids shall be sought for any purchase when using this formal competitive process. The Senior Business Official shall be allowed discretion in making purchases outside of the quotation procedure when an item is urgently needed in an emergency situation All quotations must have the Shared Purchasing Services standard letter of terms & conditions on behalfoftheBoard. Extra details or terms from a School/Department regarding the quotation may be attached as an appendix. Purchases, leases, lease/purchase agreements or rentals of equipment or systems of a type or composition AP56(k)

c)

d)

e)

f)

 difficult to commit to specifications which do not permit bids to be called on a fair and equitable basis, may be excluded from all of the above requirements but must adhere to the Non-Competitive Procedure as outlined in section 5.0. Procedure: a) b) c) d) e) f) Written quotations shall be delivered unopened to the Purchasing Department. Quotations may be accepted by fax or E-mail at the risk of the vendor. Quotations must close on a normal working day. All quotations shall be date and time stamped when received by the Purchasing Department. The Shared Purchasing Services shall keep all quotations in a secure file until the closing date. All quotation openings shall be open to concerned participating parties which shall include two staff members of the Board. The Shared Purchasing Services shall use an appropriate quotation listing sheet showing the names of bidders, date and time of opening and other pertinent information. It shall be initialed by the Supervisor of Purchasing or designate and one other witness present. i) All bids must be kept on file for audit purposes ii) Purchase order must be issued The Supervisor of Purchasing or designate shall ensure that the quotation conforms to all stipulated conditions. Any circumstances or conditions that might invalidate the quotation may be listed. Such circumstances may include, if applicable: i) quotation not signed; ii) quotation not complete; iii) unit or total price illegible or not entered; iv) erasures or changes not initialed; v) any quotation with an obvious misinterpretation; vi) bid bond not satisfactory vii)extension of firm price not allowing reasonable time for issuance of purchase order; viii)unacceptable delivery date; ix) WSIB certificate and liability insurance certificate not received. i) The quotations shall be checked, if required, by the head of the department concerned, as well as the Supervisor of Purchasing or designate, to ensure that all items have been included, and that there are no restrictive clauses written on the quotation or any attached supporting document. The following procedure shall govern interpretation of price information: i) when a unit price is requested, the unit price quoted shall govern regardless of extension; ii) when a total price is requested, the total price quoted shall govern. Upon completion of the opening, the Supervisor of Purchasing or designate shall have all valid bids summarized. The Purchaser reserves the right to accept or reject any quotation whether or not it meets the required specifications or is the low bid. The Purchaser reserves the right to accept all or any part or none of any quotation received. The Purchaser reserves the right to reissue quotations at its discretion. AP56(l)

g)

j)

k) l) m) n)

REQUEST FOR TENDER: For the procurement of goods, services and/or construction with an estimated value greater than $100,000.00. Specific details are generally tendered, focusing the evaluated criteria predominantly on price and delivery requirements. a) b) All tenders shall be received by the Purchasing Department. No communication or information will be provided to any proponent during the blackout period by any employee or Board member other than the contact listed in the request document. (Blackout Period, is the restricted period of time which attempts to influence the procurement may be made) All tenders shall be irrevocable after the opening and before the awarding of the contract. As far as feasible or practical, at least three bids shall be sought for any purchase, when using this open formal competitive process Evaluation Criteria must be stated in the Bid document. All tenders must have the Shared Purchasing Services standard letter of terms & conditions on behalf of the Boards. Extra details or terms from a School/Department regarding the tender may be attached as an appendix.

c) d)

e) f)

Procedure: a) b) c) d) e) f) g) Sealedtenders,when received, shall be delivered unopened to the Document Administrator. Tenders will not be accepted by Fax. All tenders must close on normal working day. All tenders shall be date and time stamped when received by the Board. All bids received after the submission deadline will be returned unopened The Shared Purchasing Services shall keep all tenders in a secure file until the opening. All tender openings shall be opened to concerned participating parties which shall include two staff members of the Board. The Shared Purchasing Services shall use an appropriate tender listing sheet showing the names of bidders, date and time of opening and other pertinent information. It shall be initialed by the Supervisor of Purchasing or designate and one other witness present. i) All bids must be kept on file for audit purposes The Supervisor of Purchasing or designate shall ensure that the tender conforms to all stipulated conditions. Any circumstances or conditions that might invalidate the tender maybe listed. Such circumstances may include, ifapplicable: i) tender not signed; ii) tender not complete; iii) unit or total price illegible or not entered; iv) erasures or changes not initialed; v) any tender with an obvious misinterpretation; vi) bid bond not satisfactory; vii) extension of firm price not allowing reasonable time for issuance of purchase order; viii) unacceptable delivery date; ix) WSIB certificate and liability insurance certificate not received. AP56(m)

h)

g)

The tenders shall be checked, if required, by the head of the department concerned, as well as the Supervisor of Purchasing or designate, to ensure that all items have been included, and that there are no restrictive clauses written on the tender or any attached supporting document. The following procedure shall govern interpretation of price information: i) when a unit price is requested, the unit price quoted shall govern regardless of extension; ii) when a total price is requested, the total price quoted shall govern. Upon completion of the opening, the Supervisor of Purchasing or designate shall have all valid bids summarized. The Purchaser reserves the right to accept or reject any tender whether or not it meets the required specifications or is the low bid. The Purchaser reserves the right to accept all or any part or none of any tender received. The Purchaser reserves the right to reissue tender requests. A signed contract must be in place before the provision of the goods and/or service commences.

h)

i) j) k) l) m)

REQUESTFORPROPOSALS A document issued to request a solution for the delivery of complex products or services and/or to provide alternative solutions or options. It is a process that uses predefined evaluation criteria which price is not the only factor. a) b) All proposals shall be received by the Purchasing Department. No communication or information will be provided to any proponent during the blackout period by any employee or Board member other than the contact listed in the request document.. (Blackout Period, is the restricted period of time which attempts to influence the procurement may be made) All proposals shall be irrevocable after the opening and before the awarding of the contract. As far as feasible or practical, at least three bids shall be sought for any purchase when using the competitive process. Evaluation criteria must be stated in the Bid document. All proposals must have the Shared Purchasing Services standard letter of terms & conditions on behalf of the Boards. Extra details or terms from a School/Department regarding the proposal may be attached as an appendix.

b) c)

d) e)

Procedure: a) Written proposals shall be delivered unopened to the Document Administrator. i) Written proposals are preferred to be accepted unopened. However, proposals may be accepted by fax or E-mail at the risk of the vendor. All proposals shall be date and time stamped when received by the Board. i) All bids received after the submission deadline will be returned unopened All proposals must close on a normal working day. The Shared Purchasing Services shall keep all proposals in a secure file until the closing date. AP56(n)

b)

c) d)

 e) f) All proposal openings shall be open to concerned participating parties which shall include two staff members of the Boards. The Purchasing Department shall list the names of the suppliers on an appropriate proposal listing sheet. It shall be initialed by the Supervisor of Purchasing or designate and one other witness present and shall be annotated as to date and time of proposal opening. This sheet shall also state the reason if any proposal is declared invalid. i) all proposals must be kept on file for audit purposes The Supervisor of Purchasing or designate shall ensure that the proposal conforms to all stipulated conditions. Any circumstances or conditions that might invalidate the proposals may be listed. Such circumstances may include, if applicable: i) proposal not signed; ii) proposal not complete; iii) unit or total price illegible or not entered; iv) erasures or changes not initialed; v) any proposal with an obvious misinterpretation; vi) bid bond not satisfactory; vii) extension of firm price not allowing reasonable time for issuance of purchase order; viii) unacceptable delivery date; ix) WSIB certificate and liability insurance certificate not available. The proposals shall be checked, if required, by the head of the department concerned, as well as the Supervisor of Purchasing or designate, to ensure that all items have been included, and that there are no restrictive clauses written on the proposal or any attached supporting document. Proposals will be awarded to the highest ranking submission meeting all mandatory requirements. A signed contract must be in place before the provision of the goods and/or services commences greater than $100,000.00 The Purchaser reserves the right to accept or reject any proposal whether or not it meets the required specifications or is the low bid. The Purchaser reserves the right to accept all or any part or none of any proposal received. The Purchaser reserves the right to reissue a proposal at its discretion.

g)

h)

i) j)

k) l) m)

SALE BY TENDER Sale of supplies, capital a) b) c) d) e) All bids shall be received by the Purchasing Department. All bids shall be irrevocable after the opening and before the awarding of the contract. As far as feasible or practical, a notice of SALE may be advertised or sent to a pre-qualified list of bidders. The Supervisor of Purchasing or designate shall be allowed discretion in selling outside of this procedure when an item is urgently needed to be removed. All Sales by Tender must have the Shared Purchasing Services standard letter of terms &conditions on behalf of the Boards. Extra details or terms from a School/Department regarding the Sale may be attached as an appendix. AP56(o)

 Procedure: a) b) c) d) e) f) g) Written bids shall be delivered unopened to the Purchasing Department. Bids may be accepted by fax or E-Mail at the risk of the vendor. All sale by tenders must close on a normal working day. All bids shall be date and time stamped when received by the Purchasing Department. The Purchasing Department shall keep all bids in a secure file until the opening. All bid openings shall be open to concerned participating parties which shall include two staff members of the Boards. The Purchasing Department shall use an appropriate bid listing sheet showing the names of bidders, date and time of opening and one other witness present. The Supervisor of Purchasing or designate shall ensure that the bid conforms to all stipulated conditions. Any circumstances or conditions that might invalidate the bids may be listed. Such circumstances may include, if applicable: i) bid not signed; ii) bid not complete; iii) unit or total price illegible o r not entered; iv) erasures or changes not initialed; v) any bid with an obvious misinterpretation; vi) bid bond not satisfactory vii) extension of firm price not allowing reasonable time for issuance of contract; viii) unacceptable removal date; ix) WSIB certificate and liability insurance certificate or any other required permits not received. The bids shall be checked, if required, by the head of the department concerned, as well as the Supervisor of Purchasing or designate, to ensure that all items have been included, and that there are no restrictive clauses written on the bid or any attached supporting document. The following procedure shall govern interpretation of price information: i) When a unit price is requested, the unit price quoted shall govern regardless of extension; ii) When a total price is requested, the total price quoted shall govern. Upon completion of the opening, the Supervisor of Purchasing or designate shall have all valid bids summarized. The Board reserves the right to accept or reject any bid regardless if it meets the required specifications or is the high bid. The Board reserves the right to accept all or any part or none of any bid received. The Board reserves the right to reissue tender requests.

h)

i)

j) k) l) m)

Performance/Bidbond Bid Bonds, Performance Bonds and/or Labour and Material Payment Bonds may be required at the discretion of the Senior Business Official for all projects.

AP56(p)

RECEIVINGANDEXPEDITINGGOODSANDSERVICES General a) Expediting of Purchase Order i) Expediting is the responsibility of the originator of the requisition or designate. Expediting means the routine follow-up of purchase orders by communication with the supplier for the purpose of getting delivery without undue delay and includes correspondence and action necessary in connection with short shipments, substituted items and back-ordered items. If goods ordered have not been received within a reasonable period of time,the requisitioner will contact the supplier, preferably by e-mail, and will continue to exert pressure on the supplier until delivery is made. This Purchasing Department needs to know which suppliers are creating problems and there may be changes in invoice figures as a resul of decisions involving adjustments. The e-mail must be copied to the Supervisor of Purchasing. ii) The Shared Purchasing Services will monitor open POs on a monthly basis and advise the requisitioner when an order looks like it should be expedited or closed. ReceivingInstructionsandClaimsforDamageandShortage If a package appears to be physically damaged in transit make a note on the waybill before signing for the package and contact the vendor immediately. Theproceduretobeusedisasfollows: i) Check for the purchase order number to ensure the delivery is for the appropriate school; ii) Unpack as soon as possible; hidden damage cannot be claimed after7 15 days; iii) Examine cartons for visible damage- note damage on delivery bill before signing.; iv) Count parcels and note shortages on delivery bill before signing; v) Communicate with carrier and vendor to file a claim as soon as possible; vi) Do not withhold approval for payment of invoice because of damage or shortage attributable to thecarrier,e.g.a missing carton. (Shortages within a sealed carton are, of course, the responsibility of the supplier.) c) ReceiptofGoods i) A school/department is responsible for notifying the Accounts Payable department immediately upon the receipt of a shipment of goods, or the completion of service to furniture and equipment by a receiving voucher or packing slip. This acknowledgment of receipt of goods must be dated and signed by the Administrator or designate when the goods are received. If the vendor includes the invoice with the shipment or sends the invoice to the school, all copies of the invoice must be sent immediately to the Accounts Payable Department. ii) If a school does not report receipt of goods and services, the Board cannot pay the invoices. Suppliers may revoke discounts or charge interest because of late payments. These additional amounts will be charged to the school/department. Each school/department will be provided with copies of all invoices for goods and services received as requested.

b)

iii) d)

Returning Goods It is not practical to return the goods to the Administration Centre. If goods are to be returned, contact vendor for a Return Authorization number (only if vendor has specified this is a requirement). The goods are to be packaged adequately and labeled properly (ensure correct postal code is used and a street address. Couriers cannot deliver to a post office box number). If goods which have been confirmed as received are returned, the Purchasing Department and Accounts Payable Department must be notified. CancelledPurchaseOrders If as chool/department cancels an item on a purchase order or requires a purchase order to be cancelled, AP56(q)

e)

 the Purchasing Department must be advised immediately.

DONATEDASSETS A parents group, student council or another group may wish to purchase supplies and/or equipment (e.g. playground equipment, A/V equipment,etc.) for the school. To facilitate a purchase of this nature: a) b) The individual or group will submit a purchase requisition through the school for the items required with full specifications to the Purchasing Department; Bids will be obtained by the Purchasing Department for the goods, which become the property of the Board, and ordered on a standard purchase order, giving the vendor the proper tax status, invoicing procedure,etc. and will also serve as a reference for warranty claims,etc.; After the exact cost of items has been obtained by the Accounts Payable Department, the individual or group will be advised to make a payment for this amount to the Board indicating on the back of the cheque the purchase order number covered by the payment.

c)

RELEASE OF INFORMATION a) The name of a successful bidder and duration of the contract is considered public knowledge and will be released in accordance with the Municipal Freedom of Information and Protection of Privacy Act. However, a request for this information can be made informally; it need not be made under the act. All vendors submitting bids and any interested persons shall be freely admitted when a quotation/tenderopening is being opened publicly. Quotation/Tender documents are to be maintained by the Shared Purchasing Services in a secure environment. Quotation/Tender documents are submitted in confidence and detailed information pertaining to them will not be released.

b) c) d)

RETENTION OF INFORMATION All purchasing records must be kept in accordance with the approved Bruce-Grey Catholic District School Board Retention of Records Policy and the BPS Procurement Directive.

CONFIRMATION ORDERS Emergency purchases are acceptable only when an Administrator, Manager or Superintendent verifies that the procurement of Goods and/or services is necessary to prevent, or correct a dangerous or potentially dangeroussafety condition, further damage, threat of an impending situation which may affect the environment, the life, safety, health and/or welfare of students, staff and/or general public. *The use of expedited purchasing AP56(r)

 resulting from inadequate forecasting or poor departmental planning is not a practice supported by the Board or its external auditors.*

Confirming Orders are NOT under any circumstances, to be used for the purchase of CAPITAL items. Procedure: 1. When an absolute emergency is realized, place an order with the supplier and whenever possible use a Procurement card. 2. Submit a detailed explanation to the Superintendent of Business explaining the action taken. 3. Enter a confirming requisition to purchasing clearly identifying the CONFIRMATION along with the signed approval from the Superintendent of Business. 4. Notify the vendor of the appropriate PO# for billing purposes. Note: Unauthorized purchases are any purchases made in the name of the Board without an authorized (signed) purchase order or procurement card and may be considered an obligation of the person making the purchase and not an obligation of the Board.

AP56(s)

 Purchasing Segregation of Duties & Approval Authority Schedule A.P. 5 6(w)

Rationale: Segregation of Duties and the Approval Authority Schedule are methods of process control from purchase to pay and to manage conflict of interest avoiding errors or fraud. It helps restrict the power of any one individual. 1.0 Segregation of Duties In order to prevent any one person from controlling the entire procurement process the Board must segregate at minimum 3 of the 5 required roles. a. Requisition The requirement of goods and/or services to be ordered. The requisitioner is the person (customer) requesting the goods/service. The requisition module is restricted and only available to select individuals within each school or department through security in the financial system (Navision). Budget The funds available to cover the cost of an order. The school or department budget holder is responsible to maintain within their budget constraints. Budgets are entered and controlled through the security in the financial system (Navision). Commitment The release of an order to the vendor within agreed contract terms and conditions. The purchasing department is responsible for the commitment. The purchasing module is restricted to select individuals within the purchasing department through security in the financial system (Navision). Receipt The physical receiving of goods and/or services, verifying accuracy and completeness. The staff physically inspect and receive the product, then send to accounts payable for matching with invoice Payment The authorization of payment to the vendor. The Accounts Payable department within the finance team is responsible for verification of prices and payment. Security is through the financial system (Navision).

b.

c.

d.

e.

2.0

Responsibilities a. Senior Purchasing official The Shared Purchasing Services will provide an efficient service for all academic, administrative and other departments. The Senior Purchasing Official is responsible to the Senior Business Official for matters related to the purchase and disposal of goods and services. The Senior Purchasing Official duties shall include: i. The purchase of all services, supplies, repairs and equipment, as per the purchasing policy BP 5-6 ii. The assistance of Board officials in costing various proposed purchases and maintenance projects iii. Maintaining contact and actively participating with related personnel of the Boards and professional organizations for the exchange of information and the maintenance of an inventory of current methods and products iv. The development and maintenance, in cooperation with the Senior Business Official, of purchasing procedures for use in the Boards daily operation in accordance with the terms of the Administrative Procedures Administrators i. Persons with budget responsibility are responsible for ensuring that purchases are in accordance with the Boards Purchasing Policy and Administrative Procedures ii. The administrator should ensure that all staff members are familiar with the Boards Purchasing Policy and Administrative Procedures as appropriate iii. The administrator should ensure that all materials ordered meet safety requirements (hazardous substances, CSA standards, OFM standards) and are authorized for use according to Board Policy and Administrative Procedures AP56(t)

b.

Approval Authority Schedule Competitive Procurement BGCDSB Authority Level

Level1
Level2 Level3 Level4

TotalPurchaseValue
<$5,000 >$5,000to$10,000 >$10,000to<$100,000 >$100,000

ResponsibleApproval
Administrator,ManagerorSupervisorresponsibleforthat Budget SameasLevel1,withtheadditionoftheSuperintendentof Business SameasLevel2,withtheadditionoftheSupervisorof Purchasing SameasLevel3

**Non-Competitive procurement requires an approval one level higher than that specified above, therefore, Authority Level
Level1
Level2 Level3 Level4

TotalPurchaseValue
<$5,000 >$5,000to$10,000 >$10,000to<$100,000 >$100,000

ResponsibleApproval
Administrator,ManagerorSupervisorresponsibleforthat Budget,SuperintendentofBusinessBudget SameasLevel1,withtheadditionoftheSuperintendentof Business SameasLevel2,withtheadditionoftheDirectorof Education SameasLevel3

AP56(u)

Bruce-Grey Catholic District School Board Approval Matrix to Purchase Goods & Services
Property, Equipment and Supplies APPROVAL MATRIX TO PURCHASE GOODS & SERVICES 3 Written Quotes Tender documented Reviewed by Reviewed by Process. on the GM of Supervisor requisition Includes 3 Transportation of by the written and 3 Quotes Purchasing requisitioner quotes Purchasing obtained and before PO is and retained before PO is created, managed by by created. Purchasing. requisitioner as part of the purchase file X X X X X X X X X X X X X X X X X

A.P. 5-6a

Minimum: Verbal Quote

Requisition reviewed by Business Superintendent before PO is created. PO signed by appropriate authority.

Contract Review by Purchasing.

< $1,000 $1,000 - $5,000 $5,000 - $10,000 $10,000 - $15,000 $15,000 - $25,000 $25,000 $100,000 > $100,000 All Contracts

Standard Quotation Form can be obtained by requisitioner Formal Tender Process must be obtained by Purchasing Department Purchasing Contract Review *It is recommended that all quotes be written. Those above $5,000 are mandated to be in written form.

A.P. 5-6(w)

SHARED PURCHASING SERVICE CONSORTIUM OF GREY-BRUCE

Bluewater District School Board Bruce-Grey Catholic District School Board
799 - 16th Avenue, Hanover, Ontario N4N 3A1 Telephone (519) 364-0614 Fax (519) 364-5828

AF: 5-6a

APPLICATION FOR NEW VENDOR CODE

(see reverse side for Form Completion Instruction/Guidelines)
Form completed by: Requestor

or

New Vendor

If completed by the New Vendor please return completed form to the Requestor

Board Requestor: Fax:

Email: Phone:

Required New Vendor Information

(please print information for numbers 1 to 4 as applicable)
1 VENDOR/COMPANY NAME (legal):
Common Company name (if different) : Street Address: Province: Phone: Sales Contact Name: Please indicate Ownership: GST# Private Public Date Founded yes no Types of Goods/Services to be provided: Do you accept Visa? Postal Code: Fax: Email: Date Inc. Website: City:

2 PAY TO (Accounting information - if different from 1)

Vendor/Company Name: Street Address: Province: Phone: Accounting Contact Name: Postal Code: Fax: Email: City

3 Bank information is required for payment by EFT. Accounting will contact the Vendor directly to obtain bank information and/or a void cheque prior to Vendor code addition. 4 CONTRACTOR REQUIREMENTS (if working on-site at any Board location):
Workers Compensation (WSIB certificate required) - available as needed; General Liability Insurance ($2,000,000 minimum per occurrence); Professional Liability Insurance ($2,000,000 minimum per occurrence). List any applicable Company Quality or Safety Certificates: 1) 2) 3)

FOR BOARD USE ONLY

Note: No. 5 must be completed by Board Requestor for application to be processed.

5 Requested by Name (print): 6 PURCHASING USE

Comments: Supervisor of Purchasing: Accepted Rejected Reason:

School/Dept.:

Date:

Date: SMS Code: Vendor Type Code: FOREX Code: Assigned Vendor Number: page 1 of 2 Bank

7 ACCOUNTING USE:

**(Application/Void cheque attached)** Rev 2009.06 (E-Template Rev. 2009.08.26)

AF: 5-6a (cont)

APPLICATION FOR NEW VENDOR CODE Form Completion Instructions/Guidelines

1. The Requisitioner (School/Dept. requiring the New Vendor addition) shall provide to Shared Purchasing the information requested in question nos. 1 4 on page 1. Once nos.1-4 are complete, the form is to be sent to Shared Purchasing (cognizant Buyer) via e-mail (preferred) or fax. Please do not send this form directly to Accounting. The Requisitioner may send this form to the Vendor to complete, instructing the Vendor to return the form to him/herself for any required final completion. The top portion of the form is designed for this purpose. Note: Forms sent directly by the Vendor to Shared Purchasing may not carry sufficient information for Purchasing to relate the request to a specific Requisitioner/ Board need. Forms received by Purchasing in this manner cannot or may not be acted upon if Requisitioner information is missing.

2.

Clarification of information or additional Vendor information may be obtained by Purchasing via direct communication with the Vendor. As applicable, any required insurance information (see question no. 4) not accompanying the form may be obtained by Purchasing via direct communication with the vendor. Shared Purchasing verifies the need for a new vendor against the existing vendor base. In respect of the foregoing, not all requests to add new vendors will be accepted. Those not accepted will be returned with an explanation. Purchasing will forward approved and completed form to Accounting. Accounting will contact the Vendor to obtain bank information and/or a void cheque prior to Vendor code addition. Accounting will then enact the vendor setup and assign the vendor #. An email notification is sent to both the Requisitioner and Shared Purchasing to advise once the setup is complete. The Requisitioner may then proceed with entering a requisition.

3.

4.

5. 6.

Note:

Any required information not supplied with the form will delay form processing. Help us to help you by providing as much information as possible.

Important re New Vendors: Criminal Background Checks (CBCs) may be required for some specific vendors/ persons (e.g. some consultants, on-site workers, etc.) before an order is placed or contract issued. Shared Purchasing may along with any Request for Quotation, Request for Proposal, or Request for Tender ask that a CBC be submitted to the Requisitioner and/or Human Resources (H.R.). It is the Requisitioners responsibility to ensure these checks are received and on file with H.R. before any related Contracts or Purchase Orders are issued. Due to the nature of personal information surrounding CBCs, Purchasing does not collect or retain these forms. Please contact Human Resources directly with any questions related to CBCs.

Rev 2009.06

(E-Template Rev. 2009.08.26)

page 2 of 2

Shared Purchasing Services Consortium Representing the: BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

AF: 5-6b

CONDITIONS OF THIS ORDER

1. 2. 3. Packing slip bearing purchase order number must accompany all deliveries. The Board will not be responsible for articles or services supplied to employees without an official purchase order. Remit invoice copy to the Board office, NOT the school, or risk a delay in payment. Bruce Grey Catholic District School Board Attn: Accounts Payable 799-16th Avenue Hanover, ON N0G 2M0 Written authority must be obtained from the Purchasing Department for all changes and/or substitutions to this order. Attached lists of materials or drawings shall form a part of this order when references made thereto. Escalation of quoted or tendered prices, by the vendor for supply of materials and/or services, will not be accepted. Payment of correct invoice will be subject to acknowledgment of receipt of materials or completion of work as per specifications. Net 30 day terms unless notified to the contrary, where cash discount terms are applicable, the Board will take discounts at the time of payment. Drafts or C.O.D.'s are not accepted. Any materials and/or work ordered which in the opinion of the purchaser does not completely fulfill the specifications or is not as sample previously submitted, must be removed at the expense of the vendor and be replaced immediately with material and/or work which fulfill the specifications of same quality. Any material received in damaged condition must be replaced immediately by the vendor. The Board(s) will not bear any portion of the cost of such replacement. Dates of delivery herein specified are the essence of this order. If deliveries cannot be met as specified, the buyer shall be notified and will reserve the right to cancel this order or any unshipped portion thereof. Shipments will NOT be accepted Parcel Post The laws of the Province of Ontario shall govern in any dispute occasioned through the performance or non-performance of this order. Material Safety Data Sheet (MSDS) must be provided for all W.H.M.I.S regulated products and a copy of the MSDS for controlled products must also be forwarded to the Occupational Health and Safety Officer @ Bruce-Grey Catholic DSB 799-16th Ave Hanover ON N0G2MO or electronically to joyce_benninger@bgcdsb.org All items must be CSA/ESA/UL, etc. approved, per applicable regulations and standards, and must bear the label of approval. Purchase Order No. must appear on all Invoice and Packing Slip copies. Ship order Prepaid unless otherwise agreed Ship immediately. Acknowledge any order not immediately available and advise delivery date.

4. 5. 6. 7. 8. 9. 10.

11. 12. 13. 14. 15.

16. 17. 18. 19.

ONTARIO RETAIL SALES TAX: The exemption of Ontario Retail Sales Tax is to be in accordance with the code shown in tax column and as indicated by the matching certification sent at the beginning of the year.

Administrative Procedure
Date: Subject: February 22, 2011

A.P. 5 - 6(i)

Purchasing - Mobile Devices and Other Hand-Held Wireless Communications Equipment

Purpose Bruce-Grey Catholic District School Board provides mobile devices and other hand-held wireless communications equipment along with appropriate plans to employees who, by nature of their job responsibilities, require telephone/email access while away from their office or after normal work hours. Issuance of a device and the selection of services, as well as any subsequent changes, must be related to job responsibilities and requires supervisor approval Procedure 1. All acquisitions of handheld devices and plans, as well as any changes, upgrades and/or addition of accessories are to be done through Board issued Purchase Order sent to vendor Totally One Communications (Bell Mobility). New plans require AF: 5-6(i)-c Purchasing: Request and Approval Mobile Devices and Other Hand-held Wireless Communications Equipment Acknowledgement and upgrades/change of service require AF: 5-6(i)-d Purchasing: Change of Request and Approval Mobile Devices and Other Hand-held Wireless Communications Equipment Acknowledgement. Upgrades can be processed only as specified by the contract on file unless the device is not working properly and/or full upgrade credits are already in effect. Plans are specified at the time of order and all invoices are sent directly to Accounts Payable for processing (refer to items 5 & 6 for user/Supervisor invoice review requirements). All ordered devices will be shipped by Totally One to the Catholic Education Centre to the attention of the Information and Technology Department. After set-up, devices will be forwarded to the appropriate user. The Board has subscribed to the Ministry of Government Services, Broader Public Service (BPS) Standing Agreement for hand held devices. For details, please refer to the appropriate rate notice as distributed/ posted by the Plan Administrator in the Shared Purchasing Services Consortium of Grey Bruce (SPSCGB). Overall, it is more cost efficient to utilize desktop personal computers or land line telephones to communicate and employees are encouraged to use the most cost effective methods of communication wherever possible. It is expected that handheld devices will be used in a responsible, safe and respectful manner at all times. The primary use of all Board-issued hand-held devices must be work related with limited personal use (call or emails to spouse/children). Employees must review their monthly bills, identify any charges resulting from personal use and reimburse the Board accordingly within 30 days of receipt of statement. This includes weekend, evening and holiday usage when not on Board related travel. Payment may be deducted from outstanding travel and expense claims where appropriate. Hand-held device use while in the United States or overseas must be approved by the immediate supervisor and should only be approved if the person travelling is expected to maintain contact
5-6(i)(a)

2.

3.

4.

with the Board. If approved, short-term plans are available to help manage costs. The Plan Administrator (SPSCGB) can be contacted for additional information. 5. Handheld devices are to be returned to the Plan Administrator immediately upon termination of employment, leave or retirement to ensure deactivation or reallocation. If the device holder wishes to assume responsibility of the handheld device the Plan Administrator must be contacted to ensure alternate arrangements are made and ownership transferred. Supervisors may review usage with the device holder either by accessing the website indicated below and using the on-line historical invoice tools, or by reviewing a hard copy screen print with the device holder. This will allow device holders and supervisors to verify the appropriateness of the device, plans and usage. Website: Login: Password: 7. www.interaction.bell.ca Phone User Name XXXXXX

6.

Responsibilities: a) The Device holder is responsible for: i) Abiding by all acceptable use processes as set out in this procedure. ii) Obtaining Supervisors approval for ordering a device. iii) Acknowledging responsibilities and obligations of being a device holder by submitting a completed AF: 5-6(i)-c Purchasing: Request and Approval Mobile Devices and Other Hand-held Wireless Communications Equipment Acknowledgement to the Plan Administrator (SPSCGB). iv) Limiting personal use of the device. v) Using alternate, more cost effective methods of communication wherever practical. vi) Reviewing monthly bills for price consistency, usage. vii) Reimbursing the Board for charges resulting from personal use. viii) Ensuring that billing errors are corrected in a timely manner (seeking assistance from the Plan Administrator as required). ix) Reporting all difficult or persistent service issues to the Plan Administrator. b) The Supervisor is responsible for: i) Approving issuance of the device using AF: 5-6(i)-c Purchasing: Request and Approval Mobile Devices and Other Hand-held Wireless Communications Equipment Acknowledgement. ii) Approving any changes to the plan using AF: 5-6(i)-d Purchasing: Change of Request and Approval Mobile Devices and Other Hand-held Wireless Communications Equipment Acknowledgement. iii) Reviewing usage periodically to ensure the appropriate use of the device and plans. iv) Reporting all difficult or persistent service issues to the Plan Administrator. The Plan Administrator (SPSCGB) is responsible for: i) Maintaining current device holder, plan and usage information. ii) Ensuring that supervisors are able to review activity reports. iii) Assisting with problem solving as required.

c)

5-6(i)(b)

Bruce-Grey Catholic District School Board Mobile Devices and Other Hand-held Wireless Communications Equipment User Agreement / Supervisor Request Complete this Form for NEW plans

AF: 5-6(i)-c

Responsibilities and obligations to holders of mobile devices and other hand-held wireless communications equipment: 1. I understand that the device is the property of Bruce-Grey Catholic District School Board (BGCDSB) and is to be used primarily for work related activities. I will follow all procedures outlined in Administrative Procedures A.P. 5-6(i) Purchasing Mobile Devices and Other Hand-held Wireless Communications Equipment. I will use the most cost effective method of communication wherever possible. I understand that while on BGCDSB related travel, reasonable costs of a personal nature that are time sensitive will be paid. I will review my monthly bill and reimburse BGCDSB monthly for all costs associated with personal use. I understand that my immediate supervisor will review and approve usage of the device. I agree to use the device in a responsible, safe and respectful manner and to safeguard the device, immediately reporting its loss, theft or damage to service provider. As owner of the device, BGCDSB reserves the right at any time, and at its sole discretion, to suspend the use of the device and ask for its immediate return for reasons such as, but not limited to, inappropriate use, abuse of board policy/procedure, and/or breach of this agreement. The device must be returned upon termination of employment, leave or retirement. Failure to do so may result in a payroll deduction to ensure payment of obligations. By the act of accepting a BGCDSB owned device, I agree that I have read A.P. 5-6(i) Purchasing Mobile devices and Other Handheld Communications Equipment and this User Agreement, and I agree to all terms and conditions contained therein.

2.

3. 4.

5. 6.

7.

8.

____________________________
Employee Name (first and last)

_________________________
Employee Signature

____________
Date

____________________________
Supervisor/Mgr Name

_________________________
Supervisor/Mgr Signature

____________
Date

_______________________________________________________
School/Dept & Location

_______________________________________________________
Device Requested (if not a Blackberry)

Please send completed form to the attention of:

Plan Administrator, Catholic Education Centre 799 16th Avenue, Hanover, ON N4N 3A1

For Plan Administrator Use only __________________________________ Requisition Number _________________________________ Purchase Order Number

Personal information on this form is collected under the authority of the Education Act, R.S.O. and will only be used for the purpose of mobile device and other hand-held wireless communications equipment plan assignment and maintenance. Any questions should be directed the Plan Administrator, Catholic Education Centre, 799 16th Avenue, Hanover, ON N4N 3A1.

Bruce-Grey Catholic District School Board

AF: 5-6(i)-d

Mobile Devices and Other Hand-held Wireless Communications Equipment User Agreement / Change of Request/Approval Complete this Form for UPGRADES or CHANGES to Plans
Responsibilities and obligations to holders of mobile devices and other hand-held wireless communications equipment: 1. I understand that the device is the property of Bruce-Grey Catholic District School Board (BGCDSB) and is to be used primarily for work related activities. I will follow all procedures outlined in Administrative Procedure A.P. 5-6(i) Purchasing Mobile Devices and Other Hand-held Wireless Communications Equipment. I will use the most cost effective method of communication wherever possible. I understand that while on BGCDSB related travel, reasonable costs of a personal nature that are time sensitive will be paid. I will review my monthly bill and reimburse BGCDSB monthly for all costs associated with personal use. I understand that my immediate supervisor will review and approve usage of the device. I agree to use the device in a responsible, safe and respectful manner and to safeguard the device, immediately reporting its loss, theft or damage to service provider. As owner of the device, BGCDSB reserves the right at any time, and at its sole discretion, to suspend the use of the device and ask for its immediate return for reasons such as, but not limited to, inappropriate use, abuse of board policy/procedure, and/or breach of this agreement. The device must be returned upon termination of employment, leave or retirement. Failure to do so may result in a payroll deduction to ensure payment of obligations. By the act of accepting a BGCDSB owned device, I agree that I have read A.P. 5-6(i) Purchasing Mobile devices and Other Handheld Communications Equipment and this User Agreement, and I agree to all terms and conditions contained therein.

2.

3. 4.

5. 6.

7.

8.

Mobile Number:

____________________________
School/Dept & Location

____________________________
Employee Name (first and last)

_________________________
Employee Signature

_______________
Date

____________________________
Supervisor/Mgr Name Change Requested:

_________________________
Supervisor/Mgr Signature

_______________
Date

9 New Blackberry 9 Other Hardware (please specify)___________________________________________ 9 Accessories (please specify)

__________________________________

Please send completed form to the attention of:

Plan Administrator, Catholic Education Centre 799 16th Avenue, Hanover, ON N4N 3A1

For Plan Administrator Use only __________________________________ _________________________________ Requisition Number Purchase Order Number
Personal information on this form is collected under the authority of the Education Act, R.S.O. and will only be used for the purpose of mobile device and other hand-held wireless communications equipment plan assignment and maintenance. Any questions should be directed the Plan Administrator, Catholic Education Centre, 799 16th Avenue, Hanover, ON N4N 3A1.

Administrative Procedure
Date: Subject:
March, 2004 Reviewed: March 2012

A.P. 5 - 8

COMMUNITY USE OF SCHOOL FACILITIES

Purpose To provide the process to be followed with respect to making Board owned facilities and grounds available for community use. Specifics 1. General a) Application for the use of Board owned facilities and grounds must be made on using the Online Application Process - http://bgcdsb.ebasefm.com/communityuse/ (see attached permit), recommended by the School Principal and approved Superintendent of Business or a delegate. In doing so, the organization or individual agrees to all conditions and the regulations (See attached Terms and Conditions and sample Completed Permit. Organizations and individuals using the Board facilities must provide proof of liability insurance (2 Million minimum) and the Board must be named as an additional insured on the insurance certificate. Principals are responsible for reporting any abuse of property or equipment to the Supervisor of Maintenance. When custodial services are required and requested by Parish and/or Community Organizations, the organization shall be responsible for making a request using the online application process and they will make any necessary arrangements through the Supervisor of Maintenance. The activities of any group or organization must be confined to the facilities or grounds assigned and approved for their use.

b)

c)

d)

e)

2.

Liability Insurance for Groups without Coverage Many small groups using the Board facilities may opt to purchase User Group insurance that is available from the Ontario School Boards Insurance Exchange (OSBIE)Forms are available in each school office of the Board and on the Board website. (form attached). If the user group is purchasing the OSBIE, the cheque should be made payable to the Bruce-Grey Catholic District School Board in accordance with the insurance fee schedule. This cheque as well as the OSBIE Insurance Form and must be sent to the Catholic Education Centre for further processing.

3.

Serving of Alcoholic Beverages on School Premises The serving of alcoholic beverages on school premises or grounds is prohibited except where a community has no banquet or hall facilities other than the local school facility, subject to the
A.P. 5-8(a)

provisions outlined below: a) b) Approval will only be given to Parishes and recognized parish or community organizations. All requests for events involving the serving of alcoholic beverages must be approved by the Board. Application for the use of school premises or grounds when alcoholic beverages will be served must be made one month prior to the date of the event. A valid permit must be obtained from the L.C.B.O. The group or organization must sign a Waiver of Liability (attached) The group or organization must provide proof of Liability Insurance for the event and assume responsibility for the conduct and supervision of all persons admitted to the event. Single event liability insurance protection for groups or individuals is available through Party Alcohol Liability Insurance (PAL). Contact information is: Toll-free 1-800-265-8098 Phone (519) 428-7716 Fax (519) 429-5661 P.O. Box 1198 21 Market St. E. Port Dover, ON N0A 1N0 Payment for all costs and a rental fee for the facility in accordance with the schedule of rental fees shall be made in advance. When it is deemed essential for the approval, a security guard must be hired for the event by the applicant. Failure to comply or meet the conditions outlined above will result in the cancellation of approvals and may result in the refusal of future applications to use Board owned facilities.

c)

d) e) f)

g)

h)

i)

4.

Private Music Lessons During School Hours The Board supports the provision of private music lessons during school hours. The instructor for private music lessons during school hours must provide: a Vulnerable Sector Screening for first time user, Statutory Declaration for each year thereafter. a completed agreement for the instructions (see attached) proof of liability insurance (2 Million) naming the Board as additional insured an Application and Permit for use of School Facilities.

A.P. 5-8(b)

Bruce-Grey Catholic District School Board

Private Music Lessons at

_____________________________
(Name of School)

The Bruce-Grey Catholic District School Board approves of the provision of private music lessons at ____________________________________ in _________________ subject to the following:
(Name of School) (Municipality)

1)

This approval is for a one year period extending from September _____ to June _____. It will be necessary to receive a yearly renewal of this agreement. The Music Room will be made available for music lessons one day/same day per week. Instruction will occur during the time period of 8:30 a.m. to 6:00 p.m. In the event that regular school programs necessitate use of the Music Room, advance notice of seven (7) days shall be given to the Music Committee to allow sufficient time for cancellation or alternative arrangements. Students currently enrolled at ________________________ will be the only students eligible for music lessons. It is understood that the scheduling of private music lessons, the hiring of the music teachers, and any other associated details are subject to the approval and authority of the school principal. i) Ensure that the music teacher(s) carries a sufficient amount of liability insurance (2 million). A copy of this certificate must be on file in the school office before lessons commence. It is understood that arranging for the tuning of the piano currently available at the school and paying for any incurred costs may be the responsibility of the music teacher. The Bruce-Grey Catholic District School Board reserves the right to alter, modify and/or change the conditions attached and/or cancel should any one or all of the conditions not be honored. Further, if it is determined that the music lessons negatively impacts the regular day school programme substantively, the lessons will be cancelled immediately by the Board.

2)

4)

5)

6)

7)

ii)

Iii)

Signature of Principal

Signature of Music Teacher

Date:

Date:

director\piano lessons

March 2012

THIS LICENSE made the

day of

, 20

B E T W E E N: THE BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD hereinafter called the BOARD of the FIRST PART;

AND

________________________________
(name of group)

hereinafter called the LICENCEE of the SECOND PART.

WHEREAS the Board owns ___________________________ situated in the Municipality of _______________. (name of Facility) AND WHEREAS the LICENCEE has applied to the BOARD to be permitted to use a portion of the BOARDs premises located at _______________________________________.
(address)

WITNESSETH that in consideration of the fees to be paid and the covenants in this license on the part of the LICENCEE, the BOARD grants to the LICENCEE on the terms hereof the following license: 1. To use the _________________________________________(i.e. parking area, gymnasium, washrooms and corridors) for the term of _____________a.m./ p.m. on the (date day/month/year)________________________ and ending at ________a.m./p.m. on the (date day/month/year) __________________________.

2.

The LICENCEE covenants with the BOARD as follows: a) To pay the BOARD in advance the fees, as from time to time, established by the BOARD for the use of its facilities; Prior to using the Boards premises the LICENCEE will produce evidence of $2,000,000 public liability insurance with the BOARD as additional insured;

b)

c)

To obtain a permit to dispense alcoholic beverages from the Liquor License Board of Ontario and to comply with the Liquor License Act and regulations. The LICENCEE shall provide a copy of its Liquor License to the BOARD prior to using the BOARDs premises. To return the BOARDs premises in the same condition it was prior to the use by the LICENCEE and to pay to the BOARD the cost of any repairs to the BOARDs land, building and equipment caused by the LICENCEE or its invitees within thirty (30) days of demand for payment by the BOARD; To comply with the BOARDs policy on the community use of schools as from time to time approved by the BOARD; To indemnify and save harmless the BOARD from any and all actions, causes of action, claims and demands for damages, loss or injury however arising, which heretofore may have been or may hereafter be sustained in consequence of the LICENCEEs use of the BOARDs premises; The LICENCEE acknowledges that the BOARD may, in its sole discretion as a condition of granting this license, require the LICENCEE to hire an independent security guard to be present at the BOARDs premises during the use of the BOARDs premises by the LICENCEE and its invitees.

d)

e)

f)

g)

3.

This agreement shall enure to the benefit of and be binding upon the successors, assigns, heirs and administrators of the Parties hereto.

IN WITNESS WHEREOF the Parties have hereunto set their hands and seals. THE BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

Per: I have authority to bind the BOARD

SIGNED, SEALED and DELIVERED in the presence of

WITNESS

) ) ) ) ) )

LICENCEE

Administrative Procedure
Date: Subject: March 21 , 2006

A.P. 5 - 9

POLICY ON THE SECURITY OF BOARD FACILITIES: Loan of Keys Agreement

Policy Statement It is the policy of the Board to secure its facilities in such a way as to a) provide maximum safety for the students and staff while in attendance either during the school day or during off hours, and b) minimize exposure to losses resulting from unlawful entry, vandalism, theft, fire, low heat and water damage. Regulations 1. Key Distribution a) General i) Keys for main entrance doors will be issued to designated employees or signed out at the discretion of school principals ii) Teachers and other employees may be issued a key for their respective teaching/work areas at the discretion of school principals iii) Everyone issued a key shall sign an agreement for Loan of Keys and be responsible to return the key. If a key is lost, the responsible party may be required to pay for the costs of replacing such key. Where the security of the building has been compromised by the loss of a key, the responsible party may be required to pay for the costs of re-keying some or all of the locks in the building . Community Use of Schools i) Community groups shall be issued a key for a main entrance and the room(s) they have booked. ii) The representative who has signed the Community Use of Schools request shall also be required to complete a Loan of Keys Agreement and be responsible as outlined in Section 1 a) iii), above. Facility Master Keys i) Open all doors in a facility ii) Will be issued, where applicable, to: < school principal < school vice-principal/designated teacher < custodians < school secretary < member of the administrative council (for the Catholic Education Centre)

b)

c)

A.P. 5-9(a)

LOAN OF KEYS AGREEMENT

Name of Person Responsible for Key(s): Board Facility: I, Location: , hereby acknowledge receiving from , Principal/ Vice-Principal/Supervisor at the above named facility, the following key(s): Key Description Front Door Key Classroom Door Key Filing Cabinet Keys Other Keys:
Principal/Supervisor

Key #

Confirmation of Key Return

Date

I hereby agree that the above-mentioned keys belonging to the Bruce-Grey Catholic District School Board will not be duplicated for any purpose. I also hereby agree that I am responsible for the keys and that should any keys be lost, all costs incurred to replace such keys will be borne by me. Where the security of the building has been compromised by the loss of a key, I am aware that I may be required to pay for the costs of re-keying some or all of the locks in the building . I also hereby agree that I will return all keys to the Principal/Vice-Principal/Supervisor of the abovementioned facility upon my being transferred to another location, upon termination of my employment or upon the conclusion of the Community Use of Schools agreement.

Date:

Signature of Employee or Person Responsible

Signature of Principal/Supervisor

A.P. 5-9(b)

Administrative Procedure
Date: Subject: February 26, 2008

A.P. 5-11

Guidelines for Conducting Educational Research

Purpose

The purpose of this document is to outline the procedures for conducting educational research within the Bruce-Grey Catholic District School Board. Procedure 1. Individuals who are interested in conducting research within the Bruce-Grey Catholic District School Board (BGCDSB) must first obtain permission to access the school system from the Superintendent of Education. The BGCDSB Permission to Access Request Form (Appendix A) can be obtained from the Supervisory Officer. It is advisable that permission for access be sought prior to writing the research proposal. Research proposals will not be reviewed unless accompanied by a signed BGCDSB Permission to Access Request Form. Permission to access the system is separate and distinct from the Research Review Process. 2. Once permission to access the system has been granted, individuals should complete the Bruce-Grey Catholic District School Board External Research Request Form. This can be obtained from:
Bruce-Grey Catholic District School Board 799 16th Avenue Hanover, ON N4N 3A1 Tel.: (519) 364-5820 Fax.: (519) 364-5882 3. 4. All Research Request Forms must be signed and typed handwritten forms will not be accepted. Two copies of the research proposal and all related and supporting documents, including sample consent letters and copies of any surveys, questionnaires, interview schedules or focus group guides that will be used in the research, must accompany the Research Request Form. In all cases, the Lead Investigator must have demonstrated expertise and experience in professional research in the substantive area(s) of the proposed study. Before being initiated within the schools, all research proposals must be reviewed and approved by the Boards Educational Research Committee. Ethics approval must be obtained before research can be initiated in the schools. If ethics approval has already been obtained before the Research Request Form is submitted, a document certifying the approval, such as an approval letter, should be attached to the Research Request Form. Researchers will require a criminal reference check before being granted permission to conduct research in the schools.

5.

6.

A.P. 5-11(a)

7.

The Bruce-Grey Catholic District School Boards Educational Research Committee is comprised of staff members from Senior Administration and other personnel as appropriate. The committee meets four times a year: September, November, February, and May. Researchers will receive a written response from the Committee approximately three weeks after each deadline. Approval does not guarantee participation of a particular school in the research study. If the project interferes with the educational process in a school, the principal may request that his or her school be excluded from the study. Written student permission is required prior to any participation in a study. Where the participants are over 16 years of age, researchers requesting student permission must provide each student with a written explanation describing the study in order to assure that permission reflects informed consent.

8.

9.

10. Written parental permission is required when students participating in the study are under the age of sixteen. Researchers requesting parental permission must provide each parent with a written explanation describing the study in order to assure that permission reflects informed consent. 11. All persons conducting research within the Bruce-Grey Catholic District School Board must guarantee anonymity of the individual students, schools and school personnel in reporting the results, unless written approval is obtained from parents of students (for those under 16), students, the school principal, the school staff involved and the Educational Research Committee. 12. Researchers must submit a copy of their written report (including an executive summary) to the Supervisory Officer within two months of its completion. 13. Researchers should offer feedback to participating schools in the form of workshops, written material or other means. 14. Research activities conducted by BGCDSB employees that are not part of their ordinary job responsibilities and authority (including all Additional Qualifications (AQ) action research projects) require Committee approval. See Appendix C. All other BGCDSB employee based research activities must be brought to the attention of the appropriate Supervisory Officer. A Bruce-Grey Catholic District School Board Internal Research Project Form should be completed and forwarded to the Supervisory Officer. Applications will be circulated to members of the Bruce-Grey Catholic District School Board Educational Research Committee. Shortly after the meeting, researchers will be informed of the status of their project. If a project receives approval, a letter will be sent to principals on the researchers behalf. Names of the principal(s) will be provided in order for researchers to contact them for permission to proceed and to provide further details. Principals may refuse the project in their schools. If they approve, arrangements must be made with them to conduct the research.

A.P. 5-11(b)

APPENDIX A

Bruce-Grey Catholic District School Board

PERMISSION TO ACCESS SYSTEM REQUEST FORM

Personal Information Name of Applicant(s) ____________________________________________________________ Phone No. _______________________________ Fax No. ______________________________ Address _______________________________________________________________________ E-Mail Address _________________________________________________________________ Is this study part of an academic degree requirement? __________ Yes __________ No If Yes, check the following: ____ PhD ____ Masters ____ Undergraduate ____ Other Institutional Affiliation ___________________________________________________________ Advisors Name and Title (if applicable) _____________________________________________ Academic Department __________________________ Phone No. _______________________

Please indicate below any school where you would like to conduct your research. Name of School _________________________________

Please indicate by way of signature that this research request has been approved by one of the Superintendents. ______________ Date _____________________________ Signature of Superintendent

Name of Superintendent

A.P. 5-11(c)

APPENDIX B

Bruce-Grey Catholic District School Board EXTERNAL RESEARCH REQUEST FORM

PLEASE PROVIDE THE FOLLOWING INFORMATION

Title and Purpose of Study.

Anticipated duration of schools involvement in project.

Type of participants (e.g. elementary school students, high school students, special education students, teacher, staff member).

Will school staff be involved in planning and carrying out any part of the project (and if so, in what capacity)?

Names of individuals visiting the school in connection with the project.

What practical implications does your study have to the Bruce-Grey Catholic District School Board system or its students?

A.P. 5-11(d)

Briefly describe your plans, including anticipated timeline, for providing feedback regarding your research results to the participating school(s).

Describe the procedures you will use to obtain the informed consent of the appropriate individuals and the procedures you will use to ensure that their participation is voluntary. (A copy of the consent form must be attached).

When will the participants be informed about the objectives and aims of the research? Explain the nature of how this will be conducted.

Expected Outcomes of Project (deliverables)

Have you conducted previous research in the Bruce-Grey Catholic District School Board? If yes, please identify research project.

A.P. 5-11(e)

APPENDIX C

Bruce-Grey Catholic District School Board INTERNAL RESEARCH PROJECT FORM

PLEASE PROVIDE THE FOLLOWING INFORMATION Researcher(s):

Location: Title of Project: Expected Outcomes:

Data Sources Required:

Process:

Principal: __________________________________ Date: _____________________

RETURN TO Supervisory Officer Bruce-Grey Catholic District School Board

799 16th Avenue Hanover, ON N4N 3A1

Superintendent Signature:

A.P. 5-11(f)

EDUCATIONAL RESEARCH COMMITTEE BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD The Bruce-Grey Catholic District School Board has established an Educational Research Committee that considers proposals submitted by those who wish to conduct research projects in schools with the board. The Committee meets four times a year: September, November, February, and May. Deadlines for applications are: September 1; November 1; February 1; May 1. THE FUNCTIONS OF THE COMMITTEE ARE TO: Support and encourage research that contributes to educational knowledge; Standardize the approval process for research applicants; Study and review all requests for non-board-initiated research to be conducted in the Bruce-Grey Catholic District School Board; Judge the relevance of each request to the educational objective and policies of the Bruce-Grey Catholic District School Board; Monitor the quantity and topics of research to ensure a fair distribution of research studies throughout Bruce-Grey Catholic schools; Protect Bruce-Grey Catholic schools and their staff and students from invasion of privacy and from unwarranted and excessive demands of their time by external researchers; Approval for those requests seen as being beneficial in accordance with Administrative Procedure No. 5-11 Conducting Educational Research . THE COMMITTEE CONSISTS OF: Senior Administration Representation from Program Services, as appropriate Representation from Student Services, as appropriate Representation from Elementary Principals/Vice Principals, as appropriate Representation from Secondary Principals/Vice Principals, as appropriate Other personnel, as appropriate The Administrative Procedure Conducting Education Research Permission to Access Request Form and External Research Request Form have been prepared to assist those who are asking for Committee approval for board participation in research projects. Note that all non-board-initiated projects emanating from individuals and agencies must proceed through the Bruce-Grey Catholic District School Board Educational Research Committee. All internal research projects must be brought to the attention of the appropriate Supervisory Officer. In addition, an Internal Research Project Form should be completed and forwarded to the Supervisory Officer.

EXTERNAL RESEARCH 1. A request from a non-Board employee or a Board employee collaborating with a non-Board agency or educational institution. A request from a Board employee wanting to do research outside his/her own area of responsibility for the purposes of completing a professional course or program of study (this includes all Action Research Projects conducted in the Board).

2.

INTERNAL RESEARCH 1. A school or classroom project related to board or regional initiatives. These may be projects carried out by teachers, administrators or school council members.

A.P. 5-11(g)

Administrative Procedure
Date: Reviewed: Subject: May 2005 April 2010

A.P. 5 - 13

PROFESSIONAL SERVICES

Purpose

To establish a list of long-term relationships that provide specialized services to the Board.
SCHEDULE OF LONG-TERM ARRANGEMENTS: The Bruce-Grey Catholic District School Board has selected the following under long-term relationships: Royal Bank of Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Banking Services ADP Payroll Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Processing Services BDO Dunwoody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Auditing Services K. Duffy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Legal Services Hicks Morley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Legal Services Keel Cottrelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Legal Services Borden Ladner Gervais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Legal Services SRM Architects Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Architectural Services Ontario School Boards Insurance Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . General Insurance Reliable Life Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Accident Insurance Ontario Catholic School Trustees Association . . . . . . . . . . . . . . . . . Trustee Accident Insurance Sun Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Employee Benefits School Boards Cooperative Incorporated . . . . . . . . . . Workers Compensation/ Disability Mgmt Wayne Richardson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Psychologist Services Tri-Tech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Computer Technical Support T. Diggle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communications/Media Relations Services The relationships will remain in place until the arrangement becomes inoperative, ineffective or expires or is amended by the Board.

A.P. 5-13

AdministrativeProcedure
Date: Subject:

A.P.511(ii)

March2012

Privacy Breach Protocol

Purpose This procedure is designed to help the Bruce-Grey CDSB contain and respond to incidents involving unauthorized and accidental disclosure of personal information. Everyone has a role and responsibility to assist in the containment of a privacy breach. Privacy Statement It is the policy of the Bruce Grey Catholic District School Board (BGCDSB) to collect, use, retain and disclose personal information in the course of meeting its statutory duties and responsibilities. The BGCDSB is committed to the protection of privacy and complies with all applicable provisions in the Education Act, the Municipal Freedom of Information and Protection of Privacy Act(MFIPPA), the Personal Health Information Protection Act(PHIPA), and any other applicable legislation. Definition of a Privacy Breach A privacy breach occurs when personal information is compromised, that is, when it is collected, used, disclosed, retained, or destroyed in a manner inconsistent with privacy legislation. BGCDSB is governed by the following privacy statutes: Municipal Freedom of information and Protection of Privacy Act (MFIPPA), Personal Health Information Protection Act (PHIPA), and Personal Information Protection and Electronic Documents Act (PIPEDA). Personal information can be compromised in many ways. Some breaches have relatively simple causes and are contained, while others are more systemic or complex. Privacy breaches are often the result of human error, such as an individuals personal information being sent by mistake to another individual (e.g., fax number, email address, etc.). In todays environment in which technology increasingly facilitates information exchange, sometimes a privacy breach can be more wide-scale, such as when an inappropriately executed computer programming change causes the personal information of many individuals to be compromised.

Page511(ii)a

The following are some examples of privacy breaches:

Student Records
Inappropriate disclosure/use of personal information Two teachers discussing (and identifying) a student in the local grocery store. Students report card mailed to the wrong home address. Digital images of individuals taken and displayed without consent. Hard-copy psychological assessments that are not secured or controlled. Confidential student health records inadvertently blown out of a car trunk and scattered over a busy street.

Employee Records
Employee files containing social insurance numbers left in unlocked boxes near the open shipping/ receiving area. Budget reports (containing employee numbers and names) found in their entirety in recycle bins and garbage bins. Theft from car of a briefcase containing a list of home addresses of teaching staff.

Business Records
A list of names, including credit card numbers, left on the photocopier. Personal information disclosed to trustees who did not need it to effectively decide on a matter.

Technology/ computer error

Lost memory key containing student data. Theft from employees car of a laptop containing Special Education student records on the hard drive.

Not immediately retrieving very sensitive personal information from an unattended, open-area printer. Password written on a sticky note stuck to a monitor. Resumes faxed or emailed to a wrong destination or person.

Stolen laptop containing names and addresses of permit holders. Tender information scanned and not cleared from multifunctional office machine. Disposal of equipment with memory capabilities (e.g., memory keys, disks, laptops, photocopiers, fax machines, or cell phones) without secure destruction of the personal information it contains.

Roles and Responsibilities in Responding to Privacy Breaches

Everyone has a role and responsibility to notify and contain their privacy breach depending on the situation.

Page511(ii)b


Individuals
All Board Employees

Roles
All Ontario school board employees need to be alert to the potential for personal information to be compromised, and therefore potentially play a role in identifying, containing, and notifying about their breach. Employees dealing with student, employee and/or business records need to be particularly aware of how to identify and address a privacy breach.

Responsibilities
All Ontario school board employees have the responsibility to: contain, if possible, the suspected breach by suspending the process or activity that caused the breach; notify their supervisor or principal immediately, or, in his/her absence, their school boards/authoritys FOI Coordinator upon becoming aware of a breach or suspected breach that they have been involved in. Complete Appendix B to document the incident

Supervisors (Including Senior Administration, Managers, and Principals)

Senior administration, managers, and principals are responsible for alerting the FOI Coordinator of a breach or suspected breach and will work with the coordinator to implement the five steps of the response protocol.

Senior administration, managers, and principals have the responsibility to : contain, if possible, the suspected breach by suspending the process or activity that caused the breach; obtain all available information about the nature of the breach or suspected breach, and determine what happened; alert the FOI Coordinator and provide as much information about the breach as is currently available; work with FOI Coordinator to undertake all appropriate actions to contain the breach; ensure details of the breach and corrective actions are documented (Appendix B)

FOI Coordinator

The FOI Coordinator plays a central role in the response to a breach by ensuring that all five steps of the response protocol are implemented.

The FOI Coordinator will follow the following five steps (see page 3436 for more details): Step 1 Respond Step 2 Contain Step 3 Investigate Step 4 Notify Step 5 Implement Change (Complete Appendix C)

Accountable Decision Maker

The Director of Education or Designate is the accountable decision maker. This individual is the key decision maker in responding to privacy breaches.

The Director of Education or Designate has the responsibility to : brief senior management and trustees as necessary and appropriate;

Page511(ii)c

Individuals

Roles

Responsibilities
review internal investigation reports and approve required remedial action; monitor implementation of remedial action; ensure that those whose personal information has been compromised are informed as required.

Third Party Service Providers & Community Partners

Increasingly, Ontario school boards/ authorities use contracted third party service providers to carry out or manage programs or services on their behalf. Typical third party service providers and community partners are commercial school photographers, bus companies, information technology services, outsourced administrative services such as shredding, trades people, Childrens Aid Societies (CAS), Public Health Units (PHU), external researchers, external consultants, and counseling services. In such circumstances, BGCDSB retains responsibility for protecting personal information in accordance with privacy legislation. All third party service providers and community partners must take reasonable steps to monitor and enforce their compliance with the privacy and security requirements defined in the contracts or service agreements, and are required to inform their respective BGCDSB of all actual and suspected privacy breaches.

The third party service providers have the responsibility to: inform the Ontario school board/authority contact as soon as a privacy breach or suspected breach is discovered; take all necessary actions to contain the privacy breach as directed by the Ontario school board/authority; document how the breach was discovered, what corrective actions were taken and report back; undertake a full assessment of the privacy breach in accordance with the third party service providers contractual obligations; take all necessary remedial action to decrease the risk of future breaches; fulfill contractual obligations to comply with privacy legislation. Complete Appendix B to document the incident

Page511(ii)d

Response Protocol: Five Steps Implemented Concurrently by the FOI Coordinator. Initiate these steps as soon as a privacy breach or suspected breach has been reported. Step 1 Respond Assess the situation to determine if a breach has indeed occurred and what needs to be done; When a privacy breach is identified by an internal or external source, contact the appropriate area to respond to the breach; Provide advice on appropriate steps to take to respond to the breach; Report the privacy breach to key persons within the Ontario school board/authority (including the Director of Education or designate) and, if necessary, to law enforcement; Evaluate effectiveness of response to the breach and implement improvement as necessary.

Step 2 Contain Identify the scope of the breach and contain it (e.g., retrieve the hard copies of any personal information that has been disclosed, determine if the breach would allow unauthorized access to any other personal information [e.g., electronic information system], change passwords and identification numbers and/or temporarily shut down the system if necessary to contain the breach); Document the breach and containment activities; Develop briefing materials; Brief the accountable decision maker, senior management, and key persons on the privacy breach and how it is being managed.

Step 3 Investigate Once the privacy breach is contained: Conduct an investigation with the involvement of other parties as necessary: - Identify and analyze the events that led to the privacy breach; - Evaluate what was done to contain it; and - Recommend remedial action so future breaches do not occur. Document the results of internal investigation and use the privacy breach checklist for record keeping, including: - background and scope of the investigation; - legislative implications; - how the assessment was conducted; - source and cause of the breach; - inventory of the systems and programs affected by the breach; - determination of the effectiveness of existing security and privacy policies, procedures, and practices; - evaluation of the effectiveness of the Ontario school boards/authoritys response to the breach; - findings including a chronology of events and recommendations of remedial actions; - the reported impact of the privacy breach on those individuals whose privacy was compromised.

Page511(ii)e

Step 4 Notify Notify, as required, the individuals whose personal information was disclosed;

The purpose of providing notice of a privacy breach to the individuals whose personal information was involved in the incident is to provide them with information about: what happened; the nature of potential or actual risks or harm; what mitigating actions the board is taking; appropriate action for individuals to take to protect themselves against harm.

If personal information that could lead to identity theft has been disclosed, affected individuals should be provided with information on steps they can take to protect themselves. If the office of the Information and Privacy Commissioner (IPC) is investigating the privacy breach, indicate that to the affected individuals. Give an explanation of the individuals right to complain to the IPC about the Ontario school boards/authoritys handling of their personal information, along with contact information for the IPC. Notify appropriate managers and employees within your BGCDSB of the breach; FOI Coordinator will report the privacy breach to the office of the Information and Privacy Commissioner (IPC) as appropriate. Contact information: Information and Privacy Commissioner/Ontario 1-800-387-0073 info@ipc.on.ca www.ipc.on.ca Step 5 Implement Change When determining what changes and remedial actions need to be implemented, consider whether it is necessary to: review the relevant information management systems to enhance compliance with privacy legislation; amend or reinforce the existing policies, procedures, and practices for managing and safeguarding personal information; develop and implement new security or privacy measures, if required; review employee training on legislative requirements, security and privacy policies, procedures, and practices to reduce potential or future breaches, and strengthen as required; test and evaluate remedial actions to determine if they have been implemented correctly and if policies, procedures, and practices need to be modified; recommend remedial action to the accountable decision maker.

How Do You Determine if Notification is Required? The following factors should be considered when determining whether notification is required: Risk Of Identity Theft Is there a risk of identity theft or other fraud in your Ontario school board/authority? How reasonable is the risk? Identity theft is a concern if the breach includes unencrypted information such as names in conjunction with social insurance numbers, credit card numbers, drivers license Page511(ii)f

numbers, personal health numbers, debit card numbers with password information, or any other information that can be used for fraud by third parties (e.g., financial). Risk of Physical Harm Does the loss or theft of information place any individual at risk of physical harm, stalking, or harassment? Risk of Hurt, Humiliation, or Damage to Reputation Could the loss or theft of information lead to hurt, humiliation, or damage to an individuals reputation? This type of harm can occur with the loss or theft of information such as mental health records, medical records, or disciplinary records. Risk of Loss of Business or Employment Opportunities Could the loss or theft of information result in damage to an individuals reputation, affecting his/her business or employment opportunities?

Appendices APPENDIX A RESPONDING TO A SUSPECTED PRIVACY BREACH BGCDSB employees can use this appendix in the form of a poster to promote and raise the awareness of responsibilities in the event of a privacy breach. APPENDIX B PRIVACY BREACH INCIDENT REPORT BGCDSB employees should use this appendix to document the details of their privacy breach. APPENDIX C - FOI COORDINATOR PRIVACY BREACH CHECKLIST This appendix is a recommended management tool for BGCDSBs Freedom of Information (FOI) Coordinator(s) or designate(s) to use in the event of a privacy breach.

Page511(ii)g

Appendix A

RESPONDING TO A SUSPECTED PRIVACY BREACH

PRIVACY is
...the right to control access to your personal information, and the right to decide what and how much information you give to others, who it is shared with, and for what purposes.

A PRIVACY BREACH occurs when

...personal information that is collected, used, disclosed, retained or destroyed in a manner that does not meet privacy requirements set out in federal and provincial privacy legislation. Examples of privacy breaches may include, but are not limited to: memory key/jump drive left in a public area containing student data laptop lost or stolen containing student records on the hard drive documents containing student or employee personal information left unattended on a photocopier reports containing employee personal information found unshredded in recycle bins or garbage bins confidential documents left in public view on an employees desk or other publicly accessible area.

If you are involved in a PRIVACY BREACH...

...notify your Supervisor or Principal immediately, or, in his/her absence, your School Boards Freedom of Information (FOI) Coordinator at 519-364-5820 X267 ...contain, if possible, the suspected breach by delaying or stopping the process or activity involving the exposure or mishandling of student or employee personal information. Following your report of the suspected breach, the FOI Coordinator may contact you to confirm details about the suspected breach. No further action is required on your part unless further directed by your Supervisor and/or the Boards FOI Coordinator.
For more information refer to Board Procedure AP 5 - 11

AppendixB BruceGreyCatholicDistrictSchoolBoard PrivacyBreachProtocolIncidentReport

Takeimmediateactionwhenyouhavebeeninvolvedinaprivacybreach.Notifyyourimmediate supervisor/Principalimmediately,andrecordthefollowinginformation.
1. PersonReportingSuspectedBreach: Firstname: Jobtitle: Lastname: Time (indicateA.M.orP.M.)

Location(school/department): Nameofimmediatesupervisor: Phonenumber: 2. 3.

WhenIncidentOccurred: Date (mm/dd/yyyy) IncidentDetails:

Briefdescriptionoftheincident(howthebreachoccurred):

_________________________________________________________________

_______________________________________________________________________________

____________________________________________________________________________________ Numberofindividualswhoseinformationwasaccessedwithoutconsentorauthorization: Typeofpersonalinformationthatwasaccessedwithoutconsentorauthorization,e.g.,health/medical information,studentmarks,biographicalinformation(suchashomeaddress,phonenumbers,names andcontactinformationoffamilymembers),behaviourconcerns,etc.

Effortsmade,ifany,tocontaintheprivacybreach(e.g.,suspendingtheprocess/activitythatcaused thebreach)

Date (mm/dd/yyyy)

Time

(indicateA.M.orP.M.)

AP511(ii)

AppendixC BruceGreyCatholicDistrictSchoolBoard FOICoordinatorPrivacyBreachChecklist BREACHREPORT#_______________

Takeimmediateactionwhenyouhavebeenadvisedofasuspectedprivacybreach.Manyofthesteps outlinedbelowhavetobecarriedoutsimultaneouslyorinquicksuccession.Steps1and2arecompleted basedontheinformationreceivedeitherdirectlyfromanemployee,ororallythroughhis/herimmediate supervisor(e.g.,phonecall),orinwrittenform(e.g.,email).

Step1RespondandStep2Contain
1. PersonReportingSuspectedBreach: Firstname: Jobtitle: Lastname: Time (indicateA.M.orP.M.)

Location(school/department): Nameofimmediatesupervisor: Phonenumber: 2. 3.

WhenIncidentOccurred: Date (mm/dd/yyyy) IncidentDetails:

Briefdescriptionoftheincident(howthebreachoccurred):

_________________________________________________________________

_______________________________________________________________________________

____________________________________________________________________________________ Numberofindividualswhoseinformationwasaccessedwithoutconsentorauthorization: Typeofpersonalinformationthatwasaccessedwithoutconsentorauthorization,e.g.,health/medical information,studentmarks,biographicalinformation(suchashomeaddress,phonenumbers,names andcontactinformationoffamilymembers),behaviourconcerns,etc.

AP511(ii)

 Whomthepersonalinformationbelongstoandhowmanyindividualswereaffected(e.g.,student, employee,thirdparty[someonewhoisneitherastudentnoremployeeoftheboard,suchasaparent/ guardianorvolunteer]): Whohadunauthorizedaccesstothepersonalinformation,andhowthataccesswasmade: Effortsmade,ifany,tocontaintheprivacybreach(e.g.,suspendingtheprocess/activitythatcaused thebreach)

Date (mm/dd/yyyy)

Time

(indicateA.M.orP.M.)

Step3Investigate
Followingareportofasuspectedprivacybreach,ensurethattheactivity/processhasbeencontainedifpossible. ConductaninvestigationoftheinformationsuppliedinSteps1and2ofthisreportinconjunctionwithcurrent privacylegislation(MFIPPA,PHIPA,PIPEDA)andwithlocalprivacypoliciesandprocedurestodetermineifthe incidentis,infact,abreach.Note:TheFOICoordinator,inconsultationwiththeHeadand/orDesignate responsibleforMFIPPA,maywishtoconsultlegalcounseltoassistintheinvestigation.

IfabreachHASNOToccurred: TheFOICoordinator,inconsultationwiththeHeadand/orDesignateresponsibleforMFIPPA,shall Contactthepersonwhoreportedthesuspectedbreachandhis/herimmediatesupervisortoadvise him/herofthedetermination.Nofurtheractionisrequiredbytheemployeeorsupervisor.

Step4Notify
IfabreachHASoccurred: Notifythefollowingindividualsasappropriate: Individualswhoseprivacywasbreached Accountabledecisionmaker(DirectorofEducation) Senioradministration/managers/principals Legalcounsel IPC* Other *Note:ThetypeandextentofthebreachwillinfluenceyourdecisiontonotifytheInformationandPrivacy CommissionersOffice,Toronto(18003870073)2BloorStreetEast,Suite1400,Toronto,Ontario,M4W 1A8.

AP511(ii)

 Step5ImplementChange
Stepstakentocorrecttheproblem: Develop,change,orenhancepoliciesandprocedures Ensurestrengtheningofsecurityandprivacycontrols AdviseIPCofinvestigationfindingsandcorrectiveaction Provideadditionalnotices(asdeemedappropriate): Relevantthirdparties Considerpublicannouncement(e.g.,statementand/orapology) OtherOntarioschoolboards/authorities(wheresharedresponsibilitiesexist) Preventfuturebreaches: Arrangeemployeetrainingonprivacyandsecurity Recommendappropriateandnecessarysecuritysafeguards Considerhavinganoutsidepartyreviewprocessesandmakerecommendations(e.g.,auditingcompany) Evaluatetheeffectivenessofremedialactions TheFOICoordinatormaywishtoreviewschoolboard/authoritypolicies,procedures,practices,andtraining materialstoascertainwhetheranyrevisionsarerequiredtoensureaclearerunderstandingofwhatconstitutesa privacybreach.

Signoff
TheDirectorofEducationordesignate(e.g.,FOICoordinator)isrequiredtosignbelowtoformallyacknowledge thatthebreachwashandledinaccordancewithprivacylegislationandwiththeschoolboards/authorityspolicies andprocedures: PrintName/Title Signature SignOffDate: (mm/dd/yyyy)

AP511(ii)

Administrative Procedure
Date: Subject: December 2011

A.P. 5 - 16

VIDEO SURVEILLANCE IN SCHOOLS AND SCHOOL BUSES

Purpose To establish a process for the use of video surveillance in Bruce-Grey Catholic District School and buses. Specifics 1. Purpose: Video information will not be retained or used for purposes other than those described in Board Policy: Video surveillance will not be used for monitoring Board staff performance without the written permission of the staff involved, unless the Board has suspicion of criminal or other illegal activity. 2. Location for Video Cameras: Cameras may be located in hallways and entrances to schools, exterior parking areas and in school buses. Any other camera locations must be authorized by the Director of Education and the Municipal Freedom of Information Protection of Privacy Coordinator for the Board. Equipment shall be installed in such a manner that it monitors only the identified spaces requiring video surveillance. Monitoring of places where students, staff and authorized visitors have a reasonable expectation of privacy are prohibited. Examples of such places are change rooms and washrooms. Video recording devices may be in operation on a School Bus as deemed necessary by the Transportation Consortium Manager. Video monitors shall not be located in an area that allows for public viewing. 3. Notification: Individuals will be notified of the presence of video surveillance by the following means: a) For all buildings where the use of surveillance is in effect: i) A sign will be placed in a prominent location in the building as follows: "The use of video surveillance is in effect. The personal information is collected under the authority of the Education Act S. 170 and will be used to reduce/prevent property vandalism, theft and violence and to ensure the safety of students. Questions about this collection should be directed to: MFIPPA Coordinator Contact the consortium for further contact information.

A.P. 5-16(a)

b)

For all buses where the use of surveillance is in effect: A sign will be placed in a prominent location in the bus as follows: The use of video surveillance may be in effect. The personal information is collected under the authority of the Education Act S. 170 and will be used to reduce/prevent property vandalism, theft and violence and to ensure the safety of students, staff and visitors. Questions about this collection should be directed to: MFIPPA Coordinator Bruce-Grey Catholic District School Board Catholic Education Centre 799 - 16th Avenue Hanover, Ontario. N4N 3A1 (519) 364-5820"

c)

Students shall be informed by the School Principal at the beginning of each school year that the School Board may be recording student behaviour on School Property and/or School Buses. This shall be accomplished by newsletter, student handbook or student agenda.

4.

Security The video surveillance system is under the control and responsibility of the Principal or the VicePrincipal of the school or by the bus operator at all times. The video surveillance equipment shall be located in a secure area and the Principal will keep a log of all instances of access to, and use of, recorded material including release to law enforcement authorities. The log should indicate who accessed or took the tape, under what authority, when this occurred and if/when it will be returned or destroyed. See sample attached.

5.

Retention: Recorded images that have not been viewed or used for investigation shall be retained for a period of one month. If the recorded image has been viewed or used in an investigation, the image shall be retained for a period of one year from the date viewed or one year from the date of resolution of the incident. The Principal shall ensure that video records are disposed of in a secure manner. All recorded images shall be stored securely in a locked receptacle in an area of controlled access.

6.

Access, Use and Disclosure: Video recordings are the property of the School Board and therefore requests for access must be made directly to the MFIPPA Coordinator for the Bruce-Grey Catholic District School Board as provided for by the MFIPPA Coordinator for the Bruce-Grey Catholic District School Board. Board employees will have access to the personal information collected under the surveillance program only where necessary in the performance of their duties and where the access is necessary and proper in the discharge of the boards functions. The Principal may delegate the responsibility to a limited number of individuals. Circumstances that warrant a review will be limited to instances where an incident has been reported/observed or to investigate a potential crime. The Principal must authorize access to all video records other than those requested by the police. Without the authorization by the principal, video records shall only be released to or viewed by the police after school staff have been provided with a valid warrant.
A.P. 5-16(b)

When investigated specific incidents, the principal may enlist the aid of staff in the identification of individuals. Employees will be subject to discipline for knowingly or deliberately breaching the policy or the provisions of the MFIPPA Coordinator for the Bruce-Grey Catholic District School Board. The MFIPPA Coordinator for the Bruce-Grey Catholic District School Board must be informed in the event that a privacy breach occurs.

A.P. 5-16(c)

School Name BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD INSTANCES OF ACCESS TO RECORD MATERIAL

Date of Access to Recorded Material

Who Accessed the Recorded Material

Authority/Reason for Access

Date of Recorded Material

Date when Recorded Material will be returned/destroyed

Signature of Individual Providing the Access

A.P. 5-16(d)

Administrative Procedure
Date: Reviewed: Subject:
April 22, 2008 Dec 12, 2011

A.P. 5-17

Procedures for Safe Disposal of Hazardous Waste

Purpose To establish guidelines for the disposal of hazardous material to ensure the protection of staff, students and the environment. GUIDELINES
1. The Supervisor of Payroll & Health and Safety is responsible to register the sites as hazardous waste generators with the Ministry of the Environments Hazardous Waste Information Network (HWIN) under Regulation 347 of the Environmental Protection Act. The Supervisor of Payroll and Health and Safety is responsible to schedule annual pick ups of hazardous material from each site. Area Chairpersons and Head Custodians are responsible to keep an up-to-date inventory of the hazardous materials for their respective departments. In May of each year, the list of hazardous waste for disposal is sent to the Supervisor of Payroll and Health and Safety on the Hazardous Waste Disposal Form (AF: 5-17a). The annual collection takes place in late June. Items that should not be placed in the regular garbage or sewer system will be properly contained, labelled and stored at each site until the annual pickup takes place. Waste materials should not be stored for long periods. Little and Often is a good motto, particularly for disposal via the sewer system or landfill. The identification of wastes from Programs within a school/site are the responsibility of the facility or school. Items that should NOT be placed in the regular garbage or sewer system include, but are not limited to: a) science chemicals and biological wastes; b) paint and thinners; c) oil; d) lead acid batteries; e) special light bulbs; and f) gasoline If there are any questions as to what may or may not be placed in the regular garbage, contact the Supervisor of Maintenance or the Supervisor of Payroll and Health and Safety. 6. The Principal of each school shall meet with all appropriate Area Chairpersons and the Head Custodians at the beginning of each school year to review the procedures for disposal of hazardous materials. The Area Chairpersons and Head Custodians will then review the process with their department staff. For chemicals, the choice of disposal method (i.e. drain, landfill, or licensed contractor) depends upon both the hazardous nature and the quantity of the materials involved. No solutions having a pH of less than 2 or greater than 12.5 should be disposed of via the drain. Disposal methods for certain categories of science chemicals are outlined in Table 1. Guidelines for the disposal of different types of biological waste are given in Table 2. Avoid ordering and storing excessive amounts of chemicals. Chemicals and paints for disposal by a licensed contractor are to be stored in boxes that are not too heavy to lift, in a safe place, and labelled with their product name chemical formula if available, emergency procedures Section 5, 17(a)

2.

3.

4.

5.

7.

(a MSDS) as well as the approximate quantity. Each site should allocate some space which is used only for storage of waste chemicals. In June of each school year, the Supervisor of Payroll and Health & Safety will organize a pick-up of these items, and will have them removed from the school/site for proper disposal as per the Environmental Protection Act. All sites will forward an inventory list of the hazardous wastes to be picked up to the Supervisor of Payroll and Health and Safety early in May of each school year. 8. Waste oils are to be accumulated in the tanks installed for waste oil. When the installed tank is full, or when deemed necessary, arrangements for disposal of the contents of the tanks are the responsibility of the Area Chairperson for the automotive program within the school. All containers and holding tanks must be clearly identified and labelled where appropriate. Lead acid batteries should not be stored or allowed to accumulate at the work place. Every precaution must be taken to provide leak protection so that in the event that the batteries leak acid, it will be contained and not allowed to enter the sewage system. Labelling and inventorying is the same as for science wastes. Disposal of these will be arranged annually by the Area Chairperson for the automotive program within the school. Mercury vapour, metal halide and sodium vapour bulbs contain small amounts of heavy metals and gases. When possible, these special light bulbs should not be stored or allowed to accumulate at the workplace. Until disposal these bulbs should be stored in a container marked LIGHT BULBS FOR DISPOSAL and every precaution must be taken to provide an area where these can be stored away from the sewage system with protection to prevent leakage. Gasoline is a flammable liquid and must be stored and handled in either a CSA-approved portable plastic container for petroleum fuels, or a ULC, approved safety can. Where possible, gasoline is to be stored in a building or shed detached from the main building. Containers must be capped when not in use. Amounts of gasoline will be kept to a minimum. Because gasoline volumes are to be kept to a minimum , and due to the nature of the item, it is not expected that a school will have gasoline for disposal. In the event of a need to dispose of some gasoline, the product must be sealed in a proper container and included on the annual inventory list submitted by the school for the June pick up by a licenced contractor. For disposing of paint, use the following guidelines: Latex Paint (water based): take the top off the can and let the paint dry out. Take the dried paint out of the can. Put the dried paint in the garbage and the empty paint can into recycling. Oil Based Paint: NOT TO BE USED IN THE SCHOOL. Send back to the CEC along with the completed disposal form as per Board Procedure 5-17 for disposal through a licensed removal firm.

9.

10.

11.

12.

Appendices: Table 1 - Disposal of Hazardous Chemicals Table 2 - Disposal of Biological Materials

Resources Stay Safe - A health and safety reference for secondary school science Published by the Science Teachers Association of Ontario

Section 5, 17(b)

Table 1: Disposal of Hazardous Chemicals Class of Substance Flammable Liquids Water Soluble e.g., methanol; ethanol;acetone Water Insoluble e.g., non-halogenated and halogenated hydrocarbons Flammable Solids Alkali and Alkaline Earth Metals e.g., Na; K; Sr; Ba. Method of Disposal Intermediate quantities (<500 mL) can be flushed down the drain with great dilution. Larger quantities (>500 mL) by licensed contractor. DO NOT ADD TO DRAIN but collect for disposal by licensed contractor. Very small quantities (<5 mL or washings from glassware) can be flushed down the drain after emulsifying with liquid detergent.

For small quantities (<10 g), in a well-ventilated area carefully add small pea size pieces to some 2-propanol (methyl-2propanol for potassium). Allow time for reaction to be completed and neutralize before flushing down the drain. Carefully add small pieces to a large volume of water. Allow reaction to finish then dilute and neutralize before flushing down the drain. Larger quantities of alkali and alkaline earth metals (10 g or >) and very old samples of potassium, irrespective of the quantity, which have become encrusted with the yellow superoxide should be disposed of by a contractor. For small quantities (<20 g) carefully add approx. 1 g amounts to 2.0 mol/L HCI in a fume hood. Allow time for completion of reaction. Dilute, neutralize and flush down the drain. Larger quantities by licensed contractor.

e.g., Li and Ca.

Metal Powders e.g. Al; Mg; Zn. Toxic Chemicals e.g., compounds of heavy metals including lead; mercury; chromium; cobalt; silver etc. Corrosives e.g., acids and bases Oxidizing Agents e.g., chlorates; bromates; iodates; hydrogen peroxide e.g., permaganates; dichromates. Reducing Agents e.g., thiosulphates; sulphites; iron (II) salts. Special Cases e.g., mercury; phosphorus; Nickel-Cadmium batteries

Store for disposal by licensed contractor.

Dilute and neutralize before flushing down the drain. Neutralize acids by the addition of sodium bicarbonate (baking soda) or sodium carbonate (soda ash) testing with indicator paper after bubbling has stopped. For bases add boric acid or citric acid. Dissolve in water and if quantities are greater than 20g react with a reducing agent such as acidified Fe (II) salts and flush down the drain Store for disposal by licensed contractor since they contain heavy metals. Dissolve in water and, if quantities are greater than 20g react with an oxidizing agent such as sodium chlorate solution before flushing down the drain. By licensed contractor.

Section 5, 17(c)

Table 2: Disposal of Biological Materials Material Microorganisms Method of Disposal All cultures must be sterilized before disposal. This is best done using an autoclave or pressure cooker. (See page 28) Liquid cultures can be flushed away down the drain with lots of water. The caps of all screw-topped bottles must be loosened before cultures and media are sterilized. Autoclave used Petri dishes and cultures in autoclavable disposal bags before disposal in a landfill site. Liquid cultures can be flushed down the drain with lots of water after autoclaving. Incineration is an acceptable alternative to autoclaving. Chemical sterilization is much less satisfactory for the disposal of used agar plates and cultures but can be acheived if a freshly made clear phenolic disinfectant is used (e.g., Lysol). Dissection Specimens Preserving Fluids e.g., solutions of formaldehyde (formalin). Seal in plastic bags before disposal with regular refuse at the local landfill site. Double bagging is recommended. Some local branches of the Humane Society will collect and incinerate. Unless very dilute these preserving fluids should be stored for disposal by a licensed contractor.

e.g., non-formaldehyde solutions Quantities of 2.5L or less of non-formaldehyde preserving fluid, and preserving fluid containing 1% or less formaldehyde concentration, can be flushed down the drain with lots of water. Larger quantities by licensed contractor. Sharps e.g., scalpel blades Treat with bleach and place in some suitable labelled secure container before disposal to the local landfill site. Special sharps boxes are available commercially but other containers (e.g., an empty tin can) securely closed and suitably labelled can be used.

Section 5, 17(d)

AF: 5-17a Bruce-Grey Catholic District School Board

Hazardous Waste Disposal In accordance with the Boards Policy and Procedure on Hazardous Waste, complete this form the first week of May each year and submit to the Supervisor of Payroll & Health and Safety. School/Site: Date:

Yes, there is hazardous waste for disposal at this site. (Complete the required information in the table below) Pick up will be arranged for the last week in June. Product Name Size of Container Type of Container Quantity of Chemical (Approximate)

No, there is no hazardous waste for disposal at this site. (List reasons there is no hazardous waste for the disposal program. Also, list alternate methods of disposal used.

Area Chairperson Signature

Principal Signature

Table 1: Disposal of Hazardous Chemicals Class of Substance Flammable Liquids Water Soluble e.g., methanol; ethanol;acetone Water Insoluble e.g., non-halogenated and halogenated hydrocarbons Flammable Solids Alkali and Alkaline Earth Metals e.g., Na; K; Sr; Ba. Method of Disposal Intermediate quantities (<500 mL) can be flushed down the drain with great dilution. Larger quantities (>500 mL) by licensed contractor. DO NOT ADD TO DRAIN but collect for disposal by licensed contractor. Very small quantities (<5 mL or washings from glassware) can be flushed down the drain after emulsifying with liquid detergent.

For small quantities (<10 g), in a well-ventilated area carefully add small pea size pieces to some 2-propanol (methyl-2propanol for potassium). Allow time for reaction to be completed and neutralize before flushing down the drain. Carefully add small pieces to a large volume of water. Allow reaction to finish then dilute and neutralize before flushing down the drain. Larger quantities of alkali and alkaline earth metals (10 g or >) and very old samples of potassium, irrespective of the quantity, which have become encrusted with the yellow superoxide should be disposed of by a contractor. For small quantities (<20 g) carefully add approx. 1 g amounts to 2.0 mol/L HCI in a fume hood. Allow time for completion of reaction. Dilute, neutralize and flush down the drain. Larger quantities by licensed contractor.

e.g., Li and Ca.

Metal Powders e.g. Al; Mg; Zn. Toxic Chemicals e.g., compounds of heavy metals including lead; mercury; chromium; cobalt; silver etc. Corrosives e.g., acids and bases Oxidizing Agents e.g., chlorates; bromates; iodates; hydrogen peroxide e.g., permaganates; dichromates. Reducing Agents e.g., thiosulphates; sulphites; iron (II) salts. Special Cases e.g., mercury; phosphorus; Nickel-Cadmium batteries

Store for disposal by licensed contractor.

Dilute and neutralize before flushing down the drain. Neutralize acids by the addition of sodium bicarbonate (baking soda) or sodium carbonate (soda ash) testing with indicator paper after bubbling has stopped. For bases add boric acid or citric acid. Dissolve in water and if quantities are greater than 20g react with a reducing agent such as acidified Fe (II) salts and flush down the drain Store for disposal by licensed contractor since they contain heavy metals. Dissolve in water and, if quantities are greater than 20g react with an oxidizing agent such as sodium chlorate solution before flushing down the drain. By licensed contractor.

Section 5, 17(c)

Table 2: Disposal of Biological Materials Material Microorganisms Method of Disposal All cultures must be sterilized before disposal. This is best done using an autoclave or pressure cooker. (See page 28) Liquid cultures can be flushed away down the drain with lots of water. The caps of all screw-topped bottles must be loosened before cultures and media are sterilized. Autoclave used Petri dishes and cultures in autoclavable disposal bags before disposal in a landfill site. Liquid cultures can be flushed down the drain with lots of water after autoclaving. Incineration is an acceptable alternative to autoclaving. Chemical sterilization is much less satisfactory for the disposal of used agar plates and cultures but can be acheived if a freshly made clear phenolic disinfectant is used (e.g., Lysol). Dissection Specimens Preserving Fluids e.g., solutions of formaldehyde (formalin). Seal in plastic bags before disposal with regular refuse at the local landfill site. Double bagging is recommended. Some local branches of the Humane Society will collect and incinerate. Unless very dilute these preserving fluids should be stored for disposal by a licensed contractor.

e.g., non-formaldehyde solutions Quantities of 2.5L or less of non-formaldehyde preserving fluid, and preserving fluid containing 1% or less formaldehyde concentration, can be flushed down the drain with lots of water. Larger quantities by licensed contractor. Sharps e.g., scalpel blades Treat with bleach and place in some suitable labelled secure container before disposal to the local landfill site. Special sharps boxes are available commercially but other containers (e.g., an empty tin can) securely closed and suitably labelled can be used.

Section 5, 17(d)

AF: 5-17a Bruce-Grey Catholic District School Board

Hazardous Waste Disposal In accordance with the Boards Policy and Procedure on Hazardous Waste, complete this form the first week of May each year and submit to the Supervisor of Payroll & Health and Safety. School/Site: Date:

Yes, there is hazardous waste for disposal at this site. (Complete the required information in the table below) Pick up will be arranged for the last week in June. Product Name Size of Container Type of Container Quantity of Chemical (Approximate)

No, there is no hazardous waste for disposal at this site. (List reasons there is no hazardous waste for the disposal program. Also, list alternate methods of disposal used.

Area Chairperson Signature

Principal Signature

Administrative Procedure
Date:
Reviewed: March 21, 2006 February 2013 School Generated Funds

A.P. 5 - 18

Subject:

Purpose The purpose of this administrative procedure is to provide specific assistance to school staff and fundraising volunteers in administering, recording and reporting of school generated funds. Ontario Association of School Business Officials Guidelines for School Generated Funds 1. The Guidelines for School Generated Funds prepared by the Ontario Association of School Business Officials (O.A.S.B.O.) will be the resource document for use in all schools of the Board. This document, as amended from time to time, is available from the O.A.S.B.O. website: www.oasbo.org in Adobe (pdf) format. Board Policy Section 5, page 18 and this Administrative Procedure will over-ride any provisions contained in the O.A.S.B.O. Document. Any questions related to the interpretation and application of the O.A.S.B.O. Guidelines should be directed to the Superintendent of Business for the Board.

2.

3.

4.

Specifics: 1. Banking/Receipts/Disbursement Each school shall have only one bank account for school generated funds. This bank account will include: - school funds - school council funds - student council funds. 2. Accountability - Roles and Responsibilities a. The Board is responsible for developing and maintaining a Best Practice Guideline in consultation with School Principals, Secretaries and Teachers. The Board shall provide ongoing training and support to administrative staff on procedures dealing with collection disbursement and accounting of school generated funds. The (a) school secretary is the Designated Individual in each school to implement the school generated funds guidelines.

b.

c.

A.P. 5-18(a)

d.

Each school may have up to four approved signing officers: Principal, Secretary, School Council Chair or designate, and an alternate staff member. Classroom teachers are responsible for collecting, recording and delivering cash to the School Office in accordance with Board established best practice guidelines.

e.

3.

Financial Reporting a. In September, each School and School Council shall prepare an annual plan of fundraising activities anticipated for the school year. The plan will include the nature of the fundraiser, timeline, anticipated revenue, expenses and proceeds, purpose for which the funds are being raised, and the roles of the individuals involved. The Plan shall be made available to the School Council at each meeting. Attached to this procedure is a sample format that may be used. Each school will prepare a bank reconciliation and a Financial Report (Overview Summary with Subtotal by Category) on a monthly basis which will be shared with the School Council and sent to the Accounting & Assessment Officer at the Board Office. In June, each School and School Council shall prepare an annual report on the results of the fundraising activities for the school year. The Report will be similar in format to the plan and will detail the actual results of fundraising efforts. The Report shall be made available to the School Community. Attached to this procedure is a sample format that may be used. Each school will submit a final annual Financial Report (Overview Summary with Subtotal by Category) to the Superintendent of Business by August 31st for consolidated reporting to the Board and the Ministry as required.

b.

c.

d.

4.

Accounting Systems Each school will use the authorized computerized accounting system, School Banking for record keeping purposes. Goods and Services Tax a. The Board has adopted the Net Tax approach to HST and consequently, HST Rebates are not available for purchases from school generated funds. b. Each School of the Board has a small supplier branch designation and, as such, is not required to collect HST on taxable sales (less than $50,000).

5.

6.

Charitable Donation a. Cheques must be made payable to The Bruce-Grey Catholic District School Board Charitable Trust and sent to the Board Office with a Donor Direction Form (attached) for further processing. b. c. d. Receipts for income tax purposes will be issued for donations greater than $25. Perpetual Trust Funds may be established only with a minimum $25,000 donation. The Board does not accept non-monetary items or Gifts in Kind.

A.P. 5-18(b)

Bruce-Grey Catholic District School Board Fundraising Plan School Name: Anticipated Fundraiser/Source of Funds Timeline Revenue Expenses Net Purpose for which funds will be used Person in charge School Year:

Totals

Principal - Date Fundraising Final Report School Name: Anticipated Fundraiser/Source of Funds Timeline Revenue Expenses Net School Year:

School Council - Date

Funds were used for:

Person in charge

Totals

Principal - Date

School Council - Date

A.P. 5-18(c)

Administrative Procedure
Date: Subject: October 27, 2009

A.P. 5 - 23(i)

Use of Support Person by the General Public

Reference
BP: 5-23 Accessibility Standards for Customer Service

Purpose Consistent with Catholic Social Teaching, the Board will welcome all members of the school and broader community to our facilities by committing our staff and volunteers to providing services that respect the independence and dignity of people with disabilities, such service to incorporate measures that include but are not limited to the use of support persons. Definition/Explanation of Support Person: A support person is a person who assists or interprets for a person with a disability who accesses the services of the Board. A support person is distinct from an employee who provides support services to a student or staff person in the system separate and specific procedures apply. A support person is an individual chosen by a person with a disability to provide services or assistance with communication, mobility, personal care, medical needs or with access to goods or services. Personal care needs may include, but are not limited to, physically transferring an individual from one location to another or assisting an individual with eating or using the washroom. Medical needs may include, but are not limited to, monitoring an individuals health or providing medical support by being available in the event of a seizure. Communication needs may include but are not limited to ensuring comprehension, providing ASL interpretation or providing augmentative communication assistance. The support person could be a paid professional, a volunteer, a friend or a family member. He or she does not necessarily need to have special training or qualifications. Specifics 1.0 Responsibility 1.1 Supervisory Officers, Principals and Supervisors will ensure that staff receive training in interacting with people with disabilities who are accessing board services accompanied by a support person. Access to Board premises 2.1 Any person with a disability who is accompanied by a support person will be welcomed on Board and/or school premises with his or her support person. Access will be in accordance with normal security procedures. 2.2 This requirement applies only to those areas of the premises where the public or third parties customarily have access and does not include places or areas of the school or board offices where the public does not have access. Confidentiality 3.1 Where a support person is accompanying a person with a disability, who is the parent/guardian of a student, for the purpose of assisting in a discussion that may involve
A.P. 5-23-i(a)

2.0

3.0

confidential information concerning the student, the superintendent, principal or other staff member must first secure the consent of the parent/guardian regarding such disclosure. 3.2 Consent to the disclosure of confidential information in the presence of the support person must be given in writing by the parent or guardian. The support person must also provide assurance in writing to safeguard the confidentiality of information disclosed in the discussion. A copy of the signed consent document will be retained in the school/board office. If the parent/guardian uses a different support person for subsequent meetings, a new signed consent will be required.

3.3

3.4 3.5

4.0

Support Persons Accompanying a Person with a Disability at School Events for which there is an admission fee 4.1 Where an individual with a disability who is accompanied by a support person wishes to attend a school, family of schools or board-organized event for which a fee is charged, the notice of the event will include information as to whether support persons will be charged a fee and specify the amount of the fee. Where the Board may require the presence of a Support Person 5.1 The Board may require a person with a disability to be accompanied by a support person when on the premises, but only if a support person is necessary to protect the health or safety of the person with a disability or the health or safety of others on the premises. 5.2 The Board may assume some or all of the costs associated with providing a requested Support Person.

5.0

A.P. 5-23-i(b)

SAMPLE CONSENT FORM I, (parent/guardian) consent to the sharing of confidential information by (name of principal/teacher/other staff member) related to my child/ward (name) in the presence of my support person (name). My support person (name) consents to safeguarding the confidentiality of the information shared. Affirmation of consent: Parent/Guardian Signature _____________________________________________ Date ___________________ (Printed Name of Parent/Guardian) _________________________________________________ I undertake to safeguard the confidentiality of information shared between (school staff) and (parent/guardian) for whom I am a support person. Support Person Signature _____________________________________________ Date ___________________ (Printed Name of Support Person) __________________________________________________ Signature of Witness Principal/Staff Member ___________________________________ Date ___________________ (Printed Name of Principal/Staff Person) _____________________________________________________

A.P. 5-23-i(c)

Administrative Procedure
Date: Subject: October 27, 2009

A.P. 5 - 23(ii)

Notification of Disruption of Service

Reference
BP: 5-23 Accessibility Standards for Customer Service

Purpose
As members of the general public, people with disabilities may rely on certain facilities, services or systems in order to access the services of the school or board offices. Escalators and elevators, for example, are important to people with mobility disabilities because that may be the only way they can access the premises. Other systems and services designed to meet the needs of people with disabilities can include accessible washrooms, amplification systems, and note-taking or TTY services. When those facilities or services are temporarily unavailable or if they are expected to be temporarily unavailable in the near future, a notice of disruption of service is required. Generally, disruptions to all of the Boards services, such as during a major storm or power outage, do not require this special notice. However, if the disruption has a significant impact on people with disabilities, a notice of the disruption should be provided. Specifics 1.0 Responsibility 1.1 Supervisory Officers, Principals, Supervisors, Board Communications Staff will ensure that the users of board and school services are notified when there is a disruption in services that may have an impact on access to services by people with disabilities. 2.0 How Must the Notice of Disruption of Services be Provided? 2.1 Notice may be given by posting the information at a conspicuous place at or in the school or at or in board facilities. Other options that may be used include: posting on the board and/or school website; through direct communication with users of the services in accordance with school practices. 2.2 2.3 Consideration should be given to providing notice in multiple formats. If the disruption is planned, notice should be provided in advance of the disruption. If the notice is unplanned, notice should be provided as soon as possible after the disruption has been identified.

3.0

What Must be Included in Notice of Disruption of Services 3.1 The notice of disruption of service must include information about the reason for the disruption, its anticipated duration and a description of alternative facilities or services, if any, that are available.

A.P. 5-23-ii(a)

Sample Notices Sample 1 Access to School Building To: Parents, Guardians and Community Users of our School Maintenance work will make the main door of the school and the access ramp inaccessible from May 1 to May 8. A temporary ramp has been set up that gives access to the door at the east of the school building. We regret this inconvenience. If you have questions or concerns, please contact Supervisor of Maintenance
at 519-364-5820. Thank you. Principal ______________________________________________________________________________ Sample 2 Accessible Washroom To: Visitors to the Education Centre Our accessible washroom is out of service due to a broken pipe. Repairs are underway and the washroom is expected to be usable again by tomorrow. In the interim, we have made arrangements for our visitors to use the accessible washroom at 123 Main Street, which is located next door to our premises. We apologize for this inconvenience. Thank you. Superintendent of Facilities ______________________________________________________________________________

A.P. 5-23-ii(b)

Administrative Procedure
Date: Subject: October 27, 2009

A.P. 5 - 23(iii)

Use of Service Animals by the General Public

Reference BP: 5-23 Accessibility Standards for Customer Service

Purpose Consistent with Catholic Social Teaching, the Board will welcome all members of the school and broader community to our facilities by committing our staff and volunteers to providing services that respect the independence and dignity of people with disabilities, such service to incorporate measures that include but are not limited to the use of service animals. Definition/Explanation of Service Animal: A service animal is an animal that is being used because of a persons disability and this is either readily apparent or is supported by a letter from a physician or nurse. Examples of service animals include dogs used by people who have vision loss, hearing alert animals for people who are deaf, deafened or hard of hearing, and animals trained to alert an individual to an oncoming seizure and lead them to safety. The customer service standards provisions also apply to animals providing other services to people with disabilities. It is readily apparent that an animal is a service animal when it is obvious by its appearance or by what it is doing. For example, it may be readily apparent that an animal is a service animal if it is wearing a harness, saddle bags, a sign that identifies it as a service animal or has a certificate or identification card from a service animal training school or an identification card from the Attorney General of Ontario. It may also be readily apparent if a person is using the animal to assist him or her in doing things, such as opening doors or retrieving items. Specifics 1.0 Responsibility 1.1 Supervisory Officers, Principals and Supervisors will ensure that all staff, volunteers and others dealing with the public are properly trained in how to interact with people with disabilities who are accompanied by a service animal Access to Board premises 2.1 Any person with a disability who is accompanied by a service animal will be welcomed on Board and/or school premises with his or her service animal and will be accompanied by the service animal while on the premises. Access will be in accordance with normal security procedures.

2.0

A.P. 5-23-iii(a)

2.2

2.3

This requirement applies only to those areas of the premises where the public or third parties customarily have access and does not include places or areas of the school or board offices where the public does not have access. This procedure deals solely with the individuals right to be accompanied by a service animal. Access to classrooms for service animals used by students and staff is subject to separate procedures.

3.0

Exclusion of Service Animal 3.1 A service animal can only be excluded from access to the premises where this is required by another law. Examples include the Health Protection and Promotion Act and the Food Safety and Quality Act. The former Act prohibits service animals in places where food is prepared, processed, or handled (e.g., kitchen of school cafeteria or culinary arts classroom) although service dogs are permitted where food is served and sold (e.g. school cafeteria or lunchroom). 3.2 Where there is a risk to the health and safety of another person as a result of the presence of a service animal, consideration must be given to options available prior to exclusion of a service animal. An example would be a situation where an individual has a severe allergy to the service animal. It is the Boards expectation that the situation is fully analyzed and all measures to eliminate the risk be considered, e.g. creating distance between the two individuals concerned, making reasonable alterations to schedules, etc. A service animal can be excluded if it is of a breed that is prohibited by law. An example would be the Ontario Dog Owners Liability Act which places restrictions on pit bull terriers.

3.3

4.0

Alternative measures if Service Animal must be excluded 4.1 In the rare instance where a service animal must be excluded, the Board must make every effort to put alternative arrangements in place to provide the services required by the person with a disability. This could involve leaving the animal in a secure area where it is permitted by law and discussing with the person how best to serve them, e.g., a person with a vision disability might need someone (a member of staff or volunteer) to guide them. When it is necessary to confirm an animal is a Service Animal 5.1 Where an animal is not a trained guide dog and it is not readily apparent that the animal is a service animal, the school or board staff member may ask the person using the service animal for a letter from a physician or nurse confirming that the animal is needed because of a disability. The letter does not need to identify the disability, why the animal is needed or how it is used. 5.2 Where the person using the service animal regularly attends at the school or board facility, the principal or departmental manager may request to keep a copy of the letter on file but only as long as required by the circumstances. Alternatively, the person using the service animal may be asked to bring a letter with them on occasions when they visit the premises. The principal or departmental manager shall preserve the confidentiality of the letter and information contained in the letter, and shall not use or disclose the letter or information except as provided for in the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, cM56, or as otherwise required by law.

5.0

A.P. 5-23-iii(b)

Administrative Procedure
Date: Subject: August 2009

A.P. 5 - 23(iv)

Use of Assistive Devices by the General Public

Reference BP: 5-23 Accessibility Standards for Customer Service

Purpose Consistent with Catholic Social Teaching, the Board will welcome all members of the school and broader community to our facilities by committing our staff and volunteers to providing services that respect the independence and dignity of people with disabilities. Such services incorporate measures that include but are not limited to the use of assistive devices. Definition/Explanation of Assistive Devices: An assistive device is any device used by people with disabilities to help with daily living. Assistive devices include a range of products such as wheelchairs, walkers, white canes, oxygen tanks, or electronic communication devices. Specifics 1.0 Responsibility 1.1 Supervisory Officers, Principals and Supervisors will ensure that staff are trained to support parents and the general public who may use assistive devices while accessing board services. 1.2 Training is focused on how to interact with people using assistive devices rather than on the technical use of the assistive devices. Students and staff have separate and specific procedures related to their personal use of assistive devices.

1.3

2.0

Communication re Use of Assistive Devices Assistive Devices Carried by Persons with Disabilities 2.1 The board website and each school website will indicate that all board facilities provide services that respect the independence and dignity of people with disabilities and offer services that include the use of assistive devices. Each board facility that is open to the public will post information in the front office/reception area that welcomes the use of assistive devices and encourages users to seek support from staff and volunteers as they require it.

2.2

Assistive Devices/Services Made available by the Board 2.3 The board website and school websites, as applicable, will indicate the availability of assistive devices provided by the board or school to assist in provision of services to people with disabilities

A.P. 5-23-iv(a)

2.4

Each board facility that is open to the public will, as applicable, post information in the front office/reception area that indicates the availability of assistive devices and encourage potential users to seek support from staff and volunteers as they require it.

A.P. 5-23-iv(b)

Administrative Procedure
Date: Subject: October 27, 2009

A.P. 5 - 23(v)

Monitoring and Feedback on Accessible Customer Service

Reference BP: 5-23 Accessibility Standards for Customer Service

Purpose The Board will monitor the effectiveness of implementation of the Accessible Customer Service Standard through a process for receiving and responding to feedback. Information about the feedback process will be readily available to the public and will allow people with disabilities to provide feedback using a number of methods.
The Board will create a feedback process that will review the implementation of this policy with the Boards various constituency groups. Examples include but are not limited to Special Education Advisory Committee (SEAC), OECTA, CUPE, citizens groups. Methods would include electronic means such as websites.

Note: Consultation with OECTA and CUPE relates to membership of these groups as providers of Accessible Customer Service. Specifics 1.0 Responsibility 1.1 The Director of Education and/or designates will implement a process for Feedback on Accessible Customer Service that has the following components: a) Information on the Board and school websites inviting users of Board services to provide feedback on their experience with or concerns about access to services for people with disabilities b) Printed information available through school offices and public offices of the Board to invite people with disabilities to provide feedback on their experience with or concerns about accessibility of services. Consideration should be given to providing information in alternate formats. c) Information on how the Board will respond to feedback. 1.2 The Director of Education and/or designates will create a process for reviewing implementation of the policy on Accessibility Standards for Customer Service that includes consultation with various constituency groups including Special Education Advisory Committee (SEAC), Federations, unions, citizens groups. Consultation methods could include electronic feedback and focus groups.

A.P. 5-23-v(a)

2.0

Methods for Feedback 2.1 A range of methods for soliciting feedback will be employed to ensure optimum access to the feedback process by people with disabilities. 2.2 2.3 Methods could include e-mail, verbal input, suggestion box or feedback card. The feedback process should include the title(s) of the person(s) responsible for receiving feedback and indicate how the Boards response to the feedback will be made known.

3.0

Proactive Measures for Accessible Customer Service 3.1 To ensure ongoing efficient and effective adherence to the Boards policy on Accessibility Standards for Customer Service, the Board, its school-based administrators and its managers including those representing the Board in multiboard consortia will take into account the principles and knowledge of universal design in order to address the impact on people with disabilities when purchasing new equipment, designing new systems or planning a new initiative.

Sample Notice re Feedback The Bruce-Grey Catholic District School Board is committed to ensuring that its services meet optimum standards of accessibility for people with disabilities using the facilities and services of the Board. Comments on our services regarding how well those expectations are being met are welcome and appreciated. Feedback regarding the way The Bruce-Grey Catholic District School Board provides services to people with disabilities can be made by e-mail, verbally, suggestion box, feedback card, etc. All feedback will be directed to the Director of Education. Response to your feedback will be provided by direct response to the individual.

A.P. 5-23-v(b)

Administrative Procedure
Date: Subject: May 25, 2010
Facility Partnership

A.P. 5 - 24

Reference Purpose
To provide the procedures for the Bruce-Grey Catholic District School Board School and community partners to share facilities to the benefit of the Board, the students and the community.

Specifics EXISTING FACILITIES

1. Each year the Superintendent of Business will review the projected enrolment for the following five years and determine the space in each school that is not anticipated to be required for educational purposes during the five year period. Where a school has surplus space that will not be required for educational purposes for the next five years, the Supervisor of Plant Operations/Maintenance and the School Principal will review to determine if the space is suitable for a possible partnership opportunity. They will consider: a. b. c. d. 3. Can the space be secured from the remaining school? Can the space be easily accessed? Are there dedicated washrooms available for the space or can washrooms be provided? Is there adequate parking?

2.

Schools that have space considered suitable for a partnership opportunity will be identified and a report will be made to the Board to approve the schools for potential partnerships. The School Principal will advise the School Council that the Board has approved the school for potential partnership opportunity. Each year the Board will invite potential partners to attend a meeting to discuss facility partnership opportunities. Prior to the meeting, the Board will advise which schools have space for partners. If a suitable partner expresses interest in the space at a school, a draft lease will be prepared, including all fees and lease costs. The lease will include lessee covenants providing for: Term of the lease which must be at least two years but no more than five years. Board as named additional insured on lessees insurance Recovery of all costs related to the space, including utilities, snow ploughing, etc. Recovery of custodial costs, if applicable Administrative costs in the amount of 5% of the above Major repairs and maintenance costs in the amount of 10% of above, excluding administrative costs.
A.P. 5-24(a)

4.

5.

6.

7.

8. 9.

The draft lease agreement will be reviewed by the Boards solicitor and the partner. When the Director of Education and the partner are satisfied with the terms of the lease, the lease will be submitted to the Board for approval.

NEW FACILITIES AND SIGNIFICANT RENOVATIONS 1. When the Board is considering building a new school, a significant addition to a school or a significant renovation to a school, it will issue a Request for Interest (RFI) to potential facility partners through the Boards website and local media. 2. Parties expressing interest will be invited to an information session to discuss the project and their potential involvement. Consideration must be given to the health and safety of students and staff as well as the suitability of the partner and the proposed use. If a suitable partner expresses interest in the space at a school, a draft lease will be prepared, including all fees and lease costs. The lease will include lessee covenants providing for: Term of the lease which must be at least five years but no more than ten years Board as named additional insured on lessees insurance Recovery of all costs related to the space, including utilities, snow ploughing, etc. Recovery of caretaking costs, if applicable Administrative costs in the amount of 5% of the above Major repairs and maintenance costs in the amount of 10% of above, excluding administrative costs. In addition to (4) above, the capital costs of the construction or renovation must be recovered over a reasonable period of time, not to exceed 25 years. Consideration should be given to the surety of the partners funding sources. For new construction or renovation projects the lease term shall be for a period of no less than five years and no more than ten years. Renewals for periods of up to five years by mutual agreement are permitted.

3.

4.

5.

6.

7.

JOINT OWNERSHIP In some situations the Board and the partner may both have significant space in a new facility. In this case, the Board and the partner may consider joint ownership. Joint ownership has different legal issues then the situation where the Board owns the facility and the partner is a lessee. When contemplating joint ownership the Board should consider: 1) Sharing of construction costs, including common areas 2) Sharing of operating costs, including common areas 3) Insurance 4) Dispute resolution process 5) Sale of property by one of the partners. Finally, the Board must be assured of the partners source of funds for the capital construction and the ongoing operation and maintenance.
A.P. 5-24(b)

Administrative Procedure
Date: Subject: September 2013

A.P. 5 - 29

Budget Planning, Preparation and Control

Purpose The purpose of this administrative procedure is to establish the process to be employed for the preparation, review and approval of the Board Budget on an annual basis. Related Forms and Documents BP: 5-29 Budget Planning and Preparation Grants for Student Needs: Regulation, Technical Paper and EFIS (Education Finance Information System)

Procedure Regulations 1. Roles and Responsibilities a) Superintendent of Business is responsible for ensuring that the Budget Planning and Preparation is completed on a timely basis. b) Senior Administration is responsible for assisting in budget preparation, staffing and program decisions. Supervisor of Financial Services is responsible for assisting the Superintendent of Business in completing all analysis, calculations, working documents and plans in the preparation of the draft Budget for presentation to Senior Administration and the Board. Additional assistance in the planning and preparation of the draft Budget shall come from: i) School Principals ii) Supervisor of Payroll and Health and Safety iii) Supervisor of Plant Operation and Maintenance iv) Supervisor of Information and Communications v) Manager of the Consortium of Grey Bruce Purchasing and Transportation

c)

d)

2.

Timing a) Elementary School Principals shall submit the projected enrolment and staffing requirements for the school for the following year by March 15th each year. b) Secondary School Principals shall submit the course enrolment and staffing requirements for the school for the following year by March 15th each year. A meeting with senior administration and each Principal shall be scheduled and completed prior to April 15th for the purpose of discussing staffing and school organization for the following year. The Superintendent of Business and the Supervisor of Financial Services shall present a draft
A.P. 5-29(a)

c)

d)

budget to Senior Administration by May 15th each year. e) Known staffing requirements are to be reported to the human resources department prior to June 15th.

3.

General Approach a) All legislative and regulatory requirements are met. b) All commitments and agreements are respected. c) Consideration is given to budgetary risks and mitigating strategies are considered and documented. d) In all areas, conservative estimates are utilized. e) Available data is used to inform budgetary decisions. School Budgets a) The school will receive an annual budget allocation for their operations by September 30th. b) The Principal, in consultation with the school community and with consideration of the School and Board Improvement Plans, will set an annual budget for the school based on their Board allocation by October 31st. c) The Principal is responsible for monitoring the budget on an ongoing basis to ensure compliance. d) To facilitate school planning, any unspent portion of the School Budget may be carried forward for use in the following year. Plant Operations and Maintenance Budget a) Each Principal and the Supervisor of Plant Operations and Maintenance will determine and evaluate School and Board needs on a priority basis each year during the Spring Term, and will submit the priority listing to the Supervisor of Plant Operations and Maintenance for costing and for collation by the administrative staff by May 1st. b) The Board will review all identified projects during a May tour of all Board facilities to subsequently establish system-wide priorities. Controls a) A list of all accounts paid showing cheque number and payee shall be submitted monthly to the Board as an information item only. b) The Boards financial information system shall be available to all staff with financial responsibilities for a program, project, school or department. The financial information system shall provide details of the Budget, Actual Expenditures to Date, Encumbrances and Budget Balance on a year to date basis. c) An interim financial statement shall be available for review by the Audit Committee at the April Meeting and to the Board at the next Board Meeting. d) The External Auditors recommendation for improvements in the various practices and controls will be submitted to the Audit Committee for review at the November Audit Meeting.

4.

5.

6.

A.P. 5-29(b)

Administrative Procedure
Date: Reviewed: Subject:
March 21, 2006

A.P. 6-3 January 2012

Procedures for Substitution of Compulsory Secondary School Courses

Purpose In order to support secondary students in the successful completion of the requirements for graduation it is the intention of the board to allow substitution among the compulsory credits in accordance with the provisions of this policy and the policies of the Ministry of Education.

GUIDELINES 1. During their secondary school years, many students experience changes in interests and attitudes toward subjects. For this reason, substitutions should be delayed until a student has had some secondary school experience. b) Students and their parents or guardians should consult with the secondary principal and/or counsellor before making a decision to apply for a substitution. Students entering secondary school for the first time should be encouraged to defer a substitution decision and select an alternative course.

c)

2.

The decision to make a substitution for a student should be made only if the students educational interests are best served by such substitution. Students are permitted a maximum of 3 credit substitutions. It is the responsibility of the student and his/her parent or guardian, after consultation with the principal and/or guidance counselor to prepare and sign a Substitute Credit Application Form (AF: 6-3). It is the responsibility of the secondary school principal to determine if, in his/her opinion, the credit substitution is in the best educational interests of the student. The secondary school principal shall consider the application and forward his/her recommendation to the Director of Education for final approval.

3. 4.

5.

6.

Section 6, 3(a)

A.F. 6-3 Bruce-Grey Catholic District School Board

Application for Credit Substitution

Student
Surname

Student #
Given Name

Parent/Guardian Name Address School Grade/Placement

DOB 911# Telephone # Date

Persons completing credit substitution application should be aware that students in Ontario are required to obtain a minimum number of compulsory credits in order to earn an Ontario Secondary School Diploma. Under certain circumstances, the secondary school principal may permit a credit substitution; it is the responsibility of the parent/guardian to make application, on behalf of their child, for the credit substitution. Reason for the Substitution Application:

Copy of IEP is attached.

Copy of most recent report card is attached. /

Mo Day

Parent/Guardian's Signature: Principal's Comments:

/
Yr

Principal's Signature:
Mo

/
Day

/
Yr

This application must be submitted with the September Report for each student for whom a credit substitution for the compulsory FSL credit is requested. Credit substitution applications after September 30th must be submitted and approved before a credit substitution is permitted.

Application:

Approved

Denied

y
/
Mo Day

Superintendent's Signature:

/
Yr

Director's Signature:
Mo Original: Director of Education Copies: Principal, Superintendent

/
Day

/
Yr

FREEDOM OF INFORMATION ACT Personal information on this form is collected under the Education Act and will be transferred to the student record folder (OSR). Questions about this collection should be directed to the school principal or Superintendent of Education. Section 6, 3(b)

Administrative Procedure
Date:
Reviewed: June 20, 2006 January 2012

A.P. 6-4

Subject:

Co-operative Education Programs

Purpose
It is the intention of the Board to use out-of-school community resources to meet the educational needs of some students through co-operative education programs at the secondary school level.

Procedures
The following age guidelines for employment in Ontario must be adhered to when planning co-operative education placements for students: i) Students must be at least 14 years of age on the first day of their placement in establishments such as offices, stores, arenas, restaurant serving areas. ii) Students must be at least 15 years of age on the first day of their placement in establishments such as factories (other than logging operations) including restaurant kitchens and warehouses. iii) Students must be at least 16 years of age on the first day of their placement in establishments such as construction, surface mine (except the working face); logging operations; mining plants. iv) Students must be at least 18 years of age on the first day of their placement in establishments such as underground mining or a working face of a surface mine; window cleaning. f) Consent forms must be completed/signed by the student, parent, employers and school personnel before a student is given a placement: - AF:6-4a: Guidance - Co-operative Education Courses - AF:6-4b: Co-operative Education Application - AF:6-4c: Informed Consent Form - AF:6-4d: Work Education Agreement (Ontario Ministry of Education FM Pro Format - AF:6-4e: Co-operative Education Consent Form FM Pro Format Insurance a)

The Bruce-Grey Catholic District School Board shall provide liability insurance for students involved in a co-operative education placement. Worker's Compensation coverage will be provided by: i) ii) the Ministry of Education; or the employer with whom the student is placed if the student is paid.

b)

c)

Students must, in order to participate in the program, have OHIP coverage and enrol in the student accident insurance plan offered through the board.

d)

Students must complete the Worker Education Agreement form before the Co-op Placement begins.

A.P. 6-4

AF: 6-4a

Guidance - Co-operative Education Courses 2006 - 2007

I am interested in the following course for next year. *YOU MUST SIGN BOTH THE OPTION SHEET AND COURSE FORM.*
Grade 11 Grade 11 Designing Your Future Grade 11 Co-op (Regular) OYAP (Apprenticeships) GWL301 2 Credits 1 Credit _____ _____

GWL30C

2 Credits

_____

Grade 11 only Leadership Peer Support Grade 12 Navigating The Workplace

GPP30C

1 Credit

_____

GLN40F CO-OP Half Day GLN404 CO-OP Full Day

2 Credits

_____

4 Credits

_____

Grade 12 Interdisciplinary Studies (Must be over 75% average in Grade 11) Military Co-op (Paid) Personal Information: Name: 1.

BNPD Full Day IDC4U1

5 Credits 1 Credit

_____ _____

4 Credits

_____

__________________________________________________________ College/University/Workplace/Apprenticeship CO-OP Full Day plans ________________________________________________________________ ________________________________________________________________

2.

PLACEMENT REQUESTS 1st 2nd __________________________________________________________ __________________________________________________________

Interviews will be conducted with all students involved in these programs. Please return to the Guidance Office.
ald\wordproc\forms\co-op ed courses

AF: 6-4b

Co-operative Education Application CO-OP 2006

Applicants Name: ____________________________________ Grade: _________ This student is applying to Co-op , Careers Exploration Program. Please assess the students suitability as a participant in this program.
Please evaluate this student in the following areas. High Leadership Skills (Problem solving, ability to see choices, etc.) Motivation (Self-Start) Verbal Skills and Expression (Ability to communicate with people in a new setting.) Interpersonal Contact (Ability to get along with others.) Sincerity (Interest in career exploration) Maturity (Ability to job shadow career professionals in their work setting.) 5 4 3 2 Low 1

Comments: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Co-op Applications Require Two (2) Teacher References

ald\wordproc\forms\Co-op Application Form

AF: 6-4c Pre-Placement and Integration Curriculum Resource for Co-operative Education, OYAP and School-Work Programs

Teacher Resource

Informed Consent Form Students / Parents

Co-operative Education placements can pose an element of risk. Your son/daughter has a placement at for the dates to .

It is not our intent to discourage students from experiencing opportunities. We are, however, cautioning that in such an environment there is the risk of injury through no fault of the Bruce-Grey Catholic District School Board or the Co-operative Education Program. Medical and accident insurance is the responsibility of the student and/or parent. Board Policy, BP: 7-5 (3) states that "students must enrol in the student accident insurance plan offered through the Board in order to participate in Co-operative Education and/or Work Experience Programs." The risks must be assumed by the participant and/or the participant's parents/guardians. If you wish further information about the specific risks for this placement, please contact the principal. Please acknowledge that you have read and understand the above and that you give permission for participation in the above-mentioned Co-operative Education placement.

ACKNOWLEDGEMENT
We have read the above information. We understand that by participating in this Co-operative Education placement at that we are assuming the risks associated with doing so.

Student's Signature

Date

Parent's Signature

Date

PERMISSION
I give Co-operative Education program at: permission to participate in the

Parent/Guardian Signature

Date

Revised January 2007

ald/wordproc/forms/filemaker/Co-op Informed Consent

Bruce-Grey Catholic District School Board

AF: 6-4e

Co-operative Education Training Program Employer/Student Agreement and Parental Consent Form
The major purpose of this program is to provide valuable work experience education for the student. It is our intent that this type of program will contribute to the vocational and career guidance of the student by providing opportunities for him/her to systematically sample a variety of work related to the occupation he/she is currently considering. The nature of this program is such that the student will spend between 75% and 90% of the credit hours "on the job" for a full semester (15-18 weeks). STUDENT INFORMATION: Trainee Address City Postal Code EMPLOYER INFORMATION: Company Address City

Postal Code

Telephone Age Birthdate Social Insurance Number Health Card number

Telephone Supervisor Employment Dates Time Schedule Semester Months

PROGRAM OUTLINE: A detailed explanation of the co-operative education concept is available for any interested party. Please contact the school if you would like a copy. Prior to the start of the program, information brochures will be made available to parents and employers. AGREEMENT AS TO RESPONSIBILITIES OF PROGRAM PARTICIPANTS Trainer's Responsibility: 1. The student trainee shall abide by the rules, regulations and policies of the employer during his/her period of training. 2. The trainee must be sixteen years of age at the time he/she enters the program. 3. In the event of absence caused by illness or emergency, the trainee must notify both the employer and the school as early as possible. 4. Transportation to and from a training station will normally be the trainee's responsibility; however, the Board may provide this service if it can be scheduled within specific limitations. 5. The trainee will be honest, punctual, co-operative and courteous, willing to learn and will remain in full attendance during the entire training period. 6. If the trainee is over the age of eighteen years and is not in the care of a parent or guardian, such trainee shall assume the responsibilities assigned to parents in Section D hereof. Employer's Responsibility: 1. The employer assumes the responsibility of providing the trainee with the type of training outlined in a training schedule determined by the co-op teacher and employer prior to the start of the course. 2. The employer will inform regular employees of their important role in the training of the co-operative education student. 3. The employer will submit to the co-op teacher an evaluation report of the trainee on a regular basis as determined by the school and the Board policy. 4. The employer agrees to take all reasonable care and precautions in regards to safety. School's Responsibility: 1. The principal of the school shall appoint a teacher of the Co-operative Education course to arrange for in-school related instruction, consultation and advisory service to all parties concerned with the co-oeprative education course. 2. The school shall award the student course credits towards the Ontario Secondary School Diploma upon successful completion of the course. 3. Teachers of the Co-operative Education course will make regular visits to evaluate job performance in consultation with the work supervisor designed by the employer. The frequency of such visits will be determined by the Ministry of Education and Board Policy. 4. Providing that all reasonable care and precautions are taken by the employer, the Bruce-Grey Catholic DSB agrees to indemnify the employer and all the employer's officials and employees from all liability for injury to a participating co-operative education student. Parents' (including Guardians') Responsibility: 1. The parents agree to the participation of their son or daughter in this program and take responsibility for their conduct while on this program. 2. The parents are responsible for adequate accident insurance coverage of their son/daughter including OHIP and student accident insurance. NOTE: While each student participating in the co-operative education program is covered through the Bruce-Grey Catholic DSB, including travel directly between his/her home and the work station, it is mandatory for participating students to take out student accident insurance which is provided through the school each September. 3. Providing that all reasonable care and precautions are taken by the employer, the student and his parents (incl. Guardian) agree to indemnify the employer and all their officers and employees, from all liability for injury to the student trainee and/or damage to their property as a result of participation in this co-operative education program.

A.

B.

C.

D.

Signatures of persons approving and agreeing to the above terms of this co-operative education program: Student Trainee Parents/Guardians
Employer Co-op Teacher Date Date Date School Date ald\wordproc\forms\filemaker\Co-op Agreement Consent

Administrative Procedure
Date: Subject: April 26, 2011

A.P. 6-5

Environmental Stewardship

Purpose The Board will foster attitudes and beliefs that make the protection of our environment an important priority by promoting the following principles and practices within its jurisdiction: Specifics 1. The Board acknowledges the protection of the environment as a moral responsibility and therefore adopts the concept of sustainable development as defined by the United Nations World Commission on Environment and Development as meeting the needs of the present generation without compromising the ability of future generations to meet their own needs. The Board expects that its Catholic School Graduates be responsible citizens who respect the environment and use resources wisely. The Board will develop and support curriculum initiatives across grades and subject areas that lead to this result and will expect that environmental protection is addressed in School Improvement planning. The Board aims to develop environmentally sound practices consistent with what students are learning in classrooms, so that curriculum and Board operations become aligned. To do so, the Board will conduct the following actions in the areas of waste minimization, energy conservation and purchasing: a) Waste Minimization: the Board will: cooperate with municipalities and other school boards to maintain and promote reducing, reusing and recycling programs of all properties ensure that all offices and classrooms have the necessary materials and equipment to reduce, reuse and recycle products (i.e. blue or green boxes/bins, toner/printer cartridges etc.) promote waste-free lunches in schools to minimize food related waste promote anti-littering campaigns and yard clean-up in the school and community promote composting promote reusing items and avoid use of disposables promote reusing paper and reusing or recycling dated resource materials advertise internally surplus resources, furniture and equipment limit paper use by reusing scrap paper and educating individuals on how to photocopy and print double-sided promote tree planting and school greening promote electronic communication of newsletters and all other school and board information utilize a sibling list when sending printed information to parents Energy Conservation:
A.P. 6-5(a)

2.

3.

b)

the Board will: utilize natural light promote the use of sleep mode or OFF when all lights, computers, monitors and other electronic equipment are not in use implement equipment consolidation practices (i.e. computer networking) to ensure energy conservation ensure that windows are closed at the end of the school day ensure that space around vents, windows and doors are kept free from obstructions, that windows and doors are closed when possible and that weather stripping is examined for deficiencies and replaced when necessary ensure that schools, during the heating season, adhere to Board standard room temperatures of 21 degrees Celsius or less and 15 degrees Celsius during weekends and school breaks promote the reduction of heat in areas not being utilized make maximum use of its computer controlled temperature systems encourage staff to turn off air conditioning when building is not utilized ensure that air conditioners are not set lower that 10 degrees Celsius below outside temperature consider the use of energy efficiency products (i.e. compact fluorescent light bulbs) consider the use of renewable sources of energy (i.e. solar/wind...) ensure that mechanical equipment, air filters, water faucets, ventilation and hearing systems are checked and cleaned regularly and any problems or defects are reported promptly c) Purchasing: the Board will: be selective where possible, about the products and packaging purchased as they influence the environment discourage and where appropriate prohibit the use of products used for celebrations and promotions that would have a negative effect on the environment establish environmentally sound operational practices promote habitat restoration and school ground greening initiatives where possible, use products identified with the Ecologo or the Green Seal Standard use the Green Clean Program Guide as a resource

A.P. 6-5(b)

Administrative Procedure
Date: Reviewed: Subject: May 2005 April 2010

A.P. 6-7

Playground Equipment and Structures

Purpose To provide the process to be followed with respect to the acquisition and installation of playground equipment. Specifics 1. Acquisition Process a) All playground equipment must be requisitioned and approved through the Purchasing Services Consortium of Grey Bruce and the Supervisor of Maintenance to ensure proper responsibility for records, maintenance, ownership, installation standards and approvals. All requests for the purchase of playground equipment must be made by the Boards requisitioning system. The requisition shall be accompanied by : A school site diagram showing the proposed location; Equipment specifications including pictures, drawings, installation and maintenance instructions.

b)

2.

Installation Standards a) Playground equipment must be installed by the manufacturer or an installer authorized by the Supervisor of Maintenance. The location for the installation of playground equipment must take into consideration : c) Existing traffic patterns on the playground; The location of playing fields; Separation from other structures; Future additions to buildings.

b)

Yearly inspection by a certified outside contractor.

3.

Maintenance/Repair Process a) Daily visual inspection shall be the responsibility of the custodial staff who shall send a weekly report to the Supervisor of Maintenance. The Health & Safety Representative shall inspect periodically and report any defect or
A.P. 6-7(a)

b)

problem to the Health & Safety Committee. c) d) e) The principal is responsible for a periodic inspection. Inspections shall be carried out annually by a certified professional or manufacturers service. The demolition or removal of obsolete or unsafe equipment shall be coordinated between the principal and the Supervisor of Maintenance.

4.

General Provisions a) The implementation of this procedure with respect to selection, acquisition, installation, maintenance and repairs shall be a coordinated effort of the following parties: the School Council, the Principal, the Supervisor of Maintenance and the Supervisor of Business Services. Existing playground structures will be maintained until removal becomes necessary. Playground equipment and structures includes all climbing structures, play equipment, swings, basketball standards, baseball backstops, soccer goals, or any other apparatus which is a permanent fixture on Board property. Prohibited equipment includes mechanical devices, standard individual swings, teeter-totters and any apparatus not secured to the ground.

b) c)

A.P. 6-7(b)

Administrative Procedure
Date:
January 31, 2006 Reviewed November 2013

A.P. 6-8

Subject:

Educational Excursions and Field Trips

Purpose It is the desire of the Bruce-Grey Catholic District School Board to encourage and support appropriate educational excursions and/or field trips as a planned part of the curriculum for a specific topic or area of study to enhance classroom activities and to support curricular and co-curricular programmes in the arts, athletics and other programme areas. Related Forms AF: 6-8(i) AF: 6-8(ii) AF: 6-8(iii) AF: 6-8(iii)(a) AF: 6-8(iv) AF: 6-8(v) AF: 6-8(vi) AF: 6-8(vii) AF: 6-8(viii) AF: 6-8(ix) 1. Field Trip Decision Tree: Procedural Checklist - Weekday Trip Field Trip Decision Tree: Procedural Checklist - Weekend Trip Field Trip Decision Tree: Procedural Checklist - Overnight Trip Extra-ordinary Trip Decision Tree: Procedural Checklist - Overnight Trip Field Trip Proposal/Approval Form Overnight Excursion Planning Form Excursion Manifest Field Trip/Student Activity Parent/Guardian Consent Form School Bus Booking Form Volunteer Drivers Form

Definitions Field Trip - activities provided by off-site personnel and/or planned by and under the direction of Board staff with appropriate approval and authorization as indicated for the type of trip. a. b. Walking Trips - occur within reasonable walking distance of a school Within Bruce and Grey Counties Trips - trip destination is within the Counties of Bruce & Grey Outside Bruce and Grey Counties Trips - trip destination is outside Bruce & Grey Counties

c.

Timing Definitions a. b. Weekday trips that occur on a single instructional day generally Monday to Friday Weekend trips that occur on a single non-instructional day generally a Saturday or a Sunday

A.P. 6-8(a)

c.

Overnight trips that extend beyond one day and require over-night accommodation whether on a weekday or a weekend Extended Day refer to departure before or returning after regular school hours

d.

Type of Transportation a. Private Transportation students are transported in one or two private vehicles b. Licensed Public Carrier students are transported in a bus or buses operated by a licensed public carrier c. Rental Vehicle students are transported in one or two rental vehicles rented in the name of the Board and driven by Board staff Volunteer Driver is any person authorized by the BGCDSB who has agreed to be a driver without compensation for a certain trip while they are driving their own or another licensed automobile. The volunteer driver must be at least 21 years of age and be in possession of a valid drivers license and adequate insurance coverage, recommended minimum of $1 million liability. 2. Planning Guidelines The standards and provisions of this procedure are intended to minimize the safety risks to students and the liability exposure of staff and the Board. Principals have the first responsibility to ensure that this and related policies and procedures are adhered to before approving any proposals. a) Each out-of-school educational field trip must be based on the classroom program including an educational plan. The teacher is expected to follow the process outlined on the accompanying Field Trip Decision Tree/Procedural Checklist as follows:

Field Trip Decision Tree/Procedural Checklist - Weekday Trip Field Trip Decision Tree/Procedural Checklist - Weekend Trip Field Trip Decision Tree/Procedural Checklist - Overnight Trip/Extra-ordinary Trip
b) Field Trip Plan - The written educational plan and proposal prepared by the teacher for the Principal should include the following information: topic/area of study from the appropriate curriculum; proposed date(s)/destination; instructional purposes/goals; pre-trip classroom preparation; proposed funding; itinerary/activities; classroom follow-up activities. The form for this purpose is called:

Field Trip Proposal/Approval Form

c) Overnight Trips and Extra-ordinary Trips require additional planning and approval given that there are additional considerations. Approval must be submitted a minimum of three months prior to the trip for overnight trips and in time for the Board meetings in March or May as per Policy 6-8. Athletic trips must be submitted as soon as the event is known. The form for this purpose is called:

Overnight Excursion Planning Form / Extra-ordinary Planning Form

d) Field Trip Manifest - The teacher is responsible for preparing a Field Trip Manifest for all types of trips immediately prior to departure listing all persons participating. Where private or licensed public transportation is used, the list should be by vehicle. The original must be left with the Principal who will retain it for the current school year, a copy must accompany the teacher and a copy is forwarded to Accounts Payable at the CEC upon completion of the trip.
A.P. 6-8(b)

The form for this purpose is called:

Excursion Manifest
e) Supervision i) The teacher is responsible for ensuring that the following minimum standards for supervision are followed for trips: Grade/Level Jr. K. to 3 4 to 6 7 to 8 9 to OAC Weekday and Weekend Trips 1:5 + Teacher 1:10 + Teacher 1:15 + Teacher 1 per class/team Overnight Trips Not Authorized 1:10 + Teacher 1:10 + Teacher 1:15 + Teacher

ii) iii)

iv)

v)

vi) vii) viii)

Where the minimum standard cannot be met, the trip must be cancelled. When planned activities involve above-normal risks, the principal shall ensure that appropriate additional supervision is provided for student safety. (i.e. water activities, camping, etc.) Overnight Trips are not encouraged for Grades 4 to 6. If a school is considering such an experience, the principal must contact the Superintendent PRIOR to any communication with staff, students or parents. Each request will be considered individually, giving careful consideration to safety, student needs, supervision, cost and curricular relevance. The teacher shall ensure that male and female supervisors accompany any coeducational group taking part in extended school day, overnight trips and extraordinary trips. Supervisors are to be accommodated on the same floor and/or general area as the students. Supervisors/volunteers must have an approved Criminal Background Check with a Vulnerable Sector Screening. Parent volunteers must be adequately informed of the expectations for their behavior and their responsibilities in the role of volunteer trip supervisor.

f.

Funding i) The opportunity to participate should not be denied to any student due to his/her inability to meet expenses. ii) The collection or raising of funds will not begin prior to a proposal receiving approval and authorization to proceed. Parental Communication and Consent i) Parental communication and/or consent should be initiated by the teacher after approval and authorization for a field trip has been given in writing. In order to

g.

A.P. 6-8(c)

avoid disappointment, please be sure that communication and preparations do not get ahead of the approval process. ii) Parents must give written consent on a Board authorized consent form before a student can take part in a field trip. Students who do not have written consent may not take part in the trip. Consent forms should be retained by the Principal for the current school year or until any investigation of incidents has been concluded. The form for this purpose is called: Field Trip/Student Activity Parent/Guardian Consent Form 3. Use of a Licensed Public Carrier After approval and authorization for a field trip has been obtained, the teacher shall Book the Bus by faxing the details to a licensed public carrier selected from the authorized list of the Board. The form for this purpose is: School Bus Booking Form Additional licensed carriers may be considered for overnight trips upon consultation with the Manager of the Transportation Consortia of Grey-Bruce, Catholic Education Centre, Hanover. In the circumstance where more than one school is sharing a bus, the organizing teachers from each of the schools shall coordinate with one another. Each teacher shall complete the School Bus Booking Form indicating in the Comments/Details/Special Requests section the name of the school(s) and their intent to share the bus. This form may also be used for the purpose of obtaining a quote by ticking the Quote Only box. 4. Use of Private Vehicles i) The use of school buses for athletic events and educational excursions is strongly encouraged. No trips requiring the use of more than two private vehicles to transport students will be approved. a) Before the trip, the teacher organizing must complete the approval forms in accordance with the Decision trees in the Planning section of this policy. The documents must indicate that private vehicles will be used and name the driver(s). b) the driver(s) must fill out the Volunteer Drivers Form(s) c) These procedures must be followed for all trips using private vehicles involving school-related events in order to ensure protection for the volunteer. Students must not be used as trip drivers: volunteer drivers must be 21 years of age or older. The Non-Owned Automobile coverage applies only when the vehicle is being used on Board business. To be designated a trip driver an individual must be asked to drive others to a school activity by someone in authority, and presumably following board procedures. A student who drives himself to an activity is not covered by this Endorsement. Providing transportation to an event is an option for a school. Where students/parents are required to provide their own transportation, it must be clearly stated to parents that they
A.P. 6-8(d)

ii)

iii)

iv)

v)

vi)

vii) viii) ix)

x)

are responsible for all transportation arrangements and no staff member is permitted to make arrangements or to transport anyone. Volunteer drivers are covered up to $20,000,000 if proper procedures are followed, the trip is an authorized school activity and the driver in question is authorized as a volunteer by the principal. In the case of an emergency, where a teacher drives a sick student home or to the hospital, without getting the required approvals, the Non-Owned Automobile Coverage would still protect the teacher. The teacher, in this situation, would be deemed to be working within the scope of duties for the Board. Air Bags: please be aware of the risks involved in the use of Air Bags for children twelve years of age and under. The back seat is the safest place for children. Principals are asked to bring this information to the attention of staff, particularly those involved in extra-curricular activities where private vehicles are likely to be used. Everyone including parents, grandparents, relatives or friends, who drives with a child under the age of 8 who weighs less than 36 kg (80 lb.) and stands less than 145 cm (4 ft. 9 in.) tall is required to ensure the child is properly secured in the appropriate child safety seat or booster seat based on his/her height and weight. Infants weighing less than 9 kg (20 lb.) are to travel properly secured in a rearward-facing child safety seat that meets the Canadian Motor Vehicle Safety Standards (CMVSS). Toddlers weighing 9 to 18 kg (20 to 40 lbs.) are to travel properly secured in a forward-facing child safety seat that complies with CMVSS and must be anchored to the vehicle using the tether strap (usually found on the back of the car seat). Children under the age of eight, who weigh 18 kg or more but less than 36 kg (40-80 lbs.), and who stand less than 145 cm (57 ins. or 4 ft. 9 ins.) must travel in a booster seat that meets the CMVSS. This requirement became law September 1, 2005. No student shall be transported in a 15 passenger van.

Note: Any vehicle used for transporting students for which compensation is paid (whether mileage, gas allowance, flat fee, etc.) is considered to be under contract with the Board and as such the vehicle must have a safety inspection sticker, carry a log book and conform with Regulation 611 of the Highway Traffic Act). For this reason, the Board strongly discourages the compensation of a volunteer driver. 5. Use of Rental Vehicles i) Persons driving Rental Vehicles must also adhere to the Volunteer Driver and Private Vehicle provisions contained in this procedure. ii) Vehicles being rented by the school staff must be rented in the name of the School Board and the optional insurance coverage offered by the rental company must be purchased (collision and comprehensive). The rental agency will require the driver to provide proof of a driver license category required for the operation of the vehicle being rented. iii) Vehicles must be rented from a Board approved rental agency and may only be rented by authorized school staff. Staff is to contact the Superintendent of Business at the Catholic Education Centre, Hanover to confirm. iv) Liability coverage on rental vehicles is as follows: a) Primary Auto Liability personal auto policy of driver who rents the vehicle b) Excess Auto Liability # 1 Ontario School Boards Insurance Exchange NonOwned Auto Policy c) Excess Auto Liability # 3 Rental Agency.

A.P. 6-8(e)

LICENSING AND VEHICLE REQUIREMENTS FOR SCHOOL PURPOSES

Seating capacity is the key determinant, not the number of passengers actually being carried. Vehicles are divided into three categories based on seating capacity:

1.

Passenger vehicles seating up to 9 plus the driver.

2. 10 to 24 passenger seats plus the driver. If the vehicle is owned, leased or rented in the name of the Board or under contract with the Board, the driver must carry a Class E license and the vehicle must meet all of the school purposes bus regulations under the Highway Traffic Act. If the vehicle is owned, leased or rented by a volunteer, teacher, parent, student, employee, etc. and no payment is made by the Board for the occasional transportation of the students, then the driver must carry a class F license, if the vehicle will seat more than 11 passengers and the vehicle need not meet the school purposes bus regulations under HTA. Regulations under the Highway Traffic Act are very stringent and violation of these regulations could result in a fine, licence suspension or such other penalty as permitted by the HTA.

Any form of remuneration (i.e., mileage, gas allowance, flat fee, etc) paid by the Board to anyone to transport students enters a contract with the Board. Therefore, any vehicle in this category, owned, leased, or rented by a volunteer, teacher, employee, parent, student, etc. used to transport students in return for some form of remuneration is deemed to be under contract with the Board. Regulation 611 defines compensation as: ... any rate, remuneration, reimbursement, or reward of any kind, payable or promised or received or demanded, directly or indirectly.

If Remuneration is paid to driver: If the vehicle is owned, leased or rented in the name of the Board, or operated under contract with the Board, the driver must carry a valid G class license and the vehicle must have safety inspection stickers, carry a log book and conform with Regulation 611. Under contract is a key phrase. We all know that legal consideration (compensation) always forms an integral part of a contract.

If No Remuneration is paid to driver: A unrestricted Class G license is required by the driver. If no remuneration is paid, Regulation 611 does not apply.

A.P. 6-8(f)

7.

Purchase Orders and Invoice Payments The school secretary shall create and the Principal shall approve a blanket purchase order (PO) for each licensed carrier the school plans to use. This will mean one PO per carrier for elementary school or one PO per carrier for each secondary subject area. The blanket purchase orders should be created September 1st each year to cover all estimated weekday and weekend day trips for that school year. The purchase order number is to be referred to on all School Bus Booking Forms during the year. All invoices for transportation are to be paid by the Accounts Payable department at the Catholic Education Centre, Hanover. All bus companies are to invoice the CEC directly. Any invoices received at the school are to be forwarded to the CEC by the school secretary for payment. If the cost of the trip is to come from School Generated Funds, the school secretary shall prepare and send a cheque to the CEC clearly indicating the purpose of the cheque and the General Ledger account to be credited.

8.

Post-Trip Presentation Upon the conclusion of an extra-ordinary trip and upon the invitation of the Superintendent, the school team, (i.e. principal, teacher, students and parents) may present at a Board Meeting a post trip presentation. Through this sharing, the educational value and relevancy to the program will be highlighted. This provides for everyone an opportunity to assess all aspects of the field trip and make recommendations for future proposals.

A.P. 6-8(g)

Bruce-Grey Catholic District School

Board

AF: 6-8 (i)

Field Trip Decision Tree/Procedural Checklist

Weekday Trip (single daY)

Teacher(s):

Grade(s): Trip:

Teacher

Principal
Procedure
Appropriate curricu larlathletic
pu

Initials

Initials

rpose?

Initial Consultation with Principal Date:

Approval in principle by Principal Date Field Trip Proposal/Approval Form to Principal

Date:

Approval by Principal Date

Approval by Superintendent if outside Bruce/Grey only

Date: School Bus Booking form complete & submitted to Operator or Volunteer Driver Form Completed Date: Parent Communication Date Field Trip/Student Activity Parent/Guardian

Consent Forms collected Date: Funds (if necessary) collected (plans made to ensure no student missed due to financial hardship)
Date

Excursion Manifest Forms completed Date

Trip Complete. Send to A/P at CEC

Secretary

* * * *

Initial/Date

Manifest Excurson Approval Form Cheque, if required School Bus Booking form

November 2013

Bruce-Grey Catholic Dstrct School

Board

AF: 6-8 (ii)

Field Trip Decision Tree/Procedural Checklist

Weekend Trip (single day)

Teacher(s):

Grade(s): Trip:

Teacher

Principal
Procedure
Appropriate curricular/athletic purpose?

Initials

Initials

Initial Consultation with Principal Date:

Approval in principle by Principal Date Field Trip Proposal/Approval Form to Principal

Date:

Approval by Principal Date:

Approval by Superintendent
Date: School Bus Booking form complete & submitted to Operator or Volunteer Driver Form Completed Date Parent Communication Date Field Trip/Student Activity Parent/Guardian

Consent Forms collected Date: Funds (if necessary) collected (plans made to ensure no student missed due to financial hardship) Date: Excursion Manifest Forms completed Date

Trip Complete. Send to A/P at

* Manifest * Excursion Approval Form * Cheque, if required * School Bus Bookng form

CEC

Secretary Intial/Date

November 2013

AF: 6-8 (iii)

Bruce-Grey Catholic District School Board

Field Trip Decision Tree/Procedural Checklist

Overnight Trip
Teacher(s):

Grade(s): Trip:

Teacher

Initials

Principal Procedure
Appropriate curricular/athletic purpose?

Initials

Initial Consultation with Principal Date: Approval in principle by Principal Date:

Overnight Excursion Planning Form (4.P. 6-8f) to Principal (Note

- must be minimum 3 months in advance of the trip)

Date: Approval by Principal Date:

Plan submitted to Superintendent -

Date: Superintendent approval received Date: School Bus Booking Form complete and submitted to Operatoror Volunteer Driver Form Completed Date: Parent Communcation Date
Field Triplstudent Activity Parent/Guardian

Consent Forms collected Date: Funds (if necessary) collected (plans made to ensure no student missed due to financial hardship) Date: Excursion Manifest Forms completed Date

Trip Complete - please send:

* Manifest * Excursion Approval Form * Cheque, if required * School Bus Booking form to Accounts

Secretary

Initials/Date
Payable at CEC

November 2013

AF: 6-8 (iii)(a)

Bruce-Grey Catholic District School Board

Field Trip Decision Tree/Procedural Checklist Extra-Ordinary Trip

Teacher(s):

Grade(s): Trip:

Please

Teacher

Initials

note: The Procedure is to be followed IN Procedure

cu rricu la

ORDER.

Princioal Initials

Appropriate

r/athletic

pu rpose?

Initial Consultation with Principal

Date:

Approval in principle by Principal Date:

Extra-ordinary Excursion Planning Form

(A.P. 6-8f) to Principal (Note - must be submitted n time for March Board Meeting for Semester 1 trip/!1ay Board meeting for Semester 2 trip)

Date: Approval by Principal Date:

Plan submitted to Superintendent -

Date:

Superintendent approval received Date: Board approval received Date:

Transpoftation arrangements complete

Date: Parent Communication Date

Fundraising/preparation Activities planned

Date Field Trip/Student Activity Parent/Guardian

Consent Forms collected Date:

(if necessary) collected (plans made to ensure no student missed due to financial hardship) Date:
Funds

Excursion Manifest Forms completed Date

Trip Complete - please

* Manfest
*

send:

Secretary

x Excursion Approval Form * Cheque, if required

School Bus Booking form to Accounts Payable at CEC

lnjtlelgDete
November 2013

BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

AF 6-8(iv)

FIELD TRIP PROPOSAL/APPROVAL FORM

Athletic Event

PART A - TO BE COMPLETED AT THE SCHOOL School Teacher PROPOSED DATES Destination

Excursion/Field Trip Request Outdoor Education Request

Grade

No. of Students

of:

Boys-

Girls-

Outside Ontario
Departure Return EDUCATIONAL PURPOSE Time: Time
(from school)

l-l

Year Mo Year Mo

Day

(from Destination)

Arrival Time:
Day (at school)

Weather
Date'.

Year

Mo.

Day

1. a)
b)

SubjecVProgram of Study Topic/Unit of Study

2.

Athletic EvenVOther

Vulnemble SeGtor Screening Chek

Gompleted: Yes
Adult Supervisors (Refer to Board Procedure)
1

,E No E

4.
5.

7 8

10
11

2 3

6.

12

FUNDING (This section must be completed)

Estimated Cost: Budqet Account:
$ $ $ $

Account No.:
$
$ $
1

a) Transportation b) Accommodation

Class Excursion Budget

04500

4270

01002

Athletic Budget
Other
SEND CHEQUE WITH INVOICE

104520

c) Other

TOTAL
Number of Students Estimated Cost Per

lf no account filled in above, please explain:

Student

Transportation Arrangements

(Must comply with the Highway Traffic Act and the Board Polcy on Non-Owned Automobile Lablity lnsurance)

a)
b)

Private Vehicles Will Be Used

PLEASE ATTACH VOLUNTEER DRIVER FORM

List Drivers: Transportation Arrangement Requested

Transportation arangements made by School Walkrng

Bus # of buses req'd

Wheelchar Bus

Rental Vehicle

Principal's Authorization

NOTE: a)

Approval is contingent upon compliance with the Highway Traffic Act, the Travel lndustries Act and Board Policies on Transportation, Excursions, Outdoor Education and Non-Owned Auto Liability lnsurance Requests which do not have the principal's approval will not be processed.
Date:

b)

Principal's Signature: PART

Year Mo

Day

B.

FOR BOARD OFFICE USE Date

(Outside Bruce/Grey and/or Overnight)

1)

Authorized Signature Comment

One ( 1) copy ol thrs request n be submitted intact not less than 14 days pnorto trip in accordance with Procedure 6-8

Year Mo

Day

Board

Copy

School CoPY

Rev: Aug2011

AF: 6-8 (v-a)

Bruce-Grey Catholic District School Board

Overnight/Extraordnary Excurson Planning Form

A completed copy of this form, along with the Request for Approval Form must be submitted to the Superintendent of Education a minimum of three months prior to the trip. For athletic trips, please submit as soon as event is known.

This form may not be modified in any manner. School Name:

Destination:
Dates:

Tour Operator (if applicable):

Is this an overnight excursion: Is this an Out-of-Country

Accommodation:
Teacher in Charge: Names of Chaperones:

! ves tr excursion: ! ves

No

No

Parent Information Meetings (dates and response):

Pre-trip Activities
Aim:

Activity:

Post-Trip Activities Aim:

Activity:

Please attach an

Itinerary for the proposed excursion.

AF: 6-8 (v-b)

Additional Consideratons
Please answer the following questions and submit with the completed Excursion Manifest Form.

1.

How will Catholicity be addressed in your planning and during the excursion?

2.

What is the ratio of students to chaperones and does it meet the Board requirements?

Have current "Vulnerable Sector Screenings" been completed and submitted by chaperones to the Principal (only for overnight excursions)?

Explain

!ver

nNo

4.

Will the teacher have a group?

AF: 6-8 (v-c)

5.

What are the sleeping arrangements for the students?

6.

What security will there be for students during the evening?

7.

What s the closest emergency hospital to where the students will be staying?

What is the closest church to where the students will be staying?

9.

Does your destination have 911 service?

10.

What happens if the motor coach breaks down during the excursion?

AF: 6-8 (v-d)

11.

What happens if a student commits a suspendable/expellable act?

L2.

What emergency phone numbers will you have with you?

13

Who at the school will have a complete list of emergency numbers during -

the day?

the night?

14.

Should there be a major incident on route, will the school be available as a gathering point/information centre?

AF: 6-8 (v-e)

15.

Should there be a major incident during the excursion, where could parents meet their children?

16.

Does the bus have radio communicaton?

t7.

Who will be carrying a cell phone? Please list contact phone numbers

18

What actions will be taken should a group of students and their chaperone fail to arrive at a prearranged location?

AF: 6-8 (v-f)

19.

Will students be carrying emergency phone numbers and cash?

20.

Does this excursion involve an activity that may involve a risk(s) beyond normally taken (i.e. boat trip, walking on trails)?

2L.

Does OPHEA have prerequisites for the activities students will be engaged in?

Ives
List activites and prerequisites:

trNo

22

Have all venues and activities been checked for appropriateness and accessibility necessary)?

(if

!
23.

ves

No

What arrangements have been made for medical emergencies?

AF: 6-8 (v-9) 24. Do any students on trips have Individual Emergency Response Plans for Health or Behaviour?

n o

ves

If yes, please list precautions taken for trip.

25

Do the chaperones have a list of any students with special medical/dietary/behavioural considerations?

!
Out-of-CountV

ves

No

Extraordinary Trips

1.

Have you checked the Government of Canada websites:

travel.gc.ca
phac-aspc.gc.ca

There are no travel advisories

posted?

Ves

No

There are no health advisories or immunization

requirements? !

Ves

No

2. If there are immunization

requirements, outline how these will be met

3.

Please outline the steps taken to have a safe duplicate information page of the passpotts, where these will be secured, instructions to students regarding safety and security of passports

and for the secure disposal of the duplicate copies.

November 2013

Bruce-Grey Catholic District School Board

AP:

6-8 (vi!

Excursion Manifest
School Date Estimated Arrival Back at School ActualArrival Back at School Destination CHARTER BUS Driver's Name Bus No. PRIVATE VEHICLE/RENTAL VEHICLE

Time of Departure Trip Description

Year Make
Driver's Name #1

Licence Plate No.

Bus Company

Driver's Name #2

List of Students
Please Use (P) Present or (A) Absent

AorP
1

AorP
21 41

AorP
42 43 44 45
46

2
3

22 23 24 25 26 27

4
5

6
7

47 48 49
50
51

I I
10
11

28
29 30
31

12 13 14 15 16 17 18 19

32 33 34 35 36 37 38 39 40

52 53 54 55 56 57 58 59 60

20

List of Teacher(s) and/or Chaperones

1

COMMENTS, OBSERVATIONS

2 3

4
5

Signature:
D1STR1BUT|ON Copy 2

- Submit to School Offce after attendance has been taken and before departure. - Submit to School Office after trip is completed, who will then submit to the Accounts Copy 3 - To be retained by Teacher in charge.
ORIGINAL

Payable

November 2013

A.F. 6-8(vii)

Bruce-Grey Catholic District School Board INFORMED CONSENT/PERMISSION FORM

FOR EDUCATION TRIPS

FOR STUDENTS UNDER 18 YEARS

will be participating in Activitv:

Date: Location:

THIS FOM MUST BE RADANb

"TO PARTICIPATE AND BY A PARENT

ELEMENTS OF RISK
Educational activity programs, such as , involve certain elements of risk. lnjuries may occur while participating in these activities. The following list includes, but it is not limited to, examples of the types of injury which may result from participating in :

The risk of sustaining these types of injuries result from the nature of the activity and can occur without any fault of either the student, or the school board, its employees/agents or the facility where the activity is taking place. By choosing to take part in this activity, you are accepting the risk that you/your child may be injured. The chance of an injury occurring can be reduced by carefully following instructions at all times while
engaged in the activity. lf you/your child chooses to participate that might occur.

in

you must understand that you bear the responsibility for any injury

The Bruce-Grey Catholic District School Board does not provide accidental death, disability, dismemberment or medical expense insurance on behalf of the students participating in this activity.

ACKNOWLEDGE WE HAVE READ THE ABOVE. WE UNDERSTAND THAT IN PARTICIPATING IN THE ACTIVITY DESCRIBED ABOVE, WE ARE ASSUMING THE RISKS ASSOCIATED WITH DOING SO, Signature of Signature of ParenUGuardian:
Date:

Date:

PERMISSION

give

permission to participate in

the to be held on or about

Date:

Signature of Parent/Guardian

CONTINUED ON BACK

,.

STUDENT MEDICAL ALERT

Are you at present taking

MEDICATION: E yes E

No

lf YES, please name the medication and give the reason for taking this medication.
1

Do you have any

ALLERGIES? E yes fl

No

Please specify the type of allergy, in particular food and drug allergies.

For parents/guardians of children with SPECIAL MEDICAL CONDITIONS, we ask your hetp in providing detailed information about appropriate procedures. Emergency Medication lf yes, describe:

Required: flyes E No

School personnel have my permission to administeremergency medication. Written instructions will be provided with the medication, as prescribed by the doctor.

ParenUGuardian's Signature

Where there is a student risk, those in charge must have an action plan to include preparation for: * location and administration procedures, e.g. epinephrine

communications plan transportation plan * nearest medical assistance * nearest hospital emergency departmen
*

My suggestion for SchoolAction Plan

Revsed November 20'13

A.F. 6-8(v)

Bruce-Grey Catholic District School Board

NFORMED CONSENT/PERMISSION FORM FOR EDUCATION TRIPS

FOR STUDENTS OVER 18 YEARS

will be participating in
ActiviW: Date:

Location:

THIS FORM MUST BE READ AND SIGNED BY EVERY STUDENT WHO WISHES TO PARTICIPATE AND BY A PARENT OR GUARDIAN OF A PARTICIPATING STUDENT

ELEMENTS OF RISK
Educational activity programs, such as , involve certain elements of risk. lnjuries may occur while participating in these activities. The following list includes, but it is not limited to, examples of the types of injury which may result from participating in :

The risk of sustaining these types of injuries result from the nature of the activity and can occur without any fault of either the student, or the school board, its employees/agents or the facility where the activity is taking place. By choosing to take part in this activity, you are accepting the risk that you/your child may be injured.
The chance of an injury occurring can be reduced by carefully following instructions at all times while engaged in the activity. lf you/your child chooses to participate might occur.

in you must understand that you bear the responsibility for any injury that

The Bruce-Grey Catholic District School Board does not provide accidental death, disability, dismemberment or medical expense insurance on behalf of the students participating in this activity.

RELEASE AND INDEMNIFICATION AGREEMENT

WE HAVE READ THE ABOVE. WE UNDERSTAND THAT IN PARTICIPATING IN THE ACTIVITY DESCRIBED ABOVE, WE ARE ASSUMING THE RISKS ASSOCIATED WITH DOING SO.

Signature of Student: Signature of ParenUGuardian

Date

Date:

PERMISSION
I

give

permission to participate in

the to be held on or about

Date

Signature of ParenUGuardian

PLEASE NOTE: Signature also required on second page

CONTINUED ON BACK...

STUDENT ME DICAL ALERT

Are you at present taking

MEDICATION: E Yes

No

lf YES, please name the medication and give the reason for taking this medication
1

Do you have any

ALLERGIES? E Yes !

No

Please specify the type of allergy, in particular food and drug allergies.

For parents/guardians of children with SPECIAL MEDICAL CONDITIONS, we ask your help in providing detailed information about appropriate procedures. Emergency Medication lf yes, describe

Required: ! Yes E No

School personnel have my permission to administer emergency medication. Written instructions will be provided with the medication, as prescribed by the doctor.

ParenUGuardian's Signature

Where there is a student risk, those in charge must have an action plan to include preparation for: * location and administration procedures, e.g. epinephrine
* communications plan " transportation plan

" nearest medical assistance

* nearest hospital emergency department

My suggestion for SchoolAction Plan

November 2013

SHARED PT]RCHASING SERVICE CONSORTIUM OF GREY-BRUCE

AF 6-8(viii)

'
SCHOOL BOARD

Bluewater District School Board Bruce-Grey Catholic District School Board

7gg

- l6'h Avenue, Hanover, Ontio N4N

3Al

Telephone (519) 364-0614

Confirmation will be faxed back to School by Bus Company within one business day

School Bus Booking Form S directly to Bus Comoanv' or

Coach School Bus

Please check
Shared
B

one

Quote

Disability Van

Disability
Bus Cancelled
(Send copy to ,/P)

School

BGCDSB Purchase Order Number:

Expense to be covered

bY

School Budget School Funds

tr

School Name and Address

Phone

Fax

Teacher's Name
Class/Team Name
Date of Trip-MM/DD/YY

Grade Level

MTW TF SS
MTWTFSS
Number

Return Date of TrIp-MM/DD/YY

Number of Passengers

ntrnn nntrtrnnn

of Buses

Number of Wheelchairs

Departure (Start) Location(s) Departure (Start) Time Destination-Details

Departure Time

amn pmn amn pmn

Arrive time back at School

(from Destination) Comments/Details/Special Requests

amn pmn

ls the driver required to stay with the group? Bus GoupnNY USE ONLY
Price Estimate Estimate based on
$

yes

no

GST $
km hours

Total PO#

Name of Bus Company

E-Template 2010 12 07

Bus Company Official Signature

Quote to Order Approved BY:

Principal Signature

AUTHORIZATION TO TRANSPORT STUDENTS PARTICIPATING IN SCHOOL EVENTS

AF: 6-8 (ix)

Volunteer Drivers
Plese be informed and review the Bosd's Insursnce Covertge Summary outlined on the reverse. The School Boad values your contrbution as a volunteer driver snd would like to thank you!

This will authorize

(rnme oJ teacher or other volunteer drwer)

I
2

To transport students participating in the events listed on the attached school schedule. OR To transport students participating on the following date(s)
in the following school activity

3.

Vehiclelnformation:

car
MdKC

van

Year

Lcense ff

station wegon

Year
Jchool Name

Monlh

Day

Principal's Jganlure

All *"Trip Drivers"

insurance, they must:

including Volunteer Drivers are advised that, in order to bring into effect the Board's excess liability

A. B. C. D. . E. F.

Use a licensed automobile which carries valid third-party liability insurance as required under legislation in the
Province of Ontario. Provide the Board prompt written notice, with all particulars, of any accident arising out of the use of a licensed automobile during a trip on business of the Board. Be aware that the Board's excess liability insurance comes into effect only after the vehicle owner's primary Third
Party Liabil insurance has been exhausted. Be aware that any damage to the volunteer's vehicle, the cost of any insurance deductible or premium adjustment as a result of an accident while the vehicle is being used on board-related business is NOT covered by the school board's Excess Automobile Liability Insurance. Be aware that if the vehicle is equipped with passenger-side airbags, children under 12 years should not be permitted

to ride in the front seat. (See vehicle manufacturer's recommendation). as any person authorized by the board who has agreed to be a driver for a certan trip while they are driving their own or another licensed automobile; to include trustees, employees, teachers, parents, volunteers and offrcials of the Board.

*A "Trip Driver" is defined

Declaration to be signed by Driver:

declare that I hold an unrestricted drivers license and am authorized to drive in Ontario, where applicable, and my vehicle is insured for a minimum of $1,000,000.00 of liability insurance by valid automobile insurance as required by Ontario law. There are seat belts in working condition for all passengers. There are four snow tires installed on my vehicle for transporting during the period November lst to March 3lst. That no passenger under the age of 12 will ride in the front passenger seat with an air bag. The vehicle meets certification standards for a safe vehicle.

ffiT
2.
Declaration to be signed by the owner of the vehicle, if the volunteer driver I declare that I have
does not own the vehicle.

authorized

to drive my vehicle to transport students participating

in the school event(s) listed on this form.

I declare that he/she holds an unrestricted drivers' license to carry passengers and is fully insured as a driver under the vehicle liabil insurance for a minimum of $1,000,000.00 as required by Ontario legislation. There are seat belts in working condition for all passengers. There are four snow tires installed on my vehicle for transporting during the period November lst to March 31st. That no passenger under the age of 12 wlll ride in the front passenger seat with an air bag. The vehicle meets certification standards for a safe vehicle.
Signature
Year

Month

Day

One (1) copy of this form can be submitted intact not less than 1 4 days pror to trip in accordance with policy Rev: November

(see over for Summary of lnsurance Coverage)

20'13

Board

copy

school copy

Volunteer Driver - Authorization to transport students (cont.) Part B

SUMMARY OF INSURANCE

1.

Volunteer Supervisors on School Premises The school board's liability insurance policy protects both staff and volunteers who are working within the scope of their duties for the board. This coverage responds to law suits that are brought against staff or volunteers who are supervising school events and provides protection to the $20 million for each occurrence.

2.

Volunteer Drivers for School Activities Ontario legislation makes automobile insurance compulsory in the Province of Ontario. This same legislation makes the vehicle insurance primary coverage in the event of an accident - in other words, the insurance carried on the vehicle responds first. If a vehicle which is not owned by the school board is being operated by a volunteer or any other board employee for approved school activities, the board's Non-owned Automobile Insurance endorsement will respond to Third Party Liability claims in excess of the owner's insurance limited up to a total combined limit as stated in the Non-owed Auto policy. There is no coverage provided by the school board's insurance for damage to volunteer's or employee's vehicles while they are being operated for board activities. According to Provincial legislation, passengers who are injured would recover accident benefits coverage from their own or a parent's automobile policy. In the absence of a personal or family automobile policy, the passenger would then be eligible to recover benefits from the insurance policy covering the vehicle in which they were riding.

3.

Personal Automobile Insurance Coverage For the personal protection of volunteer drivers, the Board requires drivers carry a minimum of $1 million of Third Party Automobile Liability insurance. Volunteers and board employees who use their personal vehicles for transporting students to school activities should advise their insurance carrier.

Administrative Procedure
Date: Subject: May 24, 2011

A.P. 6-10

Fees for Learning Materials and Activities

PURPOSE The purpose of this Administrative Procedure is to provide direction to all Board Staff and Schools regarding fees for learning materials and activities. PROCEDURE 1.0 Appropriate Administration of Fees In general, there should be no fees charged for day school programs. Successful completion of a required grade or course leading to graduation cannot be dependent on the payment of any fee. A fee shall be permissible for any activity, material, course or program if it is: Not required as part of the regular day school program; Voluntary and alternatives are offered; Non-essential or co-curricular in nature and is not required for graduation by an individual student; A voluntary upgrade or substitute of a more costly material to the material provided for course purposes. Schools may administer student activity fees1, fees for enhanced programming and materials2 and fees for optional programming3. The principal shall ensure that: The purposes for which funds are collected are consistent with the Boards mission and vision. Fees levied for school purposes complement, not replace, public funding for education. Each student shall have an equal opportunity to benefit from all school programs and activities regardless of financial barriers. A clearly communicated process is in place to make certain that families experiencing financial hardships have a confidential, discrete and dignified way of accessing financial support for learning materials and activities that require fees. 2.0 Communication and Consultation Fees should reflect the actual cost of the services or materials being provided to the student. Principals shall ensure that a transparent accounting of the amounts collected and expenditures allocated be made to the school community through newsletters and electronic media (e.g. website) and to the schools Catholic School Council. Principals shall consult with their local Catholic School Council in the development of a Fee Schedule4 and be made aware of the use of student fees. Principals shall ensure that the Fee Schedule for an upcoming school year is made widely available to the school community (e.g. school newsletters, school website and student agenda books).

A.P. 6-10(a)

The principal shall consult with the local Catholic School Council regarding the process to confidentially address financial hardship in the school and shall publish the process that families experiencing financial hardship may follow to gain access to support for learning materials and activities that require fees. (e.g. school newsletters, school website and student agenda books). 3.0 Examples of Eligibility for Fees Related to Activities, Programs or Materials ELIGIBLE FOR FEES
Optional programs such as Advanced Placement. Co-curricular trips, events or activities that are extensions to the curriculum and not required for graduation, (i.e., dances, school clubs, theme days, athletics, drama, student council activities). Extended student trips or excursions that are not necessary to meet the learning expectations of a particular grade or course (e.g. trips abroad). Optional art or music supplies or higher quality woodworking materials that students choose to use for course completion as long as the required materials are available at no cost) Student activity fees. Co-curricular activities, special events, program enhancements or field trips (e.g. for costs of participation, rental of equipment or travel), if alternative programming and assignments are offered to students who chose not to participate Student agenda books and yearbooks.

INELIGIBLE FOR FEES

Registration or administration fees to enroll in a regular day school program. A textbook fee or deposit. (Schools may recover the costs to replace or repair lost or damaged materials such as textbooks, library books, music supplies, or any loaned materials these charges should not exceed the replacement or repair cost.) Learning materials required for completion of the curriculum such as workbooks, cahiers, musical instruments, science supplies. Lab materials kits and safety goggles. Learning materials that are required to meet the learning expectations of the course but are consumed by the pupil and cannot be used again by another student in the next semester (e.g. chemical used in a chemistry experiment). Mandatory flat fees for any course leading to graduation other than optional programming. A fee for a guest speaker, visiting teacher, or in-class field trip or presentation where the material being presented is a mandatory element of the subject or course.

Items that are funded through the allocated budget of a school board including, but not limited to computers, workbooks, textbooks, staff development and training costs. Fees charged for the creation of discretionary accounts by teachers or departments.

GLOSSARY OF KEY TERMS Student Activity Fees Voluntary amounts that are used to supplement a students school experience through materials and activities such as student agendas, student recognition programs, yearbooks, extra-curricular activities, school dances or theme days. Enhanced Programming and Materials Voluntary enrichments or upgrades to the curriculum or co-curricular activities beyond what is necessary to meet the learning expectations for a particular grade or course. Optional Programming Voluntary courses or activities that students normally choose to attend through an application process, with the knowledge that these programs are beyond the core curriculum. Fee Schedule An itemized list of fees that states the rationale and purpose of each fee.

A.P. 6-10(b)

Administrative Procedure
Date: Subject: June 2005
CHILD CARE

A.P. 6-14

Purpose To provide the guidelines for operating non-profit child care services in a Bruce-Grey Catholic District School Board School.

Specifics 1.A.

General 1. The planning for child care centres in new or renovated schools will be a co-operative process among representatives from the Bruce-Grey Catholic District School Board (staff and/or trustees), the Ministry of Children and Youth Services (where applicable), the Ministry of Education, the child care provider, the community and the Board's architect. 2. The Child Care board of directors will be representative of the local community and include parents/guardians. 3. Child care centres established in schools operated by the Bruce-Grey Catholic District School Board will be available for placements of co-op students and for visits by appropriate student classes. 4. The child care provider will provide annual financial statements to the Bruce-Grey Catholic District School Board for information purposes, upon request. 5. The school principal will be a member of the child care board of directors and if applicable the operating committee of the child care provider. 6. Transportation will be the sole responsibility of the parent or guardian. 7. The hours, days, and months that the child care facility would operate are subject to agreement by both parties.

B. Admission Criteria 1. Children will be admitted to child care in elementary schools in order of priority as
A.P. 6-14(a)

follows: a) Children 3.8 to 12 years of age who attend the Board schools in the community in which the child care program is situated. b) Children 3.8 to 12 years who reside in the local community. c) Children of younger age groups, including infants and toddlers, where suitable space and facilities are available. 2. Children from all age groups eligible for child care services will be admitted to Child Care in secondary school in order of priority, as follows: a) Children of students who attend the particular school in which the program is situated. b) Children of secondary school students who live in the local school community. c) Children whose parents reside in the local school community.

C. Role of the Bruce-Grey Catholic District School Board The board shall: 1. Provide maintenance, utilities, care taking resources and other operating services for the child care area subject to reimbursement by the operator. 2. Assist with bulk order purchases, if requested by the child care provider.

D. Role of the Principal The principal in a school with a child care centre shall: 1. Promote and maintain close cooperation with groups and agencies of the community. 2. Develop a positive relationship between the staff of the school and the staff of the child care centre. 3. Review, and if appropriate, approve requests from the child care operator for specialized use of space within the school building and on the school property. 4. Sit on the child care board of directors and operating committee, if applicable, in an advisory role. 5. Exercise authority and responsibility as directed by applicable legislation (eg. Education Act, Day Nurseries Act, etc.).
A.P. 6-14(b)

E. Role of the Operator The operator of a child care centre within a school of the Bruce-Grey Catholic District School Board shall: 1. Apply for and obtain appropriate licensing through the Ministry of Children and Youth Services. 2. Adhere to the regulations of the Day Nurseries Act. 3. Adhere to Ministry of Children and Youth Services policy direction which requires criminal background checks and annual offence declarations for all staff employed in the child care centre. 4. Be responsible for obtaining Board modification/renovation to the child care area. approval before initiating any

5. Ensure that operations are in compliance with the requirements of the contractual agreement between itself and the School Board. 6. Present its program proposal and annual update to the appropriate supervisory officer of the Bruce-Grey Catholic District School Board for review, upon request. 7. Provide evidence of liability insurance naming the Board as Additional Insured on an annual basis. 8. Employ and supervise all child care staff and volunteers. 9. Work with the Ministry of Children and Youth Services to provide appropriate equipment and materials to operate the program. 10. Cooperate and liaise with school personnel. 11. Acknowledge the school principal as the final authority in any operational matters relating to building use or safety. 12. Carry out all other activities necessary to operate the child care service in the centre.

A.P. 6-14(c)

Administrative Procedure
Date: Subject:
June 2005 November 2012

A.P. 6 - 17

Independent Learning Credits

Purpose To provide the process for students enrolled in the Board wishing to take courses offered by the Independent Learning Centre. Specifics
1. Administration Process a) Requests for Independent Learning Centre Courses are to be made through Student Services at each Secondary school. One of the following criteria must be met in order for a student to take an Independent Learning Centre Course: i) student requiring alternate programming to that offered through the regular school program; or ii) a senior student in need of a required course in order to graduate or a specific course for college/university entrance, that is not offered at his/her high school. The admission of a student to an Independent Studies Course must be approved by the Facilitator and authorized by the Principal. The Facilitator may place Independent Learning Courses on the student's timetable and assign the student to a class with a teacher holding appropriate qualifications related to the course.

b)

c)

d)

2.

Criteria For Admission a) Students must complete the appropriate application form from the Independent Learning Centre. b) The cost of Independent Learning Centre Courses will be borne by the school budget. Students on a secondary school register cannot be charged for an ILC Course. Students must normally register for Independent Studies by September 30th for courses to begin in the first semester and by February 28th for courses to begin in the second semester. Students who are being home schooled are not eligible to take Independent
A.P. 6-17(a)

c) d)

e)

Learning Centre Courses through the local secondary school. These students may choose to apply directly to the ILC to purchase a course. f) Students may be required to attend a designated classroom or instructional area during the period assigned for Independent Studies. Students who have an IEP and have SEA equipment must have access to the equipment while taking an ILC Course.

g)

A.P. 6-17(b)

Agreement for Day School Students Enrolling in ILC Courses

Fee paid: Course: Course Ordered:

The Ministry of Education permits students under certain conditions to take a correspondence course while enrolled at day school. Permission to enrol in such a course is given only on written recommendation from the in-school facilitator and principal. It is extremely difficult for a student to complete a correspondence course unless he/she maintains a regular pace through the course. Therefore, a student will be recommended for enrollment only under the following conditions: 1. OR 2. Whenever possible, the course will be scheduled into the day school time table of the student. The student must meet with the facilitator or designate once each week to report lesson progress, lesson results and test results and to discuss any problems he/she is having with the course. The student must work through the course at a pace which is acceptable to the facilitator. If a student requires the credit in order to graduate in June, the student must ensure that all documentation for the completion of the course is received by the Guidance office by May 31.

3. 4.

A student who is serious about completing a correspondence course will certainly be able to meet the above conditions. If a student does not have the necessary self-discipline to satisfy the requirements, he/she should choose an alternate method to obtain the credit.

Returnable materials (textbooks, videos, etc) that have been loaned to the student for use must be returned to the school within 30 days of the earliest of the following: 1. The date the student completes the course; 2. The date that the student is withdrawn from the course by the facilitator/day school. 3. The expiry of one year from the date that the student commenced the course.

As mentioned in Board Policy/Criteria for admission, a textbook/materials deposit of $_____ to ____________________High School must be paid before a student will be enrolled in a course. This deposit is refundable upon return of all returnable materials and successful completion of the course.

The signatures below indicate that the student and his/her parents understand and agree to abide by the conditions for enrolling in a correspondence course.

Students Signature

Parents Signature

Date

A.P. 6-17(c)

2.

Role of the Parent : a) b) c) d) e) to be aware of the symptoms which might indicate in infestation. to identify suspected infestations. to notify the school of any infestations. to ensure that proper and full treatment occurs. to indicate to the principal that proper and full treatment has occurred.

PEDICULOSIS - A FAMILY RESPONSIBILITY In the past, the Public Health Unit was involved in teaching educators and parents, both individually and in groups, about head lice identification and treatment. This service is no longer provided. Pediculosis is not a health issue but rather a community concern. Control of pediculosis is a family responsibility. Resources The Grey Bruce Health Unit has developed resource packages regarding the management of head lice. One of the packages is specific for parent use and the other is more specific for teacher and volunteer use. Another resource is the Canadian Paediatric Society at www.cps.ca

6-22(b)

Administrative Procedure
Date: Subject: May 24, 2011

A.P. 6-23

School Food and Beverage

Purpose The Bruce Grey Catholic District School Board will ensure healthy food choices are in our Catholic schools and at the Catholic Education Centre. The Board upholds a Nutrition Policy which honours the physical body as a temple of the Holy Spirit created in the image of God. This Policy and Administrative Procedure set out guidelines to implement coordinated comprehensive food and nutrition standards when selling food and/or beverages in our schools and at the Catholic Education Centre.

Procedure 1. Food and beverages sold in schools and at the Catholic Education Centre will adhere to the School Food and Beverage Policy Resource Guide 2010, Canadas Food Guide, and the Ontario Curriculum. The nutrition standards apply to all food and beverages sold in all venues (e.g., cafeterias, vending machines, tuck shops/canteens), through all programs (e.g., catered lunch programs), and at all events (e.g., bake sales, sports events, school council meetings and any other school related functions). Student allergies and cultural requirements should be respected. 2. The Board will support opportunities for staff development and training for effective delivery of the School Food and Beverage Policy Resource Guide 2010. Foods served and sold in schools and the Catholic Education Centre will be handled and prepared safely to prevent the spread of food-borne illness and disease. The Board will work with Public Health and other local partners to ensure that nutrition and food safety training for food service staff, including volunteers, is available. Hand washing should be practised. Plastic gloves may be worn to reduce the spread of food-borne illnesses, as well as colds and flu. The Board will work with partners in an effort to provide healthy food choices for students and staff, and to ensure that these healthy choices are competitively priced and culturally appropriate Foods and beverages with minimum nutritional value will not be sold in schools. This includes sell less and not permitted for sale items as per PPM 150. Board staff will collaborate with the local Public Health Department/Unit in their ongoing efforts to educate and encourage staff, students, parents, and the community about nourishment programs and nutrition education. Food is not used as a group reward or an incentive for good behaviour, achievement, or participation in classrooms. This does not preclude teachers from providing students with food or beverages that comply with the nutrition standards in PPM 150 for nutrition snacks or celebrations. Fund-raising with healthy food and beverages or non-food items will provide another opportunity to support healthy food choices taught in the classroom, home, and broader community. SchoolA.P. 6-23(a)

3.

4.

5.

6.

7.

8.

sponsored fund-raising activities will promote either nutritious foods or non-food items. When food is chosen as the fund-raiser item, only foods with maximum nutritional value will be used (see School Food and Beverage Policy Resource Guide 2010, Bake It Up! Tasty treats for healthier school bake sales - Ontario Public Health Association)

A.P. 6-23(b)

Administrative Procedure
Date: Subject: November 13, 2008 First Aid Procedure

A.P. 6-24

Procedure Statement The Bruce-Grey Catholic District School Board is committed to providing its employees a safe and healthy work environment. Regulation 1101, Regulation for First Aid Requirements, outlines the legal provision that must be met by employers in order to comply with the regulation. The following procedure gives direction towards meeting these obligations and enhancing the wellness of all employees. Principal Responsibilities: It will be the responsibility of the Principal to ensure the School is compliant with Regulation 1101. This includes but is not limited to the following: q q q q q Ensure adequate numbers of employees are trained in first aid following guideline below Ensure first aid kits are supplied and maintained as per regulations Ensure In Case of Injury Form 82 is posted in the workplace Ensure the names of trained first aiders in the workplace are posted Ensure that provision for first aid and transportation of injured to a hospital is incorporated into the emergency response plan q Complete accident investigation form where first aid is required, and q Ensure all employees are aware of their duties for reporting first aid injuries Employees are responsible to: Get appropriate first aid and, Report all injuries to their Principal immediately The School Secretary is responsible to: Replenish supplies as required per First Aid Regulation 1101

A.P. 6-24

Procedure All injuries at work must be reported to the Principal and first aid administered immediately if required. The accident investigation form shall become the record of first aid as per Regulation 1101 and kept on file for review. (In the event of a serious medical emergency, use the School Emergency Response Plan procedures.) First aid kits and their contents are to be inspected on a quarterly basis by the School Secretary. A written record of inspections shall be kept on file in the first aid station for review by the Joint Health and Safety inspectors for the school. Employees shall report any deficiencies in first aid supplies to the School Secretary. Critical injuries requiring medical aid will be investigated by the Principal. Training All designated first aiders shall receive training and hold a valid first aid certificate from a recognized first aid training organization. Training certificates shall be renewed in accordance with their expiry dates. Copies of the certificates will be posted next to the first aid kit. Guideline for Number of Employees to be Trained: The following is a guideline to determine the number of employees at each site that require first aid training. Each Principal & Vice Principal Secretary at each school Custodian on each shift 10% of remaining staff

The arrangements for First Aid training will be made by the Supervisor of Payroll & Health and Safety.

A.P. 6-24

Administrative Procedure
Date: Subject: September 2009

A.P. 6 - 27

Emergency Response Plan and Fire Safety Plan

Purpose It is the objective of the Board to have emergency procedures, for each building under its jurisdiction, which are essential to the safety of the staff and students.

A.P. 6 - 27

Bruce-Grey Catholic District School Board

Emergency Response Plan

and

Fire Safety Plan

School Name

September 2009

A.P. 6-27(b)

Forward
Bruce-Grey Catholic District School Board is committed to ensuring the safety of our students, staff and visitors to our schools. Staff, students and visitors in Ontarios schools, have the right to learn, work and be present in a safe and secure environment. However the possibility of a major incident of violence is a reality which cannot be overlooked. Everyone who spends any amount of time in an Ontario school on a regular basis, needs to know how to protect themselves and how to protect our children, in the event of a major incident or threat of school violence. Publicly funded schools in Ontario are committed to providing and maintaining a Safe School environment. Much has been accomplished around the issue of Safe Schools since the introduction of the Provincial Model for a Local Police/School Board Protocol in 2000, and more recently with the passage of Bill 212, which amended the Safe Schools provisions of the Education Act, in February 2007. The Ministry of Education, School Boards and Police from across the province continue to work in partnership to create safe school environments, and to prepare in the event of a major incident of school violence. This document outlines the responsibility of school administration and staff as it relates to steps that should occur in the event of an emergency. This plan is intended to be used for reference purposes and to act as a guideline.

A.P. 6-27(c)

TABLE OF CONTENTS

LOCKDOWN Intruder Armed Person Violent

Pages 1 - 14

LOCKDOWN PROCEDURES Hold and Secure Shelter in Place

Page 15 - 16

BOMB THREAT

Pages 17 - 22

SEVERE WEATHER

Pages 23 - 25

FIRE SAFETY PLAN

A.P. 6-27(d)

When to Lockdown / Terminology to be used Terminology is very important. Plans should clearly identify when Lockdownversus other terminology is to be utilized. Terminology used to order a lockdown, should be plain language, clear and leave no misunderstanding as to what is expected. No secret passwords should to be used. Lockdown will only be used when there is a major incident or threat of school violence within the school, or in relation to the school. The over or misuse of lockdowns, will result in staff/students becoming desensitized and they will not take lockdowns seriously.

A.P. 6-27(e)

Lockdown - Major Incident or Threat of School Violence Emergency Response Plan

VIOLENT INCIDENT OCCURS
(armed individual posing threat to life, i.e. gun, knife, explosive, etc.) School Personnel (teacher, custodian, student, etc.)

NOTIFY Principal/Designate or Office Staff

9 9

Keep the flow of information going if possible Confirm situation Ask questions to gain intelligence about situation if possible (who, where, what are the circumstances)

Confirmed Violent Incident

9 9

Announce Lockdown (inside/outside speakers) We are initiating a Lockdown Repeat

Call 911 Describe violent incident Stay on line Begin to document events, times

Notify Board Office

A.P. 6-27(f)

Lockdown - Major Incident or Threat of School Violence Emergency Response Plan

Introduction
Although infrequent, the possibility of a major violent incident in one of our schools is a reality. The level of preparedness to deal with such an incident by school staff, students and police will have a major impact on the outcome of the incident. A great deal of time, thought and effort has gone into preparing a response plan, which is user friendly, easily understood and effective. While certain portions of the plan are tailored for each school based on individual needs, the overall plan is designed to have common application for all schools and police services across Bruce-Grey counties. It is vital that all schools and police agencies follow the plan as printed, and do not modify or change the plan, with the exception of customizing for local situations (e.g. school layout). Remember: Although police will be there to assist with training, implementation and drills, this plan is fully the responsibility of the school. If a major incident occurs, it is highly unlikely the police will be in the school at the outset of the incident. The entire school including staff, students, administrators, and visitors must be prepared to implement this plan quickly and effectively. These types of incidents are over in a matter of minutes. The extent of the impact of such an incident will be dependent on the ability of the school to lock down as quickly as possible.

Roles
Principal -The principal is responsible for over-all planning, the final content of the plan, scheduling of drills, inviting police, fire and Emergency Medical Services (EMS) to participate in and be aware of planning and drills, training of students and for the overall safety of staff and students. In an actual incident (not a drill), the police are responsible for management of the threat and subsequent criminal investigation, however the principal shall provide full cooperation with police. School Staff - School staff, and in particular administrators, have the overall responsibility for the safety and well being of students. Administrators during a violent incident have additional responsibilities in terms of working closely with police. Students - Students have a responsibility to be familiar with this plan and to respond quickly to the direction of staff during a crisis situation. In addition, any student with information or knowledge prior to or during a crisis situation must come forward with that information immediately. In almost every incident of major violence at a school, it was later learned that a student(s) had prior knowledge of what was going to take place but failed to tell anyone. The code of silence must be broken in these types of situations. Police - Police are responsible to respond to and investigate violent incidents as defined in this
A.P. 6-27(g)

plan. During a violent incident, police will assume command and control of the response and investigation but will liaise and work closely with school administration throughout the process. Parents/Guardians - Parents and guardians must be aware of the existence of this plan and shall reinforce with their children student responsibilities to follow directions during a crisis and disclose any information they may have prior to or during a crisis situation.

School Advisory Councils - Members of School Advisory Councils must support the local plan and assist the school administration in promoting awareness of the plan throughout the broader school community. Training - Emergency plans are of little value in a crisis situation if the plan is not exercised on a regular basis. School administrators will be required to review this plan with staff at least twice during each school year. Police shall participate in this training. Drills - Each school is required to have two Emergency Lockdown Drills each school year. The responsibility for these drills including scheduling lies with the school principal. Police should be in attendance to monitor and participate in a debriefing following the drill. Drills shall come under the direction of the principal, with police in attendance for support. Each school is required to keep record of the date of two Emergency Lockdown Drills each year.

A.P. 6-27(h)

Lockdown - Major Incident or Threat of School Violence Emergency Response Plan

Lockdown will only be used when there is a major incident or threat of school violence within the school, or in relation to the school. The over or misuse of lockdowns, will result in staff/students becoming desensitized and they will not take lockdowns seriously. When a Major Incident or Threat of School Violence Occurs Although every effort is made to ensure a safe school environment, staff and students need to be aware of the possibility that a violent incident can occur at any time or in any location within a school. If you observe a violent incident, DO NOT CONFRONT THE SUSPECT. It is critical to notify the office immediately. As well, if it is safe to do so without danger to yourself or others, obtain the following details for your report to the office: location and number of suspects; suspect moving or stationary; identity; description of physical appearance (clothing, build, etc.); description of weapons; possible motive or threats made; and any known injuries and location of casualties.

When Office Staff are Notified of Violent Incident When a violent incident is reported, staff in the office need to keep the flow of information going, obtaining as much detail about the incident as possible from the initial observer. A priority at this point is to confirm a violent incident is occurring. After confirming that a violent incident has occurred, immediately implement the Violent Incident Emergency Response Plan. Focus on maintaining calm.

A.P. 6-27(i)

ANNOUNCING LOCKDOWN

When notified of a violent incident, activating a Lockdown, calling 911, and notifying the Principal or designate should happen as closely together as possible. Responding personnel will have to use individual judgement as to what they can and should do first, keeping in mind that their primary role is taking care of students and staff at risk.

LOCKDOWN The person receiving the report of a violent incident initiates the Lockdown procedure as follows: activate all public address (PA) systems (inside and outside); and announce clearly and calmly on public address (PA) system: We are initiating a lockdown. -(Repeat)

Upon hearing the Lockdown announcement, staff will immediately initiate lockdown procedures. During lockdown procedures, occupants will disregard fire alarm system and school bells unless otherwise informed. An Emergency Lockdown is in effect until cancelled by the principal or designate.

A.P. 6-27(j)

CALL 911

The person receiving notification of the violent incident calls 911 or requests someone to immediately call 911. If you are the only one in the office, you should attempt to initiate Code Red Emergency Lockdown before calling 911. A call to 911 will initiate assistance from police services, as well as fire and ambulance services if required. When you call 911, provide the following information: identify yourself, the school name, and full address; describe situation (provide all known information); identify whether anyone is injured and the severity of the injuries; stay on the line and continue to provide information as requested by the emergency operator; explain safe approach (routes/entrance) for police and advise police where they will be met; and begin to document times and events relating to the incident.

The information that is being documented will greatly assist police services during their response to this incident. If you havent already done so, notify the principal/vice-principal of the situation and provide all known information about the incident.

A.P. 6-27(k)

LOCKDOWN Lockdown describes the steps that school staff members take to ensure the safety and security of school occupants during a violent incident. These steps are outlined below. Every attempt should be made to respond quickly and calmly. Inside School Building During the lockdown phase, staff will focus on taking care of students and ensuring they are directly out of harms way. To implement the lockdown phase, staff will direct students to the closest secure area, remain with the students, and, if possible, lock doors to the area. Assess whether anyone is injured and the severity of injuries. Take appropriate measures to assist the injured without jeopardizing the safety of yourself or others. Lockdown Procedures within Classroom and Portables Lock doors and/or barricade doors Students are to move away from doors and windows, remain quiet and follow staff/police instructions. Individuals are to contact the office ONLY with vital information regarding incident. Cell phones are not to be used by staff or students unless communicating vital emergency information (excessive cell phone use in other violent incidents has shut down access to vital communication lines). Staff take attendance in class and complete an attendance report. Disregard fire alarm system and school bells if it is safe to do so. (Staff and students must always be aware of the potential for other emergencies such as fire. Should this occur, staff and students must be prepared to react and possibly evacuate a locked down area for their own safety) Staff, students and any other occupants are to remain in the secure location until notified by appropriate personnel on what actions to take. Do not unlock door or respond if anyone knocks on the door. Place desks in a circle on the floor with desktops facing students on inside of circle. Lockdown Procedures within Library, Cafeteria and Other Open Areas Depending on the individual school plan and the situation (location and actions of the suspect), consideration must be given to the controlled evacuation of students to identified secure areas. See Individual School Plan section for details relating to your school. Outside School Building Not all students and staff will be inside the building when a violent incident occurs. If you are outside the building, follow the steps outlined below: DO NOT ENTER SCHOOL Move as far away from the school as possible. Proceed to identified area if possible (see Individual School Plan section). Staff monitor that students remain in the identified area. Staff take attendance. COMMAND POST
A.P. 6-27(l)

A Command Post is the focal point for command and control of the situation. This is where the police will direct the overall response to the incident and where the principal will work closely with the police providing required support. School administration should identify a minimum of three locations, two within the school and one location off-site. In determining command post locations, consider the following points: safety; security; access to good communication links (public address (PA) system, phone, fax); and washrooms. The following supplies are suggestions for your main command post location: school floor plans; contact lists; Violent Incident Emergency Response Quick Reference; student and staff lists, bus lists; flip charts; markers, pens, paper; megaphone; first aid kit; caution tape; portable stretcher (if possible); telephone directory; current year book; and access to student and staff timetables.

A.P. 6-27(m)

INDIVIDUAL SCHOOL PLANS While it is important to maintain consistency across the Board in terms of emergency response (for example Lockdown is to be used universally), it is vital that each school addresses their unique open areas (cafeteria, gymnasium, library, etc.) and off-site evacuation areas.

Local Lockdown Plan for Open Areas i.e. cafeterias, libraries, gymnasiums, foyers

Off-site Evacuation Location (determine location) The principal or designate assigns staff to supervise students and take attendance. Students may be released to parents/guardians. Student departures must be documented by staff. A police officer will be assigned to this area to communicate information to staff, students and families.

A.P. 6-27(n)

SAMPLE - Each school will complete Lockdown - Major Incident or Threat of School Violence Emergency Response Plan
INSIDE THE BUILDING Staff direct students to the closest secure area and lock the door. CLASSROOMS & PORTABLES Lock classroom door and/or block door. Never answer the door. Remain quiet. Instruct everyone to move away from door or areas of immediate threat. Close blinds Take attendance. Do not contact the office. Stay out of sight and low to the floor Disregard alarms and bells, if it is safe to do so, until the building is secure announcement is made

SPECIALTY AREAS - Individuals in these areas are to proceed to..... Cafeteria Library Student Services Staff Room Foyer/Hallways Gymnasium Chapel Washroom * Elementary Schools - washrooms must be checked. OUTSIDE SCHOOL BUILDING Individuals who are outside the school are to do the following: DO NOT ENTER THE SCHOOL Go to the Offsite Command Post at _________________________________ Remain at the Offsite command Post until the Lockdown is no longer in effect.

A.P. 6-27(o)

* Please note any Special Need situations. POLICE Once police arrive on the scene, they have ultimate command of the incident. Staff, students and other occupants must provide full cooperation and follow police direction. Police will control access to the school and designated off-site locations. Police will assign an officer to the off-site evacuation location to communicate information to staff, students and families. Police will direct families arriving on-site to pre-designated, off-site evacuation locations where they can receive information.

Principals Role with Police The principal remains primarily responsible for the safety of students and staff. The principal or designate will meet police on arrival and describe the situation. Administration and staff cooperate with police to make appropriate decisions.

Staff/Student Responsibilities in Assisting Police Crime Scene Staff, students and other occupants need to be aware that any site(s) may contain crime scene evidence. Avoid unnecessarily tampering with or disturbing evidence. To the extent possible, leave all objects exactly as they are in order to protect the crime scene for law enforcement investigations. Discourage others from disturbing potential evidence. Keep the area isolated.

Media Response Police set up a media relations centre outside incident area. Police representatives handle media relations regarding the incident and police response. Board representatives handle media relations regarding Board related concerns.

A.P. 6-27(p)

EMERGENCY CONTACTS

Schools will maintain an up-to-date (reviewed twice a year) emergency contact list and include it in the Violent Incident Emergency Response Quick Reference. This document will be made available at the identified command posts.

Emergency (Police, Fire, Ambulance)

911

Evacuation Site

Board Office

Bus Company

Hospital

Other numbers

A.P. 6-27(q)

POST VIOLENT INCIDENT FOLLOW-UP

Actions taken following violent incidents can have a major impact on the well being of staff, students and the broader community. Follow-up procedures may include the following: involving the Board Crisis Response Team to provide counselling for staff and students; providing appropriate information to parents, guardians, staff, students and the broader school community regarding the incident; debriefing by police of all persons present at the time of the incident; coordinating police and school board news releases; evaluating the adequacy of the Violent Incident - Emergency Response Plan and making modifications as necessary; identifying lessons learned and developing further preventative measures; maintaining close contact with any injured victims and families; maintaining close cooperation with police services to facilitate completion of investigations; and completing all necessary legal, insurance and administrative forms and documents as required.

We would like to acknowledge Ontario Provincial Police - Crime Prevention Section.

A.P. 6-27(r)

Hold and Secure should be used when it is desirable to secure the school due to an ongoing situation outside and not related to the school (e.g., a bank robbery occurs near a school but not on school property). In this situation, the school continues to function normally, with the exterior doors being locked until such time as the situation near the school is resolved.

Shelter in Place should be used for an environmental or weather related situation, where it is necessary to keep all occupants within the school, to protect them from an external situation. Examples may include chemical spills, blackouts, explosions or extreme weather conditions.

A.P. 6-27(s)

HOLD AND SECURE/SHELTER IN PLACE

Principal or designate will announce clearly and calmly on PA system (inside & outside):

We are initiating a Hold and Secure Procedure OR Shelter in Place Procedure REPEAT
Upon hearing the announcements, staff will immediately initiate the procedure. During Hold and Secure or Shelter in Place procedures, occupants will disregard fire alarm systems and school bells unless otherwise informed. All staff and students must remain in classrooms until the announced procedure is no longer in effect. Take attendance. Contact the office only in the case of an emergency. Hold and Secure or Shelter in Place is in effect until cancelled by the Principal or designate Staff monitor that students remain in the identified areas. Custodians will lock all exterior doors.

INSIDE THE BUILDING:

Students and staff remain in the classroom/portables Students in hallway, foyer, washroom or cafeteria proceed to his/her classroom Students on spare go to the library Students in the main office, student services or chapel office must remain in the office

OUTSIDE SCHOOL BUILDING

Staff and students in Phys. Ed. Class go to the gymnasium Students outside go to classroom or to the library if on spare

Lunch Time - Students will be instructed to report immediately to period 4 class. *Post a staff member at the front entrance to inform any visitors that the school is in a lockdown.

A.P. 6-27(t)

Bomb Threat

A.P. 6-27(u)

Bomb Threat The decision to evacuate a school is the responsibility of the principal and must only be taken after consideration of the circumstances surrounding the threat. The order to evacuate will not be given until the assembly area and exit routes have been searched and declared clear. ACTION STEPS: PRINCIPAL Upon receipt of a bomb threat, the person receiving the phone call should take down all possible information using the Bomb Threat Telephone Procedures form. Remain calm and keep the caller on the line as long as possible in order to obtain the information. Dial *69 in an attempt to identify the caller. A second staff member calls 911" to report a Bomb Threat and notifies the principal. The principal assesses the seriousness of the bomb threat and decides on a plan of action. In making this decision, the following factors are considered: a. How serious was the callers voice? b. How much information did the caller provide? How specific is the information? (In general, you can get more specific information out of a caller when it is a hoax.) c. Have there been recent bomb incidents in the news lately? d. Have there been other hoaxes lately? e. Has a hostile student been suspended lately? f. Are there exams scheduled for today? g. Is there any unexplained student unrest? h. Are there any rumours circulating about a student threatening to harm others? I. Have there been any recent break-ins? j. Are there any missing chemicals? If the principal decides that the Bomb Threat is a hoax, the principal: a. Reviews the data with the police and Superintendent/Director of Education.

A.P. 6-27(v)

b. Notifies staff at the earliest opportunity. c. Notifies the Chair of the School Council. If the principal decides that the Bomb Threat is real and immediate, the Principal will announce Staff are asked to immediately search their areas for any unidentified objects. The Superintendent/Director of Education will be contacted, who in turn notifies the chair. In response, staff members will: Go on alert; Search their immediate area; Direct students to turn off cell phones and pagers; Direct people in hallways into supervised classrooms; Disregard alarms and bells; Keep students as calm as possible Plan for evacuation; Follow directions of the Principal.

Once an evacuation order is given by the principal: 1. Staff and students, per the directions of the Principal, evacuate the building directly without deviation and go to the assembly areas. 2. Staff and students take with them only personal belongings that are in the immediate area at the time of the Evacuation Order. 3. Staff leave doors open and lights on. 4. Staff leave windows as is. Do not waste time to close. 5. Staff members are to take attendance folders. 6. When outside, staff and students proceed to the assembly areas either as directed by the Principal or designate. 7. Students and staff are to remain together in the specified assembly area, a minimum of 150 m away from the building until further instructed.

A.P. 6-27(w)

8. Staff assist the Principal and police as needed with information about the building. 9. If an assembly area is not clear due to suspicious item, Principal will direct students and staff to go to an alternative assembly area. If no suspicious item is found, in consultation with the Police and Superintendent of Education, the Principal will make the All Clear announcement. The building is secure.

A.P. 6-27(x)

BOMB THREAT SHEET 1. Call Trace or Call Display If you receive a threatening call, note which line you are on (Line 1, Line 2 or Line 3) before the caller hangs up. Immediately after receiving the call, press the line the call came in on and complete a call trace (*69) Record the phone #: _________________________________ Time: _____________________ Date: ______________________

2. Instructions when taking the call: - Remain calm - Keep the conversation going as long as possible Details of the Threat (Exact Wording): ______________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Questions to Ask: 1. When is the bomb going to explode? _________________ 2. Where is it right now? __________________ 3. What does it look like? __________________ 4. What kind of bomb is it? __________________ 5. What will cause it to explode? ________________ 6. Did you place the bomb? _________________ 7. Why? __________________ 8. What is your address? __________________ 9. What is your name? _________________ (OVER) 3. Characteristics of Caller
A.P. 6-27(y)

Sex of Caller ________ Estimate of Age ________

Checklists: a) Callers Voice ___ Calm ___ Angry ___ Soft ___ Loud ___ Distinct ___ Slurred ___ Lisp ___ Raspy ___ Familiar ___ Cracking Voice b) Background Sounds ___ Street Noises ___ Voices ___ PA System ___ Static ___ House Noises ___ Long Distance ___ Office Noises c) Threat Language ___ Well spoken (educated) ___ Foul ___ Irrational d) Other: ______________________________________________________________________ ______________________________________________________________________ ___ Incoherent ___ Taped ___ Message Read by Threat Maker ___ Factory Machinery ___ Animal Noises ___ Clear ___ Music ___ Local ___ Motor ___ Excited ___ Slow ___ Laughter ___ Crying ___ Nasal ___ Stutter ___ Deep ___ Ragged ___ Clearing Throat ___ Deep Voice ___ Rapid ___ Normal ___ Whispered ___ Accent

REPORT IMMEDIATELY TO THE PRINCIPAL OR VICE-PRINCIPAL

A.P. 6-27(z)

Severe Weather

A.P. 6-27(aa)

Severe Weather - Tornado Definitions: Tornado Watch issued when severe thunderstorms have developed and there is the possibility of one or more tornadoes developing within the areas and times Specified in the watch. Be prepared to take action if a warning is issued. issued when one or more tornadoes are occurring in the area specified or detected on the Doppler radar. Find appropriate shelter.

Tornado Warning -

The greatest hazards are broken glass, flying debris and falling objects. Areas in the school such as the gymnasium are not suited for safe refuge due to the large surface area of the roof. Similarly, rooms or foyers with skylights are not suitable. Upon announcement of Severe Weather alert: Collect any students and staff from outside areas into main building. If time allows, relocate students from portables to main building. Move students away from windows and proceed to the closest wall space in the hallways. Drapes should be closed and classroom doors left open. Avoid areas across from doors and windows. Direct students to Drop and Tuck (kneel on the floor, head down, hands covering their head and eyes closed). Direct students to remain calm and quiet.

If outside at the time of the announcement or discovery of the Severe Weather conditions: Seek shelter inside an enclosed building if possible. Move to the lowest point of ground. Find a ditch, ravine or other depression and lie flat. Do not seek shelter under isolated trees. Do not handle or touch metal objects such as soccer goal posts, basketball posts.

A.P. 6-27(bb)

Procedures following a Tornado: All students and staff are to remain where they are located until All Clear is announced, unless a life threatening danger is present. Call 911 if necessary. The principal and custodian(s) will attempt to assess the safety of electrical, structural and dangerous fumes to people in the building and close or shut off supplies if safely possible. The principal will designate staff members to account for students and staff in the various areas of the building.

A.P. 6-27(cc)

Fire Safety Plan

A.P. 6-27(dd)

Administrative Procedure
Date:
Reviewed: November 18, 2005 June 18, 2013

A.P. 6 - 29

Subject:

Prior Learning Assessment and Recognition.

Purpose It is the desire of the Bruce-Grey Catholic District School Board to afford additional educational opportunities to its secondary students through the implementation and administration of Prior Learning Assessment and Recognition (PLAR). This is the formal evaluation and credit-granting process whereby students may obtain no more than 4 credits, a maximum of 2 in any one discipline, for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school.

Procedures Requirements for the PLAR Challenge Process The following statement is to be published in the secondary school course calendars outlining when students can challenge for credit and what opportunities for challenge are available: Ontario Schools Kindergarten to Grade 12 Policy and Program Requirements, section 7.2.4 The Bruce-Grey Catholic District School Board provides the opportunity for students wishing to obtain grades 10, 11 and 12 credits for prior learning through the Prior Learning Assessment and Recognition (PLAR) process. Prior learning includes the knowledge and skills that students have acquired outside secondary schools. Students who wish to challenge for credit will have two opportunities in the school year to apply to the principal: a. by the first Friday of December for a challenge that will be completed by the end of Semester One. b. by the first Friday of May for a challenge that will be completed by the end of Semester Two. The APPLICATION TO CHALLENGE FOR CREDIT FOR A COURSE forms are available from the secondary school guidance department and must be returned to the principal of the school on or before the deadline set in parts a and b above in order for the application to be considered. It is the responsibility of the student to initiate the process and to complete the APPLICATION TO CHALLENGE FOR CREDIT FOR A COURSE forms. Students must be able to provide evidence of prior learning before the application will be approved.

A.P. 6-29(a)

PRIOR LEARNING ASSESSMENT AND RECOGNITION: CHALLENGE FOR CREDIT Cumulative Tracking Record
Surname Given Names MIN/ OEN Student Number Gender Date of Birth

School Board/ School Authority/ Inspected Private School1

Number

Name of School

Date of Entry

Date (Year/ Month)

School Board/ Inspected Private School 2

Course Grade/ Level

Course Title

Course Code

Discipline

Percentage Grade

Credit

Compulsory

Withdrawal

Authorization3

Name of school board/ school authority/ inspected private school that maintains the students OSR Name of school board or inspected private school through which the student earned the credit( s) 3 Signature of person authorized to maintain the students OSR
2

Note: For policy on the use of this form, see Policy/ Program Memorandum No. 129, Prior Learning Assessment and Recognition (PLAR): Implementation in Ontario Secondary Schools.

A.P. 6-29(b)

PRIOR LEARNING ASSESSMENT AND RECOGNITION: CHALLENGE FOR CREDIT Interim Tracking Record
Surname Given Names MIN/ OEN Student Number Gender Date of Birth

School Board/ School Authority/ Inspected Private School1

Number

Name of School

Date of Entry

Date (Year/ Month)

School Board/ Inspected Private School 2

Course Grade/ Level

Course Title

Course Code

Discipline

Percentage Grade

Credit

Compulsory

Withdrawal

Authorization3

Name of school board/ school authority/ inspected private school that maintains the students OSR Name of school board or inspected private school through which the student earned the credit( s) 3 Signature of person authorized to maintain the students OSR
2

Note: For policy on the use of this form, see Policy/ Program Memorandum No. 129, Prior Learning Assessment and Recognition (PLAR): Implementation in Ontario Secondary Schools.

A.P. 6-29(c)

APPLICATION TO CHALLENGE FOR CREDIT FOR A COURSE

Please complete this application form and submit it to your school principal.

Surname: Given names: MIN/OEN: _______________________ Grade: _________ Gender: ___male___female Name of parent/guardian: School: I wish to challenge for credit for the following course: Course Title Course Type Course Grade/Level Course Code Date of birth:____year____month_____day

I am aware that a passing or failing mark resulting from a challenge for credit for a Grade 11 or 12 course will be entered on my Ontario Student Transcript and that a passing or failing mark or a withdrawal resulting from a challenge for credit for any Grade 10, 11, or 12 course will be entered on my PLAR tracking record and maintained in my Ontario Student Record. I am aware that the PLAR challenge process will include formal tests (balanced between written work and demonstration, as appropriate for the subject) worth 70 per cent of the final mark, and other types of assessment worth 30 per cent of the final mark. I am aware that my skills and knowledge will be evaluated against the expectations outlined in the appropriate provincial curriculum policy document. I am aware that a maximum of four credits may be granted through the challenge process for courses in Grades 10 to 12, with no more than two in any one discipline. I am submitting the following as evidence that I am qualified to challenge for credit for this course: _____ letter(s) of recommendation from teacher(s) familiar with the course expectations _____ letter(s) of recommendation from member(s) of the community _____ a portfolio of relevant work _____ proof of successful relevant experience in a supervised setting _____ proof of independent learning in a relevant area _____ a videotape, audiotape, or CD-ROM with samples of relevant work _____ proof of relevant prior learning from another educational jurisdiction _____ proof of successful completion of courses identified as prerequisites for this course

Student Paragraph

A.P. 6-29(d)

Write a paragraph of 100200 words stating why you want to challenge for credit for this course. Be sure to include the following: ways in which the course credit will help you to fulfil your educational goals your special interests and skills related to this course

A.P. 6-29(e)

I have reviewed the curriculum expectations and the descriptions of the levels of achievement for this course with a designated subject teacher.

I understand that a board/school committee will review my application.

Signature of student:

Date:

Signature of parent/guardian:

Date:

Signature of teacher-adviser/ guidance counsellor:

Date:

FOR OFFICE USE ONLY

Date application received:

Date challenge process completed:

A.P. 6-29(f)

RECORD OF ASSESSMENT OF CHALLENGE FOR CREDIT FOR A COURSE

Students surname:________________________________________________________________

Given names: ____________________________________________________________________

MIN/OEN: ____________

Gender: ____male____female

Date of birth: ____year____month____day

Name of parent/guardian: ___________________________________________________________

Course title: __________________________________________ Course type:________________

Course grade/level: ____________________________________ Course code: _______________

Teacher: ________________________________________________________________________

School: _________________________________________________________________________

A.P. 6-29(g)

Assessment Strategies Used

a) Formal Tests 70% of final percentage grade

Overall Expectations Covered

Type of Test

Date Completed

Level of Achievement

Percentage Grade (out of 70%)____________

A.P. 6-29(h)

b) Other Assessment Strategies 30% of final percentage grade Overall Expectations Covered Type of Assessment Strategy Date Completed Level of Achievement

Percentage Grade (out of 30%)_______ Final Percentage Grade_____________

Signatures: Subject Teacher: Student: Principal: Teacher-adviser/guidance counsellor: Parent/guardian: Date: Date: Date: Date:

Date:

A.P. 6-29(i)

Administrative Procedure
Date: Subject:
January 17, 2006

A.P. 6 - 32

User Application for Internet Access through sites located within the BruceGrey Catholic District School Board.

Purpose To prepare students for the world in which they will participate and to provide them with resources and skills appropriate to the information age, the Bruce-Grey Catholic District School Board is developing a Wide Area Network (WAN). This network will link students to a variety of local electronic resources as well as provide access to the Internet; such access shall be for the exchange of information in order to support the user's education and research. This access is consistent with the mission of the Bruce-Grey Catholic District School Board for Information Technology, our Vison Statement and Catholic Graduate Expectations. Procedures This is an application for Internet Access through your school network(s). Such access is a privilege, and will be granted only to individuals who agree to follow the guidelines established by the Bruce-Grey Catholic District School Board. Anyone who fails to follow the guidelines will face penalties, ranging from denial of access for a limited time, to permanent denial of Internet access, and to criminal action for illegal activity. Please read the following set of terms and conditions for Internet Access carefully. Terms and Conditions for Internet Access All persons using Board Internet access services will: 1. Do so in a manner which reflects our Vision Statement. 2. Use download, uploads, and capturing to limit their time on the Internet, in order to provide others with equitable access to limited resources. 3. Back out of any site which is transmitting unacceptable information or graphics, and immediately report the accidental visit to the teacher/principal/supervisor. 4. Use proper, socially acceptable communication language ~ no profanity, sexual, racial, religious or ethnic slurs. 5. Honour all copyright restrictions with respect to the distribution of computer software. Students using Board Internet access services will: 1. Always get permission from their teacher before accessing the Internet. 2. Only download files with teacher permission. Citing References from Computer Software & the Internet Below are typical examples of how you should reference your information sources. Use of these formats can be used to create your bibliography. 1. E Mail Message Format: Author of the email message. Subject line of message. [online} Available email: student's email address. Author's email address, date of message. Example:
A.P. 6-32(a)

Bobby Orr. Canada's National Sport. [online] Available email: smithj@yrbe.edu.on.ca from bobbyorr@hockey.com, May1, 1998 2. Use of Software Format (e.g. a CD-COM or other software source) Author or Publisher. Title of the software. Format. Date of publication. Example: Dorling Kindersley Publishing. Eyewitness Encyclopedia of Space and the Universe. CD-ROM (Windows) New York. 1996. 3. World Wide Web Format (Information from the Internet) Author. Title of item. [online] http://address/filename, date of document or download. Example: Schrock, Kathy Schrock's Guide for Educators. [online] Available http://discoveryschool.com/schrockguide/edres.html. September 26, 2005

Users will not: 1. Send or display any offensive pictures or messages. 2. Use obscene language, or language reflecting racial, sexual, ethnic or religious prejudice. 3. Willfully damage computer software, computers, computer systems, computer networks, or computer peripherals attached to school computers. 4. Use passwords, e-mail addresses belonging to other individuals. 5. Employ Board-provided Internet access for commercial purposes. 6. Violate security systems which have been put into place to protect computers, file servers, networks and users, both within and outside the Board. 7. Play games, or use Internet access in any ways which waste finite resources. This includes printer paper, diskettes, printer ribbons (cartridges) and other materials provided by the Board. 8. Purchase products through the School Internet. Students will not: 1. Provide personal information about themselves or others through the Internet (name, phone number, address, etc.) 2. Arrange to meet anyone with whom they have had contact on the Internet, except with parent/guardian approval. Users who are identified as security risks for having a history of problems with other computer systems may be denied Board Internet access.

A.P. 6-32(b)

AF: 6-32a

SCHOOL APPLICATION FOR PROVIDING INTERNET ACCESS TO STUDENTS

To ensure the safety, and ethical use of computer resources by staff and students of the Bruce-Grey Catholic District School Board, any school wishing to open Internet access to students must complete the following application form. Access should be given to students only after this application has been approved by the Supervisory Officer responsible for Information Technology.

Application must be made through this form before providing Internet access to students, regardless of the type of Internet access available in the schools.

_______________________________ School hereby applies to open Internet access to students of the school. Before submitting this application, the Principal has ensured that the following steps have been completed.

1.

All parents in the community of students in Grades 4 and older have received a copy of the ACCEPTABLE USE PROCEDURES and APPLICATION FOR INTERNET ACCESS and have been requested to complete the application forms with their children.

2.

Information has been provided to the parents of the school community about the Internet, and how it will be used in the school programs. This has been done in the following way(s):

3.

All staff who will be involved with students in their use of Internet facilities have been properly trained, are familiar with the Board Policy on User Acceptable Use Policy for Telecommunications, and have signed a User Application for Internet Access.

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AF: 6-32a

In addition:

4.

The school retains the authority to check the search paths of any users, from time to time, if any staff member feels that Internet access is being abused by a user.

5.

My staff and I recognize that Internet access is a privilege. We also recognize that we have a responsibility to provide guidance, supervision and training to all students using the Internet on a continuing, ongoing basis.

6.

Teachers will review the topics of Fundamental Rules of Netiquette (Appendix A) My Rules for OnLine Safety (Appendix B) and Policies ~ Acceptable Use & User Acceptable Use of the Internet with their classes before they permit students to begin using the connection.

7.

Teachers of elementary school students will begin their Internet explorations with guided searches of Internet sites, using lists of safe sites provided through the Computer Resource Specialist.

8.

Teachers and students continue to develop their skills in accessing information, selecting suitable information, decoding and processing information, and in communicating information effectively to others.

9.

All parents, staff and students of the school community use school computer equipment, networks and the Internet access with respect, in a manner which reflects our Board's Credo of Catholic Education.

I, as Principal, shall endeavour to ensure that all Internet users in ________________________________ School follow the Board's guidelines.

Principal Signature:

Date:

AF: 6-32b

STAFF APPLICATION FOR INTERNET ACCESS

through sites located within the Bruce-Grey Catholic District School Board

This is an application for Internet Access through your school network(s). Such access is a privilege, and will be granted only to individuals who agree to follow the guidelines established by the Bruce-Grey Catholic District School Board. Anyone who fails to follow the guidelines will face penalties ranging from denial of access for a limited time, to permanent denial of Internet access, to dismissal, and to criminal action for illegal activity. Please read the following set of terms and conditions for Internet Access carefully. Terms and Conditions for Internet Access All persons using Board Internet access services will: 1. Do so in a manner which reflects our Vision Statement. 2. Use download, uploads, and capturing to limit their time on the Internet, in order to provide others with equitable access to limited resources. 3. Back out of any site which is transmitting unacceptable information or graphics, and immediately report the accidental visit to the teacher/principal/supervisor. 4. Use proper, socially acceptable communication language ~ no profanity, sexual, racial, religious or ethnic slurs. 5. Honour all copyright restrictions with respect to the distribution of computer software. Users will not: 1. Send or display any offensive pictures or messages. 2. Use obscene language, or language reflecting racial, sexual, ethnic or religious prejudice. 3. Willfully damage computer software, computers, computer systems, computer networks, or computer peripherals attached to school computers. 4. Use passwords, e-mail addresses belonging to other individuals. 5. Employ Board-provided Internet access for commercial purposes. 6. Violate security systems which have been put into place to protect computers, file servers, networks and users, both within and outside the Board. 7. Play games, or use Internet access in any ways which waste finite resources. This includes printer paper, diskettes, printer ribbons (cartridges) and other materials provided by the Board. Users who are identified as security risks for having a history of problems with other computer systems may be denied Board Internet access.

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AF: 6-32b

USER APPLICATION FOR INTERNET ACCESS

User Name: (Please Print) Employee Number: (Where Appropriate) I understand the terms and conditions listed above for this Internet access application. I understand that those terms and conditions become an ACCEPTABLE USE AGREEMENT between me and the Bruce-Grey Catholic District School Board, once I have signed this application. I also understand that any violation on my part is unethical, and may result in my access privileges being revoked. Disciplinary action, and even legal action may be taken if I commit unacceptable acts while using my Internet access. User Signature:

Principal/ Supervisor Signature:

Date:

AF: 6-32c

STUDENT APPLICATION FOR INTERNET ACCESS

through sites located within the Bruce-Grey Catholic District School Board

This is an application for Internet Access through your school network(s). Such access is a privilege, and will be granted only to individuals who agree to follow the guidelines established by the Bruce-Grey Catholic District School Board. Anyone who fails to follow the guidelines will face penalties, ranging from denial of access for a limited time, to permanent denial of Internet access, and to criminal action for illegal activity. Please read the following set of terms and conditions for Internet Access carefully. Terms and Conditions for Internet Access All persons using Board Internet access services will: 1. Do so in a manner which reflects our Vision Statement. 2. Use download, uploads, and capturing to limit their time on the Internet, in order to provide others with equitable access to limited resources. 3. Back out of any site which is transmitting unacceptable information or graphics, and immediately report the accidental visit to the teacher/principal/supervisor. 4. Use proper, socially acceptable communication language ~ no profanity, sexual, racial, religious or ethnic slurs. 5. Honour all copyright restrictions with respect to the distribution of computer software. Students using Board Internet access services will: 1. Always get permission from their teacher before accessing the Internet. 2. Only download files with teacher permission. Users will not: 1. Send or display any offensive pictures or messages. 2. Use obscene language, or language reflecting racial, sexual, ethnic or religious prejudice. 3. Willfully damage computer software, computers, computer systems, computer networks, or computer peripherals attached to school computers. 4. Use passwords, e-mail addresses belonging to other individuals. 5. Employ Board-provided Internet access for commercial purposes. 6. Violate security systems which have been put into place to protect computers, file servers, networks and users, both within and outside the Board. 7. Play games, or use Internet access in any ways which waste finite resources. This includes printer paper, diskettes, printer ribbons (cartridges) and other materials provided by the Board. 8. Purchase products through the School Internet. Students will not: 1. Provide personal information about themselves or others through the Internet (name, phone number, address, etc.) 2. Arrange to meet anyone with whom they have had contact on the Internet, except with parent/guardian approval. Users who are identified as security risks for having a history of problems with other computer systems may be denied Board Internet access.
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AF: 6-32c

Administrative Procedure
Date:
Reviewed: April 25, 2006

A.P. 6 - 35

August 26, 2008

Procedures for Volunteers

Subject:

1.

Each principal/supervisor is responsible for : 1. the determination of need for volunteers; 2. the recruitment, selection and screening of volunteers; 3. the assignment of volunteers; 4. the supervision of volunteers; 5. the evaluation of the volunteer program; 6. the recognition of volunteers. While all persons are encouraged to volunteer their services, the Board reserves the right to accept or deny any offer of volunteer services. Principals shall determine acceptance in accordance with administrative regulations. The determining factors in the selection of volunteers may include; experience, performance, demonstrated responsibility, skills and/or general suitability for the position. Standardized forms, provided by the Bruce-Grey Catholic District School Board, are to be used in the implementation of a uniform screening process. Each prospective volunteer is required to complete a Volunteer Application Form An interview with the principal will be conducted in order to provide an opportunity for the volunteer to discuss his/her background, talents, skills, interests and availability Reference checks will be conducted. The prospective volunteer is required to complete a consent form.

2.

3.

To ensure due diligence, volunteers in the school system who have responsibility or regular and direct contact with students or are perceived to hold a position of trust in the school must provide a Criminal Background Check, which includes a Vulnerable Sector screening, prior to beginning their volunteer work. For example, a volunteer who assists in class programs and school trips or is the Chair or Treasurer of the School Council would require a Criminal Background Check. The supervisor will provide the volunteer with a letter which the individual must take to the Police Services Department in their area for the Criminal Background Check to be conducted. An Offence Declaration is a written declaration form signed by a volunteer listing only convictions for offences under the Criminal Records Act (Canada) up to the date of the declaration. All volunteers will be required to provide an Annual Offence Declaration at the beginning of each school year.

4.

Wherein the judgement of the principal, the volunteer will not have responsibility or
A.P. 6 - 35(a)

regular and direct contact with students nor is perceived to hold a position of trust in the school, the requirement for the Criminal Record Check will be waived. For example, School Council members attending evening meetings or persons assisting at one-day fun fairs may not require a Criminal Background Check.

In exceptional circumstances it may be necessary for an individual to begin volunteering before an acceptable Vulnerable Sector Screening Check is collected. In such circumstances, the Board will require the individual to submit an Offence Declaration, pending submission of the acceptable screening check. Before any exception is made, a binding agreement shall be entered into between the prospective volunteer and the Principal ensuring that the verification will be provided without delay. Failure to provide such verification will preclude the individual from volunteering. Any fees, if any, associated with obtaining a Criminal Background Check is payable by the volunteer. 5. If a volunteer provides the supervisor with a police check containing any record of offences, the supervisor is to contact their Superintendent of Education immediately. In such cases, no volunteer activities are to take place until direction is received from the Superintendent of Education. Once the volunteer has provided the supervisor with an acceptable Criminal Background Check, the supervisor will provide an orientation of the work site. The orientation program will consist of training with respect to duties as well as rules to be observed. The supervisor will create and maintain a list of all volunteers during each school year and retain all forms, Criminal Background Checks and confidentiality agreements on site, in a locked cabinet. All accidents/injuries involving a volunteer must be reported to the Principal/Supervisor and the Ontario School Board Insurance Exchange (OSBIE). Volunteers are insured under OSBIE when performing assigned duties in good faith and in a reasonable and responsible manner. Volunteers should be aware that the Boards insurance does not include a loss of income provision should the volunteer sustain an injury that prevents him/her from resuming normal employment.

6.

7.

8.

A.P. 6 - 35(b)

Bruce-Grey Catholic District School Board

VOLUNTEER APPLICATION
FORM A

Date School Volunteer

First Name Last Name

Address City Telephone

Home Work

Postal Code

May we contact you at Work? E-Mail Address

Yes

No

How long have you lived at this address? If less than six months, please provide your previous address. Previous Address
Street

Postal Code
City

If you are a current volunteer please indicate the organizations with which you have served and the length of time involved. Organization Length of time Volunteering

When are you available for volunteering? Daytime Other Evening Weekly Monthly Occasionally

Section 6, 35 (a)

Bruce-Grey Catholic District School Board

VOLUNTEER POSITION DESCRIPTION

FORM B

Volunteer Position Title Activities/Responsibilities

Student Contact Location Accountable to Skills /Qualifications Time Commitment Duration Orientation Provided by Training Provided by Continued Support Provided by Supervised by

Section 6, 35 (b)

Bruce-Grey Catholic District School Board

SAMPLE INTERVIEW QUESTIONS

(General)
Date School Volunteer
First Name Last Name

FORM C

Interviewed by:

Have you read the position description and do you understand it? What prompted you to apply for this position?

Where were you living and what lead you to move (applicable to a person who has lived in the area less than six months)?

What expectations do you have for this volunteer position?

Have you had any volunteer experience? Please indicate.

What do you do in your leisure time?

Please indicate the way in which you hope to make a positive contribution at the school.

Do you have any questions or comments?

Section 6, 35 (c)

Bruce-Grey Catholic District School Board

CONSENT
For Reference Checks

FORM D
Please fill out this consent form for the release of information from your references.

I,
Volunteer (please print)

authorize
Principal/Designate

to contact the references I have provided and to collect personal information appropriate to the volunteer position in which I am interested. Reference 1
First Name Last Name

Address City Telephone

Home Work

Postal Code

Relationship to employee Reference 2

First Name Last Name

Address City Telephone

Home Work

Postal Code

Relationship to employee I understand that the information obtained will be held in confidence. Date

Volunteer
Please Sign

Section 6, 35 (d)

Bruce-Grey Catholic District School Board

CONFIDENTIALITY AGREEMENT
FORM E

In accepting the duties and responsibilities of a volunteer with the Bruce-Grey Catholic District School Board, I agree to abide by the following terms of confidentiality. In the course of the duties as a volunteer, I may become aware of personal and confidential information. The Bruce-Grey Catholic District School Board depends on the maturity and loyalty of its volunteers to keep private any such information. All information that I may come to know regarding the Board, school, staff, students and their families shall be kept completely confidential. It is understood that any breach of this code of confidentiality will result in action by the Board, up to and including withdrawal of current and future volunteer opportunities. I understand and agree to the above terms.

Name (Please Print)

Signature

Date

Section 6, 35 (e)

Bruce-Grey Catholic District School Board

RECORD OF REFERENCE CHECK

FORM F
Date School Volunteer
First Name Last Name Work

Telephone
Home

Contacted by:

How long have you known the volunteer? In what capacity do you know him/her? What is your current relationship with the volunteer? What are the volunteer's strengths and weaknesses in regard to working with children?

How would you describe the personality and temperment of this person?

How does this person handle supervision or working independently?

Is there anything else you would like to tell me about this volunteer?

Is there any reason you know of why this person would not be able to perform the duties necessary for this position?

Section 6, 35 (f)

Bruce-Grey Catholic District School Board

OFFENCE DECLARATION
FORM G
The volunteer will complete Part A or Part B. Part A - No Offences: I,
Volunteer (please print)

volunteer at
School

do swear that since the date of the Vulnerable Sector Screening Check submitted to the Principal as a condition of volunteering have not been convicted of an offence under the Criminal Code of Canada, for which a pardon has not been granted. I acknowledge that making a false statement may result in my no longer being considered for a volunteer role. Date Volunteer
Please Sign

Part B - Offences to Declare: I,

Volunteer (please print)

volunteer at
School

do swear that since the date of the Vulnerable Sector Screening Check submitted to the Board as a condition of volunteering have been convicted of the following offences under the Criminal Code of Canada for which a pardon has not been granted.

I acknowledge that making a false statement may result in my no longer being considered for a volunteer role. Date Volunteer
Please Sign

Section 6, 35 (g)

FORM H

To Police Services Agency: Re:

This letter will confirm that the above-mentioned person will be volunteering at under my direct supervision. is aware that a Criminal Background Check, which includes a search of the 'pardoned sexual offense database', is required prior to commencing duties. If you have any questions, please do not hesitate to contact me.

Yours truly,

Section 6, 35 (h)

Bruce-Grey Catholic District School Board

CHECKLIST
FORM I

Volunteer
First Name Last Name

Please ensure the following are completed. Volunteer Application Interview References and Consent Confidentiality Agreement Record of Reference Checks Vulnerable Sector Screening Check Orientation and Training Date Date Date Date Date Date Date

Principal Signature

Section 6, 35 (i)

Administrative Procedure
Date: Subject:
May 16, 2006

A.P. 6 - 37

Secondary School Guidelines for Assessment, Evaluation, Grading & Reporting, Grades 9-12

Purpose
To ensure that assessment, evaluation, grading and reporting practices in all Bruce Grey Catholic District School Board secondary schools are consistent with the Ministry of Education policy and the system philosophy and mission to enable all students to develop her/his capabilities in a Christ-centred and studentdriven learning environment.

References
Ontario School Graduate Expectations, 1999 Ontario Secondary Schools, Grades 9-12, 1999 Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000 Choices Into Action, 1999 The Ontario Curriculum, Grades 9 to 12 Curriculum Documents, 2000 Guide to the Provincial Report Card, Grades 9-12, 1999 The Ontario Curriculum Exemplars Waterloo Catholic District School Board, Windsor-Essex Catholic District School Board

Comments and Guidelines

The Bruce Grey Catholic District School Board is committed to assisting students to achieve the distinctive expectations for the Ontario Catholic School Graduate. Provincial Ontario Curriculum expectations are addressed in light of our Catholic faith tradition. The development of values and attitudes is integrated with the teaching of the knowledge and skills of all program areas. Through activities associated with Choices Into Action, we encourage students to develop the necessary competencies to take responsibility for their education, make informed decisions and plan for success in the future. These competencies, knowledge, skills, values and attitudes are supported through our assessment practices. Educators within the Bruce Grey Catholic District School Board are committed to designing and implementing authentic assessment strategies that promote improved student achievement of the provincial curriculum expectations enabling students to achieve the expectations for the Ontario Catholic School Graduate. Authentic Assessment practices include assessment, evaluation, grading and reporting. The primary purpose of each of these practices is to improve student learning. Assessment is the process of gathering information (evidence) that accurately reflects how well a student is achieving the identified curriculum expectations. Assessment data serves to guide teachers in adapting curriculum and instructional approaches to students needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with feedback that guides
A.P. 6 - 37(a)

their efforts toward improved performance. Before a summative or final evaluation of student achievement is made, teachers provide opportunities to allow students to practice demonstrating their knowledge and skills across all four categories, and provide feedback to guide student efforts toward improved achievement. Evaluation refers to the process of making a judgement about the quality of student work on the basis of established criteria. Evaluation involves marking individual samples of student work and to indicate the degree to which the student has achieved the quality criteria. Grading is assigning a value or symbol (e.g., percentage mark) to represent the level of student achievement over a period of time. The purpose of grading is to report and document student achievement at designated times throughout the learning process. Reporting is the process of communicating student achievement of the identified curriculum expectations. The reporting process begins with a clear identification of the curriculum expectations, the expected standards of performance and the assessment methods and strategies. As part of the reporting process, the teacher identifies modified or alternative expectations in individual student programs, accommodations to assessment strategies and plans to improve student learning and instruction as identified in the IEP. In an effort to promote system consistency in assessment, evaluation, grading and reporting practices, the following guidelines have been developed in collaboration with secondary representatives on the system Assessment and Evaluation Action Team, secondary school administrators, secondary school program councils, the Policies, Operations and Procedures Action Team and the Secondary School Reform Steering Committee. These guidelines for Assessment, Evaluation, Grading and Reporting reflect the shared vision statements as outlined in Proclaiming the Work of Your Love. These statements create a powerful picture of what, where and how we are called to be in light of who we are as followers of Christ. In our assessment practices we are called to ensure that our assessment: Aligns with Gospel values in honouring the gifts and needs of each learner; Supports diversity in learning styles and in rates of learning; Focuses on the lifelong learning process and related learning skills; Guides educators in determining instruction and programming; Provides evidence of progress towards the achievement of the learner expectations as outlined in the Ontario Catholic School Graduate Expectations and The Ontario Curriculum; Demonstrates growth of the individual and the community of learners according to a continuum of learning in various program and personal development areas; Provides expanded opportunities for students to demonstrate what they know, understand, and are able to do; Determines growth and achievement which can be measured, observed, and inferred while honouring that which is immeasurable in the sacred mystery of each person; Includes a variety of appropriate and on-going assessment methods and strategies; Is learner-driven, fosters learner responsibility for growth and progress and provides opportunities for self-assessment, peer consultation and program assessment; Includes communication with learners, parents/guardians, and other stakeholders regarding learner effort, growth, and achievement, including how such assessments are determined and valued; Indicates the next steps to be followed by learners to improve learning and effectiveness; Includes assessment of the effectiveness of strategies, programs, policies and practices;

Secondary School Guidelines Assessment, Evaluation, Grading & Reporting Grades 9 to 12 1. Assessment and Evaluation of Student Achievement of Curriculum Expectations
A.P. 6 - 37(b)

 Teachers must monitor methodically the progress of all their students assignments. Sufficient class time should be spent in observing and interviewing students as they work on their assignments. Students having difficulty with an assignment should always be encouraged to seek assistance from the teacher and their peers. Assignments and tests will normally be returned to the student within 10 school days. These evaluations will be used by the students to review/prepare for the final evaluation. Students will be given the 70% portion of the final grade on or before the semesters last day of classes. Teachers will refer to school policy regarding common practices for the final week of classes prior to exam. Grade 9 to 12 teachers in all discipline areas will use the subject specific achievement charts found in the Ontario Curriculum Grades 9 to 12 curriculum documents as a framework for assessing, evaluating, grading and reporting student achievement of the learning expectations. The achievement charts for each discipline will provide a reference point for all authentic assessment practice. The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000 is designed as a companion piece to the curriculum policy documents and further supports planning and assessment across subject areas. The Ontario Curriculum Exemplars will assist teachers in the understanding of the achievement charts. Teachers are encouraged to gather and develop subject area exemplars. Teachers will align authentic assessment practices with curriculum expectations by incorporating into their teaching practice a variety of appropriate assessment methods, strategies and instruments. As part of the authentic assessment process, students will be given a variety of opportunities appropriate to their learning needs to demonstrate what they know and can do. Teachers will select appropriate assessment methods and strategies which will allow them to directly assess, evaluate and track student achievement of the overall and specific expectations of the course related to the four categories of knowledge and skills: knowledge / understanding thinking & inquiry communication application / making connections 1.1 At the beginning of each semester, teachers will submit a Course of Study to the Area Chair for approval. Once approved, the Area Chair will provide copies to the main office. Teachers will distribute Course of Study in paper or electronic format to their students. The Course of Study will outline: a course description units of study suggested time line assessment and evaluation methods and strategies for the course percentage weighting for the four categories of knowledge and skills to total 70% In addition, teachers will communicate learning expectations, assessment criteria and strategies to students as part of daily instruction. Marks will be recorded using the four categories. The weighting of tasks involved in the 30% final evaluation will be indicated (e.g. final exam 20%, summative task 10%).

A.P. 6 - 37(c)

1.2

Teachers will use ongoing formative assessment activities to monitor student performance and provide feedback in an effort to enhance and improve learning and instruction. Appropriate diagnostic assessment activities will be used, as required, to determine students strengths and learning needs in order to plan, modify, adjust instruction or provide alternative learning opportunities. Although diagnostic and formative assessment data will not be used in the determination of report card grades at mid-term and semester end, teachers will track this data, using appropriate strategies (e.g., student files, portfolios, separate page in teachers record book, teacher logs). Teachers will refer to this formative data to support professional judgement in cases where the body of evidence provided by the student has been affected by such things as illness, missed assignments, etc. Teachers will also reference this data when discussing student progress and achievement at parent-teacher-student conferences.

1.3 Teachers will use summative evaluation activities to evaluate student performance and achievement of key expectations. Summative evaluation activities may be subtasks completed part way through a unit or culminating tasks at the end of a unit or grading period. Summative evaluation activities will take place after students have had an opportunity to develop the knowledge and skills within the four categories required to demonstrate their learning in related contexts and have received feedback to improve their performance.

2.

Learning Skills and Assessment & Evaluation of Achievement 2.1 When determining the students level of achievement and assigning a percentage grade, teachers will consider the students achievement of the identified curriculum expectations. In cases where course expectations have been modified for students on IEPs or for ESL/ELD students, the students level of achievement will be determined in light of the modified expectations. Although learning skills have a significant impact on achievement, the evaluation of the learning skills will not be included in the determination of the students percentage grade except in those rare cases when a particular course expectations explicitly identify skills that are also identified as generic learning skills. In such cases, student achievement of these expectations will be considered in the determination of marks on individual evaluations and in the determination of the course grade and this will be stipulated on the Course of Study. Learning skills will be assessed according to criteria which have been clearly communicated to students and will be reported separately from student achievement of the curriculum expectations. Teachers will refer to the Guide to the Provincial Report Card Grades 9-12 Appendix C for sample learning skills indicators. The students demonstrated learning skills in each course will be evaluated using the fourpoint scale (E-excellent, G-good, S-Satisfactory, N-Needs Improvement).

2.2

2.3

A.P. 6 - 37(d)

3.

Summative Evaluation of Student Achievement 3.1 Summative evaluation work should be completed as part of the instructional time and should only be a final demonstration of the key knowledge and skills attained throughout the term. Thirty per cent of the grade will be based on the final evaluation in the form of an examination, performance, essay and/or other method of evaluation suitable to the course content and administered towards the end of the course. Students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations across the levels of achievement.( Planning and Assessment, pg 16) Summative evaluation activities throughout the course will be comprised of a variety of methods and strategies (assignments, projects, tests, performances, conferences, etc.) which will provide opportunities for students to demonstrate that they are achieving specific expectations leading to the achievement of the overall course expectations. As appropriate, accommodations to support individual student learning needs will be incorporated into the design of summative evaluation activities. In designing summative activities within or at the end of a unit, teachers will consider the expectations they have addressed in the unit and will assign appropriate weight to the categories of knowledge and skills they have emphasized in their instruction, (e.g., If 50% of instruction focused on expectations related to Thinking/Inquiry, 50% of the summative evaluation activity should focus on evaluating Thinking/Inquiry skills). Inclusion of at least three of the four achievement chart categories is essential. Students should be given choice and variety in each assessment component of the evaluation. Evaluating key learnings is essential. Teachers will ensure that the overall instructional, assessment and evaluation emphasis of the course reflects the prescribed weighting of the categories of knowledge and skills identified for the course on the Course of Study. The final 30% evaluation must make appropriate use of resources and supports with which students have had experience during the term. Multiple quality assessment tasks, rather than just one final examination, are strongly recommended for the final evaluation. Teachers will use the framework of the achievement chart along with the course expectations to clarify the criteria for evaluation within the categories of knowledge and skills and to specify the expected performance on summative evaluation activities. Whenever appropriate, teachers will develop, in collaboration with colleagues and/or students, assessment and evaluation instruments (e.g., checklists, task specific rubrics etc.) to guide the preparation for and the evaluation of summative evaluation activities. In all cases, the criteria for summative evaluation will be determined at the onset of instruction and will be shared with students.

3.2

3.3

3.4

3.5

Final Evaluation Activity 3.6 The final evaluation will require students to demonstrate, through appropriate evaluation strategies, achievement of the overall course expectations related to the four categories of knowledge and skills.

A.P. 6 - 37(e)

3.7

The final evaluation may consist of one or more activities and may include a variety of evaluation strategies (e.g., report, essay, examination, interview, presentation, portfolio), administered toward the end of the course (within the last 3 to 4 week). Area Chairs shall strive to ensure consistency in assessment practices and methods in courses that have multiple common sections. i) In grades 9 and 10, the final 30% summative assessment performance task assessment shall include: a paper and pencil exam worth no more than 20% and a performance task In some disciplines, it is both appropriate and acceptable that the performance task be worth up to the full 30%. Approval of the Area Chair and the Secondary School Principal is required.

ii) In grades 11 and 12, the composition of the final 30% summative assessment performance task should align with the nature of the courses destination pathway: university, college or workplace. The final summative assessment performance task may include: a paper and pencil exam worth the full 30% as approved by the Area Chair and the Secondary School Principal or a paper and pencil exam and a performance task, whose value shall be approved by the Area Chair and the Secondary School Principal or a performance task worth the full 30% as approved by the Area Chair and the Secondary School Principal.

4.

Completion and Submission of Assignments and Evaluation Activities 4.1 Attendance and punctuality shall not be used in the determination of the students percentage grades. Teachers must use this evidence in the evaluation of the Learning Skills. When reporting, teachers may comment on the significant impact that absences and lates make on student achievement of the expectations. All assessment and evaluation activities are due on the assigned date or within the time frame specified by the teacher. Under normal circumstances, if a student is unable to meet the deadline, the student has a responsibility to meet with the teacher at least one instructional day prior to the due date so that alternate arrangements may be made. Appendix A will be used to indicate the revised due date. The teacher may decide that submission of the late assignment is not necessary if the student will have an opportunity to demonstrate achievement of the missed expectations through subsequent assignments.

4.2

4.3

If a students absence is valid, the missed evaluation will normally be due or completed on the day of the students return to school. Extenuating circumstances may warrant: an extension or the assignment of an alternative evaluation activity.

A.P. 6 - 37(f)

4.4

Tests and assignments will normally be returned to students no later that 10 school days following the due date. Where a student has failed to complete an evaluation activity, after the step outlined in 4.2 & 4.3 have been taken the teacher will record a 0" to indicate incomplete/ missed assignment. The number of accumulated 0"s will be considered at reporting times when determining the students most consistent/most recent level of achievement. Students who are truant for a summative evaluation activity will be assigned a mark of zero (0). Students who are under suspension are required to complete and submit assignments as per deadline indicated. It is the responsibility of the student to obtain the work. Students returning to school from suspension must be given a minimum of 5 school days to complete any in-class summative activity that may have been missed. The teacher will determine the date of the summative evaluation activity.(see Appendix A)

4.5

4.6

4.7

Examinations 4.8 Students are expected to write their exams on the dates scheduled. In exceptional situations such as serious illness, extenuating circumstances, or death in the immediate family, students should notify the school as soon as possible so an alternate schedule may be arranged. Students must provide medical certificates for absences due to illness. Examinations will not be re-scheduled to accommodate family vacations. Students will have the opportunity to review their first semester exams at the beginning of the second semester. It will be the responsibility of the school administration to design an altered timetable which will allow for students to have this opportunity. First semester exams must be reviewed within the first four weeks of the second semester. Students may appeal a final grade by formally requesting in writing a review of the process. A school appeals committee on evaluation will be convened within a week of the appeal to determine whether the appeal is to be upheld or denied. The deadline for appeal will be March 1st for Semester 1 of the academic year and October 1st for Semester 2 of the previous academic year. The committee will consist of the Principal and four Area Chairs. The students grades, assignments and other evaluation devices will be reviewed. The student may make a presentation to the committee on an individual basis. The teacher of the course may be involved. The committees determination will be final.

4.9

4.10

5.

Grading,, Evaluating and Recording Student Achievement 5.1 Teachers will use the criteria of the achievement chart for the course to evaluate student achievement on summative evaluation activities throughout the course and on the final evaluation activity. The Ontario Curriculum Exemplars for the course will assist teachers in understanding the criteria and level descriptors of the achievement chart and how course expectations and the level descriptors may be used to develop assessment tools.

A.P. 6 - 37(g)

5.2

LEVELS OF ACHIEVEMENT

The following table provides a summary description in each percentage grade range and corresponding level of achievement. Percentage Grade Range 80-100% 70-79% 60-69% 50-59% Below 50% Achievement Level Level 4 Level 3 Level 2 Level 1 Summary Description A very high to outstanding level of achievement. Achievement is above the provincial standard. A credit will be granted. A high level of achievement. Achievement is at the provincial standard. A credit will be granted. A moderate level of achievement. Achievement is below but approaching the provincial standard. A credit will be granted. A passable level of achievement. Achievement is below the provincial standard. A credit will be granted. Insufficient achievement of curriculum expectations. A credit will not be granted.

Level 3 (70-79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course. It should be noted that an evaluation of achievement in the 80-100% range (level 4) does not suggest that the student is achieving expectations beyond those specified for the course, but rather that he or she demonstrates a greater command of the requisite knowledge and skills than a student in the 70-79% range (level 3). A student whose achievement is below 50% at the end of the course will not obtain a credit for the course.

Using Percentage Grades to Report Student Achievement 5.3 The semester end grade reported on the report card is determined through a mathematical calculation. Seventy percent of the final grade for the course will be based on evaluations conducted throughout the course. Thirty percent of the final grade will be based on the final evaluation activity/activities. The overall final grade will be reported using numerical values from 0-100% as determined by the mathematical calculation and the following guidelines. 5.3.1 The seventy- percent portion of the final grade will be determined by the teacher in reviewing the cumulative evidence provided by the student over the course of the full semester. This portion of the grade should reflect the students most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

A.P. 6 - 37(h)

5.3.2

The thirty percent portion of the final report card grade will be based on student achievement as demonstrated on the final evaluation activity / activities. The final activity/activities should reflect the weightings of the four categories of Knowledge and Skills as identified on the Course of Study. Evaluation of the final activity will be based on the criteria of the discipline specific achievement chart. Any formal examination and/or summative performance task will be approved by the Area Chair. If the mathematical calculation falls between 46-49%, the teacher will use professional judgement in consultation with the area chair/principal to determine whether or not a credit will be granted. If the final percentage grade is below 50%, no credit will be granted for the course.

5.3.3

6.

Reporting Student Achievement 6.1 Teachers will use a variety of reporting methods including interviews / conferencing, phone calls, letters to parents and the formal report card to report student achievement. Schools will host a formal parent student teacher reporting session each semester. All Bruce-Grey Catholic District School Board secondary schools will report achievement of grade 9 to 12 students using the Ontario Provincial Report Card. Teachers will use report card comments to report, in most cases, strengths, areas for improvement and next steps in all subject areas. Teachers will reference the Guide to the Provincial Report Card, Grades 9-12 and supplementary board resources to assist them with the completion of the report card.

6.2 6.3

6.4

6.5

Using Designated Report Card Comments 6.6 Teachers may use standard report card comments to support these assessment, grading and reporting guidelines: When a grade below 50% is assigned at mid-term, the report card comment will indicate insufficient achievement of curriculum expectations; credit at risk. When the grade below 50 % is assigned at semester end the report card comment will indicate insufficient achievement of curriculum expectations; no credit granted.

Reporting Student Achievement for Students on Individual Education Plans (IEPs) 6.7 Whenever accommodations are made to address student learning needs, or alternative or modified expectations are identified for a student, these accommodations, modifications or alternative expectations will be outlined in an IEP and will be communicated to parents. In grading student achievement for students with an IEP, teachers will assign a percentage mark to reflect the students level of achievement of the learning expectations as identified in the IEP. If the student is meeting grade level expectations, the IEP box need not be checked. If some of the students learning expectations for a course are modified from the curriculum

6.8

6.9

A.P. 6 - 37(i)

expectations but the student is working towards a credit, the teacher will check the IEP box and will enter the comment expectations for this course have been modified.

6.10

If the students learning expectations are modified to such an extent that they are not addressing course expectations or if the expectations are alternatives to the curriculum expectations, the following statement must be included in the Comments section of the report card. This percentage grade is based on achievement of the expectations specified in the IEP, which differ significantly from the curriculum expectations for the course. For students who are working on non-credit bearing individualized courses, a zero (0) will be entered in the Credit Earned column. In those rare instances where none of the students learning expectations are derived from the provincial curriculum expectations, teachers will use an Anecdotal Report to record achievement relative to the expectations set out in the IEP. Teachers will comment on strengths, areas for improvement and next steps. Whenever appropriate accommodations or modifications have been made to the students program in any course other than the ESL/ESD course, teachers will check the ESL or ELD box on the report card. The ESL or ELD box need not be checked for ESL/ELD courses or any other subject areas in which no accommodations or modifications are required. If the ESL or ELD box is checked because some of the students learning expectations have been modified from the curriculum expectations for a credit-bearing course, the teacher will select the following report card comment: Expectations modified for ESL proficiency. If the ESL/ELD box is checked because accommodations are being made to instructional and/or assessment strategies, the teacher will select the following report card comment: Accommodations in place for ESL learning. If a student is not working towards a credit in a course (e.g., is in an alternative program or is placed in a credit-bearing course with an alternative set of expectations), a zero (0) will be entered in the Credit Earned Column. It will be the responsibility of the principal to determine whether expectations for the ESL/ELD student have been modified to such a degree that the granting of a credit is not warranted. In cases where a student is enrolled in an ESL/ELD course that has been modified to allow a full year (2 semesters) to achieve the course expectations and earn the credit, the teacher will assign a percentage grade at the end of semester 1 to reflect the level of achievement of the expectations addressed thus far. A zero (0) will be entered in the credit earned column and the following report card comment will be included: course has been modified; credit not yet earned.

6.11

6.12

6.13

6.14

6.15

6.16

A.P. 6 - 37(j)

Appendix A Sample MISSED OR LATE ASSIGNMENT FORM Name: _____________________________________________ Date assignment was due:___________________ Current date: _______________________________________

____________________________________________________________________________________________ I understand that it is my responsibility to complete and hand in assignments as required. I have not yet completed/handed in the following assessment: ____________________________________________________________________________________________ (name of assignment) because: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ___________________________________________________________________________________ I will complete this assignment by the following date: ____________________________________________________________________________________________

We agreed: _____________________________________________________________________________________________ _____________________________________________________________________________________________ __________________________________________________________________________________________ Once this new date is negotiated, the student must submit the work on this date or receive a mark of zero. ____________________
(Student signature)

__________________________
(Teacher signature)

_______________________________________
(Parent signature for student under 18 yrs. old)

FOR TEACHER USE ONLY Teacher signature:____________________________________________________ Comments: _____________________________________________________________________ _____________________________________________________________________

Appendix B
A.P. 6 - 37(k)

Planning: Curriculum and Assessment Backward Design Notes

Reprinted from Grant Wiggins and Jay McTighe, Understanding by Design ... Why do we describe the most effective curriculum designs as "backward"? We do so because many teachers begin with textbooks, favourite lessons and time- honoured activities rather than deriving those tools from targeted goals or standards.. We are advocating the reverse: One starts with the end--the desired results ( goals or standards) --and then derives the curriculum from the evidence of leaning (performances) called for by the standard and the teaching needed to equip students to perform.... Backward design may be thought of as purposeful task analysis. Given a task to be accomplished, how do we get there? Or one might call it planned coaching: what kinds of lessons and practices are needed to master key performances?... This backward approach to curricular design also departs from another practice: thinking about assessment as something we do at the end, once teaching has been completed.... Backward design calls for us to operationalize our goals or standards in terms of assessment evidence as we begin to plan a unit or course. It reminds us to begin with the question,-- 'What would we accept as evidence that students have attained the desired understandings and proficiencies?'-- before proceeding to plan teaching and learning experiences. Many teachers who have adopted this design approach report that the process of 'thinking like an assessor' about evidence of learning not only helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students perform better knowing their goal. Step One: Identify desired results Review curriculum Expectations and Achievement Charts. Sort them into 1. knowledge that is worth being familiar with, 2. important or essential knowledge and skills, 3. enduring understandings that anchor the unit, are at the heart of the discipline, have value beyond the classroom Step Two: Determine acceptable evidence How will I know if students have achieved the desired results and met the standards? The backward design approach encourages us to think about a unit or a course in terms of the collected assessment evidence needed to document and validate that the learning has been achieved. It encourages teachers to think like assessors, to consider up front how they will determine whether students have attained the knowledge and skills. Teachers should consider a range of assessments from informal checks, observation, Quizzes, Prompts and performance tasks/projects. Performance tasks should anchor the unit--these provide evidence that students can use their knowledge and skills in context a more appropriate means of assessing enduring understanding. More traditional quizzes, tests and prompts are used to round out the picture by assessing essential knowledge and skills that contribute to the culminating performances.

Step Three Plan learning Experiences and Instruction

A.P. 6 - 37(l)

Several key questions need to be considered at this stage: 1. What enabling knowledge(facts, concepts and principles) and skills (procedures) will students need to perform effectively and achieve desired results? 2. What activities will equip students with the needed knowledge and skills? 3. What will need to be taught and coached, and should it best be taught, in the light of performance goals? 4. What materials and resources are best suited to accomplish these goals? 5. Is the overall design coherent and effective? Note that the teacher will address the specifics of instructional planning --- choices about teaching methods, sequence of lessons and resource materials---after identifying the desired results and assessments. Teaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results.

A.P. 6 - 37(m)

Learning Skills
Your success in school depends, to a great deal, on the skills of learning that you have acquired. For this reason, report cards will include an assessment by your teacher of your competency in the learning skills found on this poster. These are only samples of what is meant by learning skills. Your teacher will be able to give you many more details about what he/she will be assessing and reporting on your report card. Ask yourself the questions found here and answer honestly.

Teamwork
Co-operation
Do I share ideas and resources to achieve group goals? Do I listen to, and show respect for, the ideas and opinions of others?

Responsibility
Do I perform a variety of roles to develop new skills? Do I encourage and support the positive contributions of others?

Use the following categories to assess yourself when you answer the questions E = Excellent I almost always demonstrate the desired skill. G = Good I usually demonstrate the skill. S = Satisfactory I sometimes demonstrate the desired skill. N= Needs Improvement

Do I make a plan to help me accomplish my work? Do I revise the plan if it doesnt work?

Time Management
Am I using my time efficiently in and out of school to improve my learning?

Information Management
Do I organize and use information effectively to complete my work?

Work Habits /Homework

Responsibility

Works Independently
Self Direction
Do I use what I already know and can do to help myself to learn? Do I begin learning activities without prompting?

Initiative
Approach to Learning
Do I look for opportunities to learn more?

Resourcefulness
Do I use print materials, electronic/media sources, my teachers and/or my classmates to help me learn? Do I seek help when I need it?

Do I submit required work (assignments etc.) on time? Is the work that I submit the best that I can do?

Class work
Do I come to class prepared to work? Do I work effectively in class?

Persistence
Do I finish what I start? Do I persevere when faced with challenges? Do I revise work when necessary?

Homework
Do I complete homework?

Organization Key
Planning
A.P. 6 - 37(n)

Organizing Course Expectations

Documents Required C Curriculum Policy Documents Course Profiles Ontario Curriculum Grade 9 -12, Program Planning and Assessment Policy

Planning Your Course

METHOD A Step 1: Examine the Course Overview in the Course Profiles. METHOD B Step 1: Prioritize Expectations Essential Learnings (most important) Important to know (less important) Worth being familiar with (least important) Step 2: Cluster the expectation by themes or topics Step 3: Determine logical sequences of Clustered Expectations Step 4: Proceed to NEXT STEPS

Questions: C Do you agree with Expectations Clusters? C Are the units appropriate and logical? C Do the Expectation Clusters need to be reorganized? (Note - If you disagree with the way the Course Profile has been organized, proceed to Method B.) Step 2: C Make Minor Changes Step 3: C Proceed to NEXT STEPS

or

C C C C C

NEXT STEPS Review curriculum policy and Program, Planning and Assessment policy Identify assessment and evaluation strategies that address the clustered curriculum expectations Determine variety of teaching and learning strategies to meet student needs Review existing courses - select units that are suitable/adaptable to meet expectations Determine accommodations and modifications as required

A.P. 6 - 37(o)

Appendix C

PLAGIARISM / SUBMISSION OF ANOTHER STUDENT'S WORK

Plagiarism is considered to be: a) stealing, or passing off as one's own the ideas or words of another b) using a created production without crediting the source c) presenting as new and original an idea or product derived from an existing source. The potential for plagiarism has increased with the availability of the Internet to most students. It is important to make students aware of the issue of plagiarism and the need to cite sources of information. They should also be provided with an outline of the requirements for citing sources they use. Should plagiarism occur, one or more of the following disciplinary penalties may be imposed after discussion with the Area Chair and Principal: a reprimand or warning to the student that his or her behaviour has been unacceptable a possible rewrite of assignment a grade of 0 for the assignment

A.P. 6 - 37(p)

Administrative Procedure
Date: Subject: May 16, 2006

A.P. 6 - 38

Elementary School Guidelines for Assessment, Evaluation, Grading & Reporting, Grades 1- 8

PURPOSE To ensure that assessment, evaluation, grading and reporting practices in all Bruce-Grey Catholic District School Board elementary schools are consistent with the Ministry of Education policy and the system philosophy and mission of Proclaiming the Work of Your Love.

GUIDING PRINCIPLES This document was developed based on the following guiding principles which embrace our Catholic system philosophy and mission, enabling all students to develop their capabilities in a Christ-centered environment.

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The primary purpose of assessment is to improve student learning. Assessment practices are fair and equitable for all students. Communication about assessment is ongoing, clear and meaningful. Professional development and collaboration support assessment. Partners in education are involved in the assessment process. Assessment practices are regularly reviewed and refined. It is recommended to be reviewed every two years.

PROVINCIAL EXPECTATIONS OF THE ONTARIO CATHOLIC SCHOOL GRADUATE 1.1 A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of Gods presence through word, sacrament, prayer, forgiveness, reflection and moral living. An effective communicator who speaks, writes and listens honestly and sensitively, responding critically in light of gospel values. A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good.

1.2

1.3

1.4

A self-directed, responsible, lifelong learner who develops and demonstrates their God-given
Section 6, Page 38(a)

potential. 1.5 A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good. A caring family member who attends to family, school, parish and the wider community. A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.

1.6 1.7

COMMENTS AND GUIDELINES The Bruce-Grey Catholic District School Board is committed to assisting students to achieve the distinctive expectations for the Ontario Catholic School Graduate. Provincial Ontario Curriculum expectations are addressed in light of our Catholic faith tradition. The development of values and attitudes is integrated with the teaching of the knowledge and skills of all program areas. Through activities associated with Choices Into Action, we encourage students to develop the necessary competencies to take responsibility for their education, make informed decisions and plan for success in the future. These competencies, knowledge, skills, values and attitudes are supported through our assessment practices. Educators within the Bruce-Grey Catholic District School Board are committed to designing and implementing authentic assessment strategies that promote improved student achievement of the provincial curriculum expectations enabling students to achieve the expectations for the Ontario Catholic School Graduate. Authentic Assessment practices include assessment, evaluation, grading and reporting. The primary purpose of each of these practices is to improve student learning. Assessment is the process of gathering information (evidence) that accurately reflects how well a student is achieving the identified curriculum expectations. Assessment serves to guide teachers in adapting curriculum and instructional approaches to students needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with feedback that guides their efforts toward improved performance. Before an evaluation of student achievement is made, teachers provide opportunities to allow students to develop proficiency in different categories of knowledge and skills, make necessary accommodations and provide feedback to guide the student toward improved achievement and learning. Evaluation refers to the process of making a judgement about the level of student achievement on the basis of established criteria. Evaluation involves marking individual samples of student work and assigning a level of achievement to represent the degree to which the student has achieved the established quality criteria. Grading is assigning a value or symbol (e.g., letter grade or percentage mark) to represent the level of student achievement over a period of time. The purpose of grading is to report and document student achievement at designated times throughout the learning process.

Reporting is the process of communicating student achievement of the identified curriculum expectations. The reporting process begins with a clear identification of the curriculum expectations, the expected standard
Section 6, Page 38(b)

of performance and the assessment methods and strategies. As part of the reporting process, the teacher clarifies any modified or alternative expectations in individual student programs identified through an IEP and outlines plans to improve student learning and instruction. In an effort to promote system consistency in assessment, evaluation, grading and reporting practices, the following policy has been developed over time through consultation with the system Assessment and Evaluation committee, elementary school administrators, elementary school teachers. This policy is supported by the system resource document Authentic Assessment for Outcomes-Based Learning. This resource clearly outlines principles of authentic assessment, and identifies methods and strategies for assessing, evaluating, grading and reporting student achievement which are consistent with system philosophy and Ministry of Education direction outlined in the Ontario Curriculum, Grades 1-8 and the Guide to the Provincial Report Card, Grades 1-8, 1998. This policy clarifies and formalizes assessment practices that have been promoted in the Bruce-Grey Catholic District School Board since the introduction of the provincial report card in September 1998. This policy brings together in one document the clarifications of ministry policy and guidelines for implementation of ministry policy, previously communicated through Teacher Resources on the Provincial Report Card. This policy replaces all previously distributed documents. Board wide implementation of this policy will begin in September 2003. REFERENCES Ontario Catholic School Graduate Expectations, 1999 A Teachers Guide to Performance-Based Learning and Assessment, 1996 Authentic Assessment for Outcomes-Based Learning, 1996 The Ontario Curriculum, Grades 1-8 Curriculum Documents Guide to the Provincial Report Card, Grades 1-8, 1998 The Ontario Curriculum Exemplars, Grades 1-8 Choices Into Action, 1999.

Section 6, Page 38(c)

ASSESSMENT, EVALUATION, GRADING & REPORTING GRADES 1-8

1. EXPECTATIONS FOR TEACHERS, GRADES 1-8 Teachers will: 1.1 Use The Ontario Curriculum documents to guide program planning, assessment, evaluation, grading and reporting in grades 1-8: " Language . . . . . . . " Mathematics " Science & Technology " The Arts " Social Studies (History/Geography) " Health & Physical Education " French as a Second Language Use the Levels of Achievement in the Ontario Curriculum documents to guide the assessment, evaluation, grading and reporting of student achievement of the curriculum expectations. Use the BGCDSB expectations for Religion and Family Life and Human Sexuality to guide programming, assessment, evaluation, grading and reporting across grades 1-8. Use the Ontario Curriculum Exemplars documents to develop consistent understanding of levels of achievement with staff, students and parents. Report student achievement three times over the course of the school year using the electronic version of the Provincial Report Card. Reference the Guide to the Provincial Report Card, Grades 1-8, 1998 in completing the provincial report card. Report student achievement using letter grades in grades 1-6 and percentage marks in grades 7-8. Base the letter grade/percentage mark on expectations addressed during the current reporting term only. That teachers will evaluate and return assignments to students in a timely fashion. A maximum of ten teaching days, from collection until assignments are returned.

1.2

1.3

1.4

1.5

1.6

1.7 1.8

1.9

Section 6, Page 38(d)

2. 2.1

REPORTING ON SUBJECTS AND STRANDS The Guide to the Provincial Report Card, Grades 1-8, 1998 outlines ministry reporting policy. The following guidelines highlight ministry policy and provide teachers of BGCDSB with direction in managing the reporting process.
Subject Religious / Family Life Education Reporting Guidelines Report on student achievement of expectations addressed during the term through comments only. Do not assign a mark or grade. (BGCDSB) Report on achievement of expectations in all 3 strands each term (Reading, Writing, Oral & Visual Communication). Assign a separate grade / mark for each of the 3 strands. (Ministry) Grade 1, 2 Report on Oral Communication only. Grade 3 report on Oral Communication only during term 1 and include comment The focus is on Oral Communication this term. (BGCDSB) Grades 4-8 Report on achievement of expectations in all 3 strands each term (Oral Communication, Reading, Writing). Assign a separate mark / grade for each strand. (Ministry) Report on the expectations for the strands addressed each term (minimum 3 strands). Report on each strand at least twice over the school year. (Ministry) Report on achievement of expectations for the strands addressed each term (Ministry). Report on achievement of expectations addressed in both History and Geography each term. Assign separate marks for History and Geography. (Ministry) Report on achievement of the expectations for the strands addressed each term. Assign a single mark / grade. (Ministry) Report on expectations from at least 2 strands each term (Fundamental Movement Skills, Active Participation, Healthy Living). (BGCDSB) (Note: Some expectations from the Healthy Living strand may be addressed through the Family Life program but achievement of the expectations should be reported on as part of Health and Physical Education.) (BGCDSB) Assign a single mark / grade. (Ministry) Report on achievement of expectations in at least 2 strands each term (Visual Arts, Music, Drama / Dance). Report on each strand at least twice over the course of the school year. Assign a separate mark for each strand. (Ministry)

English

French as a Second Language

Mathematics

Social Studies Grades 1-6 History / Geography Grades 7-8 Science & Technology

Health & Physical Education

The Arts

Accommodations to the Ministry Reporting Guidelines may be required in some schools to address the needs of combined grade classes and/or small schools. Such accommodations would be made in consultation with the teachers, principal and School Superintendent.

Section 6, Page 38(e)

3. 3.1

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Teachers will use diagnostic assessment activities to determine students strengths and learning needs in order to plan, modify, adjust instruction or provide alternative learning opportunities. A variety of ongoing formative assessment methods and strategies will be used to monitor student performance and provide feedback to enhance and improve learning and instruction. Throughout the learning process, teachers will periodically evaluate the level of student achievement through the use of a variety of methods and strategies including observation, conferencing, reflection, paper and pencil tests and performance assessments as appropriate to the grade level. These periodic evaluations will be summative in nature and take place at the end of a block of learning after students have had an opportunity to practise and improve knowledge and skills through formative activities. Summative evaluations may take place at appropriate times throughout or at the end of a unit of study. Teachers will base their grading at reporting times on these periodic summative evaluations supported by teacher professional judgement, observations and evidence gathered during formative assessment activities. Teachers will assign grades based on performance appropriate to the reporting period. (see section 8) Teachers will focus on assessing and evaluating the achievement of expectations related to four categories of knowledge and skills in all subject disciplines. Despite the fact that the various subject disciplines use different terminology to identify the categories of knowledge and skills on the levels of achievement charts, all disciplines have expectations related to the same four groupings or categories (Knowledge / Understanding, Thinking / Inquiry, Communication and Application). Regardless of the grade level, as teachers assess, evaluate, grade and subsequently report on student achievement, they will focus on: " How students understand concepts related to the subject. " How students think through and arrive at their understanding (e.g., problem solve, reason, inquire . . .). " How students communicate their understanding and thinking (e.g., through written, verbal, drawing, numbers, symbols . . . ). " How students apply their knowledge and understanding and make connections to demonstrate understanding. As part of instruction, teachers will clearly state expectations for students in language appropriate to the grade level. Use of the Ontario Curriculum Exemplars Documents is encouraged. Parents and students, as appropriate, will be provided with information and access to grade level curriculum expectations for all subject disciplines as required and requested.

3.2

3.3

3.4

3.5

3.6

4. 4.1

ASSESSMENT & EVALUATION OF ACHIEVEMENT AND LEARNING SKILLS When determining the students level of achievement and assigning a letter grade / percentage, teachers will consider the students achievement of the identified curriculum expectations. In cases where expectations have been modified for students on IEPs, the students level of achievement will be determined in light of the modified expectations. (see sections 9-10)

Section 6, Page 38(f)

4.2

Learning skills have a significant impact (positive or negative) on achievement; however, the evaluation of the learning skills will not be included in the determination of the students level of achievement. In rare cases, some subject disciplines (e.g., Health and Physical Education) explicitly include learning skills as curriculum expectations. In such cases, student achievement of these expectations will be considered in the determination of the level of achievement on individual evaluations and the report card grade/mark. Each term, learning skills will be assessed according to criteria which have been clearly identified and communicated to students and will be reported separately from student achievement of the subject specific curriculum expectations. The Guide to the Provincial Report Card Grades 1-8, outlines sample learning skills indicators (see Appendix A). Teachers will determine expected learning skills indicators for focus each term. The students demonstrated learning skills across all subject disciplines will be evaluated using the four-point scale (E-excellent, G-good, S-satisfactory, N-needs improvement).

4.3

4.4

5. 5.1

ABSENCE AND LATES While absences and lates may significantly impact on student achievement, attendance and punctuality will not be used in determination of the students grade. If a student is absent for a period of time and does not provide evidence of expectations addressed during absence (e.g. may not complete missed assignments or evaluations), evidence of achievement will be considered as incomplete, recorded and treated as such at reporting times. (See section 8)

6. 6.1

USING THE LEVELS OF ACHIEVEMENT See Appendix B Teachers will use the levels of achievement in the various Ontario Curriculum documents to guide their assessment, evaluation, grading and reporting of student achievement in all subject disciplines. When assessing, teachers will use the expectations of the curriculum and the levels of achievement to guide them in determining what to assess and what to look for, as demonstrated in the Ontario Curriculum Exemplars Documents. When evaluating, teachers will use the levels of achievement to help them clarify what they see. Based on the evidence provided by students, they will make periodic judgements on the students level of achievement. At reporting time, teachers will reference the levels of achievement to assist them in determining the students most consistent overall level of achievement. Teachers will not limit the number of students who may be assigned a particular level, including level 4 but will evaluate all student performance individually according to the criteria of the achievement levels. When grading, teachers will assign a letter grade (Gr. 1-6) / percentage mark (Gr. 7-8) to represent and report the students level of achievement. The grade/mark assigned is a symbol of the level of student achievement. The grade/mark assigned will reflect the level of performance as identified on the Achievement of Curriculum Expectations grading scale on the Provincial Report Card and referenced in Guide to the Provincial Report Card 1998. (See Appendix C)

6.2

6.3

6.4

When reporting, teachers will communicate student achievement by recording the percentage
Section 6, Page 38(g)

mark/letter grade on the provincial report card. This symbol of performance will be supported by teacher comments reflecting the criteria descriptors for the level of achievement. See Appendix D.

7. 7.1

RECORDING AND TRACKING STUDENT ACHIEVEMENT THROUGHOUT THE TERM Teachers will work towards consistent use of level designations when assessing and evaluating and recording student achievement throughout the term. The level designations (1-4) with + or will be used to indicate the range of performance within the levels. The R designation will be used to indicate that, based on evidence provided, the student is not yet successful in achieving the minimum expectations for the designated grade level Teachers will use the symbol I (Incomplete) to record that insufficient evidence was provided by the student (i.e., assignment not completed, not handed in, etc.). The I designation is for tracking purposes only throughout the term. This designation will assist the teacher in assigning a letter grade/percentage mark at reporting time (see section 8.4 - 8.7).

7.2

8. 8.1

GRADING At reporting times, teachers will assign grades (letter grade / percentage mark) based on the evidence provided by the student and students most consistent overall level of achievement throughout the term. Within each of the levels of achievement teachers will see a range of student performance. If a student demonstrates a solid performance at a level, the teacher will assign a grade in the middle of the range (e.g., assign a B for a solid, consistent level 3 performance). If a student demonstrates a performance at the lower level, the grade assigned would be at the lower end of the grading range (e.g., assign a B- if there are occasional signs of level 2 performance). If the student demonstrates a performance at the upper end of the range, the teacher will assign at the higher level (e.g., assign a B+). Teachers will assign an R/Below 50 as a symbol to demonstrate the required knowledge and skills for designation is a flag to indicate that accommodations Teacher comments will identify steps to be taken address student needs and improve learning. indicate that a student is unable to the designated grade level. This and/or modifications are required. by the student, parent, teacher to

8.2

8.3

8.4

If a student has missed or failed to complete summative evaluation activities (e.g., an (I) has been recorded in the teachers tracking record to indicate that evaluations are incomplete) the teacher will review student data and determine whether there is sufficient evidence to make a valid and reliable judgement about student achievement. The teacher will consider the following: Has the student demonstrated the expectations of the missed evaluation(s) through other subsequent assignments or in another context deemed appropriate by the teacher? . . .

What is the students most consistent level of achievement on the completed evaluations with particular emphasis on the more recent achievements as
Section 6, Page 38(h)

appropriate? 8.5 What is the students motive or reason for the missed evaluations?

If, in the teachers professional judgement, after reviewing the collection of evidence, the student has demonstrated achievement of the expectations of the missed evaluations through subsequent summative evaluations or in another context, (e.g., class work, formative assessment activities) the teacher will determine that sufficient evidence has been provided by the student to make a valid evaluation of student achievement. The teacher will determine the students overall level of achievement based on the weight of this evidence. If, in the teachers professional judgement, however, the student has not demonstrated achievement of expectations of the missed evaluations in subsequent summative evaluations or in another context and/or the student does not have a valid motive or reason for the missed evaluations, the teacher may determine that insufficient evidence of achievement has been provided by the student to make an accurate and valid evaluation of student performance. The teacher will consider the students most consistent overall level of achievement on completed evaluations but will use professional judgement to adjust the range within the level or to lower the level itself, if warranted. The teacher will then assign the corresponding grade to proportionately reflect the evidence of achievement demonstrated by the student. If a student has missed a sufficient number of evaluations such that in the teachers professional judgement, there is insufficient evidence to validate even level 1 achievement, the teacher should assign an R/Below 50 and include as part of the comments the following statement: _______________ has provided (little, minimal, insufficient) evidence of achievement. The teacher should then comment on steps the student must take to provide necessary evidence of achievement. The percentage mark entered for the grade average on the Grade 7-8 Report Card will be the mark determined through mathematical calculation.

8.6

8.7

8.8

9. 9.1

INDIVIDUAL EDUCATION PLAN (IEP) The IPRC is not required for the development of an IEP within the Bruce Grey Catholic District School Board. When an Individual Education Plan is put in place, it must be discussed with parents when it is introduced into the students program before any report card is prepared. The IEP must be referenced when reporting student achievement. If the student has an IEP that applies to a particular subject or strand within a subject, the teacher will check the IEP box for that subject. A grade/mark must be assigned. The grade/mark will reflect achievement of the expectations as outlined in the IEP. If the expectations in the IEP for a single subject are based on The Ontario Curriculum, Grades 1-8 but vary from the expectations of the regular grade, this statement must appear in the subject comment section of the report card:
Section 6, Page 38(i)

9.2

9.3

9.4

The (grade/mark) for (subject/strand) is based on the expectations in the IEP, which vary from the Grade ___ expectations. If the expectations in the IEP are checked for multiple subjects and based on The Ontario Curriculum, Grades 1 - 8, this statement, as indicated above, applies to all subject areas; this comment is then placed in the Learning Skills section. 9.5 If the expectations are based on The Ontario Curriculum, Grades 1 -8 and the student has a Student Support Form, then this statement must appear in the Learning skills section of the report card: achievement of the expectations of the Ontario Curriculum is Support for provided through the accommodations outlined in his/her Student Support Form. 9.6 In cases where a student has an IEP in language areas, the expectations of the IEP may be extended to include other subjects (e.g., Social Studies / History / Geography, Science & Technology, French as a Second Language). In such cases, separate IEPs need not be developed, however the additional subject areas should be noted on the students IEP for language. Parents should be made aware of the need to vary expectations in the additional subject areas because of the students language needs. The IEP box should be checked for the additional subject areas. Since students are evaluated in light of expectations outlined in their IEP, a student with an IEP could potentially be assigned a mark/grade corresponding to any of the four levels of achievement. A student with an IEP would rarely receive an R since remedial measures would already be in place to address student needs. Appropriate expectations, which vary from those of the grade level, would already have been identified for the student. An R, however, would be an appropriate designation in cases where the student has provided insufficient evidence of achievement to validate even level 1 achievement of the modified expectations. (see section 8.7) If a student on an IEP is achieving at level 4, it is likely an indication the student is obviously now ready for more challenging expectations and the IEP needs to be reviewed. In very rare instances, where none of the expectations in The Ontario Curriculum, Grades 1-8 form the basis of the students program, an alternate format may be used to report student achievement (see Appendix E Anecdotal Report). The Anecdotal Report will be attached to the Provincial Report Card and the comment See attached Anecdotal Report will be entered as appropriate in the comment sections of the provincial report card. If appropriate the Learning Skills section of the Provincial Report Card may be completed. In cases where an IEP is not in place and student achievement is reported as R (below 50) specific remedial measures that are planned and parent support that will be required must be described in the comment section of the report card. The following points should be noted: i. ii. R/Below 50 does not automatically assume direct service by the special education teacher. R suggests that extensive remediation and intervention are required. Any required program accommodations / modifications are the initial responsibility of the classroom teacher. The teacher should record these on the Student Support Form. Parents should be informed of these

9.7

9.8

9.9

9.10

9.11

9.12

Section 6, Page 38(j)

modifications when introduced into the students program. iii Suggestions for program modifications can be found within documents referenced in Appendix Support Documents. When there is a need for additional consultation regarding program accommodations and/or modifications, the teacher may bring forward the concerns to the In-school Team. In cases where the R/Below 50 has been assigned because the student has failed to provide evidence of achievement, the report card comment ____________ has provided (little, minimal, insufficient) evidence of achievement. should be supplemented by next steps to address the students lack of motivation and/or learning skills.

iv. v.

10. 10.1

FRENCH AS A SECOND LANGUAGE (FSL) The Ontario Curriculum: French as a Second Language: Core French Grades 4-8 places heavy emphasis on the development of oral communication skills. For that reason Oral Communication has been listed as the first strand for French on the provincial report card. The emphasis of the oral communication, reading and writing will change as students progress from Grades 1 - 8. Parents need to be aware that the oral strand is the main focus of the FSL program. This fact should be stressed in initial communication with parents early in the school year. If a student has an IEP in language, the expectations may be extended to include FSL; however, it should not be automatically assumed that this will be required in all cases. Since greater emphasis is placed on oral communication in FSL programs at all grade levels, a student with an IEP in language may not require any program modifications in French or may require modifications in only some strands. In cases where FSL expectations vary from grade level expectations, it should be documented that the IEP also applies to FSL. A separate IEP for French does not need to be developed. The French teacher will consult with the special education teacher and classroom teacher to ensure that such documentation has been recorded on the students IEP. The French teacher should be prepared to discuss with parents how the FSL program has been modified to meet student needs. If there is no IEP in place and the student is unable to demonstrate grade level expectations even in very limited ways with accommodations, the student should be given an R or a mark Below 50. This is an indication that extensive remediation and program modifications may be required. In the comment section of the report card, the teacher should indicate what strategies are being put into place to assist the student to develop the required knowledge and skills in French. When deemed appropriate, an IEP should be put into place. If a student has provided little evidence of achievement and the French teacher is unable to provide an accurate evaluation of student performance, an R or a mark below 50 should be assigned. The following statement should be placed in the comment section of the report card along with any additional appropriate comments about areas for improvement or next steps. _________ has provided little (minimal) evidence of achievement in French. REPORTING STUDENT ACHIEVEMENT All BGCDSB elementary schools will distribute The Provincial Report Card three times over the course of the school year on system designated dates. Distribution dates will be coordinated centrally
Section 6, Page 38(k)

10.2

10.3

10.4

10.5

10.6

11. 11.1

. 11.2 Teachers will complete report cards using the electronic version of the Provincial Report Card installed on the school network. Teachers may reference the Report Card Comment Builder as a resource to personalize comments on strengths, weaknesses and next steps in all subject areas. Teachers are encouraged to involve students in the reporting process. Schools will host formal parent-teacher or parent-teacher-student conferences/interviews for all students during term 1. Conferences for term 2 and 3 will be arranged upon parent and/or teacher request. Schools will provide parents of all Grade 1 students with information about the Provincial Report Card. The Board will print information flyers for distribution with the term 1 report card. Schools will provide parents with guiding questions to support the completion of the Response Form (see sample Appendix F1). Schools will file the completed/signed Response Form (see Appendix F2) with a copy of the Provincial Report Card for all students each term. Schools will be responsible for the collection of these Response Forms. In the case of a student who may be working on alternative expectations but also on expectations from the Ontario Curriculum in some subjects, the Provincial Report Card would be completed as appropriate and the Anecdotal Report would be attached. The comment See attached Anecdotal Report (see Appendix E) would be entered as appropriate on the Provincial Report Card. The Ontario Provincial Report Card and the Anecdotal Report can be accessed at http://www.edu.gov.on.ca/eng/document/forms/report/1998/report98.html

11.3

11.4

11.5

11.6

Section 6, Page 38(l)

Quick Reference Guide For Assessment, Evaluation, Grading and Reporting Grades 1 - 8
Teachers of Grades 1-8 will: 1. 2. 3. 4. Clearly state expectations for students in language appropriate to the grade level as part of daily instruction. (3.5) Use subject specific levels of achievement as the reference point for all assessment practice. (1.2) Use a variety of assessment methods and strategies appropriate to the grade level including observation, conferencing, reflection, paper & pencil tests, performance assessments. (3.2) Focus on assessing, evaluating, grading and reporting on 4 categories of knowledge and skills across all subject areas (Knowledge/Understanding, Thinking/Inquiry, Communication and Application) (3.4) Provide parents and students as appropriate with access to the Ontario Curriculum grade level expectations. (3.6) Evaluate and report achievement of curriculum expectations and learning skills separately. (4.2) Use the level designations (1-4) with + or -, ( R ) or ( I ) to evaluate and record achievement throughout the term. (7.1) Base levels of achievement on the criteria identified on the subject specific levels of achievement and the grade level curriculum expectations without limit to the number of students who may be assigned a particular level of achievement, including level 4. (6.2) Assign letter grades (1-6) or percentage marks (7-8) at reporting times based on evidence provided by the student through summative evaluations throughout the term; track and use diagnostic and formative assessment data to provide feedback, improve learning and support teacher professional judgement when assigning grades at reporting times. Grade student performance at reporting times by converting the student's most consistent, overall level of achievement to the letter grade (1-6) or percentage mark (7-8); consider the student's most recent consistent performance in determining the level of achievement and subsequent grade. (8.2) Base the letter grade or percentage mark assigned at reporting times on achievement of the expectations addressed during the term only. (1.8) Assign grades/marks to reflect achievement of learning expectations identified on a student's IEP. (9.3) Apply professional judgement in determining the student's grade at reporting times in cases of missed or incomplete summative evaluations. (8.5 8.6) Use the electronic version of the Provincial Report Card available on diskette to report student achievement three times over the course of the school year; enter comments for strengths, areas for improvement and next steps for all subject areas and learning skills; use the Report Card Comment Builder as a reference to select, alter and personalize comments. Use designated comments in cases where curriculum expectations are alternative or modified and an IEP is in place, when an R or mark below 50 has been assigned. Host a formal reporting session during term 1 and upon request of the parent or teacher at the end of term 2 and/or term 3. (11.3) Ensure that signed Response Forms are filed in the OSR each term with a copy of the Provincial Report Card. (11.6)

5. 6. 7. 8.

9.

10.

11. 12. 13. 14.

15. 16. 17.

Section 6, Page 38(m)

Glossary of Terms
ASSESSMENT is the continuous process of gathering and recording data which reflects the growth a student is experiencing in any area of development - academic, social, emotional or physical. EVALUATION is a professional judgement, based on the most accurate assessment data available, which denotes to what degree or level a student has achieved the identified outcomes. GRADING is assigning a value or symbol (eg., letter grade or percentage mark) to represent the level of student achievement over a period of time. The purpose of grading is to report and document student achievement at designated times throughout the learning process. REPORTING is the process of communicating student achievement of the identified curriculum expectations. The reporting process begins with a clear identification of the curriculum expectations, the expected standard of performance and the assessment methods and strategies. As part of the reporting process, the teacher clarifies any modified or alternative expectations in individual student programs identified through an IEP and outlines plans to improve student learning and instruction. DIAGNOSTIC ASSESSMENT < initial assessment of needs < identifies strengths and weaknesses < should be used from time to time to determine change < assists teachers in program design and modification < should not be used for grading FORMATIVE ASSESSMENT < ongoing assessment of progress and need < helps to identify strengths and weaknesses < helps to assess progress < helps monitor effectiveness of program, method, pace etc. < encourages further achievement < provides information and data for parents SUMMATIVE EVALUATION < final assessment of process at end of unit or program < used to determine student achievement < helps determine program effectiveness < measures achievement over a fixed period of time < determines readiness for further programming < criteria for success should be understood by students < should include student self evaluation A RUBRIC is a set of criteria which describes the quality expected in a performance. When a rubric is used as an assessment tool, it serves as a standard against which a sample of student work can be measured. When a rubric is used as a teaching tool, it provides an example for students to follow. IEP - is an Individual Education Plan written for a student. The IEP must be developed for the child, in consultation with the parents/guardians. It must include: specific educational expectations; an outline of the special education program and services that will be received; a statement about the methods by which the childs progress will be reviewed; and
Section 6, Page 38(n)

for students 14 years and older (except those identified as exceptional solely on the basis of giftedness), a plan for transition to appropriate post secondary school activities, such as work, further education, and community living. The IEP must be completed within 30 days after the child has been placed in the program, and the principal must ensure that a copy is sent to the parent of the pupil and, where the pupil is sixteen years of age or older, the pupil. SSF - a Student Support Form is a written plan to provide limited accommodations and/or modifications to a students program as a means of support to the individual student. A MODIFICATION is a change in curriculum expectations in order to provide for the needs of the student. An ACCOMMODATION - Accommodations to programming and assessment will greatly serve the needs of individual students who have communication, behavioural, intellectual or physical exceptionalities. Specific accommodations may include adjustments to the kind, breadth, depth and pace of the assessment (see Appendix G). Student accommodations will be outlined in a Student Support Form.

Section 6, Page 38(o)

Appendix A Sample Learning Skills Indicators (Reference: Guide to the Provincial Report 1998 Appendix D, p. 29) The following nine learning skills appear on the Provincial Report Card for Grades 1 to 6 and Grades 7 and 8. Under each learning skill are listed some examples of behaviour that would constitute evidence of this skill. These lists are not exhaustive. They are designed to assist teachers but certainly not to limit or confine their observations. Teachers need not use the lists if they have other relevant observations to report.

Independent work attends regularly and is punctual works well without supervision completes tasks and assignments on time and with care accepts responsibility for own behaviour follows routines and instructions without supervision identifies and pursues learning goals and tasks independently responds and participates in a variety of learning activities selects learning materials, resources, and activities independently persists with tasks follows schedules and uses planners to organize time effectively adheres to established time lines explores, selects, and uses a variety of learning strategies

Initiative welcomes new tasks and seeks new opportunities for learning responds to challenges seeks challenges and takes risks is interested in and curious about objects and events observes, questions, and explores seeks additional and new information from library books, CD-ROMs, and other resources identifies problems to solve and conducts experiments approaches new learning situations with confidence demonstrates a positive attitude towards learning generates questions for further inquiry investigates and obtains information independently develops original ideas and innovative procedures attempts a variety of learning activities seeks assistance when necessary participates in co-curricular activities Homework completion (work habits) follows directions and completes homework on time and with care puts forth a consistent effort shows attention to detail demonstrates interest in and enthusiasm for homework assignments organizes materials and equipment for effective use begins work promptly follows directions and completes tasks chooses and uses materials and equipment correctly, safely, and creatively

Section 6, Page 38(p)

uses time efficiently perseveres with complex projects that require sustained effort attends to the task at hand demonstrates flexibility and adaptability

Use of information effectively interprets and synthesizes information integrates learning from various subjects/areas of learning gathers information effectively, using a variety of techniques and sources shows regard for accuracy in analysing and evaluating information recognizes when assignments and projects would benefit from additional information and identifies the type of information needed identifies and uses a variety of facilities, equipment, supplies, evidence, research, expert opinions, and discussion to gather information and solve problems considers all information and alternatives before reaching a conclusion demonstrates creativity in assessing information and ideas and draws relevant conclusions organizes information logically and creatively and manages it effectively selects appropriate research procedures and uses them effectively asks questions to clarify meaning and ensure understanding uses information-retrieval technology effectively Cooperation with others takes turns listens to, acknowledges, and considers differing opinions willingly works with others follows classroom and school procedures assumes responsibilities in groups, the classroom, and the school helps others volunteers considers both the immediate and long-term effects of his or her actions on others respects the rights, property, and opinions of others shares resources, materials, and equipment with others shares in cleaning duties after an activity works and plays cooperatively with others establishes positive relationships with peers and adults responds and is sensitive to the needs and welfare of others Conflict resolution resolves conflicts when they occur resolves conflicts independently resolves conflicts in socially acceptable ways negotiates to solve problems and resolve conflicts mediates differences of opinion listens to understand conflicts before acting or offering a resolution assists others to resolve conflicts appropriately seeks positive solutions to conflicts uses a variety of strategies to resolve conflicts appropriately helps the group to identify and use strategies for conflict resolution

Section 6, Page 38(q)

Class participation participates in class and group activities willingly works with new groups accepts various roles within the class and group, including leadership roles accepts a share of the work to be done contributes to cooperative problem solving helps to complete class and group activities or projects works towards the goals of the class and group helps to motivate others and encourages others to participate communicates well with class and group members helps the class and group to work together contributes information and ideas to the class and group questions the ideas of the group to seek clarification or agreement shows respect for the ideas of others in the class and group supports ideas and observations of the group with facts and details listens to others without interrupting paraphrases points of view to help understanding recognizes contributions of group members through encouragement, support, or praise seeks consensus before making decisions shares responsibility for carrying out decisions shares responsibility for difficulties encountered during an activity Problem solving solves problems independently uses analysis to clarify problems devises a plan to solve the problem carries out the plan records the process and the results checks the solutions/results evaluates the plan, solution, or result devises alternative solutions or ways of solving a problem makes connections between different problems and solutions applies successful strategies to new problems chooses appropriate materials and equipment to solve problems develops original ideas and creative approaches to solve problems applies logic in solving problems Goal setting to improve work (with assistance, with peers, independently) identifies appropriate criteria for assessing work uses identified criteria to assess work assesses own work identifies goals identifies specific steps or actions needed to reach goals or to improve evaluates own success in reaching goals identifies strengths and areas for improvement in own work perseveres to achieve goals revises goals or steps and strategies when necessary identifies and pursues goals independently accepts comments on performance from others uses others comments to improve work and monitor learning

Section 6, Page 38(r)

Levels of Achievement Teacher Reference: Grading & Reporting at-a-Glance Record of Achieveme nt 4+ 4 43+ 3 32+ 2 21+ 1 1R Report Card Grade Grades 1-6 A+ A AB+ B BC+ C CD+ D DR Grades 7-8 90 -100 85 - 89 80 - 84 77 - 79 73 - 76 70 - 72 67 - 69 63 - 66 60 - 62 57 - 59 53 - 56 50 - 52 Below 50 Higher Range Indicates solid, consistent (Level +) demonstration of all indicators for the level and possibly some signs of performance at the level above Mid Range (Level) Lower Range (Level -) Indicates solid, consistent demonstration of most of the indicators for the level Indicates demonstration of some of the indicators for the level and possibly some signs of performance at the level below Interpretation

Appendix B

Report Card Comment

subject specific comments for strengths, areas for improvement and next steps

when student has provided evidence but achievement does not meet minimum grade level expectations. when student has not provided evidence to validate at even level one

subject specific comments for strengths, has provided little/no/minimal

Below 50

Level of Achievement and mark/grade may be adjusted to reflect lack of evidence

Incomplete Evidence of Achievement . . . Used only as a designation that student has not provided evidence of achievement (to assist teacher in determining report card mark). Used throughout term to evaluate, record and track achievement (when expectations have been modified and are not at grade level.) The (grade/mark) for (subject/strand) is based on the expectations in the IEP which vary from Subject specific comments for strengths, areas for improvement, next steps. The (grade/mark) for (strand/subject) is based on achievement of expectations in the ESL program which vary from the grade ___ Subject specific comments for strengths,

IEP Box is checked (when expectations are at grade level but accommodations are in place . . .)

(when modifications have been made to grade level expectations) ESL Box is checked (when no modifications have been made to grade level expectations)

Section 6, Page 38(s)

Appendix C Achievement of Curriculum Expectations The student has demonstrated the required knowledge and skills. demonstrates an understanding of all or almost all of the required concepts applies knowledge and skills consistently and independently with accuracy selects, modifies or creates appropriate strategies communicates knowledge and understanding consistently with clarity, precision and confidence. Achievement exceeds the provincial standard. The student has demonstrated most of the required knowledge and skills. demonstrates an understanding of most of the required concepts applies knowledge and skills consistently and independently with minor errors and/or omissions selects appropriate strategies communicates knowledge and understanding with some clarity and precision. Achievement meets the provincial standard. The student has demonstrated some of the required knowledge and skills. demonstrates an understanding of some of the required concepts applies appropriate knowledge and skills with limited assistance with several errors and/or omissions uses appropriate strategies communicates knowledge and understanding with some clarity and precision. Achievement approaches the provincial standard. The student has demonstrated some of the required knowledge and skills in limited ways. demonstrates an understanding of simple concepts with assistance applies required knowledge and skills with assistance with major errors and/or omissions used a limited range of appropriate strategies with assistance communicates knowledge and understanding unclearly and imprecisely with assistance Achievement falls much below the provincial standard. The student has not demonstrated the required knowledge and skills. is unable to demonstrate an understanding of concepts or apply skills appropriate to the grade level requires assistance, accommodations and/or program modification to develop the required knowledge and skills. Extensive remediation is required.

A- A

A+

80 100%

B-

B+

70 79%

C-

C+

60 69%

D-

D+

50 59%

R Below 50%

Section 6, Page 38(t)

Appendix D Sample Rubric Descriptors Level 1 Limited Level 2 Adequate Level 3 Sound Level 4 Extensive

Few / Little

Some

Most / Several

All

Inaccurate

Some accuracy

Mostly accurate

Fully accurate

With assistance Limited Understanding Rarely

Limited assistance Some understanding Sometimes / Occasionally Somewhat complete

Usually independent Good understanding Frequently / Usually

Always independent Thorough understanding Always / Consistently

Incomplete

Complete

Thoroughly Complete

Unclear

Some parts clear

Mostly clear

Extremely clear

Poor / Minimal

Fair / Satisfactory

Good

Excellent

Inconsistent

Somewhat consistent

Mostly consistent

Always consistent

Little evidence

Some evidence

Good evidence

Strong evidence

Major errors

Some errors

Few minor errors

Error-free

Imprecise

Somewhat precise

Generally precise

Precise

Limited development

Some development

Good development

Well developed

Appendix E BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

Section 6, Page 38(u)

ANECDOTAL REPORT CARD Student: Grade:

DATE: Days Absent: School: Address: Total Days Absent:

Teacher:

Principal:

Telephone:

STRENGTHS / WEAKNESSES / NEXT STEPS

Teachers Signature:

Principal Signature:

Section 6, Page 38(v)

Appendix F1 The Provincial Report Card Grades 1 8 Guiding Questions for Response Form The Response Form (page 3) is part of the Provincial Report Card and must be filed in the Ontario Student Record (OSR) each term. Page 3 provides an opportunity for students and parents to reflect on student achievement. Students and parents may wish to consider the following questions when completing the Response Form: STUDENTS

! ! ! ! !

What is something that you do well in school? What do you want to learn more about? How do you need to improve your learning? What will you do to improve your work or your effort? How can your teacher or your parents help you?

PARENTS

! ! ! ! !

What do you see as being a real strength for your child? What do you see your child doing well? Where have you seen your child struggling or having difficulty? What does your child need to do to improve or progress? What steps will you take to help your child?

Section 6, Page 38(w)

Appendix F2 Bruce-Grey Catholic District School Board

Response Form

Student: School: Date:

Grade: Teacher:

Parents/Guardians and students comments for student achievement, goals and home support:

I have received the report card.

I would like to discuss this report card. Please contact me.

Parents / Guardians Signature

Parents / Guardians Name (please print)

Students Signature

Telephone Number

Section 6, Page 38(x)

Appendix G Accommodation Strategies that Respect Student Needs

Accommodation in Kind (Assessment Task)

Accommodation in Depth (Detail)

Familiarize students with methods being used Use alternative test formats (oral test, conferences) Encourage student negotiation of performance task Provide exemplary models Allow students to rehearse / practice activity Change short answers to multiple choice or fill in the blank format Present tasks so that students can proceed from concrete to abstract Permit use of tools such as calculators, word processors and magnifiers Allow a buddy system

Breakdown complex tasks into sub-steps Provide written instructions in addition to verbal and an outline of process steps on the board Include picture clues to support verbal instructions Provide feedback (strengths, weakness, next steps) during and following an assessment activity Modify appearance of test by having fewer questions per page or limit the overall number of questions Teach students to attend to key command words in questions using a highlighter Focus on few expectations and avoid excessive corrections

Accommodation in Breadth (Volume)

Accommodation in Pace (Timing)

Reduce amount of reading / writing required Reduce amount of content per assessment Provide clear, simple directions of process steps to be followed during assessment activity Allow use of crib sheets or text during tests to assist student with poor recall Provide opportunities to consolidate requisite knowledge and skills Provide a set of reference notes Monitor work to ensure deadlines are met

Provide additional time to complete tasks and tests Have students repeat and rephrase instructions Allow student to complete test over several sessions Co-ordinate extra time with the special education teacher to complete assignment Reward effective behaviour such as finishing on time and demonstrating commitment to task Take into account improvement over time

Section 6, Page 38(y)

Administrative Procedure
Date: Reviewed: Subject: February 26, 2008 October 2013

A.P. 6 - 40

Safe Schools - Code of Conduct

Purpose

1.0

Administrative Procedure 1.1 The BGCDS Board will establish a Code of Conduct in alignment with the provincial Code of Conduct. The BGCDSB Code of Conduct is as follows: Purposes of this code of conduct: To promote the development of faithful Catholics who seek to model their behaviour with consideration for the common good and models of faith. To ensure that all members of the school community, especially people in positions of authority, are treated with respect and dignity. To promote responsible citizenship by encouraging appropriate participation in the civic life of the school community. To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility. To encourage the use of non-violent means to resolve conflict. To promote the safety of people in the schools. To discourage the use of alcohol and illegal drugs. To ensure alignment with the teachings, traditions and principles of the Roman Catholic Church.

Standards of Behaviour Respect, Civility, and Responsible Citizenship All members of the Catholic school community must: respect and comply with all applicable federal, provincial, and municipal laws including the teachings and laws of the Roman Catholic Church; demonstrate honesty and integrity; respect differences in people, their ideas, and their opinions; treat one another with dignity and respect at all times, and especially when there is
A.P. 6 - 40(a)

disagreement; respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, or disability; respect the rights of others; show proper care and regard for school property and the property of others; take appropriate measures to help those in need; seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully; respect all members of the school community, especially persons in positions of authority; respect the need of others to work in an environment that is conducive to learning and teaching; not swear at a teacher or at another person in a position of authority.

Safety All members of the Catholic school community including volunteers and visitors must not: engage in bullying behaviours; commit sexual assault; traffic weapons or illegal drugs; give alcohol to a minor; commit robbery; be in possession of any weapon, including firearms; use any object to threaten or intimidate another person; cause injury to any person with an object; be in possession of, or be under the influence of, or provide others with alcohol or illegal drugs; inflict or encourage others to inflict bodily harm on another person; engage in hate propaganda and other forms of behaviour motivated by hate or bias; commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school use electronic devices during instructional activities unless such equipment is deemed necessary to achieve curriculum expectations of a Catholic school. Roles and Responsibilities Principals Under the direction of the BGCD school board, principals take a leadership role in the daily operation of a school. They provide this leadership by: demonstrating care for the school community and a commitment to academic excellence in a safe teaching and learning environment; holding everyone under their authority accountable for his or her behaviour and actions; empowering students to be positive leaders in their school and community; communicating regularly and meaningfully with all members of their school community. Teachers and Other School Staff Members Under the leadership of the principal, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they: help students work to their full potential and develop their sense of self-worth; empower students to be positive leaders in their classroom, school, and community;
A.P. 6 - 40(b)

communicate regularly and meaningfully with parents; maintain consistent standards of behaviour for all students; demonstrate respect for all students, staff, parents, volunteers, and the members of the school community; prepare students for the full responsibilities of citizenship.

Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student: comes to school prepared, on time, and ready to learn; shows respect for himself or herself, for others, and for those in authority; refrains from bringing anything to school that may compromise the safety of others; follows the established rules and takes responsibility for his or her own actions.

Parents Parents play an important role in the education of their children, and can support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfil their role when they: show an active interest in their child's school work and progress; communicate regularly with the school; help their child be neat, appropriately dressed, and prepared for school; ensure that their child attends school regularly and on time; promptly report to the school their child's absence or late arrival; show that they are familiar with the provincial Code of Conduct, the board's code of conduct, and school rules; encourage and assist their child in following the rules of behaviour; assist school staff in dealing with disciplinary issues involving their child. Community Partners and the Police In keeping with the mission and tradition of the Catholic school, partnerships are already in place with home and parishes; and new partnerships with community agencies and members of the community (e.g., Aboriginal Elders) may also be created. Community agencies are resources that schools can use to deliver prevention or intervention programs. These partnerships must respect all applicable collective agreements. The police play an essential role in making our Catholic schools and communities safer. The police investigate incidents in accordance with the protocol developed with the BGCDS school board and police services within the jurisdiction. 1.2 The BGCDS Board Code of Conduct will include Roman Catholic Church teachings and the Code of Canon Law. All Catholic schools within the jurisdiction of BGCDSB will follow the Boards Code of Conduct and said Code of Conduct will apply as the schools Code of Conduct. The Code of Conduct will be communicated in the students agenda book, BGCDSB website and it will be posted in schools so that it reaches students, parents, members of the school staff and community members as well as volunteers and school bus drivers/operators. The Code of Conduct will set clear standards of behaviour which apply not only to students, but also to all individuals involved in the publicly funded school - parents, volunteers, teachers and other staff members - whether they are on school property, on school buses, at school-related events or activities, or in circumstances that could have an
A.P. 6 - 40(c)

1.3

1.4

1.5

impact on the school climate or reflect poorly upon the mission of Catholic education. 1.6 The Board will ensure that Catholic schools uphold the Boards Code of Conduct through the measures of positive redirection, direct instruction, intervention suspension, expulsion and exclusion as progressive means to ensure a safe and purposeful learning environment.

A.P. 6 - 40(d)

Administrative Procedure
Date: Reviewed: November 2009 April 2013

A.P. 6-41

Subject:

5 Year Renewal of Dress Code and School Uniforms

Purpose The Bruce-Grey Catholic District School Board is committed to working with school communities to create learning environments that nurtures each student in body, mind and spirit. In support of creating effective Catholic learning environments, the Board has established a policy governing the decision of a school community to adopt school uniforms. Once a decision to have uniforms in a school is made, according to Board Policy, there shall be a five (5) year commitment to the uniform. After five years the school community must review the decision and confirm the ongoing commitment to the uniform. This Administrative Procedure outlines the process for the five (5) year review. Procedures 1. After the first five (5) years of implementation, there shall be a review. In a review year, the principal, in consultation with the Uniform Committee will communicate the uniform standard in the school until the review is completed (e.g., solid blue pants, white tops instead of standard regulation pieces) in order to avoid unnecessary costs for families in the event the uniform is not maintained. 2. In order to confirm the schools commitment to uniforms, the Uniform Committee, as established in Policy 6-41, will survey the parents/guardians of students in the school. The uniform commitment will be determined by a simple majority (50% + 1) of the parents/guardians of students registered at the school (1 vote per family). The questions posed to the parents/guardians will be: Yes, there should be a uniform at the school. No, there should not be a uniform at the school. Once the five (5) year review is completed, and the school community confirms the support for uniforms, the uniform then becomes the status quo at the school until and unless there are at least 66% of the parents/guardians registered at the school (one vote per family) who vote to end the uniform policy at the school. The reconsideration of the uniform policy could not take place for a minimum of (3) years from the end of the review year. Any process to reverse the uniform decision would be done in accordance with Policy 6-41. Once the five (5) year review is completed, and the school community does not support the continuation of uniforms, then the schools standard dress code becomes the status quo at the school until and unless there are at least 66% of the parents/guardians registered at the school (one vote per family) who vote to have a uniform policy at the school. The reconsideration of the uniform policy could not take place for a minimum of (3) years from the end of the review year. Any process to reverse the uniform decision would be done in accordance with Policy 6-41.

3.

4.

5.

6.

6-41

Admi inistrat tive Pr rocedur re

A.P. 6-43
Date: Review wed: Subject t:

2001-0 02-16 2010-0 06-22 Keepin ng our Kids Safe at School

Purpose The Provincial Code of f Conduct, the Bruce-Grey y Catholic Dis strict School Board B Code of o Conduct, th he Education n Act, Ontario o Regulation 472/07, 4 Polic cy Program Memorandum M (PPM) 128 (Provincial and school board codes of conduct), 14 41 (programs s for long term m suspension n), 142 (expu ulsion program ms), 144 (bully ying prevention) and 145 (progressive e discipline), together t with h the Boards discipline po olicies create expectations fo or behaviour for f all person ns on school property p and outline strategies to be ta aken to address incidents, including imp posing approp priate consequences for pu upils. This proce edure outline es the expectations for the e process to be b used by th he Board whe en imposing appropria ate consequen nces for pupils. The proce ess set out in these proced dures shall be informed by and implem mented in acc cordance with h the principles s of equity and inclusion articulated in PPM 119 (equity and inclu usive education). The Huma an Rights Cod de of Ontario o has primacy y over provincial legislatio on and policie es, as well as school board policies and a procedur res, such that t the Educatio on Act, regulations, Minist try of Education Program Policy Memor randa, and Bo oard policies and procedu ures are subje ect to, and sh hall be interpreted and applie ed in accorda ance with the e Human Righ hts Code of Ontario. O Definitio ons: The follow wing definitions apply for the t purposes s of pupil disc cipline. Administr rator includes a superint tendent, principal or vice-principal with h responsibili ity for the sch hool in questio on. Adult Pup pil is a pupil l who is 18 ye ears or older or 16 or 17 and has removed him/herself from parental control. c mployees who o Work with Pupils P is def fined to includ de administra ators, teache ers, education nal Board Em assistants s, child and youth y workers s, social work kers, psychologists, speec ch language pathologists p a and other prof fessional and d para-professional staff who w have regular and direct duties with h the Boards s pupils. Board Exp pulsion is an a expulsion from f all schools of the Board. peated, persis stent, and ag ggressive beh haviour direct ted at an Bullying is typically a form of rep individual l or individuals that is inte ended to caus se (or should be known to o cause) fear and distress and/or ha arm to anothe er persons body, feelings s, self-esteem m, or reputation. Bullying occurs in a context where w there is s a real or perceived powe er imbalance. . Daily Care e a person with daily ca are is an adult person (18 years or olde er) who is no ot the custodial parent/gu uardian of a pupil p who is less than 18 years y old, but is a person who cares fo or the pupil on o a daily basis and is know wn by the sch hool to provid de daily care, , for example e a grandpare ent, aunt, unc cle, older brot ther or sister r.

A.P. 6-43 6 Page 1 of 54

Discipline Committee a committee of three (3) or more Trustees designated to determine suspension appeals and recommendations for expulsion. Disproportionate Impact is created when discipline impacts a pupil to a greater degree in comparison to his or her peers as a result of factors related to grounds protected by the Human Rights Code. Emergency Administrator is a superintendent or principal identified by the principal of the school, to which a teacher-in-charge is assigned, as the emergency contact should the administrators of the school not be available in emergency circumstances. Harassment is words, conduct or action that is directed at an individual and serves no legitimate purpose and which may include remarks, jokes, threats, name-calling, the display of material(s), touching or other behaviour that an individual knows or ought to know insults, intimidates, offends, demeans, annoys, alarms or causes that individual emotional distress and may constitute discrimination when related to grounds protected by the Human Rights Code. Manifestation of a pupils disability is behaviour that results from a pupils disability and that a pupil does not intend. Parent/guardian where there is a reference to involving or informing a parent/guardian it means the custodial parent or guardian of a minor child who is not an adult pupil. Immutable Characteristics are characteristics that an individual cannot change or that an individual cannot alter about themselves, such as height. Impact on School Climate - an incident or activity which has a negative impact on the school community. Primacy of the Code in a circumstance in which there is a conflict between provincial law, such as the Education Act, regulations, Policy Program Memoranda, school board policies and procedures, and the Human Rights Code of Ontario, the Human Rights Code is deemed to be more important and the inferior law must be applied in a manner consistent with the Human Rights Code (unless there is an explicit exception contained within the other law for such a circumstance). The principle of primacy of the Human Rights Code also requires school board policies and procedures to be interpreted and applied in a manner consistent with the Human Rights Code. Racialized student is a student who may experience social inequities on the basis of race, colour, and/or ethnicity. School Climate is the sum total of all of the personal relationships within a school. A positive climate exists when all members of the school community feel safe, comfortable and accepted. School Community - the school community is composed of staff, pupils and parents of the school and feeder schools / family of schools, as well as the community of people and businesses that are served by or located in the greater neighborhood of the school. School Expulsion is an expulsion from the school of the Board that the pupil was attending at the time of the incident. Superintendent shall be consistent with and have the meaning attributed to Supervisory Officer in the Education Act and regulations. Superintendent Responsible for Student Discipline means the supervisory officer delegated authority regarding procedural issues related to suspension appeals and expulsions. Teacher-in-Charge is a teacher delegated authority by the principal to undertake specified duties with respect to pupil discipline in the absence of administration. Undue Hardship is the standard for the provision of accommodation, or point to which accommodation must be provided, for a specific pupil by the Board. Weapon is any object or thing used to threaten or inflict harm on another person and includes, but is not limited to, knives, guns, replica guns and animals.

A.P. 6-43 Page 2 of 54

A.

PROGRESSIVE DISCIPLINE

Progressive discipline is a non-punitive, whole-school approach that uses a continuum of preventative, corrective and supportive interventions, supports and consequences to address inappropriate behaviour and to build upon strategies that promote positive behaviours. Consequences include learning opportunities for reinforcing positive behaviour and assisting pupils to make good choices. Prevention and early intervention are important for assisting pupils to achieve their potential and for maintaining a positive school environment. A positive school environment is effected through programs and activities that focus on building healthy relationships, character development, and civic responsibility, which encourage positive participation of the school community in the life of the school. Progressive discipline is most effective when dialogue between the school and home regarding pupil achievement, behaviour and expectations is open, courteous and focused on pupil success. It is an expectation of the Board that principals, vice-principals and teachers-in-charge consult with parents prior to imposing any pupil specific progressive discipline preventative measures, positive behaviour management strategies or progressive discipline consequences. Each school is required to develop and implement a school-wide progressive discipline policy, consistent with the Board Student Discipline Policy and Student Discipline Procedures and the Human Rights Code. Each school is also required to ensure that bullying prevention plans include: (1) awareness raising strategies (2) support strategies, including plans to protect victims; and (3) reporting requirements (please refer to the Bullying Prevention Policy and Procedures). In addition, teaching strategies should include a focus on developing healthy relationships by including bullying prevention throughout the curriculum, preventing homophobia, gender based violence, sexual harassment, inappropriate sexual behaviour, as well as promoting critical media literacy and safe internet use strategies, all of which is to be implemented in a manner consistent with the principles of equity and inclusion. The teacher, principal or designate should select the most appropriate response to address the pupils behaviour. Where a pupil has special education and/or disability related needs, the interventions, supports and consequences must be consistent with the expectations for the pupil, including those in the pupils Individual Education Plan, Behaviour Management Plan and/or Safety Plan. Progressive discipline includes the use of early and ongoing prevention, intervention strategies and strategies to address inappropriate behaviour. Pupils parent(s)/guardian(s) should be actively engaged in the progressive discipline approach. Prevention Strategies Board employees who work with pupils are expected to support pupils to achieve their potential. Prevention strategies include supporting pupils, student councils and/or school councils that wish to participate in pupil led alliances or other alliances and/or activities promoting healthy relationships. Where a pupil has reported harassment, bullying or violence as a result of one or more immutable characteristics, including on any grounds protected by the Human Rights Code, or inappropriate sexual behaviour, that pupil shall be supported by the school with the provision of contact information about professional supports, such as community agencies, public health facilitates, and telecommunications forums, such as a help-phone-line or website, that the pupil may access directly for information, assistance and/or support in an effort to promote and/or develop healthy relationships. In accordance with Policy Program Memorandum 149, schools shall be required by the Board to work with agencies and/or organizations in their community that have professional expertise with respect to issues of gender based violence, sexual assault, homophobia and inappropriate sexual behaviour. A current list of community contacts will be created and maintained electronically by the Board and made available to all schools, staff and pupils on the Boards internet and intranet websites. A Protocol outlining the process for entering into a Memorandum of Understanding with an appropriate community agency and/or organization shall be made available to schools.

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Schools shall provide public health units under the responsibility of the local officer of medical health the ability to deliver their mandated public health curriculum. The Board also expects principals/vice-principals to review and amend, as appropriate, Individual Education Plans, Behaviour Management Plans and Safety Plans at regular intervals and following an incident to ensure that every pupil with disability related needs is receiving appropriate accommodation up to the point of undue hardship. Other preventative practices include: Human Rights strategy pursuant to PPM 119 Anti-bullying and violence prevention programs; Mentorship programs; Student success strategies; Character education; Citizenship development; Student leadership; Promoting healthy student relationships; and Promoting healthy lifestyles.

Consistent with Policy Program Memorandum 149, the Board will also ensure that parents of pupils are aware of the supports available for the linguistic, ethno-cultural and disability related needs of pupils and their immediate families. By . . .[Note school boards should include information here about how information will be communicated]. Positive Practices In order to promote and support appropriate and positive pupil behaviours that contribute to creating and sustaining safe, comforting and accepting learning and teaching environments that encourage and support pupils to reach their full potential, the Board supports the use of positive practices for: (1) prevention, and (2) positive behaviour management. Positive behaviour management practices include: Program modifications or accommodations; Class placement; Positive encouragement and reinforcement; Individual, peer and group counselling; Conflict resolution / Dispute resolution; Mentorship programs; Promotion of healthy student relationships Sensitivity programs; Safety Plans; School, Board and community support programs; and Student success strategies.

The Board recognizes that, in some circumstances, positive practices might not be effective or sufficient to address inappropriate pupil behaviour. In such circumstances, the Board supports the use of progressive discipline consequences up to and including expulsion from all schools of the Board. In circumstances where a pupil will receive a consequence for his/her behaviour, it is the expectation of the Board that the principle of progressive discipline, consistent with the Human Rights Code, Ministry of Education direction and PPM 145, will be applied in the least restrictive manner to be effective, and so as not to add to the historical disadvantage of racialized pupils and/or pupils with disabilities.

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Early and Ongoing Intervention Strategies Progressive Discipline Consequences A teacher or the principal or vice-principal, as appropriate, may utilise early and/or ongoing intervention strategies to prevent unsafe or inappropriate behaviours. These may include: Contact with pupils parent(s)/guardian(s); Oral reminders; Review of expectations; Written work assignment addressing the behaviour, that have a learning component; Volunteer services to the school community; Conflict mediation and resolution; Peer mentoring; Referral to counselling; and/or Consultation between two (2) or more of the parties.

In all cases where ongoing intervention strategies are used, the pupils parents/guardians should be consulted. The teacher, principal or vice-principal should keep a record for each pupil with whom intervention strategies* are utilized. The record should include: Name of the pupil; Date of the incident or behaviour; Nature of the incident or behaviour; Progressive discipline approach used; Outcome; and/or Contact with the pupils parent/guardian (unless the pupil is an adult pupil).

Addressing Inappropriate Behaviour If a pupil has displayed inappropriate behaviour the principal or vice-principal may utilize a range of interventions, supports, and consequences that are (1) developmentally appropriate, and (2) include opportunities for pupils to focus on improving their behaviour. Inappropriate behaviour includes any behaviour that disrupts the positive school climate and/or has a negative impact on the school community. Inappropriate behaviour may also include, but is not limited to, one of the following infractions for which a suspension may be imposed: 1. 2. 3. Any act considered by the principal to be injurious to the moral tone of the school; Any act considered by the principal to be injurious to the physical or mental well-being of any member of the school community; and Any act considered by the principal to be contrary to the Board or school Code of Conduct.

If a pupil has engaged in inappropriate behaviour and it is the first time that the pupil has engaged in such behaviour, the principal or designate may choose to use a progressive discipline strategy to address the infraction. Interventions may include: Meeting with the pupils parent(s)/guardian(s), pupil and principal; Referral to a community agency for anger management or substance abuse, counselling/intervention;

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Detentions; Withdrawal of privileges; Withdrawal from class; Restitution for damages; Restorative practices; and Transfer to another class or school.

In some cases, short-term suspension may also be considered a useful progressive discipline approach. Factors to Consider Before Deciding to Utilize a Progressive Discipline Consequence to Address Inappropriate Behaviour Before applying any progressive discipline consequence, the principal/vice-principal shall consider whether or not the progressive discipline consequence might have a disproportionate impact on a pupil protected by the Human Rights Code, including but not limited to race and disability, and/or exacerbate the pupils disadvantaged position in society, and whether or not accommodation to the point of undue hardship is required. In all cases where a progressive discipline consequence is being considered to address an inappropriate behaviour, the principal or vice-principal must: 1. 2. 3. 4. Consider the particular pupil and circumstances, including considering the mitigating or other factors; Consider the nature and severity of the behaviour; Consider the impact of the inappropriate behaviour on the school climate; and Consult with the pupils parent(s)/guardian (unless the pupil is an adult pupil).

Mitigating Factors The mitigating factors to be considered by the principal before deciding whether to use a progressive discipline approach to address the inappropriate behaviour are: 1. 2. 3. Whether the pupil has the ability to control his or her behaviour; Whether the pupil has the ability to understand the foreseeable consequences of his or her behaviour; and Whether the pupils continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school.

Other Factors to be Considered 1. 2. 3. The pupils academic, discipline and personal history; Whether other progressive discipline has been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure; Whether the infraction for which the pupil might be disciplined was related to any harassment of the pupil because of race, colour, ethnic origin, place of origin, religion, creed, disability, gender or gender identity, sexual orientation or harassment for any other reason related to an immutable characteristic; The impact of the discipline on the pupils prospects for further education; The pupils age;

4. 5.

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6.

Where the pupil has an IEP or disability related needs, a) Whether the behaviour causing the incident was a manifestation of the pupils disability; b) Whether appropriate individualized accommodation has been provided to the point of undue hardship; and c) Whether a suspension is likely to result in aggravating or worsening the pupils behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct; and Whether or not the pupils continuing presence at the school creates an unacceptable risk to the safety of anyone in the school.

7.

If the pupils continuing presence in the school creates an unacceptable risk to the safety of others in the school, then a progressive discipline approach may not be appropriate. Exclusion from the school pursuant to section 265(1)(m) of the Education Act is not acceptable for discipline purposes or as an alternative to discipline, and may only be effected following consultation with the superintendent and in accordance with the Education Act and consistent with the Human Rights Code. Record The principal or vice-principal should keep a record for each pupil with whom progressive discipline approach(es) are utilized. The record should include: 1. 2. 3. 4. 5. 6. 7. Name of the pupil; Date of the incident or behaviour; Nature of the incident or behaviour; Considerations taken into account; Progressive discipline approach used; Outcome; and Contact with the pupils parent/guardian (unless the pupil is an adult pupil).

B.

RESPONDING TO INCIDENTS

The Board is committed to supporting safe learning and teaching environments in which every pupil can reach his or her full potential. Appropriate action must consistently be taken by schools to address behaviours that are contrary to provincial, Board and school Codes of Conduct, which includes, but is not limited to, inappropriate sexual behaviour, gender-based violence, homophobia, and harassment on the basis of sex, gender identity, sexual orientation, race, colour, ethnicity, culture, citizenship, ancestry, origin, religion, creed, family status, socio-economic status, disability and/or any other immutable characteristic or ground protected by the Human Rights Code, as well as any other behaviour, such as bullying, swearing, malicious gossip, name-calling, sexist, homophobic or racial slurs, comments, jokes or teasing and defamatory or discriminatory electronic communication and postings, graffiti and other behaviour that might cause a negative school climate.

Board employees who work directly with students must respond to any student behaviour that is likely to have a negative impact on the school climate, if in the employees opinion, it is safe to do so. Such behaviour includes all inappropriate and disrespectful behaviour (e.g. swearing, homophobic or racial slurs, sexist comments or jokes, graffiti), as well as those incidents that must be considered for suspension or expulsion. It is not necessary to report incidents to the principals that fall below the threshold for suspension or expulsion.

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For incidents where suspension or expulsion would not be considered, but the board employees feel it is not safe to respond, they will be expected to inform the principal verbally as soon as possible.
It is the expectation of the Board that, provided that there is no immediate risk of physical harm to any individual, Board employees who work with pupils shall respond to any such inappropriate and disrespectful behaviour as well as any other behaviour that causes a negative impact on school climate or for which a suspension or expulsion may be imposed, that they have observed or heard during the course of their duties or otherwise while on school property or during a school related event. Immediate risk to an individual includes the Board employee, the pupils involved, other pupils, other staff and members of the community who might be impacted as a result of the behaviour being exhibited or because the Board employee who works with pupils cannot leave unattended another pupil(s) in order to respond. Responses shall be made in a timely, supportive and sensitive manner and made in an effort to stop and correct the behaviour in a manner that is developmentally appropriate and takes into consideration any special and/or disability related needs that the pupil might exhibit or about which the employee might be aware. Responses may include one or more of: 1. asking the pupil to stop the behaviour; 2. 3. 4. identifying the behaviour as inappropriate and disrespectful; explaining the impact of the behaviour on others and the school climate; modelling appropriate communication;

5. asking the pupil for a correction of their behaviour by restating or rephrasing their comments; 6. asking the pupil to apologize for their behaviour;

7. asking the pupil to promise not to repeat their behaviour; 8. 8. asking the pupil to explain why and how a different choice with respect to their behaviour would have been more appropriate and respectful; and where applicable, identifying the application of the Human Rights Code.

A response by the staff to the incident shall not prevent or preclude the principal or vice-principal from imposing appropriate progressive discipline, up to and including a recommendation for expulsion from all schools. Unless the behaviour is such that it must be considered for suspension or

expulsion, a response is sufficient it is not required that these incidents be reported to the principal. For incidents where suspension or expulsion would not be considered, but the board employees feel it is not safe to respond, they will be expected to inform the principal verbally as soon as possible.
Where, in the opinion of the Board employee who works with pupils, the behaviour observed or heard might lead to suspension or suspension and a recommendation for expulsion, the employee must report the behaviour orally to the principal or designate at the earliest opportunity and again in writing before the end of the school day. The employee shall follow the procedures outlined for reporting incidents when reporting in writing. For all other behaviour, the employee will report the behaviour to the principal/vice-principal/teacher-in-charge at the earliest convenient opportunity. The principal/vice-principal shall consider whether or not further discipline is appropriate in the circumstances. C. REPORTING SUSPENSION & EXPULSION INFRACTIONS TO THE PRINCIPAL

The infractions for which a suspension may be imposed by the principal include: 1. Uttering a threat to inflict serious bodily harm on another person;

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2. 3. 4. 5. 6. 7.

Possessing alcohol, illegal and/or restricted drugs; Being under the influence of alcohol; Swearing at a teacher or at another person in a position of authority; Committing an act of vandalism that causes extensive damage to school property at the pupils school or to property located on the premises of the pupils school; Bullying; Any other activity for which a pupil may be suspended under a policy of the board.

The infractions for which a principal may consider recommending to the Board that a pupil be expelled from the pupils school or from all schools of the Board include: 1. 2. 3. 4. 5. 6. 7. 8. Possessing a weapon, including possessing a firearm or knife; Using a weapon to cause or to threaten bodily harm to another person; Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner; Committing sexual assault; Trafficking in weapons, illegal or restricted drugs; Committing robbery; Giving alcohol to a minor; Any other activity for which a pupil may be expelled under a policy of a board.

When a board employee or transportation provider becomes aware of an incident that must be considered for suspension or expulsion by the principal, board employees must report this to the principal and confirm their report in writing. Whether or not the behaviour leads to a suspension/expulsion is for the principal to determine, not for the staff to weigh. Ministry policy states that the employee must consider the safety of others and the urgency of the situation in reporting the incident, but, in any case, must report it to the principal by the end of the school day. The report is to be confirmed in writing in a timely manner, using the Safe Schools Incident Reporting form Part I. (Appendix 1A) Note that reporting does not replace conversations between the employee and the principal. The principal and the employee are encouraged to talk about the incident regardless of action taken. The purpose of
reporting incidents is to ensure that the principal/vice-principal is aware of the behaviour. Once the Form is received, the principal/vice-principal will assign a report number to the Form and acknowledge the receipt of the Form in writing by returning to the employee or transportation provider Safe Schools Incident Reporting Form Part 2, (Appendix B). On the Form the principal or viceprincipal will identify whether or not action was taken. No information identifying pupils will be included on Form Part 2. When Form Part 2 identifies that no action has been taken, the employee or transportation provider shall destroy their copy of Form Part 2. The principal/vice-principal shall retain their copy of the Form Part 1 for the balance of the school year, and the following school year, at which time it shall be destroyed unless the matter has become the subject of a proceeding, including an Application to the Human Rights Tribunal of Ontario, in which case Form Part 2 shall be retained until the proceeding is finally decided. Where the Form Part 2 indicates that action has been taken, the employee or transportation provider may destroy the From Part 2, but if they choose to retain it, it must be retained in a secure location for at least twelve (12) months. In circumstances in which action is taken by the principal or vice-principal with respect to the alleged incident and pupil who has been disciplined, a copy of Form Part 1 shall be filed in that pupils Ontario Student Record (OSR) for at least the balance of the school year and for the following school year, unless the Form Part 1 is removed from the OSR in accordance with s.266 of the Education Act, or as the result of a suspension review, suspension appeal, expulsion appeal, or settlement or final determination of an appeal/review/proceeding/action/claim/application. The principal/viceprincipal shall ensure that all information contained in the Form Part 1 that could identify other pupils has been redacted (removed/blacked-out) before it is filed in the OSR of the pupil who has been

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disciplined. When action is taken against more than one pupil, the Form Part 1 shall be filed in each pupils OSR, as above, with all identifying information about other pupils redacted. In circumstances where the victim has also demonstrated inappropriate behaviour during the same incident and the principal or vice-principal has responded to the victims inappropriate behaviour with progressive discipline short of suspension, the Form Part 1 should only be filed in the victims OSR if the parents of the victim have been informed of the incident and the victims behaviour and the progressive discipline measures that have been taken. Where the parents have not been informed by the principal or vice-principal of the victims actions, a copy of the Form Part 1 shall NOT be filed in the victims OSR. Where the victim has NOT demonstrated any inappropriate behaviour during the incident, the Form Part 1 shall only be filed in the victims OSR, with the consent of the victims parent/guardian if the victim is not an adult pupil. If the victim is an adult pupil, the victims consent is required before Form Part 1 is filed in his/her OSR. If Form Part 1 has been filed in the victims OSR, it should be retained for the balance of the school year in which the incident occurred as well as the following school year, unless it is removed pursuant to section 266 of the Education Act or as a result of a suspension review, suspension appeal, expulsion appeal, or settlement or final determination of an appeal/review/proceeding/action/claim/application. In circumstances where Form Part 1 is destroyed, it must be destroyed in a manner that protects the privacy of all personal information that may be contained therein. In circumstances where Form Part 1 is retained but not filed in a pupils OSR, it must be stored in a secure cabinet, and measures must be taken to ensure access is limited and that all personal information is protected as private. Where a proceeding has been undertaken or an application has been made to the Human Rights Tribunal of Ontario, the Form Part 1 shall be retained until such proceeding or application has been finally resolved. Each year the principal shall review with all staff their duty to report as outlined above. This review shall include instructions regarding the completion of the Form Part 1 and the receipt and destruction of the Form Part 2. D. NOTIFICATION

Notifying the Parent/Guardian Following an incident for which the principal shall be considering imposing a suspension or making a recommendation for expulsion or for which a vice-principal is considering a suspension of five(5) or fewer days, the principal or vice-principal shall provide information to the parent/guardian of the victim, unless in the opinion of the principal or vice-principal providing information to the victims parent/guardian would put the victim at risk of harm and would not be in the victims best interest, or the victim is an adult pupil. Where the victim is an adult pupil, the principal or vice-principal shall inform the parent/guardian only with the victims consent.

The Education Act states that the principal shall disclose, (a) the nature of the activity that resulted in harm to the pupil; (b) the nature of the harm to the pupil; and (c) the steps taken to protect the pupils safety, including the nature of any disciplinary measures taken in response to the activity. The principal must say that the student was suspended, if that is the progressive discipline that has been applied. It is not necessary for the principal to say for how many days a student was suspended. The same would be true for other forms of progressive discipline, in that details are not necessary, but the type of discipline must be explained. The Education Act states that the principal shall not disclose the name of or any other identifying or personal information about a student who engaged in the activity that resulted in the harm. A.P. 6-43 Page 10 of 54

The principal or vice-principal may communicate to the victims parent/guardian any school wide initiatives that have been or will be implemented as a result of the incident and/or other similar incidents. Where the pupil(s) disciplined shall no longer be attending the same school as the victim, this fact may be confirmed. In addition, where the victim has been harassed, bullied or suffered violence because of one or more immutable characteristics, including on any grounds protected by the Human Rights Code, or has been sexually assaulted, the principal or vice-principal shall share contact information about professional supports such as community agencies, public health facilities and telecommunications forums, such as a help-phone-line or website, that the victim and the victims parent/guardian may access for information, assistance and support. The principal or vice-principal shall, as appropriate, recommend a referral for the pupil to receive social work support. A written list of community contacts will be made available to the victim and/or the victims parent/guardian. This list shall also be available on the Boards website. If the victim requires support for linguistic, ethno-cultural or disability related needs, information about community supports that are available shall also be shared with the victim and/or the victims parent/guardian in a form accessible to the parent/guardian. The information about supports for the pupil provided to the parent/guardian shall be summarized in written form, which shall also include a copy of the contact information for the superintendent. A copy of the written summary, including a copy of any Safety Plan, shall be provided to the parent/guardian and the superintendent. The principal or vice-principal shall also inform the parent/guardian that, if the parent/guardian is NOT satisfied with the measures being taken to protect and support the victim, the parent/guardian may contact the superintendent to request a review of the measures being taken by the school.
Not Notifying a Parent/Guardian Where, in the opinion of principal/ vice-principal/teacher-in-charge, providing information to the victims parent/guardian would put the victim at risk of harm, such that notification would not be in the victims best interests, or where the victim is an adult pupil and does NOT consent to his/her parent/guardian being informed, the principal/vice-principal/teacher-in-charge shall not inform the victims parent/guardian. A teacher-in-charge shall report to the Administration at the earliest opportunity the reason(s) why notification was not provided to the parent/guardian. The principal or vice-principal shall: 1. consider, as a result of the victims disclosure, whether or not the victim is a child in need of protection and, if so, make a report to the Childrens Aid Society, and if in doubt, the principal or vice-principal shall make a no-names call to CAS to inquire about the appropriateness of making a report;

2. document in the Student Information System why the parent/guardian was not notified; 3. inform his/her superintendent that the parent/guardian was not informed and why;

4. inform the teacher or other professional or para-professional staff person, if that individual informed the principal or vice-principal of the potential for harm, that the parent/guardian was not informed and why; and 5. inform other staff working to support the pupil, as appropriate.

The principal or vice-principal shall inform the victim of the steps being taken by the school to protect the victims safety. These measures might include a Safety Plan and the implementation of prevention strategies identified in this procedure. Where the victim has been harassed, bullied or suffered

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violence as a result of one or more immutable characteristics, including any grounds protected by the Human Rights Code, or has been sexually assaulted, the principal or vice-principal shall provide the victim with contact information about professional supports, such as community agencies, public health facilities and telecommunications forums, such as a help-phone-line or website, that the victim may access for information, assistance and support. Supports might include Kids Help Phone and the Lesbian, Gay, Bisexual and Transgendered Youth Line. A written list of community contacts shall be provided to the victim and the victim shall be informed that the list is available on the Boards website. Where the victim requires support for linguistic, ethno-cultural or disability related needs, information about community supports that are available shall also be shared with the victim in a form most accessible to the victim. Where the pupil who has been disciplined shall no longer be attending the same school as the victim, this fact may be confirmed. E. SUSPENSION OF PUPIL

Suspension Infractions When a principal/vice-principals investigation of an incident, which should include consultation with the adult pupil or the pupils parent/guardian and pupil, determines that a pupil has committed one or more infractions outlined below on school property, during a school-related activity or event, and/or in circumstances where the infraction has an impact on the school climate, a principal or vice-principal (for infractions not attracting more than five (5) days suspension) shall consider whether that pupil should be suspended, taking into account any mitigating and other factors that might be applicable in the circumstances. The principal or vice-principal will also contact the police consistent with the Police and School Response Protocol if the infraction the pupil is suspected of committing requires such contact. When in doubt, the principal will consult with his or her superintendent. The infractions for which a suspension may be imposed by the principal include: 1. 2. 3. 4. 5. 6. 7. Uttering a threat to inflict serious bodily harm on another person; Possessing alcohol, illegal and/or restricted drugs; Being under the influence of alcohol; Swearing at a teacher or at another person in a position of authority; Committing an act of vandalism that causes extensive damage to school property at the pupils school or to property located on the premises of the pupils school; Bullying; Any other activity for which a pupil may be suspended under a policy of the board.

A pupil may be suspended only once for any incident of an infraction and may be suspended for a minimum of one (1) school day and a maximum of twenty (20) school days. Suspensions should be applied in the least restrictive manner possible to be effective and so as not to add to the historical disadvantage of racialized pupils and/or pupils with disabilities. Factors to Consider Before Deciding to Impose a Suspension Before deciding whether to impose a suspension, or some other form of discipline, a principal or viceprincipal (in case of suspension for five (5) or fewer days) will make every effort to consult with the pupil, where appropriate, and the pupils parent(s)/guardian(s) (if the pupil is not an adult pupil) to identify whether any mitigating and/or other factors might apply in the circumstances. Before applying any progressive discipline consequence, including suspension, the principal/viceprincipal shall consider whether or not the progressive discipline consequence might have a disproportionate impact on a pupil protected by the Human Rights Code, including but not limited to race and disability, and/or exacerbate the pupils disadvantaged position in society, and whether or not accommodation to the point of undue hardship is required. Mitigating Factors

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The mitigating factors to be considered by the principal or vice-principal before deciding whether to impose a suspension are: 1. 2. 3. Whether the pupil has the ability to control his or her behaviour; Whether the pupil has the ability to understand the foreseeable consequences of his or her behaviour; and

Whether the pupils continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school. If a pupil does not have the ability to control his or her behaviour or does not understand the foreseeable consequences of his/her behaviour, the principal or vice-principal shall not suspend the pupil. Other progressive discipline and/or other intervention may be considered by the principal or vice-principal in such circumstances. If the pupil poses an unacceptable risk to the safety of others in the school, the principal shall consult with his/her superintendent regarding appropriate accommodations and/or strategies that might be instituted to ensure safety of pupils, staff, and others in the school. Other Factors to be Considered Where the pupil is able to control his/her behaviour and is able to understand the foreseeable consequences of his/her behaviour, the principal or vice-principal shall consider whether the following factors mitigate the length of a suspension or the decision to apply a suspension as a form of discipline for the pupil: 1. 2. 3. The pupils academic, discipline and personal history; Whether progressive discipline has been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure; Whether the infraction for which the pupil might be disciplined was related to any harassment of the pupil because of race, ethnic origin, religion, creed, disability, gender or gender identity, sexual orientation or other immutable characteristic or harassment for any other reason; The impact of the discipline on the pupils prospects for further education; The pupils age; Where the pupil has an IEP or disability related needs, a. Whether the behaviour causing the incident was a manifestation of the pupils disability; b. Whether appropriate individualized accommodation has been provided to the point of undue hardship; and c. Whether a suspension is likely to result in aggravating or worsening the pupils behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct; and Whether or not the pupils continuing presence at the school creates an unacceptable risk to the safety of anyone in the school.

4. 5. 6.

7.

Progressive Discipline In reviewing whether progressive discipline approach(es) has/have been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure, the principal or vice-principal shall consider the following: 1. Whether the teacher, principal or vice-principal has utilised early and/or ongoing intervention strategies to prevent unsafe or inappropriate behaviours, such as: contact with the pupils parent(s)/guardian(s); oral reminders; review of expectations;

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2.

written work assignments with a learning component; assigning the pupil to volunteer services to the community; conflict mediation and resolution; peer mentoring; referral to counselling; and/or consultation between two (2) or more of the parties. Whether the principal or designate has used a progressive discipline approach to address inappropriate behaviour for which a suspension could have been imposed, such as: meeting(s) with the pupils parent(s)/guardian(s), pupil, and principal; referral of pupil to a community agency for anger management or substance abuse counselling; detentions; withdrawal of privileges; withdrawal from class; restitution for damages; restorative practices; and/or transfer to another class or school.

Factors Mitigating Decision to Suspend The mitigating and other factors, noted above, may be applied to mitigate the decision to suspend or may be applied mitigate the length of the suspension imposed. In circumstances where one or more of the factors above mitigate the decision to apply a suspension as a form of discipline for the pupil, the principal or vice-principal may consider whether other progressive discipline and/or other intervention is appropriate in the circumstances. Consultation Before imposing a suspension of eleven (11) or more school days, the principal shall consult with the superintendent regarding: 1. 2. 3. 4. 5. Whether or not accommodation pursuant to the Human Rights Code has been considered, and where applicable, applied to the point of undue hardship; The investigation undertaken; The circumstances of the incident; Whether or not one or more of the factors outlined above are applicable in the circumstances; and The appropriate length of the suspension.

School Work A pupil who is subject to a suspension of five (5) or fewer school days must be provided with school work to complete at home while serving the suspension. The school work must be available to the adult pupils designate or the pupils parent/guardian or designate the day the pupil is suspended, if the pupil is suspended for one (1) school day. Where the pupil has been suspended for two (2) or more school days the principal or vice-principal shall ensure that the school work provided to the pupil will be available the day the pupil is suspended or the following school day. In addition to receiving school work for the first five (5) school days of suspension, a pupil who is subject to a suspension of six (6) or more school days must be assigned an alternative program for pupils subject to lengthy suspension (ASP). A pupil participating in an ASP is not considered to be engaging in school or school-related activities. Procedural Steps When Imposing a Suspension Where a principal (or vice-principal in circumstances of a suspension for five (5) or fewer days) has determined that it is appropriate in the circumstances to impose a suspension, the principal or viceprincipal is required to effect the following procedural steps:

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1. 2. 3. 4. 5.

Within 24 hours of the decision, the principal or vice-principal must make all reasonable efforts to orally inform the adult pupil or the pupils parent/guardian of the suspension; The principal or vice-principal must inform the pupils teacher(s) of the suspension; The principal or vice-principal in conjunction with the pupils teacher(s) must organize school work to be provided for the pupil to be completed during the duration of the pupils suspension; The principal or vice-principal must provide written notice of the suspension to the pupil, the pupils parent/guardian (unless the pupil is an adult pupil) and the superintendent; The written notice of suspension will include: a) The reason for suspension; b) The duration of the suspension, including the pupils date of return to school; c) Information about the ASP the pupil is assigned to, where the pupil is suspended for six (6) or more school days; d) Information about the right to appeal the suspension, including the relevant policies and guidelines and the contact information for the Superintendent Responsible for Student Discipline; (see suspension letter template attached as Appendix 3)

6.

Every effort should be made to include the school work with the letter of suspension to the pupil and the pupils parent/guardian (unless the pupil is an adult pupil) on the day the pupil is suspended if the letter is provided to the pupil to take home. If it is not possible to provide the letter because the pupil and/or his/her parent/guardian is not available, the letter should be mailed, couriered, faxed or emailed to the home address that day and school work should be made available for the adult pupils designate or pupils parent/guardian or designate to pick-up from the school the following school day. a) If notice is sent by mail or courier, it will be deemed to have been received on the fifth school day after it was sent. b) If notice is sent by fax or e-mail, it is deemed to have been received the first school day after it was sent.

7.

Where the incident is a serious violent incident, including a credible threat to inflict serious bodily harm or vandalism causing extensive damage to Board property or property located on Board property, consideration should be given to filling out and filing a Violent Incident Form in the pupils Ontario Student Record. (see the Boards Violent Incident Form attached as Appendix 4)

Alternative Suspension Program Where a pupil has been suspended for six (6) or more school days the pupil will be provided with school work for the first five (5) school days or until the ASP commences, whichever is earlier, and will be assigned an alternative program for pupils subject to lengthy suspension (Alternative Suspension Program or ASP). The principal or vice-principal shall communicate to the adult pupil or parent/guardian the purpose and nature of the ASP. A pupil cannot be compelled to participate in an ASP. Should the adult pupil or a pupils parent/guardian choose not to have the pupil participate in an ASP, the pupil will continue to be provided with school work consistent with the Ontario curriculum or that pupils modified or alternative curriculum to be completed at home for the duration of his/her suspension. This school work will be available at the school for pick-up by the adult pupils designate or the pupils parent/guardian or designate at regular intervals during the suspension period. In circumstances where the school work is not picked up, the principal should contact the adult pupil or the pupils parent/guardian to determine whether the school work will be picked up. The principal should record the follow-up and response. A Student Action Plan (SAP) shall be developed for every pupil subject to a suspension of six (6) or more school days who agrees to participate in an ASP.

A.P. 6-43 Page 15 of 54

Agreement or refusal to participate in an ASP may be communicated to the school orally by the adult pupil or the pupils parent/guardian. Where the adult pupil or pupils parent/guardian declines the offer to participate in an ASP, the principal or vice-principal shall record the date and time of such refusal. Planning Meeting For pupils subject to a suspension of six (6) or more school days who choose to participate in an ASP, the principal or vice-principal of the school shall hold a planning meeting for the purpose of developing the SAP. The adult pupil or pupils parent/guardian and the pupil (where appropriate) as well as any appropriate teaching and support staff will be invited to participate in the planning meeting. The adult pupil or pupils parent/guardian shall be invited for the purpose of providing input. The planning meeting will be scheduled to occur within two (2) school days of the adult pupil or the pupils parent/guardian informing the school that the pupil will participate in an ASP. If the adult pupil or the pupils parent/guardian are not available to participate in the planning meeting, the meeting will proceed in their absence and a copy of the SAP will be provided to them following the meeting.

During the planning meeting the principal or vice-principal shall review the issues to be addressed in the pupils SAP.

Student Action Plan A pupil subject to suspension for eleven (11) or more school days shall be provided with both academic and non-academic supports, which shall be identified in the pupils SAP. Pupils subject to a suspension of fewer than eleven (11) school days may be offered non-academic supports where such supports are appropriate and available. The SAP shall be developed under the direction of the principal of the school with assistance, as appropriate, from the principal of alternative programs, vice-principal of the school, guidance counsellor, special education teacher, classroom teacher, CYW and/or social worker. The principal will make every effort to complete the SAP within five (5) school days following the adult pupil or the pupils parent/guardian informing the school that the pupil will participate in an ASP. This timeline will be communicated to the adult pupil and/or the pupils parent/guardian if they are unable to attend the planning meeting for the purpose of providing input. The principal must ensure that the pupil is provided with school work until the SAP is in place.

Once completed, the SAP will be shared with the adult pupil, or the pupils parent/guardian and the pupil and all necessary staff to facilitate implementation. A copy of the SAP will be stored in the pupils Ontario Student Record until such time as it is no longer conducive to the improvement of instruction of the pupil.

The SAP will identify: 1. 2. 3. 4. 5. The incident for which the pupil was suspended; The progressive discipline steps taken prior to the suspension, if any; Any other discipline measures imposed in addition to the suspension; Any other disciplinary issues regarding the pupil that have been identified by the school; Any learning needs or other needs that might have contributed to the underlying infraction resulting in discipline;

A.P. 6-43 Page 16 of 54

6.

Any program(s) or service(s) that might be provided to address those learning or other needs; 7. The academic program to be provided to the pupil during the suspension period and details regarding how that academic program will be accessed by the pupil; 8. Where the pupil has an IEP and/or disability related needs, information regarding how the accommodations/modifications of the pupils academic program will be provided during the period of suspension; 9. The non-academic program and services to be provided to the pupil, if applicable, during the suspension and details regarding how that non-academic program and those services will be accessed; and 10. The measurable goals the pupil will be striving to achieve during the period of suspension. Suspension Appeal Process The adult pupil or the pupils parent/guardian may appeal a suspension. All suspension appeals will be received by the Superintendent Responsible for Student Discipline. ! An appeal of a suspension does not stay the suspension. ! A person who intends to appeal a suspension must give written notice of his/her intention to appeal the suspension within ten (10) school days of the commencement of the suspension. ! An individual who appeals a suspension may argue that his/her rights pursuant to the Human Rights Code have been infringed. ! In addition, a separate right to apply to the Human Rights Tribunal of Ontario exists where an individual believes his/her rights pursuant to the Human Rights Code have been infringed. ! The board must hear and/or determine the appeal within fifteen (15) school days of receiving the notice of intention to appeal (unless the parties agree to an extension). Upon receipt of written notice of the intention to appeal the suspension, the Superintendent Responsible for Student Discipline: 1. 2. Will promptly advise the school principal of the appeal; Will promptly advise the adult pupil or the pupils parent/guardian that a review of the suspension will take place and invite the appellant to contact the Superintendent Responsible for Discipline to discuss any matter respecting the incident and/or appeal of the suspension; (see the template letter at Appendix 5) Will review the suspension (reason, duration, any mitigating or other factors, whether or not the Human Rights Code should be or was appropriately applied); May consult with the principal and superintendent regarding modification or expunging the suspension; Will request a meeting with the adult pupil or the pupils parent/guardian and the principal to narrow the issues and try to effect a settlement, and arrange a date for the appeal before the Discipline Committee; Will, where a settlement is not effected, provide notice of the review decision to the adult pupil or pupils parent/guardian. (see the template letter at Appendix 6)

3. 4. 5. 6.

Where the suspension is upheld on review and the adult pupil or pupils parent/guardian chooses to continue with the appeal, the Superintendent Responsible for Student Discipline will: 1. Coordinate the preparation of a written report for the Board. This report will contain at least the following components: a) A report prepared by the principal regarding the incident, the rationale for suspension and how the principles of equity and inclusion were applied; b) A copy of the original suspension letter; c) A copy of the letter requesting the Suspension Appeal; and d) A copy of the correspondence with respect to the decision of the Superintendent Responsible for Student Discipline regarding the suspension review. 2. Inform the adult pupil or the pupils parent/guardian of the date of the Suspension Appeal, provide a guide to the process for the appeal, and a copy of the documentation that will go to the Discipline Committee. (see the letter template attached as Appendix 7)

A.P. 6-43 Page 17 of 54

3.

Ensure that the item is placed on the Discipline Committees agenda.

The parties in an appeal to the Discipline Committee shall be: 1. 2. The principal; and The adult pupil or the pupils parent/guardian, if they appealed the decision.

Suspension Appeal before the Discipline Committee of the Board Suspension appeals will be heard orally, in camera, by the Discipline Committee of Trustees. The Discipline Committee may grant a person with daily care the authority to make submissions on behalf of the pupil. An adult pupil or pupils parent/guardian may bring legal counsel, an advocate or support person with them to the appeal. 1. 2. 3. 4. 5. The appellant and/or the person with daily care will proceed first by making oral submissions and/or providing written submissions regarding the reason for the appeal and the result desired. The pupil will be asked to make a statement on his/her own behalf. The superintendent for the school and/or the principal will make oral submissions on behalf of the administration, including a response to any issues raised in the appellants submissions. The superintendent/principal may rely on the report prepared for the Discipline Committee. The appellant may make further submissions addressing issues raised in the administrations presentation that were not previously addressed by the appellant. The Discipline Committee may ask any party, or the pupil, where appropriate, questions of clarification.

Adult pupils or a pupils parent/guardian may be represented by legal counsel or attend with an advocate/agent or the support of a community member Legal counsel for the Board may be present at the appeal if the appellant is represented by legal counsel or an agent. The Discipline Committee may make such orders or give such directions at an appeal as it considers necessary for the maintenance of order at the appeal. Should any person disobey or fail to comply with any such order and/or direction, a Trustee may call for the assistance of a police officer to enforce any such order or direction. Where any party who has received proper notice of the location, date and time of the appeal fails to attend the appeal or comply with the necessary time lines, the appeal may proceed in the absence of the party and the party is not entitled to any further notice of the proceedings. The Discipline Committee will consider, based on the written and/or oral submissions of both parties, whether or not the consequence might have a disproportionate impact on a pupil protected by the Human Rights Code, including but not limited to race and disability, and/or exacerbate the pupils disadvantaged position in society and whether the decision to discipline and the discipline imposed was reasonable in the circumstances, and shall either: 1. 2. 3. 4. Confirm the suspension and its duration; or Confirm the suspension but shorten its duration and amend the record, as necessary; or Quash the suspension and order that the record be expunged; or Make such other appropriate order.

The decision of the Discipline Committee is final. The decision shall be communicated to the appellant in writing. (see the template letter at Appendix 8A and 8B) Re-Entry Following a suspension of six (6) or more school days, a re-entry meeting will be held with school and board staff, the pupil, and the pupils parent/guardian if possible, to provide positive and constructive redirection for the pupil. Where the pupil has participated in an ASP, the pupils success in achieving the goals outlined in the SAP will be reviewed with the adult pupil or the pupils parent/guardian and

A.P. 6-43 Page 18 of 54

pupil. Further programs and services might be recommended by the principal for the purpose of achieving additional or greater success in meeting the goals outlined in the SAP. Transfer to a Another School Following an incident at the school, it might be necessary to transfer to another school the pupil who has been disciplined or victim for safety reasons and/or for compliance with an Order of the Court or police restrictions. To the extent possible, the pupil who has been disciplined rather than the victim should be transferred. The decision to transfer a student to another school shall only be made by a superintendent in consultation with the sending and receiving school principals and shall be made only where it is consistent with the Human Rights Code. When it has been determined that a pupil will be transferred to another school, the principal or viceprincipal shall ensure that a Transition Plan is developed identifying any additional supports and resources required in the principal/designates opinion to ensure a successful transition, which might include where appropriate, referrals for social work support, CYW support and/or support from community agencies as well as the development of a transitional Individual Education Plan. Where the pupil has been subject to suspension, the Transition Plan shall be consistent with and coordinated with the Student Action Plan (SAP) developed for suspension purposes. The principal or vice-principal of the sending school shall invite the adult pupil or parent/guardian and the pupil, where appropriate, to a meeting with representatives from both schools for the purpose of reviewing the Transition Plan, including the timeline for transition and the provision of school work prior to transition in circumstances where the pupil is not subject to an SAP and will not be attending school during the intervening period, to obtain any necessary consents for support services, and to respond to any questions or concerns identified by the receiving school and/or the parent/guardian or pupil. Teaching and support staff of the receiving school who will be working with the pupil once the pupil has transferred should be in attendance, where possible. All individuals attending the meeting must be informed by the principal or vice-principal at the outset that the information shared during the meeting is personal information that must be kept confidential pursuant to the Municipal Freedom of Information and Protection of Privacy Act and/or Education Act. F. EXPULSION OF PUPILS

Principals are required to suspend a student for up to 20 school days if the principal believes that the student has engaged in an activity for which the student might ultimately be expelled by the school board. This provides for the removal of the student from the school while allowing the principal to investigate the incident and decide whether to recommend to the board that the student be expelled. The Education Act requires the principal to consider mitigating and other factors in determining the length of the suspension and in determining whether to recommend expulsion
The principal shall also contact the police consistent with the Police and School Response Protocol if the infraction the pupil is suspected of committing requires such contact. The principal shall consult with his or her superintendent. The enumerated activities are: 1. Possessing a weapon, including possessing a firearm or knife; 2. Using a weapon to cause or to threaten bodily harm to another person; 3. Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner; 4. Committing sexual assault; 5. Trafficking in weapons, illegal and/or restricted drugs; 6. Committing robbery; 7. Giving alcohol to a minor; 8. Any other activity for which a pupil may be expelled under a policy of a board.

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Mitigating Factors and Other Factors The Education Act requires the principal to consider mitigating and other factors in determining the length of the suspension and in determining whether to recommend expulsion. The principal will make every effort to consult with the pupil, where appropriate, and the pupils parent/guardian, if the pupil is not an adult pupil, to assist to identify whether any mitigating factors might apply in the circumstances. However, despite consultation, the identification of mitigating and other factors remains the responsibility of the principal. The mitigating factors to be considered by the principal in determining the length of the suspension and in determining whether to recommend expulsion are:
1. 2. 3. Whether the pupil has the ability to control his or her behaviour; Whether the pupil has the ability to understand the foreseeable consequences of his or her behaviour; and Whether the pupils continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school.

Where the pupil is able to control his/her behaviour and is able to understand the foreseeable consequences of his/her behaviour, the principal or vice-principal shall consider whether the following factors mitigate the length of the suspension or the decision to recommend expulsion as a form of discipline for the pupil: 1. The pupils academic, discipline and personal history; 2. Whether progressive discipline has been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure; 3. Whether the infraction for which the pupil might be disciplined was related to any harassment of the pupil because of race, ethnic origin, religion, creed, disability, gender or gender identity, sexual orientation or other immutable characteristic or harassment for any other reason; 4. The impact of the discipline on the pupils prospects for further education; 5. The pupils age; 6. Where the pupil has an IEP or disability related needs, a. Whether the behaviour causing the incident was a manifestation of the pupils disability; b. Whether appropriate individualized accommodation has been provided to the point of undue hardship; and c. Whether a suspension is likely to result in aggravating or worsening the pupils behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct; and 7. Whether or not the pupils continuing presence at the school creates an unacceptable risk to the safety of anyone in the school.

A.P. 6-43 Page 20 of 54

An exclusion from the school pursuant to section 265(1)(m) of the Education Act shall only be effected in accordance with the Education Act, the Boards Exclusion Policy and Exclusion Procedures and consistent with the Human Rights Code. A pupil shall not be excluded from the school pursuant to section 265(1)(m) of the Education Act as a disciplinary measure.

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PPM 145 (page 4) states that if a principal does decide that it is necessary to exclude a student from the school, he or she is expected to notify the students parents of the circumstances of the exclusion as soon as possible, and to inform them of their right to appeal under clause 265(1)(m).
Suspension Pending Recommendation for Expulsion

If the pupil is suspended pending an investigation to determine whether expulsion will be recommended, mitigating and other factors must be considered in determining the length of the suspension which can be for one (1) to (20) twenty school days. The Education Act requires the principal to consider mitigating and other factors in determining the length of the suspension.
Procedural Steps When Imposing a Suspension When imposing a suspension the principal is required to affect the following procedural steps: 1. 2. 3. Within 24 hours of the decision, the principal must make all reasonable efforts to orally inform the adult pupil or the pupils parent/guardian of the suspension; The principal must inform the pupils teacher(s) of the suspension; The principal must provide written notice of the suspension to the adult pupil or the pupils parent/guardian and pupil and the superintendent. The written notice of suspension will include: a) The reason for suspension; b) The duration of the suspension; c) Information about the program for suspended pupils the pupil is assigned to; d) Information about the investigation the principal is conducting to determine whether to recommend expulsion; e) A statement that there is no immediate right to appeal the suspension. Any appeal must wait until the principal decides whether to recommend an expulsion, and if the principal decides not to recommend an expulsion, a statement that the suspension may be appealed to the Discipline Committee, and if the principal decides to recommend an expulsion that the suspension may be addressed at the expulsion hearing. (see the template letter at Appendix 9) Every effort should be made to include the school work with the letter of suspension to the pupil and the pupils parent/guardian (unless the pupil is an adult pupil) on the day the pupil is suspended if the letter is provided to the pupil to take home. If it is not possible to provide the letter because the pupil and/or his/her parent/guardian is not available, the letter should be mailed, couriered, faxed or emailed to the home address that day and school work should be made available for the adult pupils designate or the pupils parent/guardian or designate to pickup from the school the following school day. If notice is sent by mail or courier, it will be deemed to have been received on the fifth school day after it was sent. If notice is sent by fax or e-mail, it is deemed to have been received the first school day after it was sent. Where the incident is a serious violent incident, such as possession of weapons, physical assault causing serious bodily harm, sexual assault, robbery, extortion or hate motivated violence, consideration should be given to filling out and filing a Violent Incident Form in the pupils Ontario Student Record. (see the Boards Violent Incident Form attached as Appendix 4)

4.

5.

Alternative Suspension Program Where a pupil has been suspended pending an investigation to determine whether to recommend an expulsion, the pupil will be assigned an alternative program for pupils subject to lengthy suspension (ASP). The principal or vice-principal shall communicate to the adult pupil or the pupils parent/guardian the purpose and nature of the ASP.

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A pupil cannot be compelled to participate in an ASP. Should the adult pupil or the pupils parent/guardian choose not to have the pupil participate in an ASP, the pupil will be provided with school work consistent with the Ontario curriculum or that pupils modified and/or alternative curriculum to be completed at home for the duration of his/her suspension. This school work will be available at the school for pick-up by the adult pupils designate or the pupils parent/guardian or a designate at regular intervals during the suspension period beginning the school day after the adult pupil or the pupils parent/guardian refuses to participate in an ASP. A Student Action Plan (SAP) will be developed for every pupil who agrees to participate in an ASP. Agreement or refusal to participate in an ASP may be communicated to the school orally by the adult pupil or the pupils parent/guardian. Where the pupil or his/her parent/guardian declines the offer to participate in an ASP, the principal shall record the date and time of such refusal. Planning Meeting For pupils subject to a suspension pending an investigation to determine whether to recommend an expulsion who choose to participate in an ASP, the principal of the school or designate will hold a planning meeting for the purpose of developing the SAP. The adult pupil or the pupils parent/guardian and pupil (where appropriate) as well as any appropriate teaching and support staff will be invited to participate in the planning meeting. The planning meeting will be scheduled to occur within two (2) school days of the adult pupil or the pupils parent/guardian informing the school that the pupil will participate in an ASP. If the adult pupil or the pupils parent/guardian are not available to participate in the planning meeting, the meeting will proceed in their absence and a copy of the SAP will be provided to them following the meeting.

During the planning meeting the principal or vice-principal shall review the issues to be addressed in the pupils SAP.

Student Action Plan A pupil subject to suspension pending an investigation to determine whether to recommend an expulsion will be provided with both academic and non-academic supports, which will be identified in the pupils SAP. The SAP will be developed under the direction of the principal of the school with assistance, as appropriate, from the principal of alternative programs, vice-principal of the school, guidance counsellor, special education teacher, classroom teacher, CYW and/or social worker. The principal will make every effort to complete the SAP within five (5) school days following the adult pupil or the pupils parent/guardian informing the school that the pupil will participate in an ASP. This timeline will be communicated to the adult pupil or the pupils parent/guardian if they are unable to attend the planning meeting for the purpose of providing input. Once completed, the SAP will be shared with the adult pupil or the pupils parent/guardian and pupil and all necessary staff to facilitate implementation. A copy of the SAP will be stored in the pupils Ontario Student Record until such time as it is no longer conducive to the improvement of instruction of the pupil. The SAP will identify: 1. 2. The incident for which the pupil was suspended; The progressive discipline steps taken prior to the suspension, if any;

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3. 4. 5.

Any other progressive discipline measures imposed in addition to the suspension; Any other disciplinary issues regarding the pupil that have been identified by the school; Any learning needs or other needs that might have contributed to the underlying infraction resulting in discipline; 6. Any program(s) or service(s) that might be provided to address those learning or other needs; 7. The academic program to be provided to the pupil during the suspension period and details regarding how that academic program will be accessed by the pupil; 8. Where the pupil has an IEP or disability related needs, information regarding how the accommodations/modifications of the pupils academic program will be provided during the period of suspension; 9. The non-academic program and services to be provided to the pupil, if applicable, during the suspension and details regarding how that non-academic program and those services will be accessed; and 10. The measurable goals the pupil will be striving to achieve during the period of suspension. Principal's Investigation The principal shall conduct an investigation promptly following the suspension of the pupil to determine whether to recommend to the Discipline Committee that the pupil be expelled. As part of the investigation, the principal will consult with the superintendent and/or Superintendent Responsible for Student Discipline regarding any issues of process and/or timing for conducting the investigation, which must be completed at the earliest opportunity as well as the substantive decision whether or not to recommend that the pupil be expelled. Before referring a pupil to the Discipline Committee of the Board for expulsion, the administration shall consider whether or not the recommendation might have a disproportionate impact on a pupil protected by the Human Rights Code, including but not limited to race and disability, and/or exacerbate the pupils disadvantaged position in society, and whether or not accommodation is required. Should the decision be made to refer the pupil to the Discipline Committee with a recommendation for expulsion, the pupil must be referred to and dealt with by the Discipline Committee within twenty (20) school days from the date of suspension (unless timelines are extended on consent). Any police investigation will be conducted separately from the principal's inquiry. As part of the investigation, the principal shall: 1. 2. 3. 4. 5. Make all reasonable efforts to speak with the adult pupil or the pupils parent/guardian and the pupil; Include interviews with witnesses who the principal determines can contribute relevant information to the investigation; Make every reasonable effort to interview any witnesses suggested by the pupil, or the pupils parent/guardian; and Consider the mitigating and other factors when determining whether to recommend to the Discipline Committee that the pupil be expelled. Consider whether or not the pupil is protected by the Human Rights Code, including but not limited to race and disability, and/or is in a disadvantaged position in society, and evaluate the appropriateness of the accommodation if any was provided.

Mitigating Factors The mitigating factors to be considered by the principal before deciding whether to recommend an expulsion are: 1. 2. 3. Whether the pupil has the ability to control his or her behaviour; Whether the pupil has the ability to understand the foreseeable consequences of his or her behaviour; and Whether the pupils continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school.

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Other Factors to be Considered Where the pupil is able to control his/her behaviour and/or is able to understand the foreseeable consequences of his/her behaviour, the principal will consider whether the following factors mitigate the length of a suspension and whether the pupil should be referred to the Discipline Committee on a recommendation for expulsion. 1. 2. 3. The pupils academic, discipline and personal history; Whether progressive discipline has been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure; Whether the infraction for which the pupil might be disciplined was related to any harassment of the pupil because of race, ethnic origin, religion, creed, disability, gender or gender identity, sexual orientation or any other immutable characteristic or harassment for any other reason; The impact of the discipline on the pupils prospects for further education; The pupils age; Where the pupil has an IEP or disability related needs, a) Whether the behaviour causing the incident was a manifestation of the pupils disability; b) Whether appropriate individualized accommodation has been provided to the point of undue hardship; and c) Whether a suspension is likely to result in aggravating or worsening the pupils behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct; and 6. Whether or not the pupils continuing presence at the school creates an unacceptable risk to the safety of anyone in the school.

4. 5. 6.

Progressive Discipline In reviewing whether progressive discipline approach(es) has/have been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure, the principal will consider the following: 1. Whether the teacher, principal or vice-principal has utilized preventative strategies and positive practices. Preventative practices include: Human Rights strategy pursuant to PPM 119 Anti-bullying and violence prevention programs; Mentorship programs; Student success strategies; Character education; Citizenship development; Student leadership; and Promoting healthy student relationships; and Promoting healthy lifestyles.

Positive behaviour management practices include: Program modifications or accommodations; Class placement; Positive encouragement and reinforcement; Individual, peer and group counselling; Conflict resolution / Dispute resolution;

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 2.

Mentorship programs; Promotion of healthy student relationships Sensitivity programs; Safety Plans; School, Board and community support programs; and Student success strategies.

Whether the teacher, principal or vice-principal has utilised early and/or ongoing intervention strategies to prevent unsafe or inappropriate behaviours, such as: contact with the pupils parent(s)/guardian(s); oral reminders; review of expectations; written work assignments with a learning component; assigning the pupil to volunteer services to the community; conflict mediation and resolution; peer mentoring; referral to counselling; and/or consultation between two (2) or more of the parties.

3.

Whether the principal or vice-principal has used a progressive discipline approach to address inappropriate behaviour for which a suspension could have been imposed, such as: meeting(s) with the pupils parent(s)/guardian(s), pupil, and principal; referral of pupil to a community agency for anger management or substance abuse counselling; detentions; withdrawal of privileges; withdrawal from class; restitution for damages; restorative practices; and/or transfer to another class or school.

Consultation Before making a decision the principal will make every effort to consult with the pupil and the pupils parent/guardian (unless the pupil is an adult pupil). Decision Not to Recommend Expulsion Following the investigation and consideration of the mitigating and other factors and the application of the Code, if the principal decides not to recommend to the Discipline Committee that the pupil be expelled, the principal must: 1. 2. 3. 4. Consider whether progressive discipline is appropriate in the circumstances; Uphold the suspension and its duration; Uphold the suspension and shorten its duration and amend the record accordingly; or Withdraw the suspension and expunge the record.

If the principal has decided not to recommend an expulsion of the pupil, the principal will provide written notice of this decision to the adult pupil or the pupils parent/guardian and pupil. The notice shall include: 1. 2. 3. A statement of the principals decision not to recommend expulsion to the Discipline Committee; A statement indicating whether the suspension has been upheld, upheld and shortened, or withdrawn; If the suspension has been upheld or upheld and shortened, information about the right to appeal the suspension to the Discipline Committee, including: a) A copy of the Board policies and guidelines regarding suspension appeals; b) Contact information for the Superintendent Responsible for Student Discipline;

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c)

A statement that written notice of an intention to appeal must be given within five (5) school days following receipt by the party of notice of the decision not to recommend expulsion; or d) If the length of the suspension has been shortened, notice that the appeal from the shortened length of the suspension. (see the template letter at Appendix 10) Recommendation to the Board for an Expulsion Hearing If a principal, in consultation with the superintendent, determines that a referral for expulsion is warranted, the principal must refer the recommendation for expulsion to the Discipline Committee to be heard within twenty (20) school days from the date the principal suspended the pupil, unless the parties to the expulsion hearing agree upon a later date. For the purposes of the expulsion proceeding, the principal will: 1. Prepare a report to be submitted to the Discipline Committee and provide the report to the pupil and the pupils parent or guardian (unless the pupil is an adult pupil) prior to the hearing. The report will include; a) A summary of the findings the principal made in the investigation; b) An analysis of which, if any, mitigating or other factors or Human Rights Code related grounds might be applicable; c) A recommendation of whether the expulsion should be from the school or from the Board; and d) A recommendation regarding the type of school that would benefit the pupil if the pupil is subject to a school expulsion, or the type of program that might benefit the pupil if the pupil is subject to a Board expulsion. Provide written notice of the expulsion hearing to the adult pupil or the pupils parent/guardian and pupil. The notice shall include: a) A statement that the pupil is being referred to the Discipline Committee to determine whether the pupil will be expelled for the activity that resulted in suspension; b) A copy of the Boards guidelines and rules governing the hearing before the Discipline Committee; c) A copy of the Board Code of Conduct and school Code of Conduct; d) A copy of the suspension letter; e) A statement that the pupil and/or his or her parent/guardian has the right to respond to the principals report in writing; f) Information about the procedures and possible outcomes of the expulsion hearing, including that: 1. If the Discipline Committee does not expel the pupil they will either confirm, confirm and shorten, or withdraw the suspension; 2. Parties have the right to make submissions with respect to the suspension; 3. Any decision with respect to the suspension is final and cannot be appealed; 4. If the pupil is expelled from the school, they will be assigned to another school; 5. If the pupil is expelled from the Board, they will be assigned to a program for expelled pupils; 6. If the pupil is expelled there is a right of appeal to the Child and Family Services Review Board. g) The name and contact information for the Superintendent Responsible for Student Discipline. (see the template letter at Appendix 11) The Superintendent will: 1. 2. Advise the Superintendent Responsible for Student Discipline and the Trustee(s) for the school involved of the general details of the incident, including actions taken or pending; and Submit the principals Report for the Discipline Committee to the Superintendent Responsible for Student Discipline.

2.

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The Superintendent Responsible for Student Discipline: 1. may arrange a meeting with the adult pupil or the pupils parent/guardian and pupil and the principal, as appropriate. a. If a meeting is arranged, the Superintendent Responsible for Student Discipline will review the Discipline Committee process for expulsion hearings, as well as respond to any questions or concerns the pupil or the pupils parent/guardian may have regarding the process or incident; and b. If a meeting is arranged, during the meeting the Superintendent Responsible for Student Discipline may assist to narrow the issues and identify agreed upon facts. will prepare a package of documents for the Discipline Committee, which will include at least the following components: a. a copy of the Principals Report; and b. a copy of the original suspension letter and the notice of expulsion sent to the adult pupil or pupils parent/guardian. will inform the adult pupil or the pupils parent/guardian of the date and location of the expulsion hearing, will provide a copy of the Expulsion Hearing Rules, and a copy of the documentation to go to the Discipline Committee. Will ensure that the item is placed on the Discipline Committee agenda.

2.

3. 4.

Hearing before the Discipline Committee If the principal recommends expulsion, the Discipline Committee shall hold a hearing. Parties before the Discipline Committee will be: 1. 2. The principal; and The adult pupil or the pupils parent/guardian.

If a pupil is not a party, s/he has the right to be present at the expulsion hearing and to make submissions on his/her own behalf. The Discipline Committee may grant a person with daily care the authority to make submissions on behalf of the pupil. An adult pupil or pupils parent/guardian may bring legal counsel, and advocate or support person with them to the expulsion hearing. The hearing will be conducted in accordance with the Rules of the Discipline Committee and the Guideline for Expulsion Hearings: 1. 2. 3. The Discipline Committee shall consider oral and written submissions, if any, of all parties; The Discipline Committee shall consider whether or not the Human Rights Code should be applied in the circumstances to mitigate the discipline, if any; The Discipline Committee shall solicit and consider the views of all parties with respect to whether, if an expulsion is imposed, the expulsion should be a school expulsion or a Board expulsion; The Discipline Committee shall solicit and consider the views of all parties with respect to whether, if an expulsion is not imposed, the suspension should be confirmed, shortened or withdrawn; and Such other matters as the Discipline Committee considers appropriate.

4.

5.

In determining whether to impose an expulsion the Discipline Committee shall consider the following factors: 1. The mitigating and other factors: a. Whether the pupil has the ability to control his or her behaviour; b. Whether the pupil has the ability to understand the foreseeable consequences of his or her behaviour; c. Whether the pupils continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school;

A.P. 6-43 Page 28 of 54

d. e. f.

g. h. i.

j. 2. 3. 4. 5.

The pupils academic, discipline and personal history; Whether progressive discipline has been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure; Whether the infraction for which the pupil might be disciplined was related to any harassment of the pupil because of race, ethnic origin, religion, creed, disability, gender or gender identity, sexual orientation or any other immutable characteristic or harassment for any other reason; The impact of the discipline on the pupils prospects for further education; The pupils age; Where the pupil has an IEP or disability related needs, i. Whether the behaviour causing the incident was a manifestation of the pupils disability; ii. Whether appropriate individualized accommodation has been provided to the point of undue hardship; and iii. Whether an expulsion is likely to result in aggravating or worsening the pupils behaviour or conduct or whether an expulsion is likely to result in a greater likelihood of further inappropriate conduct; and Whether or not the pupils continuing presence at the school creates an unacceptable risk to the safety of anyone in the school.

The application of the Ontario Human Rights Code. The submissions and views of the parties. Any written response to the principals report provided before the completion of the hearing; and Whether or not the expulsion might have a disproportionate impact on a pupil protected by the Human Rights Code, including but not limited to race and disability, and/or exacerbate the pupils disadvantaged position in society, and whether or not accommodation is required in the circumstances. Such matters as the Discipline Committee considers appropriate.

6.

Where there is a conflict in the evidence presented by the parties on the issue of whether the pupil committed the infraction, the Discipline Committee may request further evidence as set out in the Expulsion Hearing Rules, subject to the requirement that the hearing take place within twenty (20) school days, or the Discipline Committee may assess the evidence and determine whether, on a balance of probabilities, it has been established that it is more probable than not that the pupil committed the infraction. No Expulsion If the Discipline Committee decides not to expel the pupil, the Discipline Committee shall take the submissions of the parties into account, including mitigating and other factors, in determining whether to: 1. Consider whether other progressive discipline is appropriate in the circumstances; 2. Uphold the suspension and its duration; 3. Uphold the suspension and shorten its duration and amend the record accordingly; 4. Quash the suspension and expunge the record such that no record of the suspension remains in the Ontario Student Record; or 5. Make such other orders as the Discipline Committee considers appropriate. The Discipline Committee shall give written notice to all parties of the decision not to impose an expulsion and the decision with respect to the suspension.

The Discipline Committees decision with respect to the suspension is final. (see Appendices 13A and 13B)

A.P. 6-43 Page 29 of 54

Expulsion In the event the Discipline Committee decides to impose an expulsion on the pupil, the Discipline Committee must decide whether to impose a Board expulsion or a school expulsion. In determining the type of the expulsion, the Discipline Committee shall consider the following factors: 1. The mitigating and other factors: a. Whether the pupil has the ability to control his or her behaviour; b. Whether the pupil has the ability to understand the foreseeable consequences of his or her behaviour; c. Whether the pupils continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school; d. The pupils academic, discipline and personal history; e. Whether progressive discipline has been attempted with the pupil, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure; f. Whether the infraction for which the pupil might be disciplined was related to any harassment of the pupil because of race, ethnic origin, religion, creed, disability, gender or gender identity, sexual orientation or any other immutable characteristic or harassment for any other reason; g. The impact of the discipline on the pupils prospects for further education; h. The pupils age; i. Where the pupil has an IEP or disability related needs, i. Whether the behaviour causing the incident was a manifestation of the pupils disability; ii. Whether appropriate individualized accommodation has been provided to the point of undue hardship; and iii. Whether a school or Board expulsion is likely to result in aggravating or worsening the pupils behaviour or conduct or whether it is likely to result in a greater likelihood of further inappropriate conduct; and j. Whether or not the pupils continuing presence at the school creates an unacceptable risk to the safety of anyone in the school; The application of the Ontario Human Rights Code; All submissions and views of the parties; Any written response to the principals report provided before the completion of the hearing; Whether or not the type of expulsion might have a disproportionate impact on a pupil protected by the Human Rights Code, including but not limited to race and disability, and/or exacerbate the pupils disadvantaged position in society, and whether or not accommodation is required in the circumstances; and Such other matters as the Discipline Committee considers appropriate.

2. 3. 4. 5.

6.

Where the Discipline Committee decides to impose a school expulsion, then the Discipline Committee must assign the pupil to another school. The requirements of school transfers set out in these procedures shall apply. Where the Discipline Committee decides to impose a Board expulsion, then the Discipline Committee must assign the pupil to a program for expelled pupils. The Discipline Committee must promptly provide written notice of the decision to expel the pupil to all parties, and the pupil, if he or she was not a party. The written notice shall include: 1. 2. 3. 4. The reason for the expulsion; A statement indicating whether the expulsion is a school expulsion or a Board expulsion; Information about the school or program to which the pupil has been assigned; and Information about the right to appeal the expulsion, including the steps to be taken. (see the template letters at Appendix 13A and 13B) Once the principal of alternative programs has received notice that a pupil has been expelled, s/he must create a SAP in a manner consistent with the Boards policy and procedures for programs for expelled pupils.

A.P. 6-43 Page 30 of 54

An expelled pupil is a pupil of the Board, even where s/he attends a program for expelled pupils at another school board, unless s/he does not attend the program or registers at another school board. Re-entry Requirements Following an Expulsion A pupil who is subject to a Board expulsion is entitled to apply in writing for re-admission to a school of the Board once s/he has successfully completed a program for expelled pupils and has satisfied the objectives required for completion of the program, as determined by the person who provides the program. The Board shall re-admit the pupil and inform the pupil in writing of the re-admission. A pupil who is subject to a school expulsion may apply in writing to the Board to be re-assigned to the school from which s/he was expelled. 1. 2. 3. 4. The Board will consider whether re-attendance will have a negative impact on the school climate, including on any victims, where applicable; The pupil will be required to demonstrate that they have learned from the incident and have sought counselling, where appropriate; The pupil will be required to sign a Declaration of Performance form provided by the Board (Appendix 12); Following consideration of the principles of equity and inclusion, the Board, in its sole discretion, may determine that a different school than the one from which the pupil was expelled is a more appropriate placement for the pupil.

Appeal of Board Decision to Expel The adult pupil or the pupils parent/guardian may appeal a Board decision to expel the pupil to the Child and Family Services Review Board. The Child and Family Services Review Board is designated to hear and determine appeals of school Board decisions to expel pupils. N N An individual who appeals an expulsion may argue that his/her rights pursuant to the Human Rights Code have been infringed. In addition, a separate right to apply to the Human Rights Tribunal of Ontario exists where an individual believes his/her rights pursuant to the Human Rights Code have been infringed.

The decision of the Child and Family Services Review Board is final. G. EXCLUSION

A pupil shall not be excluded from the school pursuant to section 265(1)(m) of the Education Act as a disciplinary measure, as an alternative to discipline. An exclusion from the school pursuant to section 265(1)(m) of the Education Act shall only be effected in accordance with the Education Act, the Boards Exclusion Policy and Exclusion Procedures and consistent with the Human Rights Code.

PPM 145 (page 4) states that if a principal does decide that it is necessary to exclude a student from the school, he or she is expected to notify the students parents of the circumstances of the exclusion as soon as possible, and to inform them of their right to appeal under clause 265(1)(m).
A pupil is NOT excluded from a class or from the school pursuant to section 265(1)(m) of the Education Act in circumstances where the parent/guardian and the principal, in consultation with the superintendent, AGREE that, as an accommodation and in the best interests of the pupil, the pupils educational program should be modified such that the pupil is not participating in one or more specific

A.P. 6-43 Page 31 of 54

class(es) or is excused from attending school for part or all of the school day during a specific period of time and/or during a specific school event or series of school events. A pupil is NOT excluded from a class pursuant to section 265(1)(m) of the Education Act by virtue of serving a detention or in-school suspension in another part of the school as part of progressive discipline that has been imposed by the principal or designate. H. MONITORING & REVIEW

Schools and their Safe Schools Teams have an important role in assisting with monitoring, review and improvement of the effectiveness of safe schools policies and procedures. Every two years schools are required to address issues of bullying, gender based violence, homophobia, sexual, racial and disability related harassment and inappropriate sexual behaviour in their school improvement plans and to evaluate the effectiveness of safe schools policies, procedures and programs through the use of school climate surveys. Climate surveys shall be conducted by the school every two years to provide parents, school staff and pupils with an opportunity to anonymously evaluate and communicate their perception of school safety. Climate surveys shall included questions about bullying, harassment related to immutable characteristics including those protected by the Human Rights Code, gender-based violence, and sexual assault. Where possible, climate surveys shall be made available to pupils with cognitive disabilities in a form that might provide them with an opportunity to identify their perception of their safety. Pupils with other special needs shall be accommodated in order to provide them with an opportunity to respond to the climate survey. The results of climate surveys shall be shared with Safe School Teams in order to assist the Teams to build strategies in school improvement plans to improve the school climate deficits identified. Safe School Teams must include one non-teaching staff member and the chair of the team must be a staff member, and may be the principal or vice-principal. I. DELEGATION OF AUTHORITY

Whenever possible, the Board will attempt to have an administrator present on school property. A principal may delegate authority for discipline matters to a vice-principal or teacher-in-charge in accordance with the Boards procedures. A delegation of authority to a teacher-in-charge will only come into effect if there are no administrators present on school property. Those who are delegated authority for discipline matters must respect and implement their duties and decisions as required by the Education Act, Board policies and procedures and the Human Rights Code of Ontario. Delegation of Authority to a Vice-Principal Vice-principals may be delegated authority by the principal to receive oral and written reports of suspension and expulsion infractions from Board employees and transportation providers in accordance with this procedure, and to report infractions to the Police in accordance with the Police and School Response Protocol. Vice-principals may be delegated authority by the principal to conduct an investigation and/or inquiry when an infraction has occurred requiring further information before further action can be taken. A vice-principal may be delegated authority to consider and implement progressive discipline measures following the investigation of an incident, which has occurred on school property, or during a school activity or in circumstances having an impact on the school climate and that by its nature does not require the principal to consider imposing a suspension and does not require the principal to consider imposing a suspension pending an inquiry for the purposes of recommending an expulsion. A vice-principal may be delegated authority to impose a suspension of five (5) or fewer days in accordance with these procedures.

A.P. 6-43 Page 32 of 54

A vice-principal may be delegated authority to create and facilitate all aspects of the Student Action Plan process when a pupil has been suspended for five (5) or more days or when a pupil who is referred to the Discipline Committee of the Board for expulsion. A vice-principal may be delegated authority to notify a parent/guardian of a pupil who has been the victim of an incident in accordance with the notification provisions outlined in these procedures, including an incident that might lead to a suspension or recommendation for expulsion. The viceprincipal may communicate the supports being provided for the victim, such as a Safety Plan, as well as any other Board and community supports in accordance with these procedures. A vice-principal may be delegated authority to develop a victims Safety Plan. A vice-principal may be delegated authority to develop a Transition Plan for a pupil where a decision has been made by the superintendent in consultation with the principal and consistent with the Human Rights Code that the pupil must be transferred to another school in accordance with these procedures following an incident. The vice-principal may also be delegated responsibility for organizing and conducting the transfer meeting. Authority delegated to the vice-principal shall be identified in writing in documentation identifying all of the vice-principals responsibilities and duties within the school, and may include one or more of the following: 1. receive reports about suspension and expulsion infractions from Board employees and transportation providers; 2. contact police in accordance with the Police and School Response Protocol; 3. conduct investigations and inquiries; 4. consider and implement progressive discipline measures; 5. impose suspensions of between one (1) and five (5) days; 6. develop and implement Student Action Plans; 7. notify a parent/guardian of a pupil who has been the victim of an incident; 8. develop a Safety Plan; 9. develop a Transition Plan; and 10. organize and be responsible for a school transfer meeting. The principal may delegate the performance of one or more of the above noted responsibilities to a vice-principal to be performed by the vice-principal despite the principals presence in the school. Despite authority to conduct investigations and inquiries, as noted above, where, in the viceprincipals opinion, the allegations might attract discipline requiring a suspension of five (5) or more days, the vice-principal shall consult with and/or receive direction from the principal. A vice-principal may not be delegated the power to impose a suspension of more than five (5) days or make the final decision with respect to recommending to the Board that a pupil be expelled. Delegation of Authority to Teacher-In-Charge A teacher-in-charge may be delegated authority by the principal to receive reports about suspension and expulsion infractions from Board employees and transportation providers, in which case, the teacher-in-charge shall at the earliest opportunity inform the principal. A teacher-in-charge may be delegated authority to contact the police in an emergency or in the event of an incident requiring police involvement in accordance with the Police and School Response Protocol. A teacher-in-charge may be delegated authority by the principal to collect relevant information when an infraction has occurred. When it appears that the incident might attract discipline in the form of suspension or expulsion, the teacher-in-charge shall NOT proceed to investigate, but shall at the earliest opportunity provide the principal with a detailed written and oral account of the steps taken and information determined up to that point. All incidents on school property occurring during a school related activity or having an impact on school climate that might result in suspension or suspension and a recommendation for expulsion shall be reported by the teacher-in-charge to the principal at the earliest opportunity.

A.P. 6-43 Page 33 of 54

A teacher-in-charge shall NOT be delegated authority to share with the parent/guardian of a victim the name of the suspected perpetrators and/or the discipline measures that might be taken by the school to address the infraction. The teacher-in-charge may be delegated authority to follow up appropriately following the investigation of an incident, which has occurred on school property, during a school activity, or in circumstances having an impact on the school climate, that by its nature does not require the principal to consider imposing a suspension and does not require the principal to consider imposing a suspension pending an inquiry for the purposes of recommending an expulsion. A teacher-in-charge shall not be delegated authority to suspend a pupil. If at any time the teacher-in-charge is uncertain or uncomfortable about the duties that have been delegated and/or the possible application of the Human Rights Code, s/he should take immediate steps to contact an administrator. In emergency circumstances, where an administrator is not available, the teacher-in-charge shall contact the emergency administrator who has been identified as a resource. Written notice identifying the authority being delegated to the teacher-in-charge, the timeframe for the delegation of the authority and the resources available to the teacher in charge must be provided in the form attached as Appendix 2. When a teacher-in-charge has been identified to assume duties for a particular timeframe, communication by internal electronic mail shall be provided to all staff members of the school, who are anticipated to be in attendance during the particular timeframe, identifying the name of the teacher-in-charge and the timeframe for the administrations absence.

A.P. 6-43 Page 34 of 54

Appendix 1A: Safe Schools Incident Reporting Form Part I Report No:________ 1. Name of Student(s) Involved (if known) 2. Location of Incident
(check one)

CONFIDENTIAL SAFE SCHOOLS INCIDENT REPORTING FORM PART 1 _________________________________________________________________ __________________________________________________________________ At a location in the school or on school property (please specify) __________________________________________________________________ At a school-related activity (please specify) __________________________________________________________________ On a school bus (please specify route number) __________________________________________________________________ Other (please specify) __________________________________________________________________

3. Time of Incident 4. Type of Incident

(Check all that apply)

Date: ___________________ Time: ________________________ Activities for which suspension must be considered under section 306(1) of the Education Act Uttering a threat to inflict serious bodily harm on another person possessing alcohol or illegal drugs Being under the influence of alcohol Swearing at a teacher or at another person in a position of authority Committing an act of vandalism that causes extensive damage to school property at the students school or to property located on the premises of the students school Bullying Any other activity for which a student may be expelled under board policy Any act considered by the principal to be injurious to the moral tone of the school act considered by the principal to be injurious to the physical or mental wellbeing of any member of the school community Any act considered by the principal to be contrary to the Board or school Code of Conduct

Activities for which expulsion must be considered under section 310(1) of the Education Act Possessing a weapon, including possessing a firearm Using a weapon to cause or to threaten bodily harm to another person Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner Committing sexual assault Trafficking in weapons or in illegal drugs Committing robbery Any other activity for which a student may be expelled under board policy An act considered by the principal to be significantly injurious to the moral tone of the school and/or to the physical or mental well-being of others A pattern of behaviour that is so inappropriate that the pupil's continued presence is injurious to the effective learning and/or working environment of others Activities engaged in by the pupil on or off school property that cause the pupil's continuing presence in the school to create an unacceptable risk to the physical or mental well-being of other person(s) in the school or Board Activities engaged in by the pupil on or off school property that have caused extensive damage to the property of the Board or to goods that are/were on

A.P. 6-43 Page 35 of 54

Board property The pupil has demonstrated through a pattern of behaviour that s/he has not prospered by the instruction available to him or her and that s/he is persistently resistant to making changes in behaviour which would enable him or her to prosper Any act considered by the principal to be a serious violation of the requirements for pupil behaviour and/or a serious breach of the Board or school Code of Conduct Where a pupil has no history of discipline or behaviour intervention, or no relevant history, a single act, incident or infraction considered by the principal to be a serious violation of the expectations of pupil behaviour and/or a serious breach of the Board or school Code of Conduct. 5. Report Submitted By: Name: _________________________________________________________________________ Signature: _________________________________________________ Date: _____________________________________ Contact Information: Location: ______________________________ Telephone: _________________________________

A.P. 6-43 Page 36 of 54

Appendix 1B: Safe Schools Incident Reporting Form Part II SAFE SCHOOLS INCIDENT REPORTING FORM PART II ACKNOWLEDGEMENT OF RECEIPT

Report No: ________________________ Report Submitted By: Name: ________________________________________________ Date: __________________________ Action Taken No Action Required

Name of Principal: _______________________________________ Signature: ___________________________________________________________ Date: _______________________________ Note: Only Part II is to be given to the person who submitted the report.

A.P. 6-43 Page 37 of 54

Appendix 2 Delegation of Authority Teacher-In-Charge

Bruce-Grey Catholic District School Board

Delegation of Authority - Teacher in Charge

To: From: Date: Re:

[insert name of teacher-in-charge] [insert name of administrator] [insert date] Delegation of Authority

You will be delegated authority as teacher-in-charge pursuant to section 300.1(1)(b), consistent with this memo on the dates set out below and initialled by me. During the specified dates, the principal will be away from the school. [Where applicable] The principal can be reached by cell phone at [insert cell #]. The superintendent of education / supervisory officer may be reached at [insert cell #]. The emergency superintendent of education / supervisory officer may be reached at [insert phone #] or, in the alternative, the principal of [insert name of school], [insert individuals name] may be reached at [insert number]. As part of the duties of teacher-in-charge, you are being delegated responsibility for the following: 1) receiving reports from Board employees and transportation providers about serious incidents for which suspensions or a recommendation to expel might be made and communicating this information to an administrator at the earliest opportunity; assisting the principal in determining whether a suspension or expulsion might be considered by collecting relevant information; reporting incidents for which a suspension or expulsion might be considered to an administrator at the earliest opportunity; contacting the principal or superintendent in the case where a student(s) has been harmed/injured so that the principal or superintendent may contact the parent / guardian of the student(s); for incidents that are unlikely to lead to a suspension or expulsion as a consequence, following up, as appropriate, with the students involved; contacting the police in an emergency and as soon as practicable, contacting the principal or designate; contacting the police in accordance with the Police and School Response Protocol.

2) 3) 4)

5) 6) 7)

You must exercise your authority in accordance with the Education Act, Board policies and procedures, including the principles of equity set out in Ontarios Equity and Inclusive A.P. 6-43 Page 38 of 54

Education Strategy and the Human Rights Code of Ontario, which has primacy over the Education Act and the Board policies and procedures.. Your authority with respect to these matters shall cease upon the return to the school of an administrator.

________________________________
Principal Signature

_____________________________________
Teacher Signature

DATE OF DELEGATION Date Principal Initials Teacher Initials

A.P. 6-43 Page 39 of 54

Appendix 3 Suspension Letter

[on the Letterhead of the School] [Date] [Adult Pupil/Parent/Guardian] [Address] Dear [Adult Pupils Name/Parents/Guardians Name]: Re: Suspension of [Pupil's Name], [DOB] from [Name of School] [You/Pupil's Name] [have/has] been suspended from [Name of School] and from engaging in all school related activities from [Effective Date of Suspension] to [Last Day of Suspension] inclusive, i.e. [number] school days. This suspension applies to all school buildings, grounds, school buses, school functions, activities and trips. [You/Pupil's Name] may return to school on [Date] at [Time]. [You/Pupil's Name] must report to the office before returning to school. This suspension is imposed in accordance with the Education Act, the Board's Safe School Policy and [Name of School] Code of Conduct. The reason for the suspension is [use infraction applicable]. Namely, my findings indicate that [you/pupil's name] [describe incident with particulars]. School work [has been delivered to you / is available at the office; please make arrangements to have it picked up.]* [*If the suspension is 6 school days or longer] In addition [you/pupils name] [have/has] been assigned an Alternative Suspension Program, a program for suspended pupils. This Alternative Suspension Program will provide an opportunity for continued academic work and support for self-management to assist with the re-entry to school. Please confirm [your/pupils] participation in an Alternative Suspension Program at your earliest opportunity by contacting the School. As soon as notice of [your/pupils] participation is received a planning meeting will be scheduled. Should you wish to appeal this suspension, you must provide written notice of your intention to appeal to the Superintendent Responsible for Student Discipline, [Contact Information], within 10 school days of the commencement of the suspension, i.e. before [Insert Date]. You may then contact the Superintendent Responsible for Discipline to discuss the appeal. Please be aware that an appeal does not stay the suspension. A copy of the Boards Student Discipline Policy, Procedure and Suspension Appeal Guideline are enclosed. Sincerely, [Principal]
cc Teacher(s) of pupil Superintendent of Education Superintendent Responsible for Student Discipline Ontario Student Record

* Change as of December 17, 2007

A.P. 6-43 Page 40 of 54

Appendix 4 - Boards Violent Incident Form

A.P. 6-43 Page 41 of 54

Appendix 5 - Notice of Suspension Review [on the letterhead of the Board]

[Date]

[Adult Pupil/Parent/Guardian] [Address]

Dear [Adult Pupil's Name/ Parent's/Guardians Name]: Re: Suspension of [Pupil's Name], [DOB] from [Name of School] I am in receipt of your notice of intention to appeal [your/Pupils Name] suspension from [Name of School], dated [insert date]. [You/Pupils Name] [were/was] suspended for [insert number] school days for [insert infraction applicable]. I will be conducting a review of the suspension. At the conclusion of my review, I will, in consultation with Principal [Name], either confirm, modify or expunge the suspension. As part of the review process, I would like to speak to you. My office will be contacting you. Please also do not hesitate to contact me at [contact info]. Sincerely,

Superintendent Responsible for Student Discipline

cc

Superintendent of Education Principal

A.P. 6-43 Page 42 of 54

Appendix 6 - Suspension Review Decision [on the letterhead of the Board]

[Date]

[Adult Pupil/Parent/Guardian] [Address]

Dear [Adult Pupil's Name/ Parent's/Guardians Name]: Re: Suspension Review of Suspension of [Pupil's Name], [DOB] from [Name of School] I have completed my review of [your/pupils name] suspension from [Name of School]. As a result of my review I have decided to [expunge/modify/uphold] the suspension. I will contact you to discuss the results of my review and your appeal. Sincerely,

Superintendent Responsible for Student Discipline

cc: Superintendent of Education Principal Ontario Student Record

A.P. 6-43 Page 43 of 54

Appendix 7 - Notice of Suspension Appeal [on the letterhead of the Board]

[Date]

[Adult Pupil/Parent/Guardian] [Address]

Dear [Adult Pupil's Name/ Parents/Guardians Name]: Re: Appeal of Suspension of [Pupil's Name], [DOB] from [Name of School] You have appealed the decision of Principal [Name] to suspend [you/pupils name] from [Name of School]. The Appeal will be heard by the Discipline Committee of the Board of Trustees at [insert time and date] at [insert location]. You will find enclosed a copy of the Information Package that will be relied on by the administration for the Board and will be provided to the Discipline Committee. The Information Package includes a copy of the suspension letter, your letter requesting the appeal, correspondence with respect to the suspension review and the Principals Report of the Incident. Also enclosed please find a copy of the Boards Suspension Appeal Guidelines. Please advise me at your earliest opportunity if you intend to bring legal representation to the appeal. Please be advised that if you fail to attend on time, the Discipline Committee will wait for 30 minutes and may then proceed to decide the matter in your absence. Should you have any questions about the appeal process, please contact me [contact information]. Sincerely,

Superintendent Responsible for Student Discipline

cc:

Superintendent of Education Principal Ontario Student Record

A.P. 6-43 Page 44 of 54

Appendix 8A - Notice of Suspension Appeal Decision [on the letterhead of the Board]

[Date]

[Adult Pupil/Parent/Guardian] [Address]

Dear [Adult Pupil's Name/ Parents/Guardian's Name]: Re: Decision of Discipline Committee Suspension Appeal of [Pupil Name], [DOB] [Name of School]

Attached, please find a copy of the Decision of the Discipline Committee regarding your suspension appeal, dated [insert date]. The decision of the Discipline Committee is final and is not subject to further appeal. Should you have any questions, please contact me at [insert contact information]. Sincerely,

Superintendent Responsible for Student Discipline

Encl. cc: Superintendent of Education Principal Ontario Student Record

A.P. 6-43 Page 45 of 54

Appendix 8B - Suspension Appeal Decision of the Discipline Committee

[on the letterhead of the Board]

SUSPENSION APPEAL DECISION IN THE MATTER OF Section 309 of the Education Act, as amended -andIN THE MATTER OF an appeal by [Name of Appellant], of the suspension of [Pupil Name], a pupil of [School Name]

Decision UPON being satisfied that the Discipline Committee has jurisdiction to conduct the appeal pursuant to section 309 of the Education Act; AND UPON being satisfied that the proper parties to the appeal are [Name of Appellant and relationship to pupil] and [Principal Name] as Principal of [School Name]; AND UPON being satisfied that the parties received reasonable notice of the appeal; AND UPON having provided an opportunity to the appellant to make submissions, having heard the submissions of the Principal, having read the materials submitted by the parties, and having retired to consider the matter; THE DISCIPLINE COMMITTEE does hereby [confirm the suspension / confirm the suspension but shorten its duration to [number] school days and amend the record accordingly / quash the suspension and expunge the record / confirm the suspension but expunge the record on [insert date or event]*]. THE DECISION OF THE DISCIPLINE COMMITTEE is final. DATED this [day] of [Month], [Year] and signed on behalf of the Discipline Committee and Board of Trustees by the Chair of the Discipline Committee.

[Board Name]

By:

___________________________________ Chair

* Change as of December 17, 2007.

A.P. 6-43 Page 46 of 54

Appendix 9 - Suspension Pending Possible Recommendation for Expulsion [on the letterhead of the School] [Date] [Adult Pupil/Parent/Guardian] [Address] Dear [Adult Pupils Name/Parents/Guardians Name]: Re: Suspension of [Pupil's Name], [DOB] from [Name of School] [You/Pupils Name] [have/has] been suspended from [Name of School] and from engaging in all school related activities from [Effective Date of Suspension] to [Last Date of Suspension] inclusive, i.e. twenty (20) school days. This suspension applies to all school buildings, grounds, school buses, school functions, activities and trips. Please be advised that this suspension is made in accordance with the Education Act, the Board's Safe School Policy and [Name of School] Code of Conduct. The reason for the suspension is [use the infraction applicable]. Namely, my findings indicate that [you/Pupil's Name] [describe incident with particulars]. Please be advised that I am continuing my investigation of this matter in order to determine whether to recommend to the Discipline Committee of the Board of Trustees that [you/Pupils Name] be expelled. The investigation may include [... refer to Checklist and identify your next steps...]. An expulsion may be from [Name of School] or from all schools of the Board. You will be informed of the results of my investigation in writing. The Board is committed to the education and future of its pupils. [You/Pupils name] [have/has] been assigned to an Alternative Suspension Program, a program for suspended pupils. An Alternative Suspension Program provides pupils with the opportunity to continue academic work and receive support for self-management. Please find enclosed information about Alternative Suspension Programs. Please contact the School at your earliest opportunity to confirm [your/pupils participation] in an Alternative Suspension Program. As soon as notice of [your/pupils] participation is received a planning meeting will be scheduled. You do not have the right to appeal the suspension at this time. Should it be determined at the conclusion of the investigation that a recommendation for expulsion will not be made, you will be entitled to appeal the suspension to the Discipline Committee of the Board of Trustees. Should it be determined that a recommendation for expulsion is warranted, then you may address the suspension before the Discipline Committee at the expulsion hearing. Sincerely,

[Principal]
Encl. cc: Superintendent of Education Superintendent Responsible for Discipline Ontario Student Record

A.P. 6-43 Page 47 of 54

Appendix 10 - Decision Letter Not to Recommend Expulsion [on the letterhead of the School] [Date]

[Adult Pupil/Parent/Guardian] [Address]

Dear [Adult Pupils Name/Parents/Guardians Name]: Re: [Pupil's Name], [DOB] [Name of School] - Expulsion Not Recommended I am writing to you to report the result of my investigation following [your/ pupils name] suspension. I have decided not to recommend to the Discipline Committee that [you/pupil's name] be expelled. As part of my investigation, I have reviewed [your/pupils name] suspension, and I have determined that the suspension should be [confirmed / confirmed but shortened to [INSERT NUMBER] school days and the record amended accordingly / withdrawn and the record expunged]. [*Unless the suspension is withdrawn:] Should you wish to appeal the suspension, you must provide written notice of your intention to appeal the suspension to the Superintendent Responsible for Student Discipline, [contact information], within 5 school days of the receipt of this notice, i.e. before [insert date - by courier or mail is 10 school days from date of this letter; by e-mail or fax is 6 school days from date of this letter]. If you provide notice of your intention to appeal, you may contact the Superintendent Responsible for Student Discipline to discuss the appeal. If the suspension has been reduced in length, the appeal is from the reduced suspension. Please be aware that an appeal does not stay the suspension. A copy of the Boards Student Discipline Policy, Procedures and Suspension Appeal Guideline are enclosed. Sincerely,

[Principal]
Encl. cc: Superintendent of Education Superintendent Responsible for Student Discipline Ontario Student Record

A.P. 6-43 Page 48 of 54

Appendix 11 - Notice of Recommendation for Expulsion [on the letterhead of the School] [Date]

[Adult Pupil/Parent/Guardian] [Address] Dear [Adult Pupils Name/Parents/Guardians Name]: Re: [Pupil's Name], [DOB], [Name of School] Investigation I am writing to you following my investigation to determine whether to recommend an expulsion. As a result of my investigation, I have decided to recommend to the Discipline Committee of the Board of Trustees that [you/pupils name] be expelled. A copy of my Report to the Discipline Committee Recommending Expulsion is enclosed. You may respond to this Report in writing to the Discipline Committee or to me. A copy of your written submissions should be provided to the Superintendent Responsible for Student Discipline [insert contact information]. The hearing by the Discipline Committee to decide whether [you/pupils name] should be expelled will be held on [date] at [location] [to be determined by Superintendent Responsible for Discipline]. Enclosed please find [copies /excerpts]* of the Boards Student Discipline Policy, Student Discipline Procedures, Expulsion Hearing Guidelines and Discipline Committee Rules. You will be provided with an opportunity to make a presentation to the Discipline Committee about whether [you/pupils name] should be expelled, and whether, if [you/pupils name] [are/is] expelled, [you/s/he] should be expelled from [School Name] or from all schools of the Board and, if no expulsion is imposed, your position with respect to the suspension. The Discipline Committee will determine whether [you/pupils name] should be expelled, and whether [your/pupils name] expulsion should be from [School Name] or from all of the schools of the Board. If [you/pupils name] [are/is] expelled from [School Name], the Discipline Committee will assign [you/pupils name] to a program provided at another school of the Board. If [you/pupils name] [are/is] expelled from all schools of the Board, the Discipline Committee will assign [you/pupils name] to a program for expelled pupils. Information about both the program that will be provided at another school and the program for expelled pupils is enclosed. Both the program that will be provided at another school and the program for expelled pupils will provide [you/pupils name] with an opportunity to pursue academic work and receive additional supports.

* Bolded text connotes changes as of December 17, 2007.

A.P. 6-43 Page 49 of 54

Should the Discipline Committee decide not to expel [you/pupils name], the Discipline Committee will review the suspension. The Discipline Committee may confirm the suspension, confirm but shorten the suspension and amend the record accordingly, or withdraw the suspension and expunge the record. The decision of the Discipline Committee with respect to the suspension is final and is not subject to appeal. You may bring legal counsel to represent you before the Discipline Committee, which might be funded by Legal Aid, depending upon your circumstances. If you intend to bring legal counsel, please provide the Superintendent Responsible for Student Discipline with notice at your earliest opportunity. Please note that the Discipline Committee will wait for thirty (30) minutes for your arrival on [Month], [Day], [Year] and, should you fail to attend in a timely manner, the Discipline Committee may proceed in your absence. The Superintendent Responsible for Student Discipline, [Name and Contact Information], will contact you to review the hearing process and answer any questions that you might have. Sincerely,

[Principal]

Encl. cc: Superintendent of Education Superintendent Responsible for Student Discipline Ontario Student Record

A.P. 6-43 Page 50 of 54

Appendix 12 - Declaration of Performance

[on the Letterhead of the School]

[Date]

[Pupil Name]

I agree to comply with the following expectations on my return as a student to [insert the name of School]: 1. 2. 3. 4. 5. 6. 7. I agree to comply with the expectations of the [insert name of school] Code of Conduct and the [insert board] Code of Conduct. I agree to work diligently in a positive manner and to be attentive to my teachers and classmates in an effort to accomplish the goals of my educational program. I agree to be punctual and prepared for class. I agree to be active and participate in the extra-curricular life of the School. [insert if applicable] I agree to seek guidance and ask for help from School staff when I feel overwhelmed or anxious. [insert if applicable] I agree to seek assistance from School staff when needed in order to assist me to solve problems in a constructive manner. [insert if applicable] I agree to refrain from [insert one or more: using violence/restricted substances to solve my problems].

_______________________________________ Signature [Insert name of student]

____________________ Date

A.P. 6-43 Page 51 of 54

Appendix 13A - Expulsion Decision

[on the letterhead of the Board]

[Date]

[Adult Pupil/Parent/Guardian] [Address]

Dear [Adult Pupil's Name/ Parents/Guardian's Name]: Re: Decision of Discipline Committee Expulsion Hearing [Pupil Name], [DOB] [Name of School] Re: Expulsion Decision Attached, please find the Decision of the Discipline Committee, dated [insert date]. Should you wish to appeal this decision, you may contact the Child and Family Services Review Board at 416-327-4673 or 1-888-728-8823 within 30 days of receipt of this notice. If the pupil has been expelled: Please also find attached information regarding the educational program offered by the Board at [insert name of alternative school / program for students expelled from all schools of the Board]. Should you have any questions, please contact the undersigned at [insert contact information]. Sincerely,

Superintendent Responsible for Student Discipline

Encl.

cc:

Superintendent of Education Principal Ontario Student Record

A.P. 6-43 Page 52 of 54

Appendix 13B - Recommendation for Expulsion Decision of the Discipline Committee

[on the letterhead of the Board] RECOMMENDATION for EXPULSION DECISION [School Board Name] IN THE MATTER OF Section 311.3 of the Education Act, as amended -andIN THE MATTER OF a recommendation by [Name of Principal], [School Name] for the expulsion of [Pupil Name], a pupil of [School Name] Decision UPON being satisfied that the Discipline Committee has jurisdiction to conduct the hearing pursuant to section 311.3 of the Education Act; AND UPON being satisfied that the proper parties to the hearing are [Name of Appellant and relationship to pupil] and [Principal Name], Principal of [School Name]; AND UPON being satisfied that the parties received reasonable notice of the hearing; AND UPON having provided an opportunity to the Appellant to make submissions, having heard the submissions of the Principal, having read any materials submitted by the parties, having considered the facts and any mitigating and/or other factors referred to by the parties, and having retired to consider the matter; THE DISCIPLINE COMMITTEE does hereby impose an expulsion from [School Name] and assign the pupil to an educational program at [School Name] for the following reason:[INSERT REASON FOR EXPULSION] * *OR THE DISCIPLINE COMMITTEE does hereby impose an expulsion from all schools of the Board; assign the pupil to the program for expelled pupils; and require that the pupil successfully complete and meet the objectives of the program for expelled pupils before

* An example of wording might be: The Discipline Committee is satisfied on a balance of probabilities that [pupil] did bring a knife to school and used the knife to threaten other pupils as indicated in the Principals Report, contrary to section 310 of the Education Act and the Boards Safe Schools Policy, and that the mitigating or other factors do not apply to mitigate the discipline recommended.

A.P. 6-43 Page 53 of 54

being re-admitted to a regular day school program in Ontario for the following reason:[INSERT REASON FOR EXPULSION]. *OR THE DISCIPLINE COMMITTEE does not hereby impose an expulsion; and does hereby [confirm the suspension imposed by [Principal Name] / confirm the suspension imposed by [Principal Name] but shorten its duration to [number] school days and amend the record accordingly / quash the suspension and expunge the record]. DATED this [day] of [Month], [Year] and signed on behalf of the Discipline Committee and Board of Trustees by the Chair of the Discipline Committee. [Board Name]

By

_____________________________________ Chairperson

A.P. 6-43 Page 54 of 54

BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

BP: 6 - 44
Approved: Reviewed: 08-033 13-118

Safe Schools - Progressive Discipline and Promoting Positive Student Behaviour

REFERENCES
Education Act Bill 212 An Act to amend the Education Act in respect of behaviour, discipline and safety, June 4, 2007 RELATED FORMS/PROCEDURES/DOCUMENTS Bill 13, The Accepting Schools Act Ministry of Education Policy and Program Memorandum (PPM) 145, December 5, 2012 Ontario First Nation, Mtis, and Inuit Education Policy Framework, 2007 Municipal Freedom of Information and Protection of Privacy Act Ontario Human Rights Code Violence-Free Schools Policy, Second Printing, 1994 Ontario Regulation 298 Ontario Regulation 472/07 B.G.C.D.S.B. Anti-Bullying Document B.G.C.D.S.B. Safe Schools Resources and Procedures Manual B.G.C.D.S.B. Records Management Manual Student Success Religious and Family Life Education Programs Catholic Virtues in Action Special Education: A Guide for Educators Safe Schools - Bullying Prevention and Intervention, BP: 6-45 Safe Schools - Suspension, Expulsion and Appeal, BP: 6-43 Safe Schools - Code of Conduct, BP: 6-40 POLICY STATEMENT It is the policy of the Bruce-Grey Catholic District School Board to support the use of progressive discipline and the promotion of positive student behaviour outlined in Board policy, Roman Catholic Church teaching, and the Education Act and its Regulations. POLICY REGULATIONS 1.0 PURPOSE The goal of this policy is to support a safe, inclusive, and accepting learning and teaching environment in which every student can reach his or her full potential.

A whole-school approach, which involves all members of the school community, is also important in supporting efforts to ensure that schools are safe, inclusive, and accepting. It is an effective approach to making systemic changes that will benefit all students and the broader community. Implementation of a whole-school approach needs to occur at all levels the board, school, class, individual, family, and community. It involves the development of respectful and caring relationships between staff, between students, and between staff and students. All aspects of school life are included in a whole-school approach, such as curriculum, school climate, teaching practices, policies, and procedures. To improve the school climate, members of the school community need to share information to develop an
6-44(a)

awareness of factors that have an impact on the school climate and to provide information about the effectiveness of prevention and intervention strategies, practices, and programs in their school. A whole-school approach is also valuable in addressing such issues as racism, intolerance based on religion or disability, bullying, homophobia, and gender-based violence. The school climate is defined as the learning environment and relationships found within a school and school community. A positive school climate exists when all members of the school community feel safe, included, and accepted, and actively promote positive behaviours and interactions. Principles of equity and inclusive education are embedded in the learning environment to support a positive school climate and a culture of mutual respect. A positive school climate is a crucial component of the prevention of inappropriate behaviour.
2.0 GUIDELINES 2.1 The goal of the policy is to support a safe learning and teaching environment in which every student can reach his or her full potential. Appropriate action shall be consistently taken to address behaviours that are contrary to provincial and board codes of conduct. Progressive discipline is an approach that makes use of a continuum of intervention, supports and consequences, building upon strategies that promote positive behaviours. The range of interventions, supports and consequences used by the board and all schools must be clear and developmentally appropriate, and must include learning opportunities for students in order to reinforce positive behaviours and help students make good choices. For students with special education needs, interventions, supports and consequences must be consistent with the expectations in the students Individual Education Plan (IEP).

2.2

2.3

2.4

2.5

2.6

Support for Student-Led Activities and Organizations In accordance with subsection 303.1(1) of the Education Act, every board shall support students who want to establish and lead activities and organizations that promote a safe and inclusive learning environment, acceptance of and respect for others, and the creation of a positive school climate, including activities or organizations that promote gender equity; antiracism; the awareness and understanding of, and respect for, people with disabilities; or awareness and understanding of, and respect for, people of all sexual orientations and gender identities,8 including organizations with the name gay-straight alliance or another similar name. Neither the board nor the principal9 shall refuse to allow a student to use the name gay-straight alliance or a similar name for an organization, as outlined in subsection 303.1(2) of the Education Act. Nothing in this section of the Education Act shall be interpreted as requiring a board to support the establishment of an activity or organization in a school unless there is at least one student who wants to establish and lead it. The name of an activity or organization must be consistent with the promotion of a positive school climate that is inclusive and accepting of all students.
The board and school administrators shall consider all mitigating and other factors as required by the Education Act and as set out in Ontario Regulation 472/07. Progressively more serious consequences should be considered for inappropriate behaviour, taking into
6-44(b)

2.7

account mitigating and other factors. 2.8 The Board shall affirm that the care of Catholic education is a shared responsibility. Catholic schools will actively engage partners (home, school, parish and community agencies) in the progressive discipline approach by offering communication materials, a training strategy and review opportunities. The Board shall direct Catholic schools to implement early and ongoing intervention strategies as a measure to prevent unsafe or inappropriate behaviours in school or schoolrelated activities as a measure to promote a healthy school culture. The Board shall direct Catholic schools to address student misbehaviours with a range of interventions, supports and consequences that are developmentally appropriate with consideration of the particular student and circumstances, the nature and severity of the behaviour and the impact on the principles and mission of Catholic education. Disclosure of Students Personal Information where there may be a potential risk of physical harm to school staff or students. Principals are only permitted to share information documented in the OSR with board employees who do not have access to the OSR, if disclosure is necessary, so that employees can carry out their duties, including their duty to respond to inappropriate and disrespectful student behaviour. In such cases, principals may share only the necessary information pertaining to behaviour that may present risk of physical harm.

2.9

2.9.1

3.0

4.0

TERMS AND DEFINITIONS 4.1 PREVENTION Prevention is the establishment and use of programs such as Religious and Family Life Education, Catholic Virtues in Action, bullying prevention and citizenship development, as well as other positive activities designed to promote the building of healthy relationships and appropriate behaviours. PROGRESSIVE DISCIPLINE Progressive discipline is a whole-school approach that utilizes a continuum of intervention, supports and consequences to address inappropriate student behaviours. NEXUS The umbrella for school behaviour includes matters which fall under the category of nexus. Nexus means relevant. The students behaviour off school property and/or outside the school day may have a relevant and related impact on the safety and well-being of the school community.

4.2

4.3

6-44(c)

Administrative Procedure
Date: Subject: February 26, 2008

A.P. 6 - 45

Safe Schools - Bullying Prevention and Intervention

Purpose

1.0

Administrative Procedure 1.1 A Bullying Prevention Program with intervention strategies will be in place in all Catholic schools. (a) School staff, under the direction of the principal, will implement a bullying prevention program and implement a continuum of anti-bullying intervention strategies in accordance with the policies of the Board and the Ministry of Education to ensure student cooperation and effective participation in a positive and safe learning environment. Bullying prevention strategies are foundational to the teaching about relationships in the Religious and Family Life Education and the Catholic Virtues in Action programs. Reading material lists and collections at schools will include books which directly address bullying. School staff, under the direction of the principal, will provide opportunities for students to participate in bullying prevention and leadership initiatives within the school.

(b)

(c)

(d)

1.2

Intervention Strategies will be used to stop incidences of bullying and to restore positive relationships among students which support their unfettered engagement in learning. (a) School staff, under the direction of the principal, will involve community partners. Intervention to stop bullying is a community responsibility including school staff, Board professional staff, parents, parish, police and community agency support. Anti-bullying intervention will follow the guidelines of progressive discipline up to and including consideration of suspension. Information about how to report incidences of bullying will be provided to students and parents annually. A referral for counselling may be made for students who have been bullied, students who have bullied others and/or students who have been affected by observing bullying with the consent of the parent or legal guardian.
A.P. 6-45(a)

(b)

(c)

(d)

(e)

The school resource team will review the learning and emotional needs of the victim, bully and bystander as applicable. The SRT meeting will outline recommendations for school staff to follow in order to support the student. These recommendations will be communicated to the parent or legal guardian. School staff, under the direction of the Principal, will establish a circle of support for a victim and provide positive leadership opportunities for the students. Where incidents of bullying are observed or reported, the school administration and staff will collaborate with parents to provide the student with the educational and personal supports necessary for the student to re-engage positively in the learning program and the Catholic school community. These supports may include inclusion programs, peer tutoring, counselling, anger management groups, personal self confidence development or other in school support mechanisms as appropriate.

(f)

(g)

1.3

The Board will maintain and update the BGCDSB Safe Schools Resources and Procedures Manual. This manual outlines the procedures for school staff to follow for the implementation of bullying prevention and anti-bullying intervention. The BGCDSB Safe Schools Resources and Procedures Manual will be presented and discussed with Catholic School Councils and the Special Education Advisory Committee annually. Each Catholic School will have a Safe Schools Team comprised of at least one student, one parent, one teacher, one support staff member, one community partner, one parish member and the Principal chaired by a staff member. An existing school committee may fulfil the functions of this committee. A school publication of the Principals choice in consultation with the staff and Catholic School Council will include the following information annually for the purpose of communicating with students, parents, teachers and other school staff, Catholic School Councils, volunteers and school bus operators/drivers: BULLYING PREVENTION AND INTERVENTION Bullying is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another persons body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. It is the policy of the Bruce Grey Catholic District School Board to provide safe, disciplined, respectful and purposeful learning communities within the Catholic schools under its jurisdiction. The Board requires all its Catholic schools to use bullying prevention and intervention strategies which foster a positive learning and teaching environment for all students to help them achieve their full potential. A Bullying Prevention program is implemented in the school. Anti-bullying intervention will follow the guidelines of progressive discipline up to and including consideration of suspension. Conduct off of school property or outside of school hours might have a related impact on the Catholic school community and become a matter for disciplinary measures by the school. If you have a concern related to bullying, report it to your childs teacher and/or Principal. Bullying prevention and intervention is a shared community responsibility.

1.4

1.5

1.6

1.7

Each Catholic school will have a section of their Catholic School Improvement (CSI) Plan dedicated to Safe Schools. Each Catholic School will include the following section in their
A.P. 6-45(b)

CSI plan: Definition of Bullying Bullying is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another persons body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Prevention Strategies Bullying prevention program Continuum of anti-bullying intervention strategies Religious and Family Life Education and the Catholic Virtues in Action programs Reading material lists include books which directly address bullying. Opportunities for students to participate in bullying prevention and leadership initiatives within the school Intervention Strategies School and Board Team Approach: Intervention to stop bullying is a community responsibility including school staff, Board professional staff, parents, parish and community agency support Progressive discipline up to and including consideration of suspension. Information about reporting incidences of bullying will be provided to students and parents annually Referral for counselling Training Strategies for Members of the Catholic School Community Leadership Opportunities for Students Staff Meetings Board Professional Development Community Agency Professional Development Partnerships Communication and Outreach Strategies The Principal will develop a school publication regarding Bullying Prevention and Intervention as outlined in section 1.6 on an annual basis and it will reach students, parents, teachers and other school staff, Catholic School Councils, volunteers and school bus operators/drivers Monitoring and Review Process Each Catholic School will have a Safe Schools Team comprised of at least one student, one parent, one teacher, one support staff member, one community partner, one parish member and the Principal chaired by a staff member. An existing school committee may fulfil the functions of this committee. Annual survey and review of bullying concerns with the school staff Supervision, programs and skill development will address and remedy areas of need The committee which functions as the Safe Schools Team will report the outcome of the staffs review and discuss it with the Catholic School Council annually.

2.0

TERMS AND DEFINITIONS 2.1 PPM

A.P. 6-45(c)

A Program and Policy Memorandum developed by the Ministry of Education. Short form is PPM. 2.2 BULLYING Bullying is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another persons body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. NEXUS The umbrella for school behaviour includes matters which fall under the category of nexus. Nexus means relevant. The students behaviour off school property and/or outside the school day may have a relevant and related impact on the safety and well-being of the school community.

2.3

A.P. 6-45(d)

Administrative Procedure
Date: Subject: January 2011

A.P. 7 - 1

Process for the Admission of Elementary Students

Purpose It is the intent of the Board to admit to its Catholic schools, all students who are eligible under the Acts and Regulations of the Province of Ontario and to provide, under some conditions, for the admission of other students. Procedures Non-Catholic Students: 1) Every school principal shall be responsible for making recommendations with respect to the admission of non-Catholic students and ensuring that the appropriate application and agreement forms are completed . Forms include: Elementary Schools Agreement form [AP: 7-1 (c)] The form is available electronically to school administrators and every effort should be made to ensure that the most current forms are used by the schools. Administrative forms are available in First Class at: Conference/Forms/Administrative (samples follow). Catholic Students: 3) Catholic school supporters must provide proof of Catholic property tax support or complete an Application for Direction of School Support (AF: 7-1d). The school secretary shall complete a Student Admission Check List [(AP: 7-1(b)] to ensure complete documentation is on file for each student.

2)

4)

A.P. 7-1(a)

Student Admission Check List

Student Name: Catholic Student/Parent

9 9 9 9 9 9 9 9

registration form copy of student baptismal certificate copy of student birth certificate immunization records to be included with health unit immunization form health card number to be included with health unit immunization form direction of school support form (if proof of tax supporting catholic is not provided) OSR request (if coming from another school within Ontario) parent/student information sheet

Non-Catholic Student/Parent Catholic

9 9 9 9 9 9 9 9

registration form copy of parent baptismal certificate copy of student birth certificate immunization records to be included with health unit immunization form health card number to be included with health unit immunization form direction of school support form (if proof of tax supporting catholic is not provided) OSR request (if coming from another school within Ontario) parent/student information sheet

Non-Catholic Student/Non-Catholic Parent

9 9 9 9 9 9 9 9 9

registration form religious instruction agreement (Board Office) copy of student birth certificate immunization records to be included with health unit immunization form health card number to be included with health unit immunization form parent letter requesting admission (school) pastoral reference letter (school) OSR request (if coming from another school within Ontario) parent/student information sheet

A.P. 7-1(b)

Administrative Procedure
Date: Subject: December 13, 2005

A.P. 7- 4a

Responding to an accident involving a student

Purpose The Bruce-Grey Catholic District School Board wishes to ensure, to the best of its ability, the health and well-being of all students. To this end, the Board approves for all of its schools a set of guidelines and principles for responding to the needs of students who may have suffered an injury. Specifics 1. Where a student has been injured while at school or while attending or participating in a school function, first consideration must be the well-being of the injured individual. Where possible and available, the staff member caring for the injured individual should have First Aid certification. In the event of a serious injury the first call should be to 911 to summon an ambulance. Every effort should be made to contact the parent(s) or guardian(s); if such contact is unsuccessful, then an approved alternate contact shall be contacted. If the accident is of a serious nature requiring emergency action, then the first response should be insure the safety of the injured student until an ambulance arrives to transport the student. If the accident is not serious enough to warrant emergency action, the students parent should be contacted to take the student to the doctor's office or hospital emergency room for treatment if it is required. Where the parent is not available to transport the student for such care, then the parent may delegate this responsibility to another adult or request that the principal make arrangements to have the student transported. A Student Accident Report (see attached sheet) shall be completed and submitted to the Director of Education regardless how minor the accident.

2.

3. 4.

5.

6.

A.P. 7-4(a)

Administrative Procedure
Date: Reviewed: Subject: December 13, 2005 November 23, 2010

A.P. 7- 4b

Responding to an accident involving a student in a work experience or co-operative education program

Purpose The Bruce-Grey Catholic District School Board wishes to ensure, to the best of its ability, the health and well-being of all students. To this end, the Board approves for all of its schools a set of guidelines and principles for responding to the needs of students who may have suffered an injury. Specifics 1. Where a student has been injured while participating in a work experience or co-operative education program, first consideration must be the well-being of the injured individual. Where possible and available, the staff member or company employee caring for the injured individual should have First Aid certification. In the event of a serious injury the first call should be to 911 to summon an ambulance. The employer should contact the school immediately in order that: every effort may be made to contact the parent(s) or guardian(s); if such contact is unsuccessful, then an approved alternate contact shall be contacted. If the accident is not serious enough to warrant emergency action, the employer should contact the school immediately in order that: the students parent may be contacted to take the student to the doctor's office or hospital emergency room for treatment if it is required. where the parent is not available to transport the student for such care, then the parent may delegate this responsibility to another adult or request that the principal make arrangements to have the student transported. Any injury, however minor, to a student in a work education program should be reported by the student to the employer and to the appropriate teacher with full details, including when, where, and how the injury occurred. Accidents requiring only first-aid treatment do not have to be reported to the Workplace Safety and Insurance Board, but a record of the details must be kept by the school board. If medical treatment by a doctor, dentist, hospital, or other treatment agency is required, or if an accident results in loss of time from the program, a report must be sent by the school board representative to the Workplace Safety and Insurance Board within the legislated timelines. In the case of an accident, the Employers Report of Accidental Injury or Industrial Disease (form 7) must be submitted by the Supervisor of Payroll and Health & Safety within three (3) days of the accident. A copy of the Work Education Agreement, must be received by the Workplace Safety and Insurance Board within seven (7) working days of the accident. This information must also be sent at the same time to the Ministry of Education and Training. The Supervisor of Payroll and Health & Safety must ensure that the name and address of the training organization, as well as the name and
A.P. 7-4(b)

2.

3. 4.

5.

6.

7.

telephone number of the training supervisor, are provided on form 7. Incomplete reports may be filed to comply with the three-day requirement, if all pertinent information is not readily available. However, a completed report must follow as soon as all details have been gathered.

A.P. 7-4(b)

Administrative Procedure
Date: Subject: November 2010

A.P. 7- 4c

Responding to an accident involving an employee

Purpose The Bruce-Grey Catholic District School Board wishes to ensure, to the best of its ability, the health and well-being of all employees. To this end, the Board approves for all of its sites a set of guidelines and principles for responding to the needs of employees who may have suffered an injury. Specifics 1. Where a employee member has been injured, first consideration must be the well-being of the injured individual. Where possible and available, the staff member caring for the injured individual should have First Aid certification. In the event of a serious injury the first call should be to 911 to summon an ambulance. The injured individual should be asked who to contact. If the employee is not capable of making such a decision, then every effort should be made to contact another adult member of the individuals family. Any injury, however minor, to an employee while at work must be reported to the employees supervisor with full details, including when, where, and how the injury occurred. Accidents requiring only first-aid treatment do not have to be reported to the Workplace Safety and Insurance Board, but a record of the details should be kept by the school board. If medical treatment by a doctor, dentist, hospital, or other treatment agency is required, or if an accident results in loss of time from work, a report must be sent by the school board representative to the Workplace Safety and Insurance Board within the legislated timelines.. In the case of an accident, the Employers Report of Accidental Injury or Industrial Disease (form 7) must be submitted by the school board representative within three (3) days of the accident. The original copy of the report, with a copy of the Work Education Agreement, must be received by the Workplace Safety and Insurance Board within seven (7) working days of the accident. Incomplete reports may be filed to comply with the three-day requirement, if all pertinent information is not readily available. However, a completed report must follow as soon as all details have been gathered.

2.

3. 4.

5.

6.

A.P. 7-4(c)

Administrative Procedure
Date: Reviewed: Subject:

A.P. 7-9
November 8, 2005 January 24, 2006 September 25/07 Responding to the health needs of students who require medication, physical assistance and/or have

potentially serious health conditions

Purpose As a partner, the Board expects that staff members will provide assistance to pupils because it recognizes that there may be cases where students must have medication or must receive some form of physical assistance during school hours to enable their education to continue. In order to prevent the interruption of students' education and where no reasonable alternative is available, the Board authorizes the principal to arrange for the provision of medical or physical procedures according to the policy provisions. The Board also recognizes that a small number of students attend school with potentially life threatening medical conditions (e.g., anaphylaxis, seizures, severe asthma, diabetes, heart conditions, other medically fragile conditions) that require individualized emergency plans to be in place in order to provide awareness, training and response to reduce risk as much as possible within the context of a school environment. It is understood that any staff member involved in medical or physical procedures is acting "in loco parentis" and not as a health professional. This policy does not apply to the administration of emergency first aid procedures which should be conducted by any responsible adult according to common sense and basic emergency procedures if the occasion should arise. Procedures A. Medication Procedures 1. The principal shall provide a copy of these provisions to any parent or guardian who requests assistance in the administration of medication. 2. A Request for the Assistance of Medication Form shall be completed and submitted to the principal for approval prior to any assistance in a student's medication. This form shall include : a) a statement of necessity signed by the physician and specifying method of administration, medication, reason for medication, dosage, frequency, duration, possible side effects and action to be taken if complications occur. b) a statement signed by the parent/guardian requesting assistance. c) a statement signed by the person assisting in the medication, agreeing to provide this service. This form shall be kept on file in the school office. 3. Each school year, or whenever a modification relating to the medication is directed by the physician, a new or revised authorization form shall be completed and submitted to the principal. 4. The parent shall be responsible for the personal delivery of clearly labeled medication in the
A.P. 7-9(a)

original container from the pharmacy and for written notification of change relating to the medication. 5. The labeled medication shall be stored in a secure place, either in the school safe or a locked container in the refrigerator. 6. The principal shall arrange for a staff person and an alternate to be responsible for the assistance of the student's medication. 7. The staff person (alternate) will ensure that the administration of medication is done in privacy. 8. No staff member employed by the Board is required to supervise medication. If he/she does not wish to do so, a reason must be stated in writing. 9. The principal in co-operation with the Grey Bruce Health Unit shall be responsible for the training of staff in the skills necessary for this assistance. The Public Health Nurse will act as a consultant to staff in training and counseling regarding possible side effects. 10. The staff person shall maintain the Medication Log Book in the school office. Completed monthly log sheets shall be filed by the principal with the Request for the Assistance of Medication Form that is maintained in the school office. If a dosage has been missed, the reason should also be included. The principal shall maintain a current list of all pupils receiving medication. The principal, having first notified the parent, shall destroy any unused portion of the medication which is not reclaimed by the parent within two (2) school days of the expiry of the agreement. There will be no medicine (e.g. aspirin) administered by school staff to students outside of this policy.

11. 12.

13.

A.P. 7-9(b)

B. Physical Procedures - Part A 1. The principal shall provide a copy of these provisions to any parent or guardian who requests assistance in the performance of physical procedures. An interview will also be conducted with the parent to determine types of physical procedure and the student's reactions. 2. Personal assistance such as lifting and positioning, assistance with mobility, toiletting and feeding shall be the duty of Educational Assistant assigned to the responsibility, except where it is reasonable on occasion for the teacher to provide this assistance. These physical procedures shall be performed with sensitivity and with a concern for the privacy of the student where required. 3. The principal shall requisition equipment and arrange for the training of personnel as required and as identified by an I.P.R.C. where appropriate. 4. a) The Request for Performance of Physical Procedures Form shall be completed and forwarded to the principal before the procedures are performed. This form shall include : i. for any applicable service, a statement of necessity signed by the physician, specifying procedure(s), required frequency, duration, possible complications and appropriate action.

ii. a statement signed by the parent/guardian requesting and authorizing the performance of the physical procedure(s). iii. a statement signed by the person performing the procedure(s), agreeing to provide the service. This form shall be kept on file in the school office. b) The principal shall arrange, as required, through the Community Care Access Centre (CCAC) for the training of staff personnel in these procedures. The parent or guardian should be present during the training session. The CCAC Staff shall act as resource to staff and liaison between home and school. c) An alternate plan shall be made for these procedures to be carried out in the event of the absence of the assigned personnel. For a short term absence, the teacher or parent, in lieu of the aide or volunteer, may be requested to perform these procedures. Physical Procedures - Part B Where, on behalf of a pupil, it is deemed appropriate to make a request of Grey-Bruce Community Care Access Centre (CCAC) for the provision of a School Health Support Services (SHSS) in the areas of Physiotherapy, Occupational Therapy, Nursing, Dietary Counselling, or Speech/Language Pathology, the Principal shall consult the decision-making trees in the School Health Support Services binder for the appropriate request/referral forms.

A.P. 7-9(c)

Procedures for Admission to the Program 1. The parent's first contact should be with the principal of the school which the child will attend. Should the parent first contact the Grey-Bruce Community Care Access Centre , the Case Manager will direct the parent to the school principal and should stress the need for a medical referral for admission to the program. 2. The Grey-Bruce Community Care Access Centre Case Manager will be responsible for a complete assessment of the student's health care needs in the school setting. As part of the assessment process and depending on the complexity of the student's situation, the Case Manager should convene a multiagency, multi-disciplinary conference for each student prior to the admission of the student to the school or the Program. The principal will co-operate with the policies and procedures of the GreyBruce Community Care Access Centre as outlined in the CCAC School Health Support Services binder.

see CCAC School Health Support Services binder

C. Individualized Emergency Response Plan Procedures

1. The principal shall develop collaboratively with key stakeholders, an Individualized Emergency Response Plan to meet the individual needs of a student who may be at risk of a potentially life-threatening emergency due to a medically diagnosed illness or condition. 2. The plan shall be recorded on the Individual Emergency Response Plan (Appendix A). The parent/guardian and principal shall review, update as necessary, and sign the form at the beginning of each school year, or any time an amendment is required. Note: the plan is to be immediately put into place regardless of signed status. 3. The plan shall be communicated to all staff, occasional staff and bus operators as appropriate. The principal shall establish a system to ensure all relevant staff know about the response plan and are aware of any actions to be taken. The principal will discuss with the parent/guardian and where appropriate, student the communication strategy, including whether and how much information should be shared with other students (e.g., warning signs for low blood sugar in a student with diabetes and when to get a teacher for help).

Appendix A
A.P. 7-9(d)

Appendix A

Bruce-Grey Catholic District School Board

INDIVIDUALIZED EMERGENCY RESPONSE PLAN

(To be Reviewed Annually or as Needs Change)
When a student has a severe or life threatening condition, a Written Plan will be completed by the parent and principal. This plan will be communicated as appropriate to school staff, bus operators and others as determined through the development of this plan. Student: School: Date of Birth: Specific Medical Problems: Grade/Homeroom: Student Picture to be attached

Restrictions (e.g., eating, trips, activities)

Notify Parents of Classmates about severe allergies? Medication is stored: Bus Trip Procedures: Staff in service? Bus Operator Notified: EMERGENCY ACTION PLAN
Steps:

Yes Expiry Date:

No

Yes Yes

Date: Date:

No No

Signature of Parent/Guardian

Date

Signature of Principal

Date . . . School call to parent/emergency contact - numbers Send a runner to notify teacher and principal Medical authorization form

Examples of Actions:
. . . Call Ambulance - phone number - how long to wait to arrive? Travel by ambulance/car? Persons escorting child? Administer medication/CPR immediately.

Once written, the plan is to be reviewed at the beginning of each school year, or when changes are needed. The above plan has been reviewed and continues to be valid.

Signature of Parent/Guardian

Date

Signature of Principal

Date Sept 2007

EMERGENCY ACTION PLAN

Steps (continued)

Administrative Procedure
Date: Subject:
September 26, 2006

A.P. 7 - 11

ENCOUNTERS WITH CANADA Programme / Bishop Reding Memorial Bursary

Purpose Encounters with Canada is a one-week program of Canadian studies held at The Terry Fox Canadian Youth Centre, in Ottawa. Secondary school students come from across the country to our Nation's Capital for a once in a lifetime opportunity, from late September to early December and from February to early May. The objective of the program is to bring together young Canadians from different backgrounds and regions in order to give them an opportunity to learn about one another, to discover their country through each other, and to gain a better understanding of Canadian Institutions. Students enrolled in an educational institution recognized by their province's Ministry of Education may apply for the Encounters with Canada program. Selection of participants in each region is made on the recommendation of school authorities in every province and territory. Space is limited due to heavy demand. The number of participants eligible in each province and territory is set on a pro-rata basis. To participate in an Encounters with Canada week, you must: be 14-17 years of age when you take part be a Canadian citizen or landed immigrant be enrolled in an educational institution recognized by the Ministry of Education in your province or territory obtain authorization from a parent or guardian obtain the recommendation from your school Registration in the Encounters with Canada program can be completed through the Guidance department at the secondary schools.

Cost of registration and financial assistance

The Bruce-Grey Catholic District School Board offers financial aid to students to defray registration costs through the Bishop Reding Memorial Bursary; up to a maximum of fifteen (15) secondary students from Sacred Heart and St. Marys High School will be supported in any one year. The bursaries to students will be made available to the respective secondary schools accordingly; up to nine (9) students from Sacred Heart High School will be eligible to receive financial aid from the Bishop Reding Memorial Bursary up to six (6) students from St. Marys High School will be eligible to receive financial aid from the Bishop Reding Memorial Bursary an exchange of any unused bursaries between schools is not permitted.

Application Procedures
A.P. 7-11(a)

1. Students will complete an application form for Encounters with Canada 2. Students applying for the Bishop Reding Memorial Bursary will complete a bursary application, attach a cheque for the full amount (payable to Encounters With Canada) and forward to the Board Office for approval. 3. The Board will sponsor a maximum of 15 students from the two secondary schools, by paying 60% of the registration fee for each applicant. 4. After participating in this event, students are required to submit a 500 word essay to the Director of Education describing their experience at the Terry Fox Youth Centre. Upon submission of the essay, students will be reimbursed 60% of the registration fee. 5. Students may be asked to make a brief presentation at a Board Meeting.

A.P. 7-11(b)

Bruce-Grey Catholic District School Board

799 16th Avenue Hanover, Ontario N4N 3A1 Telephone: (519) 364-5820 Fax: (519) 364-5882 E-mail: Bruce_Grey@bgcdsb.org

BISHOP REDING MEMORIAL BURSARY APPLICATION

Sponsoring Secondary Students to the Terry Fox Canadian Youth Centre ENCOUNTERS WITH CANADA Programme STUDENT INFORMATION Applicant's Name _____________________ ___________________ Telephone _________________ Family Name Given Name Address ________________________________________________ ________________________________________________ Postal Code _____________ Present Secondary School ____________________________________________ Have You Applied To The Terry Fox Centre? If yes, for what dates? Amount of Bursary ____________________ x 60% = Current Registration $__________________ Yes No Grade Present Age Date of Birth ____/____/___ Year Mo. Day

(Students must be 14 to 17)

PARENT/GUARDIAN AUTHORIZATION I have authorized ________________________________ to attend the Terry Fox Canadian Youth Centre
Name of Student

and I understand that the Bishop Reding Memorial Bursary, if awarded, will cover 60% of the registration fee.
Signature of Parent/Guardian

PRINCIPAL'S APPROVAL Student's Application has been accepted for the week of
(Maximum 15 awards per school year)

Bursary Recommended Principal's Signature Comments

DIRECTOR'S AUTHORIZATION Bursary : Approved Denied

Revised July /08

______________________________ Director of Education

_____/____/___ Year Mo. Day

A.P. 7-11(c)

Administrative Procedure
Date: Reviewed: Subject: January 13, 2004 September 25, 2007

A.P. 7 - 12

Responding to the needs of students who are at risk of suffering an anaphylactic reaction.

Purpose It is the desire of the Bruce-Grey Catholic District School Board to ensure, to the best of its ability, the health and well-being of all students. To this end, the Board approves for all of its schools a set of guidelines and principles for responding to the needs of students who are at risk of suffering an anaphylactic reaction. Procedures 1) Every school principal shall establish and maintain a school anaphylactic plan, in accordance with Board policy, which shall include but not be limited to: a) The development and maintenance of strategies that reduce the risk of exposure to anaphylactic causative agents in classrooms and common school areas: supervision of students while eating lunch or eating snacks designated areas for eating lunch or snacks other b) General communication plans for the dissemination of information on life-threatening allergies to parents, students and staff of the school. school handbook schools newsletter classroom newsletter other c) Specific communication plans to communicate relevant information concerning type of allergy, monitoring and avoidance strategies and appropriate treatment to all persons who may supervise students who have been identified as anaphylactic students. schools newsletter classroom newsletter other d) Annual training for all staff and, where applicable, for volunteers on dealing with life threatening allergies. how to administer an epinephrine auto-injector or other prescribed medication to a student opportunity to use an epinephrine auto-injector or simulator e) An Individualized Emergency Response Plan (appendix A) for each identified anaphylactic student. all anaphylactic students in a school will be identified and details of the allergy and reactions made known to school staff and others, including bus operators, involved in student supervision the Individualized Emergency Response Plan is developed collaboratively with the
A.P. 7-12(a)

parent/guardian pictures of the students for staff information are included in the plan for each student names of anaphylactic students shall be included in the information package provided to supply teachers, educational assistants and other school staff along with directions as to where the Individualized Emergency Response Plans are located Daybooks, or other documents for occasional staff, are to clearly make this information known emergency procedures must be part of the planning process for all excursions f) A system that ensures a comprehensive and current file that contains relevant treatment and other information is kept on each identified anaphylactic student. information should be solicited annually on the school information form schools should maintain a record when they have advised parents/guardians in writing of the pending expiry of Medication or Epinephrine auto-injectors g) A system that maintains a current emergency contact list for each identified anaphylactic student. information should be solicited annually on the school information form i) Storage for additional epinephrine auto-injectors. Where parents of a student or an adult student have provided an additional epinephrine auto-injector to be kept at the school: a secure but not locked storage area in the main office is recommended the storage location should be identified to all staff Registration procedures that require that parents supply information on life-threatening allergies. school staff must ensure that Registration Forms are fully completed. Questions about allergies/medical conditions require a positive or negative response; these sections should not be left blank. information should be solicited annually on the school information form

j)

Administration of Medication 1) When medication must be administered during school hours, school staff may administer the medication or supervise a student while he or she takes the medication if the school has the written consent of the student's physician and, a) the student's parent or guardian, if the student is under 18 years of age; or b) the student, if the student is 18 years of age or older. 2) In an emergency situation and without the consent referred to in subsection (1), school staff may administer an epinephrine auto-injector or other prescribed medication to a student. A record of Administration of Medication must be completed.

3)

A.P. 7-12(b)

Anaphylactic Reaction Record of Administration of Medication

Name of Student: Grade: Date of Birth: Date of Anaphylactic Reaction: Time of Anaphylactic Reaction: Cause of Anaphylactic Reaction (if known): Treatment: Treatment administered by: Treatment supervised by: Time treatment administered: Student transported following treatment to: - hospital or

- medical clinic Time student transported for further treatment: Transported by: Parent(s)/Guardian(s) contacted by: Time Parent(s)/Guardian(s) contacted:

Notes/Observations:

A.P. 7-12(c)

Anaphylactic Reaction School Preparation Checklist

Our school has identified students who are at risk of suffering an anaphylactic reaction? Number of students who are at risk of suffering an anaphylactic reaction. When were all staff made aware of these students? Where is information about individual students allergies available? Where are pictures of these students posted? Information about anaphylaxis has been made available to the school community? Information about anaphylaxis and our school response was made available through the following communication devices Yes No Yes No

Information about students who are at risk of suffering an anaphylactic reaction Name Age Grade Teacher
Expiry Date of Medication or Epinephrine auto-injectors

A.P. 7-12(d)

Appendix A

Bruce-Grey Catholic District School Board

INDIVIDUALIZED EMERGENCY RESPONSE PLAN

(To be Reviewed Annually or as Needs Change)
When a student has a severe or life threatening condition, a Written Plan will be completed by the parent and principal. This plan will be communicated as appropriate to school staff, bus operators and others as determined through the development of this plan. Student: School: Date of Birth: Specific Medical Problems: Grade/Homeroom: Student Picture to be attached

Restrictions (e.g., eating, trips, activities)

Notify Parents of Classmates about severe allergies? Medication is stored: Bus Trip Procedures: Staff in service? Bus Operator Notified: EMERGENCY ACTION PLAN
Steps:

Yes Expiry Date:

No

Yes Yes

Date: Date:

No No

Signature of Parent/Guardian

Date

Signature of Principal

Date . . . School call to parent/emergency contact - numbers Send a runner to notify teacher and principal Medical authorization form

Examples of Actions:
. . . Call Ambulance - phone number - how long to wait to arrive? Travel by ambulance/car? Persons escorting child? Administer medication/CPR immediately.

Once written, the plan is to be reviewed at the beginning of each school year, or when changes are needed. The above plan has been reviewed and continues to be valid.

Signature of Parent/Guardian

Date

Signature of Principal

Date Sept 2007

EMERGENCY ACTION PLAN

Steps (continued)

Administrative Procedure
Date: Subject:
December 2013

A.P. 8 - 2

Accessibility in Employment

PURPOSE: The purpose of this Procedure is to outline the procedures for accessibility in employment. RELATED FORMS/PROCEDURES/DOCUMENTS Board Policy BP: 5-23 Accessibility Standards Accessibility Plan 2012-2017 Accessibility for Ontarians with Disabilities Act, 2005 (AODA) Integrated Accessibility Standards, Ontario Regulation 191/11 Ontario Human Rights Code Workplace Safety and Insurance Act PROCEDURE REGULATIONS 1. General: The Bruce-Grey Catholic District School Board is committed to ensuring that people with disabilities have the same opportunity of access to employment opportunities and services as do all employees and prospective employees. The Board is committed to meeting the accessibility needs of people with disabilities, in a timely manner, in the provision of services related to employment. Definitions: The procedure with regard to Accessibility in Employment applies only to employees and does not apply to volunteers and other non-paid individuals. Performance management means activities related to assessing and improving employee performance, productivity and effectiveness with the goal of facilitating employee success. Career development and advancement includes providing additional responsibilities within an employees current position and the movement of an employee from one job to another that may be higher in pay, provide greater responsibility or be at a higher level, or a combination of these. For both additional responsibilities and employee movement, this is usually based on merit or seniority or a combination of these. Redeployment means the reassignment of employees to other departments or jobs as an alternative to layoff when a particular job or department has been eliminated. Information includes data, facts and knowledge that exist in any format, including text, audio, digital or images, and that conveys meaning. Communications means the interaction between two or more persons or entities, or any combination of them, where information is provided, sent, or received. Accessible formats include but are not limited to options such as large print, screen readers,
A.P. 8 - 16(a)

2.

Braille, audio format, captioning. Conversion-ready is an electronic or digital format that facilitates conversion into an accessible format. WCAG refers to the World Wide Web Consortium Web Content Accessibility Guidelines.

3.

RESPONSIBILITY: 3.1 Supervisory Officers, Principals, Supervisors and other staff who have responsibility for hiring and employee selection and/or supervise the work of employees of the Board will ensure that the provisions in this procedure are implemented. 3.2 Staff of the Boards Human Resources department will ensure that the provisions of this procedure are incorporated in their practices. Unless otherwise stated, the provisions of this procedure will be in place by January 1, 2014.

3.3

4.

RECRUITMENT: 4.1 The Board will ensure that in its recruitment practices, the public is made aware that the Board will provide accommodation for applicants with disabilities in its recruitment process. 4.2 Employees of the Board will be made aware that the Board provides accommodation for applicants with disabilities in its recruitment processes. When the Board selects job applicants for a job selection process, the Board will make applicants aware that, upon request, they have access to accommodations in relation to materials and processes that will be used for applicant selection and that they will be consulted about the necessary accommodations that take into account their accessibility needs due to disability. When the Board makes an offer of employment, the Board will notify the successful applicant of its policy of accommodating employees with disabilities.

4.3

4.4

5.

SUPPORTS FOR EMPLOYEES: 5.1 The Board will inform employees of the Boards policy of supporting employees with disabilities and procedures that provide for job accommodations. 5.2 The Board will make this information available as soon as practicable to new employees and will provide updated information as policies are revised.

6.

ACCESSIBLE FORMATS AND COMMUNICATION SUPPORTS: 6.1 Where an employee with a disability so requests, the Board will consult with the employee to provide or arrange for accessible formats and communication supports in relation to information that is generally available to employees in the workplace and that the employee needs to perform the employees job. 6.2 The Board, in determining the suitability of an accessible format or communication as required by 4.1, will consult with the employee.
A.P. 8 - 16(b)

7.

WORKPLACE EMERGENCY RESPONSE INFORMATION: 7.1 The Board will ensure that individualized workplace emergency response information is provided to employees who have a disability provided the disability is such that individualized information is necessary and the Board has been made aware of the need for accommodation due to the disability. The Board will provide the necessary information as soon as practicable after becoming aware of the need for accommodation. 7.2 If an employee who receives individualized workplace emergency response information requires assistance, the Board will, with the consent of the employee, provide such information to the person designated to provide assistance to the employee. The Board will review individualized workplace emergency response information: a) When the employee moves to a different location in the board; b) When the employees overall accommodation needs or plans are reviewed, and c) When the Board reviews its general emergency response procedures.

7.3

8.

INDIVIDUAL ACCOMMODATION PLANS: 8.1 The Board will have in place a written process for the development of documented individual accommodation plans for employees with disabilities. 8.2 The Boards written process will address: a) How the employee requesting accommodation can participate in the development of the individual accommodation plan. b) The means by which the employee is assessed on an individual basis. c) How the Board can request an evaluation by an outside medical or other expert, at the Boards expense, to assist in determining if accommodation can be achieved and, if so, how it can be achieved. d) How the employee can request to have a representative of their bargaining unit, or another workplace representative if the employee is not a member of a bargaining unit, participate in the development of the accommodation plan. e) The steps taken to protect the privacy of the employees personal information. f) The frequency with which the individual accommodation plan will be reviewed and updated and how this will be done. g) How the reasons for denying an individual accommodation plan will be provided to an employee, if accommodation is denied. h) How the Board will ensure that the individual accommodation plan is provided in a format that takes into account the employees accessibility needs due to disability. The Board will provide individual accommodation plans that: a) Include, if requested any information regarding accessible formats and accommodation supports provided; b) Include, if required, individualized workplace emergency response information; and c) Identify any other accommodation to be provided.

8.3

9.

RETURN TO WORK PROCESS: This return to work process does not replace or override any other return to work process created as a result of any other statutory compliance, e.g. under the Workplace Safety and Insurance Act. 9.1 The Board will develop, put in place and document a return to work process for its employees who have been absent from work due to a disability and require disabilityA.P. 8 - 16(c)

related accommodations in order to return to work. 9.2 The return to work process will: a) Outline the steps the Board will take to facilitate the return to work of employees who were absent because their disability required them to be away from work; and b) Use documented individual accommodation plans (as in 6.0) as part of the process. c) Ensure that all staff involved in program or course design, delivery and instruction will be provided with accessibility awareness training related to these responsibilities.

10.

PERFORMANCE MANAGEMENT: 10.1 In administering performance appraisal processes in respect of employees with disabilities, the Board will take into account the accessibility needs of employees with disabilities as well as individual accommodation plans. CAREER DEVELOPMENT: 11.1 Where the Board provides career development and advancement to its employees, the Board will take into account the accessibility needs of employees with disabilities as well as any individual accommodation plans. REDEPLOYMENT: 12.1 Where the Board has in place a redeployment process, the Board will take into account the accessibility needs of employees with disabilities as well as any individual accommodation plans during the redeployment process.

11.

12.

A.P. 8 - 16(d)

Administrative Procedure
Date: Reviewed: December 16, 2003 September 28, 2004 January 10, 2011

A.P. 8-3

Subject:

Procedures for Occupational Health and Safety

Purpose 1. It is a requirement of the Occupational Health and Safety Act (Act) that the Employer establish a policy which should encourage the active participation of all employees in the prevention of accidents and the promotion of health and safety in the workplace. (copy of Policy Statement attached) The Board and CUPE Local #3447, APSSP, OECTA Elementary Local and OECTA Secondary Local have established a Joint Health and Safety Committee as required by the Act and have reached an understanding as to the procedures for the composition, practice and procedure thereof. The parties acknowledge that a Joint Health and Safety Program can only be successful where everyone in the workplace is committed to these responsibilities. Therefore, the parties undertake to co-operate in ensuring that these procedures and the full intent of the Act will be carried out by their respective organizations. The parties hereto adopt the PROCEDURES in good faith and agree to promote and assist the Joint Health and Safety Committee and committee members by providing such information, training and assistance as may reasonably be required for the purpose of carrying out their responsibilities.

2.

3.

4.

FOR THE BOARD

FOR THE WORKERS/UNIONS

_____________________________ Chairperson of the Board _____________________________ Director of Education

_________________________________ President, CUPE Local #3447 _________________________________ Chairperson, APSSP _________________________________ President, OECTA Elementary Local _________________________________ President, OECTA Secondary Local & Occasional Teachers

A.P. 8-3(a)

STRUCTURE OF THE JOINT COMMITTEE 1.1 The Joint Health and Safety Committee (referred to hereafter as the Joint Committee), shall consist of 12 members; with 6 members selected by the employer as follows: Supervisor of Payroll and Health and Safety Manager of Human Resources Supervisor of Maintenance Community Relations & Outreach Coordinator Two Principals and 6 members selected by the worker/union groups as follows: one to represent CUPE Local #3447 (Clerical) one to represent CUPE Local #3447 (Custodial) one to represent APSSP one to represent OECTA Elementary Local one to represent OECTA Secondary Local one to represent OECTA Occasional Teachers Alternates may be allowed, however, they shall only be used as substitutes and with the approval of the Co-Chairpersons. Each party will exchange a listing of their alternates. 1.2 The Joint Committee shall meet once every two months in accordance with a schedule of dates established by the Joint Committee at the end of each school year for the following year. Any changes will be approved by the Co-Chairpersons. There shall be two Co-Chairpersons, one selected from the employer members and one from the worker members; who shall alternate the chair at each meeting. A Co-Chairperson may, with the consent and approval of his/her counterpart, invite any additional person(s) to attend the meeting to provide additional information and comment, but they shall not participate in the regular business of the meeting. The employer shall ensure that at least one member of the Joint Committee representing the employer and at least one member representing workers are certified members.

1.3

1.4

1.5

FUNCTIONS OF THE JOINT COMMITTEE 2.1 To attain the spirit of the Act, the functions of the Joint Committee shall be: a. to identify, evaluate and recommend a resolution of all matters pertaining to health and safety in the workplace to the Employer. to recommend adequate education and training programs in order that all employees are knowledgeable in their rights, restrictions, responsibilities and duties under the Act. to address matters related to all regulations, Designated Substances and WHMIS where applicable, and received all reports and portions of reports related to health and safety. to deal with any health and safety matter that the Joint Committee deems appropriate.

b.

c.

d.

A.P. 8-3(b)

2.2

The Joint Committee members who represent workers shall designate one or more of the members representing workers or alternates to inspect the physical condition of the workplace. A management person shall accompany the worker representative. The workplace, shall initially be inspected once per month, but thereafter shall be inspected in accordance with the schedule established by the Joint Committee. For the purpose of inspections, investigations and accompaniment, the Bruce-Grey Catholic District School Board shall be divided into 6 geographical areas with a worker and management member of the Joint Committee and alternates assigned to each area. (see Appendix A for geographical areas)

2.3

All healthy and safety concerns raised during the physical inspections will be recorded on an appropriate workplace inspection form and signed by the Joint Committee member(s) performing the inspection. (sample attached)

2.4

The workplace inspection form will be forwarded to the Management Co-Chairperson of the Joint Committee and to the appropriate Site Supervisor for the workplace area inspected within two days of the workplace inspection. The Site Supervisor will inform the Management Co-Chair of the Joint Committee of the status of the items within two weeks. The Management Co-Chair will forward the status information to the Worker Co-Chair upon receipt. The Employer or designate shall respond, within 21 days of receipt, with regard to written or minuted Joint Committee recommendations. The written response shall indicate the Employers or Designates assessment of the Joint Committees recommendation and specify what action will, or will not (with explanations) be implemented as a result of the recommendation. Any proposed action by the Employer or Designate shall include details of who will be responsible for such action and a proposed time frame.

2.5

ACCIDENTS AND ACCOMPANIMENT 2.6 The Joint Committee will designate members or alternates if required, chosen by those they represent, to investigate all workplace accidents, and the Co-Chairpersons will approve the investigations of incidents that have the potential for serious accidents. They will be responsible for overseeing that the requirements prescribed in Section 51 and 52 of the Act of Sections 5 and 6 of the Regulations for Industrial Establishments are carried out. When an incident of a general nature requires investigation, the worker representative or the Worker Health & Safety Committee member who does the workplace inspections at that site will accompany the management Co-Chair. When an incident/accident occurs that involves a specific employee, the worker representative on the Health & Safety Committee who represents that bargaining unit will accompany the management CoChair. 2.8 The Joint Committee will designate two members or alternates if required, chosen by those they represent, to accompany Ministry of Labour Inspector while carrying out Ministry inspections of the workplace. The members of the Joint Committee representing workers shall designate a member or alternate(s) if required, to be present during work refusal investigations.

2.7

2.9

A.P. 8-3(c)

2.10

The Joint Committee shall be consulted concerning proposed workplace testing strategies related to industrial hygiene. A worker member of the Joint Committee shall be entitled to be present at the beginning of such testing.

MINUTES OF MEETINGS 3.1 The Employer will provide or designate a Recording Secretary to take minutes and arrange for having the minutes typed, circulated and filed within one calendar week of the meeting, or as the Joint Committee may from time to time instruct. Minutes of meetings will be reviewed, and edited where necessary, by the Co-Chairpersons, then signed and circulated to all Joint Committee members and a copy forwarded to the Employer or designate before any broader circulation takes place. Agenda items will be identified by a reference number, and be readily available in a proper filing system. Names of the Joint Committee members will not be used in the minutes except to record attendance.

QUORUM 4.1 The Joint Committee shall have a quorum of (50% +1) members present in order to conduct business. One Co-Chairperson must be present in order to conduct business. If a Co-Chairperson is absent, the other Co-Chairperson will chair the meeting. The number or employer members shall not be greater than the number of worker members.

PAYMENT FOR ATTENDANCE AT MEETINGS 5.1 All time spent in attendance at the Joint Committee meetings or in activities relating to the function of the Joint Committee will be considered as time at work and the member will be paid at their regular or premium rate as may be proper. Joint Committee members shall be allowed one hour of preparation time for each committee meeting, or longer as the Joint Committee determines is necessary.

5.2

MEETING AGENDA 6.1 The Co-Chairpersons will prepare an agenda and forward a copy of the agenda to all the Joint Committee members at least one week in advance of the meeting. (sample attached) The Joint Committee may accept any item as proper for discussion and resolution pertaining to health and safety, except to amend, alter, subtract from or add to, any terms of the Collective Bargaining Agreement(s). All items raised from the agenda in meetings will be dealt with on the basis of consensus rather than by voting. Formal motions will not be used. All items that are or are not resolved will be reported in the minutes. Unresolved items will be minuted and place on the agenda for the next meeting. At such time as the Joint Committee decides by consensus, a dispute resolution clause may be added, with the assistance of the Advisory Services of the Ministry of Labour.

6.2

6.3

6.4

A.P. 8-3(d)

GENERAL 7.1 All employees will discuss their health and safety concerns with their immediate Supervisor before bringing it to the attention of the Joint Committee. The Joint Committee members will thoroughly investigate all complaints to get all the facts and will exchange these facts when searching for a resolution to the problem. All problem resolutions will be reported to the Joint Committee and will be recorded in the meeting minutes. Medical or trade secret information will be kept confidential by all the Joint Committee members and alternates. Any amendments, deletions or additions to these Guidelines must have the consensus of the total Joint Committee and shall be set out in writing and subject to approval of their respective parties, following which, they will be attached as an Appendix to these Guidelines. Please note: These Guidelines provide a framework for an effective functioning Joint Health and Safety Committee. References can be made to the Act and its Guidebook. Employers must prepare and review at least annually a written Occupational Health and Safety policy, and must develop and maintain a program to implement that policy. This should be accomplished in consultation with the Joint Committee. 7.6 Subject to the introduction of new Legislation, these Guidelines shall be reviewed by the Joint Committee from time to time.

7.2

7.3

7.4

7.5

A.P. 8-3(e)

APPENDIX A

TO THE GUIDELINES FOR THE STRUCTURE AND FUNCTION OF THE JOINT HEALTH AND SAFETY COMMITTEE (as per Paragraph 2.2)

Designation of Geographical Areas for the Purpose of Inspections, Investigations and Accompaniments

Geographical Area #1

St. Basils School Notre Dame School

Owen Sound Owen Sound

Geographical Area #2

St. Peters & St. Pauls School St. Marys High School Sacred Heart High School

Durham Owen Sound Walkerton

Geographical Area #3

Catholic Education Centre Holy Family School

Hanover Hanover

Geographical Area #4

St. Anthonys School Immaculate Conception School Sacred Heart School

Kincardine Formosa Teeswater

Geographical Area #5

Mother Teresa School Sacred Heart Jr. & Sr. Schools

Walkerton Mildmay

Geographical Area #6

Mary Immaculate School St. Josephs School

Chepstow Port Elgin

A.P. 8-3(f)

SAMPLE AGENDA

BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

JOINT HEALTH AND SAFETY COMMITTEE MEETING

2000-06-08

1:30 p.m. Catholic Education Centre Hanover, Ontario

AGENDA

A.

Call to Order

- opening prayer - consideration of the Agenda

B. C. D. E. F. G.

Approval of the Committee Meeting Minutes of April 13, 2000 Healthy & Safety Policy Training of Health & Safety Inspectors Outstanding items from Monthly Inspections of March 2000 New Business Adjournment

A.P. 8-3(g)

Administrative Procedure
Date: February 2007

A.P. 8-3(i)

Subject:

Procedures for Hot Work Maintenance

Purpose
DEFINITION Hot Work is any temporary operation which involves open flames or one which produces heat and/or sparks: e.g. brazing, welding, cutting, grinding, soldering or Torch applied roofing. EXCEPTIONS: Any work performed in a classroom setting (i.e. auto shop, welding) is NOT considered as Hot Work. This area must be monitored by the Shop Instructor.

PROCEDURE: 1. 2. 3. Custodian must inform principal of school when Hot Work is to occur. Custodian must inform Supervisor of Maintenance when any Hot Work is to occur. Custodian/Contractor must ensure area within a ten foot (10') radius of repair is clear of combustibles. Ensure that there is fire prevention in area of Hot Work (fire extinguisher). If only one repair person is available, the Custodian must remain at the scene until repair is complete. When repair is complete, check for sparks, etc. Return to repair scene every 30 minutes to check for sparks, smoke, etc. for a period of 4 hours. Log and record all activities that are involved with Hot Work: e.g. Arrival time of contractor Name(s) of service personnel Housekeeping duties Inspection times and name of person doing inspection Departure times Submit all paper work to Supervisor of Maintenance and keep a copy for yourself.

4. 5. 6. 7. 8.

9.

A.P. 8-3(i)(a)

Bruce-Grey Catholic District School Board Hot Work Maintenance Report Form

School: Date: Company: Serviceman: Notification: Custodian: Location: Type of Repair: a) Principal b) Supervisor of Maintenance

Fire Equipment: Time Repair Completed: Time Check: Initial: 1. ( hour after repair complete) Signature: Copy to Board Office 2. 3. 4. 5.

February 2007

A.P. 8-3(i)(b)

Bruce-Grey Catholic District School Board Hot Work Maintenance Procedure

Service Contractor: 1. A visitor log is maintained in the school office with all visitors including contractors signing in and out. Upon arrival at school, inform Custodian of work that is to be performed. Ensure that the area of work is free of flammable material and combustibles before starting work. Ensure the custodian has fire fighting equipment available. If contractor is alone, keep custodian on fire watch until the work is complete. When work is complete, inform custodian of such before leaving building. If at all possible, please complete work early in the day (depends on size of job).

2. 3. 4. 5. 6. 7.

February 2007

A.P. 8-3(i)(c)

Administrative Procedure
Date: September 19, 2011

A.P. 8-3(ii)

Subject:

Procedures for Confined Space Entry

PURPOSE
To provide our staff and outside contractors safe procedures for any type of work to be permitted within a confined space area as per the Ontario Health & Safety Act & Regulations pertinent to Confined Space entry.

DEFINITIONS
Confined Space means a fully or partially enclosed space; a) that is not both designed and constructed for continuous human occupancy, and b) in which atmospheric hazards may occur because of its construction, location or contents or because of the work that is done in it. Restricted Space is one; a) which is fully or partially enclosed b) that is not designed or constructed for continuous human occupancy, but in which atmospheric hazards are not present nor likely to occur. Atmospheric Hazards means: a) the accumulation of flammable, combustible, or explosive agents b) an oxygen content in the atmosphere that is less than 19.5 per cent or more than 23 per cent by volume, or c) the accumulation of atmospheric contaminants, including gases, vapours, fumes, dusts or mists, that could, (i) result in acute health effects that pose an immediate threat to life, or (ii) interfere with a persons ability to escape unaided from a confined space.

1.

Employer Responsibilities < < < < Appoint a competent person to assess the physical and chemical hazards of the confined spaces and any other hazard to which the worker may be exposed. Must specify the necessary tests to determine whether employees are likely to be exposed to the hazards. Establish an entry permit system. Specify and provide the necessary safety and emergency equipment, as determined by the hazard assessment. Train and instruct every employee likely to enter a confined space on the procedures and equipment to be used.

8-3(ii)

2.

Supervisor of Maintenance (or designate) Responsibilities < < < < < Ensure that employees under their supervision understand and adhere to adopted procedures during confined space entry operations. Assure that necessary education and training will take place prior to the employee being assigned to work in a confined space. Maintain copies of all Confined Space Entry Permits, including all air testing results. Provide necessary operations equipment and resources including confined space attendants. Identify locations and potential hazards of each confined space that may require entry by employees by completing the hazard assessment form.

3.

Entry Supervisor Responsibilities (Head Custodian or designate) < < < < < < Determine if acceptable entry conditions are present at a permit space where entry is planned. Oversee entry operations for the duration of assigned work and terminate entry when conditions are determined to be unsafe. Perform air monitoring as required. Ensure required safety equipment is on site and in proper working condition. Complete Confined Space Entry Permits. Fulfill the role of attendant for the confined space entry.

4.

Entrant Responsibilities (Contract Service Provider) Bruce-Grey Catholic District School Board employees will not enter confined spaces. This role will be fulfilled by our Service Providers. Contractors entering the confined space have the following responsibilities: < < < < < < < < Ensure that his/her confined space entry training is up to date; Ensure they fully understand the jobs requirements, including the scope of the work and the applicable safety procedures; Ensure their personal safety and that their actions do not endanger or harm co-workers; Report unsafe conditions to the attendant; Wear approved protective clothing and devices; Ensure all accidents/incidents are reported; and Comply with specific practices and procedures while working, and immediately comply with all instructions from the safety attendant. When hot work is required in a confined space, refer to Administrative Procedure 8-3(i).

5.

Attendant Responsibilities (Head Custodian or designate) The attendant must stand at the confined space access point. This person must know the possible hazards, what actions to take in an emergency and how to organize additional help without delay in emergencies. It is the responsibility of the attendant to oversee all safety requirements in and around the confined space. Specifically, the attendant has the following responsibilities: < < < Ensure that the protective equipment and devices required for the entry are available to, being used by or being worn by those entering the space, as the case may be; Ensure that the Confined Space Entry Permit is completed before the entry; Maintain continuous contact with the workers in the confined space;
8-3(ii)

< < <

<

Deliver, from outside the confined space, equipment or material to the workers inside; Implement emergency procedures immediately when emergencies occur; Guard the access point at all times; NOTE: If the attendant has to leave, even for just a few minutes, either the workers must leave the confined space for the duration of the absence, or another competent person must be detailed to act as temporary attendant and help conduct emergency removal from the confined space, if needed; HOWEVER, rescuers must never enter the confined space before a) having put on all equipment required to ensure maximum safety, and b) ensuring that enough competent staff is on hand to help.

6.

Supervisor of Payroll & Health and Safety Responsibilities < Assist Supervisor of Maintenance to complete hazard assessments to identify confined spaces and restricted spaces located within our organization.

7.

Joint Health & Safety Committee < Review the completed hazard assessment forms.

8.

Confined Space Hazard Assessment Form This form shall be completed by the Supervisor of Maintenance and Supervisor of Payroll and Health and Safety for all identified confined spaces and restricted spaces within the Board. The Assessment Form shall include: < < < < < < < The location and description of the confined space or restricted space. A list of potential hazards. Recommended control measures for each hazard. Baseline atmospheric readings in the confined space. Anticipated work that may be required to be performed in the area and the general frequency of such work. Date of the assessment. A unique confined space number shall be assigned to the described space. This number will be recorded on all forms and other documentation associated with work that is done in this confined space.

Identification of Potential Hazards There are two distinct categories of hazards found in confined spaces: Physical Hazards and Dangerous Atmospheres. Some examples of these hazards are: < < < < < < < residual chemicals oxygen enrichment oxygen deficiency flammable atmosphere electric shock psychological factors toxic gases and vapours
8-3(ii)

< < < < < < < < 9.

fuel and explosives restricted entry and exit temperature extremes noise poor visibility shifting or collapse of material mechanical equipment movement contents of supply lines and pipes

Working in Restricted Spaces: < access to the space must be controlled and only authorized individuals shall be permitted access < entry and work in a Restricted Space must be performed using the buddy system where at least one other person is present and in contact with the person in the space. < a reliable means of communication must be available for Restricted Space Work. The method of communication must be tested prior to the commencement of work < depending on the nature of the work and/or the Restricted Space, appropriate protective equipment must be provided and used. < all sources of energy in and related to the Restricted Space must be properly controlled and locked out. < procedures must be in place for the removal of the worker from the space in the event of an emergency. Confined Space Entry Permit The Entry Supervisor shall prepare a Confined Space Entry Permit each time work is to be done in a confined space. The Entry Permit shall include: < < < < < < < The record number and location of the confined space. A description of the work to be done. A description of the hazards and corresponding control measures. The Confined Space Hazard Assessment form for the confined space shall be the basis for this section. However, the work to be done may create other specific hazards that shall also be listed. The time period for which the permit applies. A list of the equipment required for entry. If hot work is required, adequate provision for the hot work and related control measures. The names and assigned duties of the workers directly involved with the work.

10.

SAFETY MEASURES AND PROCEDURES

Education of Workers and Supervisors All workers and supervisors whose work may necessitate confined space entry shall receive instruction in hazard/risk assessment, entry, exit and rescue procedures. Evaluation of the workers competency will take place. Training should take place on a regular basis based upon employee evaluation and changes in the workplace. All contractors of the Bruce-Grey Catholic District School Board who are contracted to perform work in confined spaces at the Board must be familiar with the requirements of the confined space program. Atmospheric Testing Before entry into confined spaces in which toxic or combustible gases, vapours, mists, fumes, dust or any
8-3(ii)

oxygen deficiency or enrichment is likely to be present, (as in a septic tank) air testing by a trained and competent person shall be carried out. All monitoring equipment must be serviced, maintained and calibrated to ensure proper working order before use. Equipment service log books should be maintained for each piece of confined entry monitoring equipment. Records must be kept of all test results. Ventilation and Purging/Inerting The confined space shall be pressure-ventilated by mechanical means by the provision of clean air where there is likely to be dangerous gases, vapours, mists, fumes, dusts, oxygen deficiency or extremes of temperature. Re-testing must be carried out after ventilating the space for an appropriate time, and before any worker enters. After leaving the space for breaks, lunch, to get tools, etc., it is necessary to re-test prior to re-entry into the space. If conditions have changed, rendering the space unfit for human occupancy, the space must be ventilated and re-testing until the atmosphere is acceptable. Ensure nearby vehicle or equipment exhaust does not enter the space. Purging - A method of removing contaminants from a confined space by using liquids (water) or by nonflammable gases (carbon dioxide or nitrogen). Inerting - The process of introducing a substance, usually a gas to make the contaminates un-reactive. Fire and Explosion Safety All electrical equipment shall conform to Ontario Hydro Electrical Safety Codes requirements for hazardous locations. Cylinders of oxygen or other gases shall not be taken into confined spaces. This does not apply to breathing equipment. Welding and cutting torches shall not be left in confined spaces when not in use. Adequate fire fighting equipment shall be readily available. Special non-sparking (non-ferrous) tools should be used where necessary. Access and Egress Entrants should perform a visual inspection of the confined space to determine whether there are physical hazards of which the entrants should be aware - rusty or missing rungs, deep water, slippery surfaces, trip hazards, etc. Openings into confined spaces shall be large enough to permit the entry of workers wearing safety equipment. Blanking Off A work area that cannot be isolated from the possible release of hazardous substances into the confined space shall be physically disconnected and blanked off, where applicable. Material used in construction of the blank must take the line pressure and corrosion properties into consideration. Where it is impractical to employ blank or blinds, as in welded piping systems, written work procedures shall be developed and implemented to ensure equivalent protection to all workers exposed to the hazard. Lock Out All ancillary equipment housed within the confined space or feeding into the confined space, ie. agitators, pumps, etc., must be disconnected from the power source at the disconnect box and the controls locked out following the Boards Lock Out Procedures to prevent accidental start-up. Lock out of equipment includes electrical, mechanical, steam, compressed gas, hydraulic, and gravity devices. Electrical Safety Electrical tools and equipment (if not double insulated) should be grounded. Ground fault circuit interrupters may be used as additional protection for operators of equipment.

AIR MONITORING

8-3(ii)

The majority of the atmospheric hazards which may be encountered in a confined space are not visible and because reliance on the sense of smell is far too risky, it is important to conduct air monitoring prior to entry and while working in a confined space. Air monitoring for OXYGEN, FLAMMABLES and TOXICS (in that order) must be done by a qualified person. This qualified person should fully understand the applications and limitations of air monitoring equipment and be trained in the proper operation, calibration and maintenance of it. If the confined space presents hazardous atmospheric conditions, steps such as continuous ventilating may be required. In other circumstances, this may be not be feasible and supplied air respiratory equipment may be required for entry into the confined space. Specific training in the use of supplied air respiratory equipment must be provided to entrants and attendants. Test all vertical levels of the space - the top, middle, and the bottom. Some contaminants will stratify, particularly if there is little air movement. If any test shows the air to be unsafe, the hazard must be controlled before anyone enters the space. All air monitoring results must be recorded on the confined space entry permit. Periodic or continuous air monitoring is necessary to make sure that the air stays safe for the occupants of the space. The work performed inside the space may generate potentially hazardous contaminants, for example scraping, scaling, use of solvents and hot work can compromise the air quality in a confined space. If the air in a confined space becomes unsafe after entry, STOP all work immediately, get out of the space and evaluate the situation from outside the space. After control measures are taken, the air must be re-tested prior to re-entry.

RECORD KEEPING
All Board confined space entry permits must be kept on file with the Entry Supervisor responsible for the entry for a minimum of three (3) years. This requirement applies for both employee and contractor confined space entry permits. The Entry Supervisor will fax the completed Confined Space Entry Permits to the Supervisor of Maintenance.

RESCUE
Confined spaces must be considered to be I.D.L.H. (Immediately Dangerous to Life and Health), unless demonstrated otherwise. Emergency rescue procedures must be planned and prepared for all confined space entry work, and must be in place before any work commences. It must be noted that after a very short period of time (approximately 4 minutes) without breathing, a worker can suffer permanent brain damage due to lack of oxygen. The standby worker must be equipped to immediately effect a rescue. There must be an attendant in attendance at all times. The attendant must be able to communicate while the worker is in the confined space whether visual, verbal or portable radio. THE ATTENDANT DOES NOT ENTER THE SPACE - too many confined space rescue attempts claim the lives of unprepared rescuers. Only workers properly trained and equipped for the confined space rescue shall attempt the rescue. Rescue personnel must be physically capable of carrying out a rescue, and must be trained in first aid and CPR. Communications must be available at the work site to emergency response organizations (Fire and Ambulance). Harness with Lifelines An acceptable full body harness that will facilitate rescue through a narrow opening is required. Workers must be trained and competent in the use of all fall arrest equipment. Hoist/Retrieval System All hoisting components shall be capable of supporting a worker with a four-to-one safety factor. All hoists must be equipped with an adequate brake mechanism that allows for immediate fall arrest. The hoisting mechanism must be capable of removing a worker within two and a half (2) minutes or less.

8-3(ii)

ENTRY PROCEDURES
1. A Confined Space Entry Permit must be completed by the Entry Supervisor responsible for the Confined Space to be entered. Once completed and signed, the permit must be posted at the entry location to the confined space. All personnel associated with the confined space entry, including the authorized entrant(s), attendant and supervisor, must review and thoroughly understand the correct procedures for safe entry, work and rescue. No one shall enter the confined space without having an attendant stationed outside at all times. The attendant prevents unauthorized entry into the confined space and gives his/her undivided attention to the workers inside the space. A worker with First Aid/CPR Training must be readily available while an entrant is in a confined space. All required equipment and supplies for a confined space entry must be readily available and in good working condition and tested before entry. Establish means of communication between the entrant(s) and the attendant. Establish a safe means of access and egress from the confined space. Perform necessary lockout/tagout procedures to prevent unexpected hazards from entering the confined space. Test the atmosphere before anyone enters the space. a) oxygen levels between 19.5% and 23% b) carbon monoxide 10 ppm c) hydrogen sulfide 5 ppm d) flammable and combustible gases and vapours 10% of LEL Record the air monitoring results on the entry permit. If air monitoring indicates unacceptable levels of oxygen, flammable or toxic conditions, the space must be ventilated. Re-test and record the results. Continue to ventilate for the duration of the work in the confined space. Workers entering the space shall wear or carry an air monitoring device with alarm to provide early warning of changing conditions. Once the potential hazards in the space have been identified and the entrants take all necessary steps to protect themselves, the supervisor signs the permit and the entry can commence. If after hours, it is still necessary to have the entry permit authorized by the supervisor. Post the permit at the entry to the confined space.

2.

3.

4. 5. 6. 7. 8. 9.

10. 11. 12. 13. 14.

15.

8-3(ii)

EMERGENCY AND RESCUE PROCEDURES

If an emergency requires the retrieval of employees from the confined space, the following procedures must be followed: 1. 2. 3. 4. 5. 6. 7. 8. If its safe to do so, operate the retrieval system to remove the employees from the confined space. If the rescue is not possible, call 9-1-1. Assist rescue workers when they arrive. Perform first aid or CPR as necessary to stabilize victims and allow for their evacuation to a medical facility as quickly as possible. Secure the confined space for inspection and investigation. Advise the Supervisor of Maintenance, Supervisor of Payroll and Health and Safety, and Principal of the incident. Record the details of the emergency as soon as possible after the emergency has ended. Be precise and detailed about the events before, during and after the emergency. Accident reporting procedure: i) ii) Employees must report all minor or serious injuries without delay by completing an Employee Incident Report Form and notifying the Principal (Supervisor). Principals (Supervisors) must investigate all accidents; a critical injury shall be handled as required by the Occupational Health and Safety Act.

Attachments: Confined Space Entry Permit Confined Space Hazard Assessment Form

8-3(ii)

CONFINED SPACE ENTRY PERMIT

Permit Number _________ General Information:
Location and Description (of confined space): ______________________________________________________________ ___________________________________________________________________________________________________ Date: __________________________________________ Time: ____________________________________________

Confined Space #: _________________________________ Expiration: _________________________________________ Description of work to be performed: _____________________________________________________________________ ___________________________________________________________________________________________________

Personnel:
Person in charge of entry: ______________________________________________________________________________ Person(s) authorized to enter: ___________________________________________________________________________ Attendant(s): ________________________________________________________________________________________

Special Requirements:
Lockout - de-energize Lines broken - capped or blanked Purge - flush & vent Ventilation Secure area Breathing apparatus (supplied air) Respirator Other _______________________ Yes No Escape harness Mechanical escape unit Lifelines Fire extinguishers Lighting Protective clothing Traffic Yes No

Monitoring:
Prior to Opening % Oxygen Combustibles Toxics Prior to Entering % Oxygen Combustibles Toxics
If an emergency should occur - first summon help. Do not enter a confined space until qualified help arrives and entry can be made safely. If a person is down for no apparent cause, you must assume that toxic gases or oxygen deficiency could exist - do not enter if not trained and without full protective gear and selfcontained breathing devices. This form was prepared by: ____________________________________ Name (please print) _________________________________ Title _________________________________ Signature ___________________ Date

Date/Time

Results

Initials

Monitor
Mfg. _____________________

Model _____________________ Date Calibrated ____/____/____ Monitored by ________________

Send copy of completed form to Supervisor of Maintenance via fax (519) 364-5882 once entry work is complete. Maintain original completed permits at each site.

Confined Space Hazard Assessment Form

The purpose of this form is to identify the hazards associated with a confined space and to determine the procedures and safety precautions required for entry into the space. This form is to be used by the Supervisor of Maintenance or Supervisor of Payroll and Benefits. Date: ______________________ Location: _____________________________ Type of Space: ________________ Description of work to be done: _______________________________________________________________________ Name of Supervisor performing hazard assessment (print): __________________________________________________ Signature: _______________________________________________
SECTION I - Hazards Evaluation Checklist Check those items that are a significant hazard, either because of the potential risk if the hazard is not controlled and the need to ensure that controls are present, or because the hazard is present to an extreme degree. Does the hazard exist or have to potential to develop due to work to be conducted in the space? Can the hazard be eliminated or controlled? (If Y, briefly describe method of control, e.g. lockout/tagout, ventilation, lighting).

Hazards Process Hazard Personal Confinement (Entrapment/Entanglement) Hydraulic Hazard Mechanical Hazard Pneumatic Hazard Safety Hazards - Engulfment/Immersion Safety Hazards - Electrical Safety Hazards - Fire/Explosive Safety Hazards - Explosive/Implosive Safety Hazards - Hot/Cold Surface Safety Hazards - Fall or Slip Trip Safety Hazards - Structural Hazard Safety Hazards - Visibility/Light Level Physical Agents - Heat/Cold Physical Agents - Noise/Vibration Biological Hazard Chemical Agent Ingestion/Contact Hazard (skin and eyes) Other (list) Other (list) Other (list) Other (list)

Continue on backside

Page 1/2

Confined Space Hazard Assessment Form

SECTION II - Atmospheric Hazards Checklist Indicate whether the following atmospheric hazards exist in the space or will be introduced into the space due to the work to be done in the space. See section 2.5 of the CSP document for more information about atmosphere testing. Does the hazard exist or have the potential to develop due to the work to be done in the space? Calibration verification (Date and time of calibration) Can the hazard be eliminated or controlled by ventilation?

Hazards Oxygen deficiency (<19.5%) Oxygen enrichment (>23.0%) Fire/Explosion (>10% of LEL) Carbon monoxide Other (list) Other (list) Other (list) Other (list)

Level measured

Equipment used for test (Instrument name and serial number)

SECTION III - Decision Tree 1. Are there any serious safety or health hazards identified in Section I or II? Yes (Go to Question 2) No (space is designated as a non-permit space) 2. Does the space pose an actual or potential atmospheric hazard? Yes (Go to Question 3) No (Go to Question 4) 3. Is the only hazard in the space an atmospheric hazard that can be controlled by adequate ventilation? Yes (You may use the restricted space entry procedures) No (Confined Space Permit entry is required) 4. Can all hazards be eliminated without entry into the space? Yes (Space can be classified as restricted space - no permit required) No (Confined Space Permit entry is required) SECTION IV - Classification to Restricted Space (Non-Permit Space) I certify that the space does not contain or have potential to contain an atmospheric hazard for the duration of this job, and that all other hazards identified have been eliminated by use of controls noted above. The space is classified as a restricted space (non-permit space) as long as all controls initialed above are in place. Signature of Supervisor: ______________________________________________________ Proceed with entry taking appropriate safety precautions, as noted on the hazard assessment. Page 2/2 Date: _________________________________________

Administrative Procedure
Date: Subject: March 28, 2011 Ergonomics

A.P. 8-3 (iii)

PURPOSE The purpose of this ergonomics policy is to reduce the incidence of musculoskeletal injuries (MSDs) by minimizing or eliminating MSD risk factors. SCOPE This policy applies to all Bruce-Grey Catholic District School Board employees. MANDATE Occupational Health and Safety Act (R.S.O. 1990, c. 0.1)

POLICY The Bruce-Grey Catholic District School Board will maintain an Ergonomics Program to reduce the incidence of musculoskeletal injuries by minimizing or eliminating MSD risk factors. It is mandatory that all employees of the Bruce-Grey Catholic District School Board comply with this procedure.

RESPONSIBILITIES Employer will: Educate employees with regards to ergonomics at the workplace. Provide the necessary accommodations.

Principal/Supervisor will: Verify that the ergonomic design matches the employees capabilities and limitations. Identify hazards relating to poor design of tools, equipment, work station or work practices. Train or arrange for training to all employees on the safe use of equipment and work practices. Reinforce proper working techniques and body mechanics.

Employee will: Follow proper safe working techniques as directed, at both work and home office. Transfer the knowledge they have learned to new work stations and or work spaces.

AP 8-3(iii)a

Supervisor of Payroll and Health and Safety will: Assist with the implementation of the Ergonomics Program Co-ordinate Ergonomic Assessments. Co-ordinate Ergonomic training sessions as needed. Resource external ergonomic services if necessary.

Joint Health and Safety Committee will: Conduct an annual review of the Ergonomics program Make recommendations to improve the program if needed.

PROCEDURES Ergonomic Tips and Guideline Refer to the Bruce-Grey Catholic District School Board Ergonomic Guidelines for detailed procedures regarding ergonomic setup of workstations and proper body mechanics.

Ergonomic Assessments Ergonomics Assessments may be arranged by the Supervisor of Payroll & Health and Safety upon request by the Principal/Supervisor. All persons that identify ergonomic concerns must inform their Principal/Supervisor. The Principal/Supervisor will fill out an Ergonomics Assessment Form and submit the completed form to the Supervisor of Payroll & Health and Safety The Supervisor of Payroll & Health and Safety will review the report and assess the recommendations for workspace improvement.

New Equipment, Material, Processes and Layout All departments that purchase or change their equipment, material, processes and or workspace layout should consult with the Supervisor of Payroll & Health and Safety so that ergonomics suggestion can be made prior to change and purchase in order to avoid retrofitting.

Training Ergonomics Assessments will be carried out on an as-per-needed basis. Training in ergonomics, workstation arrangements and manual handling is arranged through the Supervisor of Payroll & Health and Safety

AP 8-3(iii)b

Bruce-Grey Catholic District School Board Ergonomic Guidelines

Office Ergonomics tips and guidelines Posture: Sit back in your chair and do not cross your legs. Height: Adjust the seat height so your feet are flat on the floor or use foot rest. Back Rest: Back rests should hug the body, but should not restrict movement. Most back rests can be adjusted up and down to suit people of different heights. Check to see if yours adjusts. Arm Rests: Swing/lower arm rests out of the way when approaching the desktop and keyboard. Do not rest elbows or forearms on the armrests when keyboarding. If they are in your way and do not adjust, have them removed. Seat Tilt: If this feature is available, tilt the seat forward slightly, so you feel encouraged to sit upright, but not ejected out of your chair. Seat Depth: If this feature is available, allow 2 of space between the edge of the seat and the back of your knees. Your Keyboard, Mouse, and Desk. Height/tilt: Set the height of your keyboard tray so that your elbows are at 90 degrees and your wrists are in a neutral position when you type. Have someone else watch you type (from the side) if you are unsure. Your keyboard tray should have room for your mouse and your keyboard at the same height. Fold the legs of the keyboard underneath the tray so that the keyboard lays flat, parallel the floor. Distance: Find a comfortable working distance. If you are too close or too far, your arms, neck, and shoulders will fatigue quickly. Keep the area under your desk clear so you can get close to it. Keep all frequently used items within 45 degrees to your right or left and no more than an arms length away. Keyboarding: Tap the keys lightly. Do not rest your wrists on the keyboard tray when keyboarding! When you are not keyboarding, it is okay to rest the fleshy part of your palm on the tray. Using the mouse: Relax your fingers, use your whole arm to move the mouse, and do not rest your wrist on the mouse pad while mousing. You may rest the fleshy part of your palm on the mouse pad when you are not using the mouse. Avoid using the same hand to operate the mouse all the time. Your monitor. Height: Place your monitor directly on your desktop. The first line of type on your computer should be at or slightly below eye level. A riser or stack of paper may be placed under the monitor if it is too low (for taller people). The chair or desk height may have to be adjusted if it is too high (shorter people). Distance: The monitor should be approximately 25 or an arms length away from you. Tilt: The screen should be positioned vertically to reduce the glare from overhead lighting. Location: Your monitor should be directly in front of you and your keyboard. It should not be off to the side. If you often use your computer while you have people in your office, position you monitor so you do not have to turn your head more than 45 degrees to them. Your eyes. Glasses: If you wear glasses, talk to your optometrist about glasses for computer users. 20-20-20: Every 20 minutes, look 20 feet away, for at least 20 seconds. Dont forget to blink! People tend to blink less when they use computers.

AP 8-3(iii)c

Your work habits. Breaks: Take all regularly scheduled breaks and move. Take the stairs, walk around and stretch. Breathe: Take a deep breath between phone calls. This will help to relieve tension and provide oxygen to tired muscles. Outside of work, eat right, exercise, and get plenty of rest! Desk Exercises You Can Do While You Work. Arms: Stretch your arms up in the air and to the sides between calls. Shoulders: Roll your shoulders forwards and back. Lift your shoulders up to your ears and breathe in, drop your shoulders and exhale. Hands: Spread your fingers wide apart, hold for 5 seconds and relax. Gently shake the tension out of your hands. Legs: Extend your legs under your desk and roll your ankles. Neck: Gently tilt your head from side to side and look left to right. Common Problems and Likely Causes. This is not an all-inclusive list but a guideline you can use if you start to experience discomfort in a specific area. Please feel free to contact the Supervisor of Payroll & Health and Safety if the problem does not resolve itself quickly. Pain in wrists and hands: Keyboard is too high, too low, too close, or too far Striking keys too hard Using side-to-side wrists movements to operate the mouse Overuse of one hand Resting wrists while keyboarding/mousing Using arm rests while keyboarding/mousing Sore neck and upper back: Monitor is too high or too low Typing by sight instead of by touch Keyboard is too high or too low Slouching Arm rests are too high Stress and tension Staying in one position for too long Chair not adjusted to provide back support Sore/stiff low back: Chair is too low Crossing legs while sitting Slouching Back rest is not supporting back Aching legs: Staying in one position too long Poor circulation (see your doctor) Sore/tired eyes: Monitor is too close or too far Lack of blinking Staring at something for too long Inappropriate eyewear Too much glare from overhead lighting AP 8-3(iii)d

Checklists for VDT Workstations Assess each workstation in your workplace using this checklist. Take corrective action whenever the answer is no.
Keyboard Position 1. Do upper arms hang relaxed at the workers side during VDT use? 2. Are elbow joints at 90 degree angles? 3. Are hands in line with forearms when using the keyboard and/or mouse? 4. Is the forearm supported when the user holds a mouse or other device? 5. Do the keyboard and mouse heights allow proper arm postures? Monitor Position 6. Is the top of the screen at the users eye level (exclude bifocal and trifocal wearers)? 7. Is the viewing distance from the eyes to the screen between 40 and 74 cm? 8. Is the monitor centered in front of the user during continuous VDT use? 9. Is the seat pan height adjustable between 42 and 51 cm? Seating 10. Is the seat pan tilt adjustable between +3 and -4 degrees? 11. Is the backrest height (lower edge to seat) adjustable between 8 and 15 cm? 12. Is the angle of the backrest to the seat adjustable between 93 and 113 degrees? 13. Does the backrest have a well-formed lower back support? 14. Does the user know how to adjust his or her chair for maximum comfort? 15. Are the thighs of the user parallel to the floor? 16. Do the users feet rest flat on the floor or is a footrest provided when needed? Desks 17. Is horizontal knee space greater than 43 cm? 18. Is horizontal toe space greater than 60 cm? Document Holders 19. Is there an adjustable document holder? 20. Is the holder large enough for the documents being used? Lighting 21. Do lighting levels fall between 300 and 500 lux? 22. Is the VDT screen free of glare spots? 23. Is the worker shielded from sources of direct glare? 24. Is the workers line of sight parallel to the plane of windows? 25. Is the office area illuminated with indirect light fixtures? 26. Are overhead light fixtures fitted with parabolic filters? 27. Is the workstation located between rows of overhead lights? 28. Is the worker provided with an adjustable task light (if required)? Task Design 29. Is the worker encouraged to take frequent breaks during prolonged VDT use (e.g. minutes every hour away from keyboarding)?

Yes

No

AP 8-3(iii)e

Workplace Ergonomic Assessment Employee Name: _________________________ Date: __________________________________ Principal/Supervisor: _____________________________ Telephone: _____________________________ Ergonomic Assessor: _____________________ Location: ______________________________ Brief description of work tasks: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________ Signs or symptoms of discomfort and location: ______________________________________________________________________________________ __________________________________________________________
General Posture While going through this checklist and assisting the employee in properly setting up his/her workstation, keep the following general posture guidelines in mind. While sitting at workstation, employees back should be erect and/or angled slightly backwards, so that the back can be supported by the backrest. Employees arms should be relaxed and loose, elbows close to side, with the forearms and hands approximately parallel with the floor. Wrists should be as straight as possible while keyboarding or using the mouse and should not have to be bent upward, downward, or to either side more than 10 degrees. Thighs should be horizontal or angled slightly downward The lower legs should be near a right angle to thighs The feet should rest comfortably (flat) on the floor or footrest The head should be upright over the shoulder in a relaxed position, with eyes looking slightly downward. Employees should avoid working with their head or trunk twisted in an unnatural position Chairs Adjust chair so that it offers the best lower back (lumbar) support possible Set seat pan to neutral or angle slightly back from horizontal for appropriate comfort. Adjust height so that employees arms and wrists are in neutral position when typing Feet should be flat on floor, if not, use a footrest

Footrests (if required) Place footrest on floor close to chair Adjust height so that it relieves pressure from behind the legs when sitting. (This can also be accomplished by adjusting the chair). Desks Organize accessories on the table so that the items used frequently are close by e.g.: Frequently used 0-30 cm (0-12 inches) Occasionally used 30-50 cm (12-20 inches) Seldom used > 50 cm (20 inches) Place phone on left side if right-handed and visa versa AP 8-3(iii)f

 If possible, manage wires from keyboard and mouse so they are not in the way by routing them underneath the desk (if not, include in comment section) Monitors Locate monitor directly in front of the keyboard Top line of the text on the screen should be eye level when sitting up straight Keep monitor far enough away so that employee can read it comfortably (general rule is an arms length away) Adjust contrast and brightness to comfort level Advise worker to clean monitor surface on a regular basis Some employees may experience difficulty when wearing bifocals or progressive lenses. Advise them that they may want to change to eyewear better suited for the work environment and to consult with their optometrist or ophthalmologist.

Lighting If able, adjust the level of light to make it easy for employee to see the screen without squinting or straining. Adjust the screen so it is free of reflected glare (a monitor visor and/or an anti-glare screen can be utilized). Position monitor so that employees line of sight is parallel to the window Ensure there is enough light to read hard copy easily

Desk Lamps (Task Lighting) If this type of lighting is used: Move desk lamp so that it illuminates the document employee is reading Try to avoid having the light directed at the monitor, employees face or eyes Ensure task lighting is of the type where the bulb is sufficiently recessed so as not to cause a bright spot in the field of view To avoid shadows on documents and reflected glare, place the task lighting so when its on writing surface it is to employees left, if right-handed. (Or to right if left-handed). Keyboards Set keyboard so that the legs are folded in Centre employees body over the alpha portion of the keyboard if this is where most of the employees time is spent Advise employee that it is not necessary to type with very much force Keyboard Trays Set angle of platform so that it is flat Adjust height so that when typing the wrist remains in a neutral position If the keyboard tray does not adjust this way, raise or lower employees chair until the wrists/arms are in the proper position (refer to section on chairs) Mouse Position mouse so that it is next to the keyboard tray If no room, employee can use a keyboard tray extension or mouse house Wrists Rests When keying, advise employee that palms should not be resting on the support Support should be placed under the palms, not the wrists Support should be flush in height with front edge of the keyboard, and rounded or padded Wrists should not rest on a sharp edge, such as a desk edge, when typing

AP 8-3(iii)g

Document Holder Place document holder so that it is next to the monitor screen and adjust to the same height and viewing distance as the monitor so that employee moves his/her head very little when looking from document to screen. Comments/Recommendations: _______________________________________________________________________________________________________ _________________________________________________________________________________________________ __________________________________________________________________________________________________ Comments/Recommendations: A good practice to follow is prior to purchasing of equipment for the office; there should be an opportunity for the employee to use the product on a trial basis. This will ensure that the product is suited for the employee and the job. When completed, give copies to the following: Employee (whose work process has been evaluated) Employees Principal/Supervisor Supervisor of Payroll & Health and Safety

AP 8-3(iii)h

Bruce-Grey Catholic District School Board Ergonomic Guidelines

Office Ergonomics tips and guidelines Posture: Sit back in your chair and do not cross your legs. Height: Adjust the seat height so your feet are flat on the floor or use foot rest. Back Rest: Back rests should hug the body, but should not restrict movement. Most back rests can be adjusted up and down to suit people of different heights. Check to see if yours adjusts. Arm Rests: Swing/lower arm rests out of the way when approaching the desktop and keyboard. Do not rest elbows or forearms on the armrests when keyboarding. If they are in your way and do not adjust, have them removed. Seat Tilt: If this feature is available, tilt the seat forward slightly, so you feel encouraged to sit upright, but not ejected out of your chair. Seat Depth: If this feature is available, allow 2 of space between the edge of the seat and the back of your knees. Your Keyboard, Mouse, and Desk. Height/tilt: Set the height of your keyboard tray so that your elbows are at 90 degrees and your wrists are in a neutral position when you type. Have someone else watch you type (from the side) if you are unsure. Your keyboard tray should have room for your mouse and your keyboard at the same height. Fold the legs of the keyboard underneath the tray so that the keyboard lays flat, parallel the floor. Distance: Find a comfortable working distance. If you are too close or too far, your arms, neck, and shoulders will fatigue quickly. Keep the area under your desk clear so you can get close to it. Keep all frequently used items within 45 degrees to your right or left and no more than an arms length away. Keyboarding: Tap the keys lightly. Do not rest your wrists on the keyboard tray when keyboarding! When you are not keyboarding, it is okay to rest the fleshy part of your palm on the tray. Using the mouse: Relax your fingers, use your whole arm to move the mouse, and do not rest your wrist on the mouse pad while mousing. You may rest the fleshy part of your palm on the mouse pad when you are not using the mouse. Avoid using the same hand to operate the mouse all the time. Your monitor. Height: Place your monitor directly on your desktop. The first line of type on your computer should be at or slightly below eye level. A riser or stack of paper may be placed under the monitor if it is too low (for taller people). The chair or desk height may have to be adjusted if it is too high (shorter people). Distance: The monitor should be approximately 25 or an arms length away from you. Tilt: The screen should be positioned vertically to reduce the glare from overhead lighting. Location: Your monitor should be directly in front of you and your keyboard. It should not be off to the side. If you often use your computer while you have people in your office, position you monitor so you do not have to turn your head more than 45 degrees to them. Your eyes. Glasses: If you wear glasses, talk to your optometrist about glasses for computer users. 20-20-20: Every 20 minutes, look 20 feet away, for at least 20 seconds. Dont forget to blink! People tend to blink less when they use computers.

AP 8-3(iii)c

Your work habits. Breaks: Take all regularly scheduled breaks and move. Take the stairs, walk around and stretch. Breathe: Take a deep breath between phone calls. This will help to relieve tension and provide oxygen to tired muscles. Outside of work, eat right, exercise, and get plenty of rest! Desk Exercises You Can Do While You Work. Arms: Stretch your arms up in the air and to the sides between calls. Shoulders: Roll your shoulders forwards and back. Lift your shoulders up to your ears and breathe in, drop your shoulders and exhale. Hands: Spread your fingers wide apart, hold for 5 seconds and relax. Gently shake the tension out of your hands. Legs: Extend your legs under your desk and roll your ankles. Neck: Gently tilt your head from side to side and look left to right. Common Problems and Likely Causes. This is not an all-inclusive list but a guideline you can use if you start to experience discomfort in a specific area. Please feel free to contact the Supervisor of Payroll & Health and Safety if the problem does not resolve itself quickly. Pain in wrists and hands: Keyboard is too high, too low, too close, or too far Striking keys too hard Using side-to-side wrists movements to operate the mouse Overuse of one hand Resting wrists while keyboarding/mousing Using arm rests while keyboarding/mousing Sore neck and upper back: Monitor is too high or too low Typing by sight instead of by touch Keyboard is too high or too low Slouching Arm rests are too high Stress and tension Staying in one position for too long Chair not adjusted to provide back support Sore/stiff low back: Chair is too low Crossing legs while sitting Slouching Back rest is not supporting back Aching legs: Staying in one position too long Poor circulation (see your doctor) Sore/tired eyes: Monitor is too close or too far Lack of blinking Staring at something for too long Inappropriate eyewear Too much glare from overhead lighting AP 8-3(iii)d

Checklists for VDT Workstations Assess each workstation in your workplace using this checklist. Take corrective action whenever the answer is no.
Keyboard Position 1. Do upper arms hang relaxed at the workers side during VDT use? 2. Are elbow joints at 90 degree angles? 3. Are hands in line with forearms when using the keyboard and/or mouse? 4. Is the forearm supported when the user holds a mouse or other device? 5. Do the keyboard and mouse heights allow proper arm postures? Monitor Position 6. Is the top of the screen at the users eye level (exclude bifocal and trifocal wearers)? 7. Is the viewing distance from the eyes to the screen between 40 and 74 cm? 8. Is the monitor centered in front of the user during continuous VDT use? 9. Is the seat pan height adjustable between 42 and 51 cm? Seating 10. Is the seat pan tilt adjustable between +3 and -4 degrees? 11. Is the backrest height (lower edge to seat) adjustable between 8 and 15 cm? 12. Is the angle of the backrest to the seat adjustable between 93 and 113 degrees? 13. Does the backrest have a well-formed lower back support? 14. Does the user know how to adjust his or her chair for maximum comfort? 15. Are the thighs of the user parallel to the floor? 16. Do the users feet rest flat on the floor or is a footrest provided when needed? Desks 17. Is horizontal knee space greater than 43 cm? 18. Is horizontal toe space greater than 60 cm? Document Holders 19. Is there an adjustable document holder? 20. Is the holder large enough for the documents being used? Lighting 21. Do lighting levels fall between 300 and 500 lux? 22. Is the VDT screen free of glare spots? 23. Is the worker shielded from sources of direct glare? 24. Is the workers line of sight parallel to the plane of windows? 25. Is the office area illuminated with indirect light fixtures? 26. Are overhead light fixtures fitted with parabolic filters? 27. Is the workstation located between rows of overhead lights? 28. Is the worker provided with an adjustable task light (if required)? Task Design 29. Is the worker encouraged to take frequent breaks during prolonged VDT use (e.g. minutes every hour away from keyboarding)?

Yes

No

AP 8-3(iii)e

Workplace Ergonomic Assessment Employee Name: _________________________ Date: __________________________________ Principal/Supervisor: _____________________________ Telephone: _____________________________ Ergonomic Assessor: _____________________ Location: ______________________________ Brief description of work tasks: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________ Signs or symptoms of discomfort and location: ______________________________________________________________________________________ __________________________________________________________
General Posture While going through this checklist and assisting the employee in properly setting up his/her workstation, keep the following general posture guidelines in mind. While sitting at workstation, employees back should be erect and/or angled slightly backwards, so that the back can be supported by the backrest. Employees arms should be relaxed and loose, elbows close to side, with the forearms and hands approximately parallel with the floor. Wrists should be as straight as possible while keyboarding or using the mouse and should not have to be bent upward, downward, or to either side more than 10 degrees. Thighs should be horizontal or angled slightly downward The lower legs should be near a right angle to thighs The feet should rest comfortably (flat) on the floor or footrest The head should be upright over the shoulder in a relaxed position, with eyes looking slightly downward. Employees should avoid working with their head or trunk twisted in an unnatural position Chairs Adjust chair so that it offers the best lower back (lumbar) support possible Set seat pan to neutral or angle slightly back from horizontal for appropriate comfort. Adjust height so that employees arms and wrists are in neutral position when typing Feet should be flat on floor, if not, use a footrest

Footrests (if required) Place footrest on floor close to chair Adjust height so that it relieves pressure from behind the legs when sitting. (This can also be accomplished by adjusting the chair). Desks Organize accessories on the table so that the items used frequently are close by e.g.: Frequently used 0-30 cm (0-12 inches) Occasionally used 30-50 cm (12-20 inches) Seldom used > 50 cm (20 inches) Place phone on left side if right-handed and visa versa AP 8-3(iii)f

 If possible, manage wires from keyboard and mouse so they are not in the way by routing them underneath the desk (if not, include in comment section) Monitors Locate monitor directly in front of the keyboard Top line of the text on the screen should be eye level when sitting up straight Keep monitor far enough away so that employee can read it comfortably (general rule is an arms length away) Adjust contrast and brightness to comfort level Advise worker to clean monitor surface on a regular basis Some employees may experience difficulty when wearing bifocals or progressive lenses. Advise them that they may want to change to eyewear better suited for the work environment and to consult with their optometrist or ophthalmologist.

Lighting If able, adjust the level of light to make it easy for employee to see the screen without squinting or straining. Adjust the screen so it is free of reflected glare (a monitor visor and/or an anti-glare screen can be utilized). Position monitor so that employees line of sight is parallel to the window Ensure there is enough light to read hard copy easily

Desk Lamps (Task Lighting) If this type of lighting is used: Move desk lamp so that it illuminates the document employee is reading Try to avoid having the light directed at the monitor, employees face or eyes Ensure task lighting is of the type where the bulb is sufficiently recessed so as not to cause a bright spot in the field of view To avoid shadows on documents and reflected glare, place the task lighting so when its on writing surface it is to employees left, if right-handed. (Or to right if left-handed). Keyboards Set keyboard so that the legs are folded in Centre employees body over the alpha portion of the keyboard if this is where most of the employees time is spent Advise employee that it is not necessary to type with very much force Keyboard Trays Set angle of platform so that it is flat Adjust height so that when typing the wrist remains in a neutral position If the keyboard tray does not adjust this way, raise or lower employees chair until the wrists/arms are in the proper position (refer to section on chairs) Mouse Position mouse so that it is next to the keyboard tray If no room, employee can use a keyboard tray extension or mouse house Wrists Rests When keying, advise employee that palms should not be resting on the support Support should be placed under the palms, not the wrists Support should be flush in height with front edge of the keyboard, and rounded or padded Wrists should not rest on a sharp edge, such as a desk edge, when typing

AP 8-3(iii)g

Document Holder Place document holder so that it is next to the monitor screen and adjust to the same height and viewing distance as the monitor so that employee moves his/her head very little when looking from document to screen. Comments/Recommendations: _______________________________________________________________________________________________________ _________________________________________________________________________________________________ __________________________________________________________________________________________________ Comments/Recommendations: A good practice to follow is prior to purchasing of equipment for the office; there should be an opportunity for the employee to use the product on a trial basis. This will ensure that the product is suited for the employee and the job. When completed, give copies to the following: Employee (whose work process has been evaluated) Employees Principal/Supervisor Supervisor of Payroll & Health and Safety

AP 8-3(iii)h

Administrative Procedure
Date: November 7, 2011

A.P. 8-3(iv)

Subject:

Equipment Lockout

Purpose Unauthorized or inadvertent operation of energy source controlled devices may cause injury to personnel working on or near the equipment. This procedure will ensure that equipment is locked out and tagged out when it is under repair or maintenance or determined to be unsafe.

Responsibility 1. The worker operating the equipment is responsible for the proper application of this procedure and shall be familiar with the operational specifications that apply to locking and tagging out. The supervisor is responsible to ensure that the workers are trained and follow the procedures.

2.

Lock-Out 1. A padlock, with a single key, will be used by workers who perform repairs or maintenance to equipment. A Lockout kit is available in the Custodial Room at each school which is equipped with locks, tags,etc. The padlock key is to remain in the possession of the assigned worker and is not to be given to anyone else. If a piece of equipment is unsafe and repairs or maintenance are to be made, the worker shall attach their padlock to the equipment before commencing work. The worker will test the start button to ensure lockout has de-energized the piece of equipment. If a piece of electrical equipment cannot be locked out, the fuses must be removed and the switch tagged (e.g. Do Not Operate) identifying the equipment status. In cases where work can only be made on operating electrical equipment, adherence to the Occupational Health and Safety Act and related regulations shall apply. Prior to the removal of the padlock, the worker shall inspect the equipment and the immediate area to ensure that the equipment can be safely operated. If work on the equipment overlaps from one shift to the next, the worker going off shift is responsible for removing their lock and for observing the replacement of a new lock from a worker on the incoming shift. If a worker neglects to remove their padlock before leaving the facility, the supervisor shall call that worker back in to remove the lock. If this is not possible, the supervisor may remove the padlock only after verifying that: i the worker is no longer working on the equipment and,
A.P. 8-3(iv)

2.

3.

4.

5.

6.

7.

8.

ii. 9.

the equipment is safe to operate

In cases where adjustments can only be made when the equipment is operating, a spotter positioned at the EMERGENCY STOP button replaces the need for a lock out.

Multiple Locks and Lock-Out Bars 1. Where several persons may be working on the equipment, a lock out bar that accommodates multiple locks shall be used.

Blockout Blocking Out is used to prevent inadvertent movement of equipment through the release of energy by gravity or inertia. 1. When equipment is malfunctioning or deemed unsafe, the worker will pull that piece of equipment out of service, tag it unsafe, place a plug lockout on the plug and report the defect to the appropriate person so that repairs can be arranged.

A.P. 8-3(iv)

Administrative Procedure
Date: December 2007

A.P. 8-3(v)

Subject:

Noise Control and Hearing Conservation

1.

Authority: Bruce-Grey Catholic District School Board Policy BP 8-3 - Occupational Health and Safety assures staff that every reasonable precaution will be taken for the protection of employees Excessive noise exposure in Ontario has been identified as a hazard and as such is regulated under the Occupational Health and Safety Act and Ontario Regulation 851/90, Section 139, as amended July 1, 2007

2.

Board Requirements: No employee will be exposed to a sound level greater than an equivalent sound exposure level of 85 dBA, without personal hearing protection.

3.

Hearing Conservation Program: Exposure to excessive sound levels can result in permanent hearing loss. In order to protect all Bruce-Grey Catholic District School Board employees from noise induced hearing loss, BruceGrey Catholic District School Board has developed and will maintain an effective Hearing Conservation Program. This program will consist of: Monitoring Training Controls Hearing Protection Audiometric Testing Program Review

4.

Definitions: For the purpose of this Administrative Procedure, the following terms and definitions will apply: Noise: Peak sound level: Base Line Audiogram: Audiometric Testing: Sound energy in the workplace. Maximum instantaneous sound level in dBA. First Audiometric Test conducted on the employee. Hearing testing conducted by a qualified technician that includes pure tone tests, individual verbal counselling and specific paper work.

dBA:

A measure of sound level in decibels using a reference sound pressure of 20 micropascals when measured on the A-weighting network of a sound level meter; A unit of measurement of sound pressure level that is equal to 20 times the logarithm to the base 10 of the ratio of the pressure of a sound, divided by the reference pressure of 20 micropascals;

Decibel:

Equivalent sound exposure level: The steady sound level in dBA which, if present in a workplace for eight hours in a day, would contain the same total energy as that generated by the actual and varying sound levels to which a worker is exposed in his or her total work day, determined in accordance with the formula set out in OHSA Section 139, subsection (2). 5. Monitoring: The Bruce-Grey Catholic District School Boards Occupational Health and Safety Officer in accordance with current regulatory practice, will conduct or arrange for the monitoring of sound levels.

6.

Controls: Where it is not practicable to reduce sound levels below the regulated exposure level, the following sequential controls will be implemented.

6.1

Engineering Controls When possible, engineering controls must be implemented in areas with a sound hazard to reduce the sound levels to or below the permissible exposure levels.

6.2

Administrative Controls All employees that work in areas with sound levels in excess of the regulated exposure levels are required to wear hearing protection. Supervisors/Managers must ensure that all employees exposed to sound levels in excess of the regulated exposure levels are provided with and wear hearing protection. The hearing protection will be selected and maintained in accordance with CSA Standard Z94.2. The following employee groups, including occasional staff, have been identified to be at risk when working in spaces with sound levels higher than 85 dBA. q q q Technical Shop Teachers Music Teachers Additional Staff when identified as being at risk

The following types of hearing protection have been identified for the noted employee groups.

Technical Shop Teachers Music Teachers

Full ear style (muff) Musicians Ear

NRR 25 NRR 15/25

NOTE: The selection of hearing protection is an ongoing process based on user experience, monitoring the needs of the occupational group and the individual. 6.3 Posting of Sound Hazard Areas All work areas with identified sound levels that exceed 85dBA as per the Occupational Health and Safety Regulation 851, Section 139 (2)(10) will be clearly signed at the entrance or approach to the area and at specific equipment. 7. Audiometric Testing: A qualified Audiometric Technician will conduct Audiometric Testing. Audiograms are personal medical documents and will be retained as such by the Owen Sound Audiology and Hearing Aid Clinic. Employee audiometric testing will be conducted to establish a base line audiogram. Further testing will be done as per recommendations by the Owen Sound Audiology and Hearing Aid Clinic as established in Appendix A (attached). Employees currently working in areas with sound levels in excess of 85 dBA, are required to complete audiometric testing within six (6) months of approval of the amended Administrative Procedure AP 83. All new employees who are to work in areas with sound levels in excess of 85 dBA are required to have a base line audiometric test within the first six (6) months of employment. Employees with sound level exposure above 85 dBA will be informed of: q q q q 8. The results of any sound level exposure measurements The effect of noise on hearing The use and maintenance of hearing protection The purpose of hearing testing

Training: All training will be conducted by either the Owen Sound Audiology and Hearing Aid Clinic Audiometric Technician, another qualified person or the Occupational Health and Safety Officer. Training may consist of either a group presentation; and/or video, handouts and if applicable additional information will be provided during the audiometric test.

9.

Program Review: The Hearing Conservation Program will be reviewed annually by the Joint Health and Safety Committee. The review will consist of: q q q q The need for further sound level measurements (monitoring) The education and training of workers The adequacy of noise control measures The selection and use of hearing protection

q 10.

Hearing testing and information on the rate and extent of occupational hearing loss

Responsibilities: 10.1 Board:

Establish and maintain a hearing conservation program. Perform all necessary testing and monitoring to establish exposure. Establish and implement noise reduction strategies at individual locations using available controls. Provide appropriate warning signage. Provide personal protective equipment as required. Principal/Supervisor:

10.2

Ensure adequate personal protective equipment is provided. Ensure appropriate signage is posted at the school locations where sound levels exceed 85 dBA. Ensure personal protective equipment is worn in areas where sound levels exceed 85 dBA. Ensure all new equipment is fitted with original equipment manufacturer sound attenuation devices, where available. Ensure exposure duration above 85 dBA is limited to a maximum of two (2) hours per day where the wearing of personal protective equipment is not practical. Ensure staff is available for audiometric testing. Ensure staff is available for training/education program. Employee: Work in a manner as prescribed in the Occupational Health and Safety Act. Wear personal hearing protection equipment as prescribed by the Board where sound levels exceed the regulated exposure levels. Maintain all hearing protection in a clean sanitary condition. Report all missing, damaged or worn hearing protection equipment to the supervisor. Participate in sound level monitoring as required. Participate in audiometric testing. Participate in the training/education program.

10.3

November 2007

APPENDIX A AUDIOMETRIC TESTING PROTOCOL Testing: Employees shall have no significant noise exposure for 48 72 hours prior to testing Screening is on a pass/non-pass basis for pure tone stimuli presented at a level of 20 dB HL Assessment (testing) is done in five (5) dB steps Frequencies to be monitored: 500, 1000, 2000, 3000, 4000, 6000, 8000 Hz Screening - pass/fail at 20 dB HL Pass - go to bi-annual screening Fail - go to annual assessment: - when annual assessment indicates no significant threshold change for three consecutive years, bi-annual assessments will be recommended - when comparison of the current assessment to the employees baseline indicates a change of 15 dB or more at any frequency, annual assessment will be recommended

Significant Threshold Change: A change of 15 dB or more at any frequency when comparing two consecutive tests

Program Target: Year to year comparison will indicate a significant threshold shift occurred in less than 5% of the employees in the Hearing Conservation Program Responsibility: Owen Sound Audiology Clinic

Target Met: Bi-annual screening

- employees with pass - screening - employees with non-pass screening and pass - assessment - employees with non-pass screening, non-pass assessment for air conduction due to a documented conductive component, when the sensori-neural component meets pass criteria

Annual Assessment

- employees with non-pass screening and Owen Sound Audiology Clinic non-pass assessment due to a sensori-neural component until there is no significant change over three consecutive years - employees with a change of 15 dB or more at any frequency from the baseline assessment - employees with documented sensori-neural Owen Sound Audiology Clinic loss (non-pass assessment) with no significant change over three consecutive years - results of measurements - effect of noise on hearing Owen Sound Audiology Clinic

Bi-annual Assessment

Education at Assessment

- purpose of hearing testing Hearing protection checked annually On-going awareness promotion within schools - use and maintenance of hearing protection - staff meetings - posters - signage Owen Sound Audiology Clinic & School Principal School Principal

Target Not Met: Responsibility: Repeat educational in-service Bruce-Grey CDSB Repeat individual instruction re: insertion, use and care of hearing protectionOwen Sound Audiology Clinic Review in-school education and awareness component Joint Health and Safety Committee Annual assessment with individual education for all employees Owen Sound Audiology Clinic Significant Loss per Workplace Safety and Insurance Board (WSIB): Losses are corrected by Workplace Safety and Insurance Board (WSIB) for age and nonoccupational exposure Based on four (4) frequency average of .5, 1, 2, 3 kHz When there is evidence of a notched loss at higher frequencies with a history of occupational noise exposure, WSIB will consider the merits of the claim application on an individual basis. Due to difference ear canal resonant frequencies (this varies with the size of the canal) and the frequency characteristics of different stimuli, noise induced hearing loss notches can occur at higher frequencies than the typical 3 to 4 kHz notch. For this reason the test frequencies of 4, 6 and 8 kHz will be included in the program.

Noise Induced Hearing Loss: (as defined by Workplace Safety and Insurance Board) Medical Loss: To be monitored, possible entitlement to Health Care and Rehabilitation Benefits 4 frequency average of 25 dB or greater in each ear

Permanent Disability: 4 frequency average of 35 dB or greater in poorer ear and 25 dB or greater in better ear, or 4 frequency average of 35 dB or greater in poorer ear and 24 dB or less in better ear, but the pattern of hearing loss is clearly consistent with occupational noise exposure

Administrative Procedure
Date: Subject: September 23, 2008

A.P. 8-3(vi)

Working Safely in Special Education

Purpose
The Bruce-Grey Catholic District School Board supports safe working and learning environments for all staff and students. All staff who are hired to work with students with special needs are provided with appropriate support and training to ensure the safety of all.

Procedure
1. In accordance with the Occupational Health and Safety Act R.S.O. 1990 Section 25.2.j, the Board's Occupational Health and Safety Policy No. 8-3 promotes Safety in Special Education through: 1.1 Employee training in violence prevention programs that include post Incident Debriefing (A-F 8-3(vi)(a) available in First Class: Forms/Health & Safety). 1.2 When a student is known to have a potential to present a safety concern, a plan will be put in place that develops, supports and communicates procedures and practices to ensure the safety of staff and students. 1.3 While the preparation of an Individualized Emergency Response Plan: Behaviour Plan is required after the student has experienced two physical restraints, the development of the plan may be done well before such a strategy is required. 1.4 Individualized Emergency Response Plans that consider: (A-F 8-3(vi)(b) available in First Class: Forms/Health & Safety) 1.4.1 special training in recognizing and handling behaviours 1.4.2 communication systems 1.4.3 design or physical layout of the work area, such as doors with clear windows, adequate lighting, etc. 1.4.4 personal protective equipment 1.4.5 regular program review to assess risk factors All incidents of violence, including those in which a worker is injured are to be reported as follows: 2.1 The Internal Employee Incident Report Form shall be used to report any violent incident (available in First Class: Forms/Health & Safety). 2.2 The Internal Employee Incident Report Form will be reviewed by Supervisor of Payroll & Benefits and the Superintendent of Special Education will be contacted when the frequency or number of reports are indicating some assistance may be needed at the school level to review the planning for the student. 2.3 The Physical Restraint of Student Report must be completed for any incident requiring physical intervention on a student (available in First Class: Forms/Administrative). 2.4 The Physical Restraint of Student Report forms are reviewed centrally and the school is
A.P. 8-3(vi)(a)

2.

2.5

2.6

contacted when the frequency or number of reports indicate a review of the student plan or further staff training are needed. Where there is any injury to an employee an immediate telephone call is to be made to the Supervisor of Payroll and Benefits. In addition, the Internal Employee Incident Report form must be filled in and sent to the Supervisor of Payroll and Benefits within 24 hours. In the event an employee is injured by a student, the school principal and the Superintendent of Special Education shall immediately attend to the physical and mental well being of all involved. The following actions will be taken: 2.6.1 the employee shall be referred for medical attention, if required, and appropriate Health and Safety reporting will be done; and 2.6.2 school administration informs the Superintendent of Special Education; and will be advised to contact their union representative; 2.6.3 the student will be removed from the classroom (or area) until appropriate remedial measures are in place to ensure the safety of the employee(s); and 2.6.4 the Superintendent of Special Education shall insure that any restorative actions to be taken following the incident and that any remedial measures strive to eliminate the potential of any future incidents; and 2.6.5 school administration shall inform all employees of the school/worksite, of the outcomes of any investigation and all remedial actions.

3.

Pre-planning and using prevention strategies which are proactive will lessen the likelihood of injury. Supports and strategies to help prepare for and respond to incidents of violence include: 3.1 regular training in Board taught crisis prevention program 3.2 school team based planning and preparation for an incident involving violence 3.3 specialized support staff at the Catholic Education Centre 3.4 Individualized Safety Plan 3.5 the student Individual Education Plan (I.E.P.) 3.6 the Safe Schools resource support documents and staff 3.7 the school code of conduct 3.8 statistical analysis and planning with respect to Incidents reported 3.9 community partnerships, i.e, Keystone Child and Family Services Administrative Procedure 8-3(vi) Working Safely in Special Education, is to be reviewed annually.

4.

A.P. 8-3(vi)(b)

BACK-GROUNDER FOR TRAINING IN VIOLENCE PREVENTION PROGRAMS

Prevention One of the most important things an educator can do is to prepare for a range of possibilities. To assist the schools in this, it is important to have people trained to deal with crisis situations and to have discussed procedures in the event of an acting-out individual in the school. The safest way to deal with escalating anger and potential physical aggression is to use a team approach. The principal may wish to identify to staff, those people who have special training and are willing to assist in the event of such a crisis. Prevention is assisted by people feeling comfortable with the knowledge that they will be able to access support when needed and having procedures defined such as how one calls for assistance. Variety in the staff positions can be helpful to assist in the flexibility of staff deployment depending on the nature of the critical incident. The people who form the team must be prepared to balance the need for students and staff to deal with the emotions and reactions aroused by the incident, against the compelling desire to "get things back to normal". Prevention is assisted by the development of the team's ability to deal with a variety of situations. Successful crisis intervention includes staff development that focuses on both content and team process. Content training should include an overview of crisis development and the responses needed for particular kinds of crises. Training should emphasize team building and various roles that can be assumed. Staff lessen the likelihood of a crisis every day as they build rapport and trust with students and as they model appropriate ways of expressing feelings. Staff may also promote effective coping mechanisms of students through formal instruction in life skills. Elements of social skill development, including intentional instruction in Catholic Character Education will promote positive behaviour and help students with stress management, awareness and expression of feelings, social problem solving, violence prevention, communication skills, interpersonal/peer relationship skills and skills for coping with personal loss.

BACKGROUNDER: INDIVIDUAL EMERGENCY PLANNING

The purpose of establishing an Individualized Safety Plan is twofold:
A.P. 8-3(vi)(c)

1.

To prevent occurrences of out of control aggressive behaviour by preplanning intervention techniques. To predetermine staff actions and consequences for students who are identified by staff as high risk for verbal or physical outbursts and aggression.

2.

An Individualized Safety Plan becomes part of the student's Individual Education Plan (IEP) and should be reflected in the assessed needs box. The development of the plan needs collaboration and input from all people who work with the individual student. This can include the Principal, Special Education Teacher, Classroom Teacher, Educational Assistants, Parents/Guardians, Group Home Workers, other Board resources and outside agency staff. While the preparation of an Individualized Safety Plan is required after the student has experienced two physical restraints, the development of the plan may be done well before such a strategy is required. Intervention The Bruce-Grey Catholic District School Board has adopted the Ontario Education Services Corporations Behaviour Management System (BMS). The program is directed at the prevention of violence, and also gives staff skills to use strategies to keep themselves and the student safe, as well as the skills to intervene in potentially violent situations. The bulk of this training speaks to the forms and structures for linking behaviour management to IEPs and Individual Safety Plans through the use of functional behaviour assessments, safety audits, behaviour logs and effective consultation/collaboration. To support this program a number of staff have been trained as trainers, which allows the ongoing certification of staff in the program. All Educational Assistants have received the initial training in BMS. Team Intervention Although it may not be possible, it is always better, for a number of reasons, if a well coordinated team of professionals responds to a violent incident. The team approach is safer for staff, the acting-out person and for any bystanders. A team allows a staff person to deal directly with the acting-out person, while other staff can remove bystanders and secure the area. By having a team approach it pre-supposes some organization and development of a protocol for dealing with violent behaviour. Establishing protocol and procedures for dealing with violent behaviour will go a long way to increasing staff confidence that there is a system in place that will work under stress. Finally, a team approach increases staff protection as it offers witnesses to the event who can assure that the critical incident is handled in a professional, supportive manner.

A.P. 8-3(vi)(d)

BACKGROUNDER: Postvention: After the Crisis Reconnecting with the Student

The period of time immediately after a display of disruptive behaviour is often a time of vulnerability for the person who acted out. The individual can be drained, both emotionally and physically. The person is more likely to be open to change at this time than at any other time. If staff can take the time to re-establish communication with the student who has acted out, the possibility of preventing future crises exists. At times, this is not possible if the student is removed from the school immediately following the event. However, the principles of postvention still need to be put in place and often the meeting prior to a student returning to the school is the appropriate time for this to occur. Depending on the nature of the violent incident there are two processes that should occur in the postvention stage. The first, as mentioned, is re-establishment of communication with the student and a process of problem solving should take place. Reassurance should be provided for the student involved and for those who may have been present. The problem solving should involve identifying the factors that led up to the event, looking for potential behaviour patterns, brainstorming possible alternatives or ways to solve the problems, negotiating for change, and finally, setting out a plan with the student. At this time the communication protocol for the students parent/guardian, Board and community should be discussed. Protection of privacy legislation and respect for all concerned will inform this planning.

Post Incident Debriefing Immediate Staff Debriefing

All behaviour incidents ranging from simple defiance to acting out place stress on staff and students. Without debriefing strategies in place, risk of staff burnout increases and the likelihood of student behaviour improvement decreases. One goal of debriefing is to discuss the facts surrounding a crisis incident, to analyze staff response and to find ways to prevent future crises or to handle them more effectively. A review or creation of the Individualized Safety Plan is part of this process. A second goal of debriefing is to allow staff members to talk about their feelings about the crisis incident. Anger, fear, or embarrassment are not uncommon reactions during or after a crisis, and it is important for those feelings to be acknowledged and discussed. It may also, in some cases, be necessary for the staff to debrief prior to a problem solving process to take place with the student. Depending on the nature of the incident and the staff feelings, Restorative Practices may be an option. The principal can seek third party support from the Catholic Education Centre Staff if necessary. Given the hectic timetable and events in a school, it is easy to forgo the postvention process, as everyone strives to get things back to "normal". However, often the events of the crisis have not been fully dealt with for both students and staff. If this is the case, emotions and stress may rise to the surface, later contributing to future dysfunction. It is better to deal with the situation in its totality rather than continue to struggle with the aftermath.

A.P. 8-3(vi)(e)

Catholic Education Centre support personnel should be considered as a resource and can offer assistance to staff and students.

Documentation
Regular documentation should occur as part of the IEP and Safety Plan. Additional considerations may include: behaviour logs Internal Employee Incident Report form Physical Restraint of Student Report form Report of Accident/Injury (MOL and Board) Health and Safety Committee Reports (MOL and Board) - as advised by Supervisor of Payroll and Benefits

Subsequent Follow-up Staff Debriefing

In cases of serious incidents, staff may not be ready to problem solve in the Immediate Debriefing. In these cases, following documentation and no more than 3-4 days after the incident, there should be a follow-up debriefing. Staff are often able to recognize additional elements of the incident at this time and can move to more objective evaluation and planning of strategies.

A.P. 8-3(vi)(f)

Administrative Procedure
Date: Subject: October 27, 2009

A.P. 8-3(vii)

Use of Electronic Devices While Driving

References Bill 118 - Countering Distracted Driving and Promoting Green Transportation Act, 2009 Highway Traffic Act Purpose Driver inattention is a factor in a majority of motor vehicle accidents. We are not only concerned about the welfare of Bruce-Grey Catholic District School Board staff, but also the welfare of others who could be put in harms way by inattentive driving. Procedure Bill 118 prohibits the use of hand held electronic devices while operating a motor vehicle unless they are being operated in a hands free mode which may include earphones or wireless headsets. Hand held devices may include cell phones, pagers, palm pilots, faxes and other communication devices. For the protection of our staff and others, the Board requires all employees to comply with the law.

A.P. 8-3(vii)

Administrative Procedure
Date: Subject: April 2010

A.P. 8-3(viii)

Automated External Defibrillators

It is the policy of the Bruce-Grey Catholic District School Board that every reasonable precaution to ensure the health and well being of all students and staff will be taken to prevent serious medical emergencies. To enhance first aid response, an Automated External Defibrillators (AED) is available at Sacred Heart High School, Walkerton. This procedure provides guidelines regarding the AED units. What is an AED? An AED is a computerized medical device that analyses a persons heart rhythm and can recognize a rhythm that requires a shock. The AED can advise the first responders when a shock is needed and, by use of voice prompts, lights and text messages, the measures to take. Training In a building where an AED exists, two levels of training will occur: (i) Awareness Training The Principal will ensure that each staff member has received awareness training. The awareness training will occur at the beginning of each school year and will occur no later than November 1st. Staff will be made aware of the location of the AED. Teaching staff will ensure that information relating to the location of the AED is left for occasional teachers. (ii) Response Team training Each school will be required to meet the minimum number of staff members trained to use the AED as determined by Regulation 1101, First Aid Requirements of the Ontario Occupational Health Safety Act. The trainer will be training on the AED model available at their location. This training will allow individuals to become familiar with the device and be able to successfully operate it quickly in an emergency.

The following staff will be trained at locations with an AED. Principal, Vice-Principal Head Custodian 2 additional Custodians All Physical Education Teachers and Coaches 1 School Secretary

A.P. 8-3(viii)(a)

Installations The AED unit will typically be installed in a location central to the school which is also easily accessible to the gymnasium. Other factors considered in the location include visual site from the office, location of surveillance cameras, as well as public access if necessary. The AED unit will be placed in an alarmed wall mounted storage cabinet along with a response kit. Signage indicating the presence of the AED and its use will also be installed. An alarm will be activated when the wall cabinet door is opened and is used to summon assistance as required. For maintenance purposes the alarm may be deactivated by a key mechanism. Maintenance of AED Devices Every day the AED will perform a self-test to ensure proper working condition and battery life. In the event of a mechanical or battery problem, the AED will prompt a problem symbol on the AED and will alert that there is a problem. The Principal shall ensure the AED unit is inspected once a week by the custodian. All inspections are to be recorded in the AED Weekly User Checklist (Appendix A). Any deficiencies or trouble prompts with the AED should be reported to the Health and Safety Officer who will contact the Paramedic Services to attend the facility and correct the problem or replace the AED. It is the responsibility of the Principal to ensure the inspection record is maintained. Liability In Ontario, volunteer rescuers who perform first aid in an emergency have liability protection under the Good Samaritan Act. Liability protection for individuals using an AED in an emergency situation is being implemented under the Chase McEachern Act. AEDs are slowly becoming the standard of care much like a first aid program in a workplace. While it is always wise to consider the legal implications, prospective AED users should be reassured that no individual or organization has ever been targeted in a legal action as a result of performing first aid or using an AED.

A.P. 8-3(viii)(b)

Administrative Procedure
Date: Subject: August 24, 2010

A.P. 8-3 (ix)

School Elevators and Lifts

Background Over a period of years, multi-storey schools have been equipped with elevators and/or stairlifts to facilitate access for handicapped persons, as well as to assist with freight. These devices are specifically designed for accessibility use or for freight transport, not for conveyance of the general public. Procedures 1. Restricted Use 1.1 Elevators and stairlifts in schools are specifically designed for the loading and weight distribution as per the clearly posted manufacturers specifications. Using these devices for other purposes creates different loading characteristics resulting in breakdowns, maintenance problems, excessive wear, and unsafe operating characteristics. Furthermore, the manufacturers warranty may be voided by improper use. When the elevator or stairlift is out of service due to improper use, it is not available to those who require it. Therefore school elevators and stairlifts are only to be used as designed, i.e. to transport persons with accessibility restrictions and for freight/cleaning equipment by the custodial staff. Keys for the school elevators and stairlifts will be issued to Principals and Custodial Staff. Other persons may be issued a key at the discretion of the Principal. The Principal will maintain a log and record who the key was issued to and the reason for elevator use.

1.2

1.3

1.4

2.

In Case of Fire 2.1 Elevators and stairlifts are not to be operated during a fire evacuation or fire drill. Power failures are quite common during a fire, resulting in the device stopping between floors and trapping the occupant. Also, with respect to stairlifts, the slowmoving lift platform blocks part of the staircase needed by those evacuating the school. School fire evacuation procedures must include arrangements to carry handicapped persons down to ground level or to assist them to evacuate safely as per evacuation procedure developed in consultation with fire officials. Please contact the Catholic Education Centre for evacuation chairs if required.

2.2

3.

Elevator Alarms
A.P. 8-3(ix)(a)

3.1

Elevators equipped with emergency alarms provide a means for trapped occupants to signal for help. If the alarm is triggered when the school is occupied, an audible alarm will be heard to alert staff. If the elevator is being used after hours or when working alone, the employee must have a cell phone with them to enable them to call for assistance should an emergency occur.

3.2

3.3

4.

Inspections and Repairs 4.1 Elevators and stairlifts are licensed and inspected annually by TSSA. The current license must be posted in the elevator machine room. Delta Elevator Company performs a maintenance inspection on the elevators and stairlifts quarterly. Schools needing servicing or repair of elevators or stairlifts should submit a work order to the Supervisor of Maintenance.

4.2

4.3

A.P. 8-3(ix)(b)

Record of Elevator Key Usage Employee requesting key Reason for use Date Key issued Date Key Returned Employee Initials Principal Authorization

A.P. 8-3(ix)(c)

Administrative Procedure
Date: Subject: August 24, 2010 Work Refusals

A.P. 8-3 (x)

Background Bruce-Grey Catholic District School Board is committed to the protection of its employees and will endeavour to maintain a safe work environment in order to prevent occupational injuries, illnesses and violent incidents. Under the Occupational Health and Safety Act an employee has the right to refuse to work where the employee has reasonable grounds for believing that the act is likely to endanger the employees health or safety. The Occupational Health & Safety Act is specific about the requirements to be followed when an employee indicated he/she is refusing to work. If the refusal meets the criteria defined by section 43(3) of the Occupational Health & Safety Act, a worker may refuse to work or do particular work if he or she has reason to believe that: (a) any equipment, machine, device or thing the worker is to use or operate is likely to endanger himself, herself or another worker; (b) the physical condition of the workplace or the part thereof in which he or she works or is to work is likely to endanger himself or herself; (b.1) workplace violence is likely to endanger himself or herself; or (c) any equipment, machine, device or thing he or she is to use or operate or the physical condition of the workplace or the part thereof in which he or she works or is to work is in contravention of this Act or the regulations and such contravention is likely to endanger himself, herself or another worker.

Procedure: When an employee has exercised the right to refuse work, the Principal/Supervisor must: 1. Immediately contact Supervisor of Payroll and Health and Safety and indicate that he/she is dealing with a work refusal. Supervisor of Payroll and Health and Safety will inform the appropriate JHSC worker representative who will investigate in the presence of the worker, along with the Supervisor of Payroll and Health and Safety and the Principal/Supervisor without delay. The appropriate union representative(s) will also be contacted. Document the work refusal using Employee Health and Safety Concern Form including, but not limited to, the employees complaint, time, date, relevant information, and any outcome of the refusal. Notify the appropriate Superintendent of Education. Take the necessary steps to ensure the safety of students and employees. Pending the investigation, the employee (complainant) must stay in a safe place and be available to the investigator. The employee may be assigned other work while the work
A.P. 8-3(x)(a)

2.

3. 4. 5.

refusal is being investigated. If another employee is asked to work in the employee/complainants place, the employee should be informed of work refusal. If the nature of the work refusal does not meet the requirements above in a), b), b1) or c), then this incident does not constitute a legitimate work refusal situation in which case, the employee (complainant) should be informed that it was not proper refusal to work and be instructed to return to work. Supervisor of Payroll and Health and Safety and the Area Superintendent should be contacted if more information is needed. If the employee engaged in refusal to work that meets the requirements in a), b), b1) or c) above, then steps should be taken to rectify the situation so that it is deemed safe to return to work. Once steps are taken, the employee (complainant) should be informed of the steps taken and directed to return to the work area. If the employee continues to refuse to work, the JHSC representative, the employee or the employer should contact the Ministry of Labour. A Ministry of Labour inspection shall investigate the refusal in consultation with the employee (complainant), the JHSC representative, the Principal/Supervisor and Supervisor of Payroll and Health and Safety. The inspector shall decide whether there is a likelihood of endangerment and give his/her decision in writing as soon as practicable. Pending the investigation and decision of the inspector, the worker shall remain at a safe place near his/her work station during his/her normal working hours, unless the employer assigns the worker reasonable alternative work during such hours. A teacher or educational assistant cannot refuse to work as per O.Reg. 857 under the Occupational Health and Safety Act, where the circumstances are such that the life, health or safety of a pupil is in imminent jeopardy. Any questions about this process should be directed to the Supervisor of Payroll and Health and Safety.

A.P. 8-3(x)(b)

Administrative Procedure
Date: Subject: August 24, 2010 Working Alone

A.P. 8-3 (xi)

Purpose To ensure employee safety and provide a means of notification and assistance when the employee is working alone or in isolation. Board Requirements When an employee is working alone in a building, ensure that the employees well being is safe guarded and reasonable precautions are taken for the protection of the workers. Principal/Supervisor Responsibilities: Make all staff aware of and ensure compliance with Board Policy 5-9 and Administrative Procedure 5-9, Security of Board Facilities, for signing out, security and return of keys. Develop and implement local process at each site to ensure when anyone is working alone in the building, all building exterior doors are locked at all times, throughout the year. Sites with out-buildings, i.e., portables, develop a site specific safety plan. Encourage staff to inform another person, i.e. spouse or family member, of his/her plans to work alone in building.

Employee Responsibilities: Follow the Board Policy BP 5-9 and Administrative Policy AP5-9 for Security of Board Facilities, for signing out, security and return of keys. Inform another person of his/her plan to work in building. If staying in building alone for an extended period of time, make arrangements to contact another person by telephone. Know the location of a telephone in the work site and secure keys to permit access.

A.P. 8-3(xi)(a)

While working alone in the building , ensure all building exterior doors are locked at all times. Park his/her vehicle in a well lit, easily visible location as close to the building exit as possible. When alone, avoid implementing any new procedures or equipment. Any work in out-buildings, i.e. portables, should be done as early in employees schedule as possible. Take special care to follow safety precautions while working and avoid unnecessary risks. In cases of emergency or threat, pull fire alarm that is monitored 24 hours per day and results in response for assistance.

A.P. 8-3(xi)(b)

Administrative Procedure
Date: Subject: September 7, 2010 First Aid Procedure

A.P. 8-3(xii)

Procedure Statement The Bruce-Grey Catholic District School Board is committed to providing its employees a safe and healthy work environment. Regulation 1101, Regulation for First Aid Requirements, outlines the legal provision that must be met by employers in order to comply with the regulation. The following procedure gives direction towards meeting these obligations and enhancing the wellness of all employees.

Principal Responsibilities: It will be the responsibility of the Principal to ensure the School is compliant with Regulation 1101. This includes but is not limited to the following: q q q q q q q Ensure adequate numbers of employees are trained in first aid following guideline below Ensure first aid kits are supplied and maintained as per regulations Ensure In Case of Injury Form 82 is posted in the workplace Ensure the names of trained first aiders in the workplace are posted Ensure that provision for first aid and transportation of injured to a hospital is incorporated into the emergency response plan Complete accident investigation form where first aid is required, and Ensure all employees are aware of their duties for reporting first aid injuries

Employees are responsible to: Get appropriate first aid and, Report all injuries to their Principal immediately

The School Secretary is responsible to: Replenish supplies as required per First Aid Regulation 1101

Procedure All injuries at work must be reported to the Principal and first aid administered immediately if required. The accident investigation form shall become the record of first aid as per Regulation 1101 and kept on file for review. (In the event of a serious medical emergency, use the School Emergency Response Plan procedures.) First aid kits and their contents are to be inspected on a quarterly basis by the School Secretary. A written
A.P. 8-3(xii)a)

record of inspections shall be kept on file in the first aid station for review by the Joint Health and Safety inspectors for the school. Employees shall report any deficiencies in first aid supplies to the School Secretary. Critical injuries requiring medical aid will be investigated by the Principal.

Training All designated first aiders shall receive training and hold a valid first aid certificate from a recognized first aid training organization. Training certificates shall be renewed in accordance with their expiry dates. Copies of the certificates will be posted next to the first aid kit.

Guideline for Number of Employees to be Trained: The following is a guideline to determine the number of employees at each site that require first aid training. Each Principal & Vice Principal Secretary at each school Custodian on each shift 10% of remaining staff

The arrangements for First Aid training will be made by the Supervisor of Payroll & Health and Safety.

A.P. 8-3(xii)b)

Administrative Procedure
Date: Subject: November 22, 2010

A.P. 8-3(xiii)

General Workplace Inspections

Purpose To assess the quality of workplace conditions, equipment and methods, the success of or need for safety program initiatives, and the quality and adequacy or controls for substandard conditions/hazards in the workplace.

Responsibility The Board, Principal/Supervisor, workers and Joint Health and Safety Committee (JHSC) are responsible for ensuring the proper application of this procedure. Procedure A. General 1. The Board, Principal/Supervisor and workers have an obligation under the Occupational Health and Safety Act (OHSA) to report substandard conditions/hazards in the workplace. 2. The substandard conditions/hazards must be rectified immediately. 3. The JHSC shall conduct monthly workplace inspections, in accordance with approved checklists. 4. Inspections should be conducted prior to a JHSC meeting, so that the observations and recommendations can be discussed by the whole committee. 5. A schedule of workplace inspections for the year shall be developed and posted by the JHSC, at the beginning of each year. Inspection 1. Workplace inspections will be completed by an inspection team consisting of one worker member of the JHSC and one management member of the JHSC who will be assigned this duty at the beginning of the year when the schedule for inspections is set out. 2. The JHSC Inspection team should be accompanied by the Principal/Supervisor and/or Custodian of the location that they are inspecting. 3. A Workplace Inspection Checklist shall be used to record all observed substandard conditions. 4. The JHSC Inspection Team will record any observed hazards on the School Board Safety Audit form with a suggested completion date. 5. Copies of the School Board Safety Audit form shall be: a) posted at the site in a conspicuous location for all staff to see b) forwarded to the Principal/Supervisor of the location inspected c) forwarded to the Supervisor of Payroll & Health and Safety 6. The Supervisor of Payroll & Health and Safety will provide copies of School Board Safety Audit to the Worker Co-Chair.
A.P. 8-3(xiii)a)

B.

C.

Analysis 1. The Principal/Supervisor is responsible for reviewing the School Board Safety Audit form and initiating the appropriate correction action for each discrepancy in their area, in order of its priority. 2. The School Board Safety Audit form shall be responded to in writing to the Supervisor of Payroll & Health and Safety within 14 days with the following information: a) The action taken or planned to be taken b) The completion date 3. The Supervisor of Payroll & Health and Safety will provide a copy of the response to the Worker Co-Chair. 4. Subsequent workplace inspections shall review the items from previous inspections to ensure the remedial action has resolved the concern.

A.P. 8-3(xiii)b)

Administrative Procedure
Date: Subject: March 28, 2011 Incident Investigation

A.P. 8-3(xv)

PURPOSE: 1. The purpose of this procedure is to facilitate timely and accurate reporting of the incident details to the WSIB, the Joint Health and Safety Committee, senior management and the Ministry of Labour (when required). 2. The purpose of this procedure is to determine the root cause of an incident so that corrective action may be taken to immediately prevent future incidents. DEFINITIONS: Critical Injury As defined in Ontario Regulation 834 (R.R.O. 1990) A critical injury is an occupational injury of a serious nature that: 1. 2. 3. 4. 5. 6. 7. Places life in jeopardy. Produces unconsciousness. Results in substantial loss of blood. Involves a fracture of a leg or arm, but not finger or toe. Involves the amputation of a leg, arm, hand or foot but not finger or toe. Consists of burns to a major portion of the body. Causes loss of sight in an eye.

Major Injury: A major injury is an occupational injury or illness that results in an absence from work beyond the date of the occurrence and/or requires medical attention Minor Injury: A minor injury is an incident that impacts a worker only the day of the occurrence and requires first aid only. Near Miss/Property Damage: A near miss incident or damage to property is an unsafe or hazardous condition that did not result in serious consequences to worker health and safety. A light fixture falling next to a worker or damage to vehicles without harming any worker or members of the public in any way are examples of near misses and property damage. These types of incidents shall be investigated by the Principal/Supervisor to determine if the equipment or structures have become hazardous as a result of the incident. Investigating these types of incidents may also prevent a similar occurrence in the future that could possibly end in a more severe result.

A.P. 8-3(xv)a

PROCEDURES: Immediate Response: 1. All workers are responsible for reporting each and every incident, regardless of severity to their Principal/Supervisor immediately. Employees shall complete the Internal Employee Incident Report form as soon as possible after a work-related incident or illness and forward a copy of the completed report to their Principal/Supervisor and to the Supervisor of Payroll & Health and Safety. 2. If first aid is required, the Principal/Supervisor ensures that appropriate first aid is provided. 3. The Principal/Supervisor shall ensure that the worker is provided with transportation to the nearest medical care facility, if required. 4. If there is a possibility that any circumstances surrounding the incident may be imminently dangerous to anyone, the Principal/Supervisor shall take steps to prevent further injury. 5. The Principal/Supervisor shall begin the investigation, as soon as practical once the injured worker is attended to and there is no further threat of harm. The Principal/Supervisor will complete the Principal/Supervisor Incident Report form and forward the form completed in its entirety to the Supervisor of Payroll & Health and Safety within 48 hours of the incident.

Accident/Incident Investigation 1. The Principal/Supervisor with authority over the workplace shall conduct the investigation for each incident occurring in the workplace and complete the appropriate forms. 2. The Principal/Supervisor with authority over the workplace is responsible for: a. Inspecting the scene of the incident and all tools and equipment being used at the time of the occurrence; obtaining and reviewing all pertinent work procedures and safety measures; training and equipment maintenance records; and interviewing and documenting, as accurately and completely as possible, the chronology of events and actions taken by those involved in the occurrence. b. Assessing all available information and determining the causes of the incident and all contributing factors; c. Recommending and implementing immediate corrective action which will prevent or reduce the risk of recurrence of a similar incident and recommending additional corrective actions, as required for approval and implementation at a future date. Analyzing the Incident: All incidents shall be analyzed to determine cause. There are three levels of cause: 1. Immediate 2. Underlying 3. Root Some questions to consider during an investigation: 1. Was the employee distracted? If yes, why? 2. Was a safe work procedure being followed? If not, why not? 3. Were safety devices in order? If not, why not?

A.P. 8-3(xv)b

Reporting Procedures 1. The Principal/Supervisor shall complete the Principal/Supervisor Incident report form immediately and completely. 2. The Employers report form must include the following information: a. Detailed background information and documentation which may include photographs and/or sketches; b. Concise description of corrective actions taken; c. Completion date for implementation of additional corrective action. 3. Where the employee seeks medical attention the WSIB Functional Abilities Form (FAF) is required to be completed by the treating medical practitioner and returned to the Supervisor of Payroll & Health and Safety. The FAF is available from the Supervisor of Payroll & Health and Safety 4. Work-related incidents involving lost time will be recorded and reported in accordance with the appropriate absence reporting procedure. 5. The Supervisor of Payroll and Health and Safety shall receive copies of all Principal/Supervisor reports of the incident, worker reports, and all relevant documentation. Critical Injury When a critical injury occurs the Principal/Supervisor shall notify the Ministry of Labour immediately by calling 1-877-202-0008 and then Supervisor of Payroll & Health and Safety. For emergencies, dial 911. 1. Where a person is killed or critically injured in the workplace, no person shall interfere with, disturb, destroy, alter, or carry away any wreckage, article, or thing at the scene of or connected with the occurrence until permission has been given by a Ministry of Labour inspector, except for the purpose of: a. Saving a life or relieving human suffering, b. Maintaining an essential public utility service or public transportation system, or c. Preventing unnecessary damage to equipment or other property. 2. The Principal/Supervisor will attend to, and obtain medical attention for the worker. 3. The Principal/Supervisor shall establish an investigation team consisting of the Principal/Supervisor of the critically or fatally injured worker, the Supervisor of Payroll & Health and Safety and a worker member of the JHSC. 4. The investigation team will: a. Investigate the accident at the site (without disturbing the evidence), secure site and do not tamper with the site in the case of critical injuries or greater, b. Interview witnesses and if required, co-workers and supervisory personnel, and c. Prepare a written report of their findings and recommendations to prevent a recurrence. 5. The completed report will be: a. Faxed to the Ministry of Labour, within 48 hours b. Faxed to the Supervisor of Payroll & Health and Safety for distribution to members of the JHSC

A.P. 8-3(xv)c

Administrative Procedure
Date: Subject: September 11, 2012

A.P. 8-3 xvi

Use of Technical Education Facilities

The risk of serious injury is greatly increased when potentially dangerous equipment is used by those who have not received the required level of safety instruction. Improper use of equipment can result in costly damage to that equipment or facility. In the interest of Health and Safety please be advised that Technical Education Facilities and Equipment are for school/work related purposes only. shop facilities and equipment are to be used by authorized and appropriately trained Shop Teachers for instruction of students weekend and personal use of school shops is not permitted no students may use shop facilities and equipment without the supervision of a qualified Technical Education Teacher equipment may be used by Custodial staff with authorization from the Supervisor of Maintenance to repair school property use of shop equipment or facilities for other than Board purposes requires an Application & Permit for Use of School Facilities form.

A.P. 8-3 xvi(a)

Administrative Procedure
Date: Subject: May 27, 2013

A.P. 8-3 xvii

Roles and Responsibilities

Purpose: To provide a guideline that outlines the health and safety responsibilities of various workplace parties. Responsibility: 1. The Bruce-Grey Catholic District School Board in its capacity as the employer is responsible for carrying out the responsibilities and duties outlined through the delegation of these functions to individuals in the corporation. 2. All individuals in the workforce, at all levels and functions, are responsible for understanding and carrying out the responsibilities and duties outlined.

Procedure: A. General 1. 2. Responsibility is defined as an individual's obligation to carry out assigned duties. Responsibility and authority can be delegated to subordinates, giving them the right to act for their supervisors/principals. The supervisor/principal remains accountable for seeing that they are carried out. Prescribed refers to a section of the Occupational Health and Safety Act and Regulations for Industrial Establishments.

3. 4.

B.

School Board 1. Ensure that: (a) Equipment, materials and protective devices as prescribed are provided. (b) Equipment, materials and protective devices are maintained in good condition. (c) Prescribed measures and procedures are carried out. (d) Equipment, materials and protective devices are used as prescribed. (e) Provide information, instruction and supervision to a worker to protect the health and safety of the worker. (f) When appointing a supervisor/principal, appoint a competent person. (g) Acquaint a worker or person in authority over a worker with any hazard in the workplace or school. (h) (i) (j) Afford assistance and co-operation to a committee and a site health and safety representative in the carrying out by the committee. Take every precaution reasonable in the circumstances for worker protection. Post in the workplace, a copy of the Occupational Health and Safety Act and any
A.P. 8-3 xvii(a)

(k) (l) (m)

(n) (o)

(p) (q)

explanatory material prepared by the Ministry, both in English and the majority language of the workplace, outlining the rights, responsibilities and duties of workers. Establish an occupational health service for workers as prescribed. Keep and maintain accurate records of the handling, storage, use and disposal of biological, chemical or physical agents as prescribed. Accurately keep and maintain and make available to the worker affected such records of the exposure of a worker to biological, chemical or physical agents as may be prescribed. Notify a director of the use or introduction into a workplace of such biological, chemical or physical agents as may be prescribed. Monitor at such time or times or at such an interval or intervals the levels of biological, chemical or physical agents in the workplace and keep and post accurate records thereof as prescribed. Comply with a standard limiting the exposure of a worker to biological, chemical or physical agents Where so prescribed, provide a worker with written instructions as to the methods and procedures to be taken for protection of the worker.

C.

Management 1. 2. This level of the organization includes the Director and the Senior Management Team. The health and safety responsibilities attached to this level include the following: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o (p) (q) (r) (s) (t) Ensure the working environment is maintained in a healthy and safe condition. Establish and maintain a written health and safety program, with objectives and standards consistent with applicable legislation as a minimum. Provide ongoing safety education through training and safety meetings, including but not restricted to WHMIS and First Aid. Provide standard operating procedures that include safe work practices. Evaluate the health and safety performance of subordinates and schools. Provide first aid facilities as required. Ensure that personal protective equipment, where required is provided and used. Investigate and report accidents/cases of occupational disease to appropriate authority. Investigate and report incidents to appropriate authority. Responsible for ensuring that workplace inspections are performed apart from those conducted by JHSC/H/S Rep. Responsible for correcting substandard acts or conditions. Responsible for commending good health and safety performance. Responsible for performing employee safety observations. Responsible for performing regular school visits. Set a good example by always wearing the appropriate PPE when required. Ensure that senior management or labour/management meetings have health and safety as a topic on the agenda. Ensure that supervisors/principals regularly attend staff meetings where Health and Safety is on the agenda. Ensure that health and safety reference materials are readily available to supervisors/principals and workers. Ensure that safety is a component of the hiring criteria. Ensure that there is a progressive discipline system that includes health and safety infractions.

D.

Supervisors/Principals

A.P. 8-3 xvii(b)

1.

This level of the organization includes all those individuals who supervise the work of other employees, from the front line supervisor/principal up and could include other types of school board managers. The health and safety responsibilities attached to this level include the following: (a) Taking care of the occupational health and safety of the employees within their respective area. (b) Be familiar with the applicable requirements of the Occupational Health and Safety Act and the Regulations, and ensure compliance. (c) Understand and enforce the School Boards Health & Safety Policies and Procedures. (d) Responsible for ensuring that workplace inspections are performed apart from those conducted by the JHSC/H/S rep. (e) Ensure that employees wear the appropriate personal protective equipment. (f) Advise each worker of the existence of any potential or actual danger to the health and safety of the worker, of which the supervisor/principal is aware. (g) Investigate and determine the causes of all incidents/accidents and initiate or recommend corrective action. (h) Take every precaution reasonable in the circumstance for the protection of a worker. (i) Ensure staff receives proper instruction and training, through safety meetings prior to the commencement of work. (j) Identify and inform superiors of occupational health and safety concerns. (k) Responsible for correcting substandard acts or conditions as reported. (l) Responsible for commending good health and safety performance. (m) Responsible for performing employee safety observations. (n) Responsible for performing informal school inspections. (o) Set a good example by always wearing the appropriate PPE when required. (p) Ensure that health and safety is discussed at all staff meetings. (q) Ensure that health and safety reference materials readily available to and workers and safety bulletin boards are up to date. (r) Ensure that safety is a component of the hiring criteria.

2.

E. 1.

Employees This level of the organization includes all workers in the workplace, up to and including the Director, as well as those individuals on the School Board payroll on a contract basis. The health and safety responsibilities attached to this level include the following: (a) Learning, understanding and practicing standard operating procedures. (b) Responsible to work safely, work in compliance with the Act, wear PPE, report hazards, not remove guards and not engage in pranks or other dangerous conduct. (c) Comply with Bruce-Grey Catholic District School Board health and safety policies and procedures (d) Take every possible precaution to protect themselves and fellow workers from health and safety hazards and unsafe situations. (e) Report unsafe acts or conditions to their supervisor/Principal, health and safety committee, or health and safety representative. (f) Report any near-miss incident or loss immediately to their supervisor/principal. (g) Report any occupational injury or illness immediately to their supervisor/principal. (h) Use personal protective equipment, where required. (i) Report any contraventions of the Occupational Health and Safety Act or Regulations to their supervisor/principal. (j) Recognised for ongoing initiatives to improve safety performance.

2.

A.P. 8-3 xvii(c)

F.

Contractors and Sub-Contractors 1. 2. This classification is external to the School Board and includes all those individuals or organizations working on a contract for the School Board. The health and safety responsibilities attached to this classification include the following: (a) Demonstrate the establishment and maintenance of a health and safety program, with objectives and standards and will provide qualified workers and meet all applicable legislation as well as School Board health and safety policy and procedures (b) Are held accountable for their health and safety performance (c) Provide a WSIB clearance certificate or equivalent insurance (d) Ensure the workers in their employ are aware of the hazardous substances that may be in use at the workplace and wear the appropriate personal protective equipment required for the area This section will be included in all contracts tendered and proof of the above may be required by the municipality at any time from tendering to project completion.

3.

G.

Health & Safety Officer 1. This level of the organization includes all those individuals who have health and safety as a responsibility or function. The health and safety responsibilities attached to this level include the following: (a) (b) (c) (d) (e) (f) (g) Formulate and implement the School Board health and safety programs. Establish and implement policies and procedures to ensure compliance with provincial legislation. (Occupational Health & Safety Act and Workplace Safety & Insurance Act) Co-ordinate activities with joint health & safety committee. Represent the School Board when meeting with MOL/WSIB or HSA. Co-ordinate and deliver safety training and education for employees. Assist in conducting accident/incident investigations. Has training in safety legislation, incident investigation, and workplace inspections, or basic certification.

2.

H.

Visitors and General Public 1. This classification is external to the School Boards organization and includes all those individuals or organizations not identified in the above classifications. Where appropriate, signs will be posted at entrances to inform visitors and the general public about restricted access or the requirement to report to a receptionist before proceeding further. Visitors and general public will not be allowed to wander unescorted, through areas that are normally restricted to employees and this group will sign in and wear appropriate visitor badges as required.

2.

3.

A.P. 8-3 xvii(d)

Admi inistrativ ve Procedure

Da ate: Re eviewed: Su ubject: Jun ne 22, 2010 Feb b. 26, 2013

A.P. 8-4

Workplace e Harassme ent

1.0

G GENERAL All those cov A vered by the Workplace Harassment Policy (B.P P. 8-4) have a right to report r ha arassment or evidence of f harassment incidents and d are entitled d to have acc cess to the di ispute re esolution pro ocesses. Eve ery attempt shall s be mad de to resolve e matters thr rough an info formal re esolution. Th he first step is to inform the individua al that his/he er behaviour is unwelcom me and m must stop imm mediately. Many M disput tes can be re esolved quickly and effe ectively using g this ap pproach. In order o to stop objectionabl le behaviour, supervisory and manager rial personnel l must ad ddress and att tempt to resol lve disputes in n a timely fas shion. These procedu T ures provide a mechanism m for implem menting the Workplace W H Harassment P Policy. N Nothing in the ese procedure es denies or limits l access to other aven nues of redre ess available under th he law or thro ough the filing g of a grievan nce or through h progressive e discipline. In I such a case e, this pr rocess shall cease until the parties and a their respective repre esentatives have h met wit th the A Assistant to th he Director - Human Reso ources to det termine whet ther a formal investigation n will pr roceed or whether the com mplainant wish hes to proceed under anoth her process. Multiple M proc cesses sh hall not be permitted p to proceed p conc currently, alth hough inform mal dispute resolution r atte empts sh hall be permit tted at any tim me with the ag greement of the t Board and d the parties. The following T g steps represent the proc cess for reso olving a hara assment comp plaint throug gh the B Board. The co omplainant is s free to comm mence the co omplaint proc cedure at the formal f or inf formal st tage outlined herein. The complainant is also free to t discontinue e a complaint t at any time. . The B Board, howeve er, may deem m the circumst tances worthy y of further in nvestigation and a initiate its s own ac ction. 1. .1 Who May M Initiate a Complaint? C All em mployees who o are included d under sectio on 3.0 To Wh hom Does Th his Policy App ply in the Workplace Har rassment Policy have acce ess to the com mplaint proced dures. Indivi iduals who believe b that th hey are targe ets of harassm ment may initiate a compl laint. In add dition, those who have witnessed w har rassment dire ectly, have received repo orts of harass sment inciden nts or have re easonable gro ounds to suspe ect that harassment is occu urring, may in nitiate a comp plaint. Each employee e has s the right an nd is encoura aged to conta act his/her Un nion for assis stance and ad dvice through hout this proce ess. Non-uni ionized emplo oyees are enc couraged to co onsult with th he Assistant to the Director B Human Resources. R Timeli ines All complaints mus st be reported d within one (1) ( year of th he most recent t alleged hara assing behavi iour. A com mplaint outsid de this time frame f may be e considered by consultin ng the Assista ant to the Dir rector B Huma an Resources.
A.P. 8-4 8 (a)

1. .2

1.3

Confidentiality It is the duty of the supervisory and managerial personnel to maintain confidentiality in the complaint process. All complainants, respondents and other persons involved with the complaint processes under these procedures will ensure that all matters remain confidential. Witnesses should be informed that supervisory and managerial personnel, in obtaining a statement, will maintain such statement in strict confidence, subject to their ability to conduct a full and thorough investigation. Notwithstanding the above, procedural fairness requires that the respondent to a complaint be apprised of the nature of the complaint and by whom it has been made so that they have an opportunity to respond to the allegations. This may require the disclosure of witness names and statements to the parties. The Board may be required to provide information obtained during an investigation to an outside agency, such as police services, court or tribunal, that has the right to require information otherwise protected by the Municipal Freedom of Information and Protection of Privacy Act. Records All correspondence and other documents generated under these procedures must, subject to the Municipal Freedom of Information and Protection of Privacy Act, be marked APRIVATE AND CONFIDENTIAL@ and be stored in a locked and secure file in the Human Resources department. Misuse of the Complaint Procedures If there is a determination on a balance of probabilities that a complaint has been filed in bad faith, the complaint process may discontinue and disciplinary action may occur. Reprisals Reprisals against individuals because they have reported a complaint are strictly forbidden. Alleged reprisals shall be investigated as formal complaints and, if substantiated, are subject to the same consequences as complaints of harassment.

1.4

1.5

1.6

2.0

INFORMAL RESOLUTION 2.1 Who May Initiate a Complaint? All those individuals who are included under the section To Whom Does This Policy Apply under the Workplace Harassment Policy have access to the complaint procedures. Individuals who believe that they have been subjected to harassment may report such behaviour. In addition, those who have witnessed directly, or have reasonable grounds to suspect that harassment is occurring, may initiate a report. Anonymous reports will not be entertained for dispute resolution under these procedures. Third party disclosures will only go forward (to the formal stage) with the alleged victim=s consent. Supervisory and Managerial Responsibilities Reports shall be made to a person=s immediate supervisor. In schools, this means the Principal or Vice Principal. Supervisory and managerial personnel may become aware of workplace harassment in the working or learning environment in different ways. They may observe harassment
A.P. 8-4 (b)

2.2

directly or receive a report from the individual affected. Supervisory and managerial personnel may also receive reports from third parties. It is important that supervisory and managerial personnel pay attention to symptoms arising out of possible objectionable behaviour such as reduced productivity, changes in behaviour, absenteeism, requests for transfers or rumours. Without assistance, the targets of objectionable behaviour may be embarrassed or reluctant to report a situation. A speedy resolution of a complaint can prevent escalation and further negative consequences while promoting restoration of a healthy learning and working environment. Informal Resolution is a procedure that provides an opportunity for parties to resolve a dispute mutually in a respectful manner. The Board shall require supervisory and managerial personnel, as well as union representatives, to first engage in Informal Resolution as a means of resolving issues. 2.3 Informal Resolution Steps Supervisory or managerial personnel, as well as union representatives, will attempt to facilitate an informal resolution by: $ suggesting that the complainant confront the problem by making it clear to the individual alleged to have engaged in workplace harassment that the behaviour is not acceptable and by obtaining a commitment that the behaviour will stop; $ informing the individual of the complainant=s concern regarding the alleged objectionable behaviour and the Board=s expectation for appropriate behaviour, providing a copy of the Workplace Harassment Policy and/or other relevant Board policies, and obtaining a commitment that the behaviour will stop; and $ following up with the complainant to ensure that the behaviour has stopped. Supervisory and managerial personnel may initiate mediation by a neutral third party. Information Resolution Follow-up In cases where an informal plan of action is implemented, supervisory and managerial personnel will follow up by monitoring the situation, holding, if necessary, subsequent meetings with the parties and taking further steps to ensure that the harassment has stopped. All notes and/or information prepared in the course of the informal complaint process will be forwarded to the Human Resources Department for storage in a confidential workplace incident file separate from the personnel file. Only a record of negative consequence, warning or caution will be placed in the respondent=s personnel file.

2.4

3.0

FORMAL COMPLAINT PROCEDURES 3.1 Initiating a Formal Complaint Formal complaints will only be initiated once all reasonable efforts have been made to resolve the conflict informally. The Assistant to the Director B Human Resources will have the discretion to refer a formal complaint to the appropriate supervisor and the parties if he/she is not satisfied that reasonable efforts have been made to resolve the dispute informally. Employee complainants should contact their appropriate supervisor, a colleague, union or association representative. If an employee requires assistance in completing the formal complaint form, another individual such as a colleague, union or association representative should make the complaint on the employee's behalf. If the supervisor is the party alleged to be responsible for the objectionable behaviour or alleged to condone
A.P. 8-4 (c)

the objectionable behaviour, the complaint should be reported to the appropriate manager above the supervisor. Employee respondents may wish to contact the appropriate supervisor, a colleague, union or association representative. For assistance and representation throughout the complaint process, both employee complainants and employee respondents are referred to the list in section 3.3 below. Other user complainants should report the complaint to the appropriate supervisory or managerial personnel at the Board or, if they require assistance in reporting. Other user respondents may also want to contact other appropriate personnel, for example, an employee of another organization may want to seek assistance and support from within that organization. For assistance and representation throughout the complaint process, both other user complainants and other user respondents are referred to the suggested support people listed in section 3.3 below. The rights of students to a respectful working and learning environment, free from harassment, are dealt with under other appropriate policy, legislation or regulations including, but not limited, to the Education Act and the Ontario Schools Code of Conduct and codes of behaviour. Students should contact their principal, vice-principal or, where appropriate, their school superintendent, for clarification on the process to be followed. 3.2 Respondents to a Complaint Individuals who are named as respondents in a complaint have a right to know in a timely manner that they are the subject of a complaint, who the complainant is, what the allegations are and what approach to a resolution is being considered. In particular, a respondent has a right to know the specifics of an allegation, including times, dates and alleged conduct. Respondents will be given a copy of the complaint and given time to prepare a full and complete response to the allegations. Assistance for Complaints, Respondents and Witnesses Prior to initiating any complaint and throughout the complaint process, complainants have a right to assistance and support. Individuals who are named as respondents in a complaint, as well as witnesses, also have a right to assistance and support throughout the complaint process. The following people may provide support: $ parent/guardian/other caregiver; $ professional support staff; $ employee or colleague; $ trained resource person; $ union/association representative; and/or $ translator/interpreter (if necessary). Threshold Assessment All formal reports filed under the Workplace Harassment Policy will be subject to an immediate threshold assessment to determine whether the alleged conduct would, if proven, meet the definition of workplace harassment. If the Board, following this threshold assessment, determines that the report filed: $ would not, if true, meet the definition of workplace harassment; $ does not provide sufficient details of the alleged harassment, provided the complainant is given notice that insufficient details have been provided and given reasonable time to provide sufficient details; or $ is without sufficient grounds, frivolous or trivial, has not been made in good faith or would, if investigated, constitute an abuse of the Workplace Harassment Policy,
A.P. 8-4 (d)

3.3

3.4

the complainant shall be so advised and no further action shall be taken under the Workplace Harassment Policy. Where allegations relate to discrimination on the basis of a ground prohibited by the Ontario Human Rights Code, they shall be addressed using the appropriate Board policy. 3.5 Procedures for Resolving a Formal Complaint In all cases, where the Assistant to the Director - Human Resources has determined that the parties have made reasonable efforts to resolve the dispute informally, and has conducted a threshold assessment to determine that a formal complaint should proceed, he/she shall direct the appropriate supervisory and managerial personnel to take action to resolve the formal complaint under this policy. 3.5.1 Formal Investigation and Resolution Formal complaints require an investigation of the complainant's allegations. Investigators will most often be the supervisory staff of the complainant and/or respondent unless such person(s) actively participated in the unsuccessful informal resolution process, in which case, an independent investigator shall be appointed. Where the complainant and the respondent have different reporting structures, supervisory and managerial personnel involved will determine who the appropriate person is to take responsibility for the investigation. In a formal investigation, supervisory or managerial personnel who conduct the investigation shall ensure that the following steps are taken, as soon as possible: 1. 2. 3. 4. 5. 6. 7. 8. take appropriate measures to ensure the safety of the complainant; notify the complainant(s), the respondent(s) and witness(es) that they are entitled to support and assistance throughout the process; ensure that the respondent(s) have a copy of the complaint; interview the complainant(s) and/or the third party reporting the complaint; inform the respondent(s) of the allegations and provide an opportunity for response; interview the respondent(s); interview witness(es); come to conclusions about whether a specific incident did or did not occur based on a balance of probabilities (the question of whether behaviour is objectionable will be assessed using objective standards); provide a written summary of the findings and conclusions to the complainant and to the respondent and give them an opportunity to respond to same; and take appropriate action(s) to resolve the situation.

9. 10.

If the respondent declines to participate in the formal investigative process, the investigation will still proceed. The respondent should be encouraged to participate in the interest of a balanced and fair process. 3.5.1.1 Standard of proof

The standard of proof to be applied is the balance of probabilities. 3.5.1.2 Outcomes in formal investigations
A.P. 8-4 (e)

In the event a complaint is not substantiated, no further action will be taken, subject to the section on maintaining records. In cases where the complaint is found to be trivial, vexatious or an abuse of the process, in which case, the complainant may be subject to disciplinary action as outlined in section 3.5.1.3. However, if there is need to restore positive learning or working environment or if the complainant and/or respondent require counselling, appropriate steps will be taken to meet such needs. Follow-up possibilities: $ counselling for the parties; $ application of strategies to restore a positive learning/working environment; $ mediation; $ $ $ $ 3.5.1.3 specific training for the complainant or respondent; workshops for the staff and/or others in the school/workplace regarding their rights and responsibilities; permanent separation of respondent and complainant from each other; and/or restorative measures. Disciplinary Actions

Employee Respondents The appropriate supervisor or manager may impose discipline as appropriate and consistent with the circumstances. The principles of progressive discipline will be applied in dealing with disciplinary actions under this policy. These would include the following possibilities: $ $ $ $ $ verbal warning; written reprimand; suspension with pay; suspension without pay; or dismissal from employment with the Board.

Other User Respondents Actions must be determined as appropriate for the individual situation and may include such responses as a letter of disapproval and caution or warning, a revoking of permits or contracts, an issuing of a trespass warning, or other remedies as provided by the common law and/or the appropriate legislation. The involvement of the Assistant to the Director - Human Resources is recommended in these cases.
A.P. 8-4 (f)

3.5.2

Mediated Resolution

Mediation involves an unbiased third party acting as a facilitator in direct communication between the parties who voluntarily agree to enter into this process. It is an opportunity to resolve disputes in a respectful manner. It provides the opportunity to generate a variety of options for resolution and contributes to restoring the working relationship between the parties. Where there is already a formal complaint being investigated under these procedures, at any time during the investigation, the parties may agree to hold the investigation in abeyance and attempt to achieve a mediated resolution. Mediation is appropriate when all parties agree that a mutually agreeable solution is achievable and desirable. The investigator will request approval to mediate or attain a trained mediator from the Board's list of approved mediators when the parties have expressed an interest in a mediated resolution. (In cases where mediation is sought, the department of the Board responsible for human resources management shall provide trained mediators who are acceptable to both parties.) Meetings required for mediation sessions will be scheduled as soon as possible and, where practical, in a time and place convenient for the complainant, the respondent and the mediator. When matters are resolved through mediation, the complainant and the respondent will sign a memorandum of agreement outlining the terms to which they have agreed. Supervisory and managerial personnel will ensure that the terms that the parties have agreed to have been met. Mediation is voluntary and the complainant or the respondent may choose to withdraw at any time.

4.0

REVIEW In the event a complainant or respondent to a formal complaint has one or both of the specific concerns listed below, a request may be made to the Director of Education to convene a Review. A reviewer will be appointed by the Director of Education. The grounds for review are: $ $ the investigators did not comply with the procedures; or new evidence has become known after the final decision but before the expiry of the ten working days limitation period for requesting a review.

No review of the final decision will be undertaken with regard to the claim that the conclusions drawn by the investigator(s) based on findings of fact were incorrect. The reviewer will report its findings to the Director of Education who will affirm or amend a final decision or require that a new investigation be undertaken.
A.P. 8-4 (g)

5.0

REFERENCES/RELATED DOCUMENTS Canadian Charter of Rights and Freedoms Municipal Freedom of Information and Protection of Privacy Act Ontario Human Rights Code Ontario College of Teachers Act, 1996

6.0

RELATED FORMS None

A.P. 8-4 (h)

Administrative Procedure
Date: Subject: November 2011 Hiring and Promotion

A.P. 8-5

The Bruce-Grey Catholic District School Board will treat all applicants in a job selection process with a standard of fairness and reasonableness. That means ensuring that applicants are fully informed of the employers expectations, treated equally throughout the application process and considered fully in terms of their qualifications. A consistent, structured interview process is the basis of selection. A) Administrative Staff i) Applicants for the position of Director of Education shall be interviewed by a committee of trustees selected by the Board. Applicants for Senior Management positions shall be interviewed by a committee including the Director of Education, Superintendents, Assistant to the Director-Human Resources, or designates. Applicants for Management positions shall be interviewed by the Superintendent of Business and the Assistant to the Director-Human Resources, or their designates.

ii)

iii)

B)

Certified Teaching and Instructional Staff i) Applications for positions of principal or consultant shall be interviewed by the Director of Education and the Superintendents of Education or their designates. Applicants for the position of responsibility below the level of principal or consultant shall be interviewed by members of the administration designated by the Director of Education. Applicants for teaching positions shall be interviewed by a minimum of two principals, in consultation with the appropriate Superintendent of Education and Assistant to the Director - Human Resources. Applicants for positions as resource and support staff shall be interviewed by the Superintendent of Education, Assistant to the Director - Human Resources and/or principals where deemed appropriate.

ii)

iii)

iv)

C)

Clerical and Secretarial Staff i) Applicants for employment positions at the Catholic Education Centre shall be interviewed by the Assistant to the Director - Human Resources, Superintendent of Business and respective supervisor or their designate. Applications for positions in the schools shall be interviewed by the principal and the Assistant to the Director - Human Resources or their designate.
A.P. 8-5(a)

ii)

D)

Maintenance and Custodial Staff i) Applicants for positions as head custodian shall be interviewed by the Supervisor of Maintenance, Supervisor of Payroll and Health and Safety and the local principal if he/she wishes to participate. Applicants for all other custodial positions shall be interviewed by the Supervisor of Maintenance and the Supervisor of Payroll and Health and Safety.

ii)

E)

Other i) Student applicants for summer employment and other regular positions which are available from time-to-time shall be interviewed by the individual responsible for the position(s).

To assist in the selection process, individuals responsible for interviews are authorized to conduct skills tests and administer assessment instruments appropriate for the position available.

A.P. 8-5(b)

Administrative Procedure
Date: Reviewed: Subject:
May 27, 2003 February 27, 2007

A.P. 8 - 8

Procedures for Criminal Background Checks/Vulnerable Sector Screening for Employees

Police Record Checks/Vulnerable Sector Screening/Offence Declarations - Employees Definitions

Criminal Background Check means, in respect of a Board, a document concerning an individual: a) that was prepared by a police force or service from national data on the Canadian Police Information Centre(CPIC) database within six (6) months before the day the Board collects the document; and b) that contains information concerning the individuals personal criminal history. Offence Declaration means, in respect of a Board, a written declaration signed by an individual listing all of the individuals convictions for offences under the Criminal Code(Canada) up to the date of the declaration: a) that are not included in a criminal background check collected by the Ontario College of Teachers (OCT) after December 31, 1998 or in the last criminal background check collected by the Board under this regulation; and b) for which a pardon under Section 4.1 of the Criminal Code(Canada) has not been issued or granted. Personal Criminal History means, in respect of an individual, information on criminal offences of which the individual has been convicted under the Criminal Records Act (Canada) and for which a pardon under Section 4.1 of the Criminal Records Act (Canada) has not been issued or granted to the individual. Vulnerable Sector Screening means, in respect of a Board, a document concerning an individual: a) that was prepared by a police force or service from national data on the Canadian Police Information Centre (CPIC) database and from local police service records, within six (6) months before the day the Board collects the document; and b) that contains information concerning the individuals personal criminal history and c) that contains information resulting from a criminal record search of data maintained by the Royal Canadian Mounted Police for sexual offences for which a pardon has been granted or issued.

Requirements
The Collection of Personal Information Regulation requires the Bruce-Grey Catholic District School Board
A.P. 8 - 8(a)

to do the following: Current Employees a) If the employee became a member of the Ontario College of Teachers (OCT) after December 31, 1998 and commenced employment with the Board before April 01, 2002, the Board shall collect an Offence Declaration from the individual by September 01 of each year in which the individual is employed by the Board after that day, commencing in 2002. If the employee commenced employment with the Board prior to April 1, 2002 and is not an individual described in paragraph (a), the Board shall collect: i) a Criminal Background Check (CPIC) by July 31, 2003 if the individual continues to be employed by the Board after July 31, 2003.

b)

ii) an Offence Declaration from the individual by September 1 of each year in which the individual is employed by the Board, commencing in 2004. New Employees a) If the individual commences employment after March 31, 2002 the Board shall collect an acceptable Vulnerable Sector Screening before the day the individual commences employment with the Board. All offers of employment with the Board shall be conditional upon the applicant supplying an acceptable criminal background check. The Board shall collect an Offence Declaration from the individual by September 01 of each year in which the board employs the individual after the year employment was commenced.

Emergency Provision
In exceptional circumstances it may be necessary for an individual to begin employment with a Board before an acceptable criminal background check is collected. In such circumstances, the Board will require the individual to submit an Offence Declaration, pending submission of the acceptable criminal background check. Before any exception is made, a binding agreement shall be entered into between the employee or any authorized representative of the employee, and the Board, ensuring that the verification will be provided without delay. This agreement will preserve the boards right to revoke the offer of employment, and dismiss the employee, should the information provided by the employee prove to be false or misleading in any respect, or if the background check is determined to be unacceptable.

Retention
The Board shall retain an original or a true copy taken from the original criminal background check by the Board designated contact or designate. Completed criminal reference checks and offence declarations will be filed in a separate and secure location in accordance with Regulation 521/01.

Adjudication
Where evidence is received of a criminal conviction, the designated Board contact will consider at least the following factors in determining an appropriate course of action: a) b) length of time since offence(s); did the offence(s) involve children and/or sexual activity and/or violence and/or acts of dishonest;
A.P. 8 - 8(b)

c) d) e) f) g) h) i) j) k) l) m)

employment history; employees attitude towards offence(s); treatment, counselling or other services received since offence; other steps taken to rehabilitate; likelihood offence(s) will be repeated; was alcohol or illegal drugs a factor in commission of offence(s); degree of co-operation with this investigation; was offence(s) committed while employed by the Board; if employee is a teacher, relevance of offence(s) to teacher duties as set out in the Education Act and Regulations; if employee is not a teacher, relevance of offence(s) to their employment duties; and does offence(s) require any action pursuant to The Student Protection Act (including notification of the Ontario College of Teachers).

The course of action may include action up to and including dismissal, and/or withdrawal of the offer of employment, and shall be in compliance of other Board policies, collective agreements and legislation.

Consequences of Non-compliance
Employees who fail to provide a signed Offence Declaration form by the date prescribed will be suspended without pay until the form is submitted.

A.P. 8 - 8(c)

Administrative Procedure
Date: Revised: Reviewed: Subject:

A.P. 8 - 9
June 24, 2003 May 11, 2004 February 27, 2007 Procedures for Criminal Background Checks for Service Providers

Police Record Checks and annual Offence Declarations for Service Providers
The Board will contract with the Ontario Education Services Corporation (OESC), a non-profit company established by the four School Boards Associations in Ontario and the Council of Directors of Education, to collect and adjudicate police record checks on all Service Providers and employees of Service Providers who are identified by the Board as potentially coming into direct and regular contact with students.

Definitions
Police Record Check means a document concerning an individual: a) that was prepared by a police force or service from national data on the Canadian Police Information Centre (CPIC) database within six (6) months before the day the OESC collects the document on behalf of the Board; and that contains information concerning the individuals police record including Criminal Code (Canada) convictions, pardoned sexual offences, records of convictions under the Controlled Drugs and Substances Act, Narcotic Control Act and Food and Drugs Act and all outstanding warrants and charges.

b)

Offence Declaration means a written declaration signed by an individual listing all the individuals convictions, warrants and charges that are not included in the Police Record Check or the last Offence Declaration collected by OESC under this Regulation on behalf of the Board. Identification Card means a wallet sized card, issued by OESC for a 12 month period (one school year) to an individual Service Provider who has been determined to be an Acceptable Subject who may attend School Property and come in direct and regular contact with pupils. Service Provider means an individual who is not an employee of the Board and who comes into direct contact with pupils on a regular basis at a school site of the Board in the normal course of: a) b) providing goods or services under contract with the Board, carrying out his or her employment functions as an employee of a person who provides goods or services under contract with the Board, or providing services to a person who provides goods or services under contract with the Minister.

c)

Board staff will:

A.P. 8 - 9(a)

1.

Identify all Service Providers who will require Police Record Checks and annual Offence Declarations and send a list with contact information to OESC Notify all Service Providers about the requirements of Regulation 521/01. Ensure that all Service Providers are in compliance with Regulation 521/01. Update the Service Provider list and inform new Service Providers about the requirements.

2. 3. 4.

Adjudication
OESC will use a panel of senior officials from School Boards to screen Service Providers who have Police Records. OESC will use published screening criteria and adjudication procedures which will strive to ensure provincial consistency in adjudication. All decisions of OESC will be final.

Consequences of Non-compliance
A Service Provider who fails to comply with the Police Record Check requirements of the Board through OESC by July 31, 2003 will have their contract suspended by the Board pending compliance. A Service Provider who fails to comply with the requirements of the board through OESC regarding Offence Declarations beginning August 1, 2004 will have their contract suspended pending compliance.

Checking of Identification Cards and Photo Identification

Principals will inform and remind all staff that Service Providers must provide an Identification Card and suitable photo identification when requested. Without this identification, the Service Provider cannot have access to students, without exception.

A.P. 8 - 9(b)

Administrative Procedure
Date: Subject: June 19, 2012

A.P. 8-13

Disability Support Early Intervention, Accommodations and Return to Work Procedures (Occupational & Non-Occupational absences)

Timely and Safe Return to Work is applicable to those employees who have become incapable of fully performing the essential duties of their own classification but who have the functional abilities to perform modified duties in their own or another classification. It is an integrated partnership among employees, supervisors/administrators, Unions, and health care providers that supports employees to attend work. The way to reduce the incidence and duration of an employees absences is through early intervention and support.

Purpose To provide for early vocational/medical rehabilitation and progressive reintegration into the workplace, until the disabled employee is capable of performing the essential duties of his/her regular position. To provide suitable gainful employment for workers who are permanently disabled. When a permanent disability exists, the Board will endeavor to modify both the work and the workplace to accommodate the needs of the permanently disabled employee, based on medically-supported restrictions/limitations, provided that it does not cause undue hardship to the Board. To minimize injury and illness related to absences. When appropriate, the program assists employees by providing rehabilitation support, accommodations or modifications to remain at work, gradual return to work and/or modified work prior to commencement of regular full-time, part-time or occasional work.

Temporary Disability: Restrictions and Limitations: An employee who becomes ill or is injured and it appears that an absence from work will result, is responsible for providing medical restrictions/limitations identified by the appropriate treating medical practitioner or specialist for assessment by the Supervisor of Payroll & Health and Safety, or designate. The restrictions and limitations shall be shared with the Principal/Vice-Principal or Immediate Supervisor and, at the discretion of the employee, the union representative.

A.P. 8-13(a)

Permanent Partial Disability: An employee will be classified as having permanent restrictions if supported through appropriate medical documentation or designated by the WSIB as being permanently fit for suitable work due to specific restrictions. Otherwise, restrictions are considered temporary and the objective is to return to regular duties and regular hours of work. An employee who becomes permanently disabled from an illness or injury, such that they are unable to meet the demands of their former position, may be provided with appropriate accommodations or modifications and/or suitable work based on their physical, mental and vocational capabilities.

The conditions for providing such work may be: The employee provides current medical restrictions and limitations from the appropriate treating medical practitioner and/or by submitting a Functional Abilities Evaluation (F.A.E.). The employee participates in a vocational assessment approved by the board, as needed. The Board will promote the retraining of injured employees as circumstances warrant. Employees who have a permanent partial disability may be given preference for suitable job postings, subject to mutual agreement by the employer and the relevant union(s). Employees are accommodated on the basis of availability of positions, ability to perform the essential duties of the job, and terms and conditions as outlined by the relevant collective agreement, individual contract and/or relevant legislation.

Procedure The Employee: Reports incident/illness to Principal/Supervisor. Completes Internal Employee Incident Report for all work related injuries, and faxes completed form to Supervisor of Payroll & Health and Safety within 24 hours if incident. Engages in medical rehabilitation and/or treatment that can be expected to facilitate a timely return to work. Participates in development of his/her Remain at Work Plan or Return to Work Plan and recovery goals. Maintains regular contact, as identified in the Disability Support Program, with the Supervisor of Payroll & Health and Safety, or designate, to provide updates on status, changes in condition, and review progress through their Remain at Work Plan or Return to Work Plan; Provides appropriate documentation as required by the Absence Reporting Procedure. Employee will provide the Supervisor of Payroll & Health and Safety with a completed Functional Abilities Form. Notify Principal/Supervisor of any problems with the duties as laid out in the Remain at Work Plan or Return to Work Plan for adjustments.

The Principal/Vice-Principal or Immediate Supervisor: Completes Principal/Supervisor Incident Investigation Report for all work related injuries and faxes to Supervisor of Payroll & Health and Safety within 48 hours of incident. Provides details to the Supervisor of Payroll & Health and Safety, or designate of any

A.P. 8-13(b)

accommodations provided to accommodate a prior condition before the recent incident/illness. Determines if suitable, sustainable work is available for the worker. Advises employee that modified work duties (light) and modified hours are available. Gives examples of duties that could be done to accommodate the specific injury. Modified duties or hours will be based on the restrictions/limitations and/or functional abilities provided by the Health Care Provider. Asks employee to call them once the doctor has assessed the illness or injury to advise of treatment needed, time off work and asks the employee to discuss the offer of light duties and modified hours of work with the doctor and the response to that offer by the doctor. Participates in the development of the employees Remain at Work Plan or Return to Work Plan; Modifies the work or workplace, as outlined in the Remain at Work Plan or Return to Work Plan; Assigns work or duties according to the employees Remain at Work Plan or Return to Work Plan; Monitors the progress of the employee through the Remain at Work Plan or Return to Work Plan and immediately reports any problems or concerns to the Supervisor of Payroll & Health and Safety, or designate. Provides all information obtained verbally from their employees or medical notes to the Supervisor of Payroll & Health and Safety Participates in a meeting to discuss the draft return to work plan. The meeting will include Principal/Supervisor, employee, Supervisor of Payroll & Health and Safety and union, as the need indicates.

Supervisor of Payroll & Health and Safety, or Designate: Completes the Form 7 for the WSIB (for work related injuries) and gathers additional information as needed. Contacts the employee directly in one of two ways: phones to discuss the Boards Disability Support Program; and/or Provides a package to the employee. Package includes: o Copy of Form 7 sent to WSIB for work related injuries only o Letter to the employee confirming the offer of suitable work based on medical precautions o Roles and Responsibilities of all parties o Letter to Health Care Provider and attach BGCDSB Functional Abilities for a Timely Return to Work form as well as a Physical Demands Analysis Informs the employee on initial contact that a union representative may attend any meetings. Co-ordinates the return to work of all disabled employees with the employee, the appropriate treating medical practitioner, Principal/Vice-Principal or Immediate Supervisor, and the union representative at the employees discretion; Notifies the union(s) of an employees participation in the Disability Support Program; Reviews the medical documentation and then contacts the employee to discuss the employees participation in an Individualized Remain at Work Plan or Return to Work Plan. Informs the employees Principal/Vice-Principal or Immediate Supervisor of the work restrictions/limitations and initiates the development of the Return to Work Plan; Ensures that the Return to Work Plan is completed, handwritten or typed, signed by all parties, then copied for all. Ensure a follow up meeting is scheduled on the plan to identify any adjustments needed.

A.P. 8-13(c)

Performs a workplace assessment with the Principal/Supervisor to ensure compatibility of work restrictions and the duties to be performed within the work environment: co-ordinates the modification of the work or workplace, as needed, in conjunction with medically-supported restrictions/limitations; reviews body mechanics with the employee and provides instruction, as required; assesses the need for change in location and/or assignment; Co-ordinates the development of a Remain at Work Plan or Return to Work Plan with the employee, his/her Principal/Vice-Principal or Immediate Supervisor, the appropriate treating medical practitioner(s), the employees union representative, Workplace Safety and Insurance Board, LTD Insurance Carrier, and Human Resources, as appropriate; Distributes a copy of the Remain at Work Plan or Return to Work Plan to the above parties and the employee; Arranges regular follow-ups during the Remain at Work Plan or Return to Work Plan to modify the Plan, as required. Clarifies level of disability and restrictions (medical precautions). Once precautions are known from: WSIB Functional Abilities Form Conversation with Health Care Provider Conversation with employee Sends a copy of the Remain at Work Plan or Return to Work Plan to the WSIB for work related injuries and determines if a copy with a covering letter should be sent to the Health Care Provider in cases where the provider needs to understand the duties and hours of work being offered to accommodate the restrictions for future problems. Maintains all documentation in a separate file from the personnel file and releases only with the employees written permission.

Development of Individualized Remain at Work Plan or Return to Work Plan: Identification of likely candidates for the Disability Support Program shall be made initially by the Supervisor of Payroll & Health and Safety, or designate, based on information received from the appropriate treating medical practitioner and, when appropriate, representatives of the Workplace Safety and Insurance Board and Long Term Disability (LTD) Insurance. A Remain at Work Plan or Return to Work Plan, in general, may include, but is not restricted to, some or all of the following: volunteer work reduced work hours modification of duties workplace modifications removal of physical barriers reassignment to another position if the employee has the necessary skills and abilities to perform the essential duties of that position. The employee may be provided with an outline of the Remain at Work Plan or Return to Work Plan to be given to the appropriate treating medical practitioner with an indication that accommodations and/or modified work are available. The outline may also include information regarding the employees job description and physical demands analysis.

A.P. 8-13(d)

Modified work is provided within the employees own school or service area, when possible. While participating in the Disability Support Program, the employees status will be monitored by the Supervisor of Payroll & Health and Safety, or designate, Principal/VicePrincipal or Immediate Supervisor, in consultation with the appropriate treating medical practitioner(s). Ongoing reviews of the employees Remain at Work Plan or Return to Work Plan will be conducted with any necessary adjustments made to support the employees success. The frequency of these reviews is established prior to the placement of an employee in the Program. The Supervisor of Payroll & Health and Safety, or designate, the principal, and the employee will develop a Remain at Work Plan or Return to Work Plan based on the supported limitations or restrictions. A copy of the Plan will be distributed to all parties, as well as the WSIB for WSIB claims. The initial meeting may include the employees supervisor and/or union representative. A written Remain at Work Plan or Return to Work Plan may also be shared with the employees appropriate treating medical practitioner and/or Immediate Supervisor and/or union representative. Any necessary changes to the work environment will take place prior to the employees commencement of Remain at Work Plan or Return to Work Plan. Should the employee not be able to participate in a Return to Work Plan, the employee and the Supervisor of Payroll & Health and Safety, or designate, will maintain regular contact. Ongoing, updated documentation will be obtained to determine when participation in the Return to Work Plan will be feasible. The employee may be required to participate in a Functional Abilities Evaluation and/or Independent Medical Evaluation, conducted by a third party, to determine limitations and/or restrictions and to assist in the development of an individualized Remain at Work Plan or Return to Work Plan.

The Individualized Remain at Work Plan or Return to Work Plan may include the following information: essential job duties/tasks specific physical requirements restrictions and limitations work schedule follow-up work assessment date(s) by the Supervisor of Payroll & Health and Safety, or designate a gradual resumption of duties assigned under the Disability Support Program a gradual increase in hours worked expected date of completion of plan signatures of employee, Supervisor of Payroll & Health and Safety, or designate, Principal/Vice-Principal or Immediate Supervisor, appropriate treating medical practitioner(s), union representative next meeting date conditions for withdrawal of the individual from the Program

A.P. 8-13(e)

Regular follow-up meetings may occur during the Remain at Work Plan or Return to Work Plan to ensure that the employees needs are being met and to make any necessary changes to the modifications or accommodations should there be a change in the employees restrictions or limitations. The employee continues to participate in their Remain at Work Plan or Return to Work Plan until they have reached Maximum Medical Recovery and are working at full capacity within any restrictions or limitations, including those that may be permanent in nature. Modified duties will apply for a maximum of 6 weeks. If still not fit to return to their regular duties, the employee will be requested to have a medical reassessment or functional abilities evaluation to determine additional treatment required and ongoing abilities. Employees who are placed in the modified work program or who have been provided suitable work will not be eligible for overtime to prevent aggravation of their condition. Employees performing modified work will be paid the current rate of their pre-injury job, wherever possible, in accordance with the collective agreements. If an employee with restrictions is placed on a job to work with other employees, the other employees will not be expected to do more than 100% of expected output to compensate for any prolonged duration of time. In the event of a layoff, employees on modified duties may be included in the layoff if suitable work is no longer available. In order to return to regular duties, an employee must provide a Physicians note stating they are fit to return to regular duties with accompanying objective medical evidence, unless the original note specified a specific time period. If an employee, along with their Health Care Practitioner feels they are unable to return to the suitable and sustainable work offered by Bruce-Grey CDSB, the WSIB should be notified immediately in writing.

A.P. 8-13(f)

Administrative Procedure
Date: Reviewed: Subject:

A.P. 8-22 June 22, 2010 February 26, 2013 Workplace Violence

1.0

GENERAL The Bruce-Grey Catholic District School Board (the Board) expects that any incidents of or threats of workplace violence will be dealt with promptly by all parties concerned. The Board expects that all incidents or threats of workplace violence will be investigated in a fair, consistent, thorough, and confidential manner. These procedures provide a mechanism for implementing the Workplace Violence Policy B.P. 822 (Policy on Workplace Violence) and mechanisms for reporting and investigating incidents of workplace violence in compliance with Bill 168 of the Occupational Health and Safety Act. Nothing in these procedures denies or limits access to other avenues of redress available under the law or the filing of a grievance. In such a case, this process and the procedures shall cease until the parties and their respective representatives have met with the Assistant to the Director Human Resources to determine whether a formal investigation will proceed or whether the complainant wishes to proceed under another process. Multiple processes shall not be permitted to proceed concurrently, although informal dispute resolution attempts shall be permitted at any time with the agreement of the Board and the parties. The following steps represent the process for reporting incidents or threats of workplace violence to the Board. The complainant is free to commence the complaint procedure at the formal or informal stage outlined herein. The complainant is also free to discontinue a complaint at any time. The Board, however, may deem the circumstances worthy of further investigation and initiate its own action.

1.1

Who May Initiate a Complaint? All employees who are included under section 3.0 To Whom Does This Policy Apply in the Workplace Harassment Policy have access to the complaint procedures. Individuals who are victims of workplace violence, including threats of violence, may initiate a complaint. In addition, those who have witnessed workplace violence directly, have received reports of workplace violence or have reasonable grounds to suspect that workplace violence may occur can initiate a complaint. Each employee has the right and is encouraged to contact his/her Union for assistance and advice throughout this process. Non-unionized employees are encouraged to consult with the Assistant to the Director - Human Resources. Reports shall be made to a persons immediate supervisor. In schools, this means to the Principal or Vice Principal.

A.P. 8-22(a)

1.2

Timelines All complaints must be reported within one (1) year of the most recent incident or threat of workplace violence. A complaint outside this time frame may be considered by consulting the Assistant to the Director - Human Resources.

1.3

Confidentiality It is the duty of the supervisory and managerial personnel to maintain confidentiality in the complaint process. All complainants, respondents and other persons involved with the complaint processes under these Procedures will ensure that all matters remain confidential. Witnesses should be informed that supervisory and managerial personnel, in obtaining a statement, will maintain such statement in strict confidence, subject to their ability to conduct a full and thorough investigation. Notwithstanding the above, procedural fairness requires that the respondent to a complaint be apprised of the nature of the complaint and by whom it has been made so that they have an opportunity to respond to the allegations. This may require the disclosure of witness names and statements to the parties. The Board may be required to provide information obtained during an investigation to an outside agency, such as police services, court or tribunal, that has the right to require information otherwise protected by the Municipal Freedom of Information and Protection of Privacy Act.

1.4

Records All correspondence and other documents generated under these Procedures must, subject to the Municipal Freedom of Information and Protection of Privacy Act, be marked PRIVATE AND CONFIDENTIAL and be stored in a locked and secure file in the Human Resources department.

1.5

Misuse of the Complaint Procedures If there is a determination on a balance of probabilities that a complaint has been filed in bad faith, the complaint process may discontinue and disciplinary action may occur.

1.6

Reprisals Reprisals against individuals because they have reported a complaint are strictly forbidden. Alleged reprisals shall be investigated as formal complaints and, if substantiated, are subject to the same consequences as complaints of harassment.

2.0

IDENTIFIABLE RISKS Through an employee survey on workplace risk assessments, the Board has conducted a risk assessment and determined that a degree of risk for all Board employees exists for the following groups: Students on staff Staff on staff General Public (including parents) on staff

A.P. 8-22(b)

In an effort to control these identifiable risks, the Board has developed and implemented the following measures and procedures: Emergency Response Plan Board Policy 6-27 Emergency Procedures in Event of Fire, Lockdown or Other Emergencies Board Policy 8-4 Policy on Workplace Harassment Board Policy 6-40 Safe Schools Code of Conduct Administrative Procedure 6-40 Safe Schools Code of Conduct Board Policy 6-43 Keeping our Kids Safe at School Board Policy 6-44 Safe Schools Progressive Discipline and Promoting Positive Student Behaviour Board Policy 6-45 Policy on Bullying Prevention Board Policy 9-11 Physical Restraint of a Student Administrative Procedure 8-3(vi) Working Safety in Special Education

3.0

IMMEDIATE ASSISTANCE When workplace violence occurs or is likely to occur, employees are encouraged to act immediately and summon assistance. For threats of violence, assaults or other violence incidents, employees should contact their supervisory or managerial personnel, if possible, and/or CALL 91-1 immediately. After requesting police involvement and the emergency situation is under the proper control, the particulars of the event will be recorded by the supervisor pursuant to the Formal Complaint Procedure described below.

4.0

INFORMAL RESOLUTION Informal Resolution is a procedure that provides an opportunity for parties to resolve a dispute mutually in a respectful manner. This process for dispute resolution applies to more subtle forms of workplace violence, for example, receiving threats of violence. The Board encourages supervisory and managerial personnel to first attempt Informal Resolution as a means of resolving these more subtle issues. If, at any time, it is determined that the issue being reviewed is an issue of workplace harassment, the violence related investigation will be terminated and the issue will be processed pursuant to the Workplace Harassment Policy (B.P. 8-4) and Procedures (A.P. 8-4). Upon receiving a request, the Boards supervisory or managerial personnel will meet privately with each of the parties involved to learn the details of the event(s). Informal complaints, where the parties are members of a union, association or members of the school community, a resolution facilitated by the appropriate representative(s) is recommended, if acceptable to the parties. After listening to the verbal descriptions of the event(s) provided by the parties involved, supervisory or managerial personnel, as well as union representatives, may facilitate an informal resolution by: suggesting that the complainant confront the problem by making it clear to the individual that the violent behaviour or threats are not acceptable and by obtaining a commitment that the behaviour will stop; informing the individual of the concern regarding the behaviour, and the schools expectation for appropriate behaviour and by providing a copy of the Workplace
A.P. 8-22(c)

Violence Policy and/or other relevant Board policies and by obtaining a commitment that the behaviour will stop; and following up with the complainant to ensure that the behaviour has stopped.

In cases where an informal plan of action is implemented, supervisory and managerial personnel will follow up by monitoring the situation, holding, if necessary, subsequent meetings with the parties and taking further steps to ensure that the behaviour has stopped. All notes and/or other information prepared in the course of the informal complaint process will be forwarded to the Human Resources Department for storage in a confidential workplace incident file separate from the personnel file. Only a record of the negative consequence, warning or caution will be placed in the respondent's personnel file.

5.0
5.1

FORMAL COMPLAINT PROCEDURE Initiating a Formal Complaint Where an incident or threat of workplace violence requires employees to summon immediate assistance and/or to implement any of the Emergency Response Plan, and/or the Lockdown Procedure, the formal complaint process shall be thereafter initiated as soon as possible. Formal complaints will only be initiated once all reasonable efforts have been made to resolve the conflict informally. The Superintendent of Education/Human Resources will have the discretion to refer a formal complaint to the appropriate supervisor and the parties if he/she is not satisfied that reasonable efforts have been made to resolve the dispute informally. To initiate a formal complaint, the Workplace Violent Incident Report Form must be completed. Employee complainants should contact their appropriate supervisor, a colleague, union or association representative. If an employee requires assistance in completing the Workplace Violent Incident Report Form, another individual such as a colleague, union or association representative should make the complaint on the employee's behalf. If the supervisor is the party alleged to be responsible for the objectionable behaviour or alleged to condone the objectionable behaviour, the complaint should be reported to the appropriate manager above the supervisor. Employee respondents may wish to contact the appropriate supervisor, a colleague, union or association representative. For assistance and representation throughout the complaint process, both employee complainants and employee respondents are referred to the list in section 5.3 below. Other user complainants should report the complaint to the appropriate supervisory or managerial personnel at the Board or, if they require assistance in reporting. Other user respondents may also want to contact other appropriate personnel, for example, an employee of another organization may want to seek assistance and support from within that organization. For assistance and representation throughout the complaint process, both other user complainants and other user respondents are referred to the suggested support people listed in section 5.3 below. The rights of students to a respectful working and learning environment, free from violence or threats of violence, are dealt with under other appropriate policy, legislation or regulations including, but not limited, to the Education Act and the Ontario Schools Code of Conduct and
A.P. 8-22(d)

codes of behaviour. Students should contact their principal, vice-principal, or, where appropriate, their school superintendent, for clarification on the process to be followed. 5.2 Respondents to a Complaint Individuals who are named as respondents in a complaint have a right to know in a timely manner that they are the subject of a complaint, who the complainant is, what the allegations are and what approach to a resolution is being considered. In particular, a respondent has a right to know the specifics of an allegation, including times, dates and alleged conduct. Respondents will be given a copy of the complaint and given time to prepare a full and complete response to the allegations. 5.3 Assistance for Complaints, Respondents and Witnesses Prior to initiating any complaint and throughout the complaint process, complainants have a right to assistance and support. Individuals who are named as respondents in a complaint, as well as witnesses, also have a right to assistance and support throughout the complaint process. The following people may provide support: 5.4 parent/guardian/other caregiver; professional support staff; employee or colleague; trained resource person; union/association representative; and/or translator/interpreter (if necessary).

Threshold Assessment All formal reports filed under the Workplace Violence Policy will be subject to an immediate threshold assessment to determine whether the alleged conduct would, if proven, meet the definition of workplace violence. If the Board, following this threshold assessment, determines that the report filed: would not, if true, meet the definition of workplace violence; does not provide sufficient details of the alleged incident or threat at workplace violence, provided the complainant is given notice that insufficient details have been provided and given reasonable time to provide sufficient details; or is without sufficient grounds, frivolous or trivial, has not been made in good faith or would, if investigated, constitute an abuse of the Workplace Violence Policy,

the complainant shall be so advised and no further action shall be taken under the Workplace Violence Policy. Where allegations relate to discrimination on the basis of a ground prohibited by the Ontario Human Rights Code, they shall be addressed using the appropriate Board policy. 5.5 Procedures for Resolving a Formal Complaint In all cases, where the Assistant to the Director - Human Resources has determined that the parties have made reasonable efforts to resolve the dispute informally, and has conducted a threshold assessment to determine that a formal complaint should proceed, he/she shall direct the
A.P. 8-22(e)

appropriate supervisory and managerial personnel to take action to resolve the formal complaint under this policy. 5.5.1 Formal Investigation and Resolution

Formal complaints require an investigation of the complainant's allegations. Investigators will most often be the supervisory staff of the complainant and/or respondent unless such person(s) actively participated in the unsuccessful informal resolution process, in which case, an independent investigator shall be appointed. Where the complainant and the respondent have different reporting structures, supervisory and managerial personnel involved will determine who the appropriate person is to take responsibility for the investigation. In a formal investigation, supervisory or managerial personnel who conduct the investigation shall ensure that the following steps are taken as soon as possible: 1. 2. 3. 4. 5. 6. 7. 8. take appropriate measures to ensure the safety of the complainant; notify the complainant(s), the respondent(s) and witness(es) that they are entitled to support and assistance throughout the process; ensure that the respondent(s) have a copy of the complaint; interview the complainant(s) and/or the third party reporting the complaint; inform the respondent(s) of the allegations and provide an opportunity for response; interview the respondent(s); interview witness(es); come to conclusions about whether a specific incident did or did not occur based on a balance of probabilities ( the question of whether behaviour is objectionable will be assessed using objective standards); complete the Boards Violent Act in the Workplace Investigation Form and provide a written summary of the findings and conclusions to the complainant and to the respondent and give them an opportunity to respond to same; and take appropriate action(s) to resolve the situation.

9.

10.

If the respondent declines to participate in the formal investigative process, the investigation will still proceed. The respondent should be encouraged to participate in the interest of a balanced and fair process. 5.5.1.1 Standard of proof

The standard of proof to be applied is the balance of probabilities. 5.5.1.2 Outcomes in formal investigations

In the event a complaint is not substantiated, no further action will be taken, subject to the section on maintaining records. In cases where the complaint is found to be trivial, without sufficient grounds or an abuse of the process, in which case, the complainant may be subject to disciplinary action as outlined in section 5.5.1.3. However, if there is need
A.P. 8-22(f)

to restore positive learning or working environment or if the complainant and/or respondent require counselling, appropriate steps will be taken to meet such needs. Follow-up possibilities: 5.5.1.3 counselling for the parties; application of strategies to restore a positive learning/working environment; mediation; specific training for the complainant or respondent; workshops for the staff and/or others in the school/workplace regarding their rights and responsibilities; permanent separation of respondent and complainant from each other; and/or restorative measures. Disciplinary Actions

Employee Respondents The appropriate supervisor or manager may impose discipline as appropriate and consistent with the circumstances. The principles of progressive discipline will be applied in dealing with disciplinary actions under this policy. These would include the following possibilities: verbal warning; written reprimand; suspension with pay; suspension without pay; or dismissal from employment with the Board.

Other User Respondents Actions must be determined as appropriate for the individual situation and may include such responses as a letter of disapproval and caution or warning, a revoking of permits or contracts, an issuing of a trespass warning, or other remedies as provided by the common law and/or the appropriate legislation. The involvement of the Assistant to the Director Human Resources is recommended in these cases. 5.5.2 Mediated Resolution

Mediation involves an unbiased third party acting as a facilitator in direct communication between the parties who voluntarily agree to enter into this process. It is an opportunity to resolve disputes in a respectful manner. It provides the opportunity to generate a variety of options for resolution and contributes to restoring the working relationship between the parties. Where there is already a formal complaint being investigated under these procedures, at any time during the investigation, the parties may agree to hold the investigation in abeyance and attempt to achieve a mediated resolution.

A.P. 8-22(g)

Mediation is appropriate when all parties agree that a mutually agreeable solution is achievable and desirable. The investigator will request approval to mediate or attain a trained mediator from the Board's list of approved mediators when the parties have expressed an interest in a mediated resolution. (In cases where mediation is sought, the department of the Board responsible for human resources management shall provide trained mediators who are acceptable to both parties.) Meetings required for mediation sessions will be scheduled as soon as possible and, where practical, in a time and place convenient for the complainant, the respondent and the mediator. When matters are resolved through mediation, the complainant and the respondent will sign a memorandum of agreement outlining the terms to which they have agreed. Supervisory and managerial personnel will ensure that the terms that the parties have agreed to have been met. Mediation is voluntary and the complainant or the respondent may choose to withdraw at any time.

6.0

REVIEW In the event a complainant or respondent to a formal complaint has one or both of the specific concerns listed below, a request may be made to the Director of Education to convene a Review. A reviewer will be appointed by the Director of Education. The grounds for review are: the investigators did not comply with the procedures; or new evidence has become known after the final decision but before the expiry of the ten working days limitation period for requesting a review.

No review of the final decision will be undertaken with regard to the claim that the conclusions drawn by the investigator(s) based on findings of fact were incorrect. The reviewer will report its findings to the Director of Education who will affirm or amend a final decision or require that a new investigation be undertaken.

7.0

REFERENCES Canadian Charter of Rights and Freedoms Municipal Freedom of Information and Protection of Privacy Act Ontario Human Rights Code Ontario Occupational Health and Safety Act Teaching Profession Act Ontario College of Teachers Act, 1996

8.0

RELATED FORMS Workplace Violence Incident Report Form Violent Act in the Workplace Investigation Form

A.P. 8-22(h)

Bruce-Grey Catholic District School Board

WORKPLACE VIOLENT INCIDENT REPORT FORM
Violent acts in the workplace must be reported. In order for a program to be effective, it is important that violent acts in the workplace be reported. The Board encourages personnel to complete this form when they are the victim of or witness to a violent incident in the workplace. The Board is committed to carrying out a detailed inquiry into all complaints of assault, threat and harassment brought by an employee and which occurred in the workplace or in work-related circumstances away from the workplace and to do a follow-up with the employee involved. The Board assures its personnel that no retaliation will be taken against an employee who reports a violent act. School/Location Name: Name of the person making the report: Date of incident: Location of the incident: Job title: Time:

Name of the victim (if different from above): Identify the victim Intruder: Employee: Student:

Female Students parent: Other:

Male Visitor:

If possible, name the person who is alleged to have engaged in violent behaviour

Identify the aggressor Colleague Student Students parent Visitor Intruder Other Witnesses

Female

Male

Bruce-Grey Catholic District School Board

WORKPLACE VIOLENT INCIDENT REPORT FORM
Nature of the incident Please describe in detail what happened and indicate: 1) What occurred during the incident 2) What occurred leading up to the incident 3) If there were injuries 4) If a weapon was used 5) What statements were made by those involved in the incident before, during and after the incident 6) Other persons who may have direct knowledge about the incident

Signature of the person making the report __________________________

Distribution:

Date ____________

Original to the principal or vice principal or supervisor/manager involved Copy to the person making the report

Administrative Procedure
Date: Subject:
October 2011

A.P. 8 - 16

Inclement Weather Teaching Staff

The following outlines the expectations for teachers on inclement weather days. It is essential that you keep your personal safety uppermost in your mind when making the decision to travel to work. Staff are not expected to take undue risks.

When your worksite is closed The school will be closed to both students and staff when no in-town or country buses are running. When your worksite is closed due to inclement weather, teaching staff will be paid for the day or part day of closure if scheduled to work.

When your worksite is open If your school/worksite is open and you live in the same town, you are expected to attend school. All staff will be required to designate an alternate worksite by October 1st of each school year that they will attend in the event that they are unable to attend their regular school. If you cannot reach your worksite due to poor road conditions, you should attempt to reach your alternate school to assist at that school for the day. Please call the Principal of your designated school to report your availability. Then contact your Principal to advise them of this arrangement. If conditions improve later in the morning and you can reach your regular worksite, you should contact your Principal/Supervisor to discuss whether or not it is appropriate to travel, to remain at home, or at your alternate worksite. No loss of salary will occur when it appears that a reasonable effort was made to report to work for all or part of the day. (Board policy - Section 8 - 16)

YOUR PERSONAL SAFETY MUST ALWAYS BE THE KEY FACTOR IN YOUR DECISION.

8-16(a)

Administrative Procedure
Date:
October 2011

A.P. 8 - 16

Subject:

Inclement Weather Support Staff

The following outlines the expectations for support staff on inclement weather days. It is essential that you keep your personal safety uppermost in your mind when making the decision to travel to work. Staff are not expected to take undue risks. These Guidelines outline options for you and the salary implications.

When your worksite is closed The school will be closed to both students and staff when no in-town or country buses are running. When your school/worksite is closed due to inclement weather, support staff will be paid for the day or part day of the closure if scheduled to work.

When your worksite is open If your school/worksite is open and you live in the same town, you are expected to report for work. If you cannot reach your worksite due to poor road conditions, you should contact the Principal/Supervisor to explain the circumstances. Based on the conversation with your Principal/Supervisor, you may be authorized by the Principal/Supervisor to remain at home with the understanding that the time will either be made up, you will use lieu time, and earned leave day, vacation day or take a day without pay. You will need to submit an Employee Absentee Voucher to Human Resources to detail these reasons. If conditions improve later in the morning and you can reach your regular worksite, you should contact your Principal/Supervisor to discuss whether or not it is appropriate to travel or to remain at home.

YOUR PERSONAL SAFETY MUST ALWAYS BE THE KEY FACTOR IN YOUR DECISION.

8-16(b)

BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

BP: 8-27
Approved: 10-048

Attendance Support Program

REFERENCES
Ontario Human Rights Code Workplace Safety and Insurance Act Employee Standards Act Municipal Freedom of Information and Protection of Privacy Act

RELATED FORMS/PROCEDURES/DOCUMENTS

POLICY STATEMENT
The Bruce-Grey Catholic District School Board is committed to creating and maintaining a healthy workplace. The Board believes that both individual and organizational health are important factors affecting the ability of all employees to attend work and to contribute fully to its mission. This strategy combines both prevention and intervention to achieve the goals of personal and workplace wellness.

POLICY REGULATIONS
In order to carry out the Bruce-Grey Catholic District School Boards mandate, regular attendance by all employees is essential. The Attendance Support Program (ASP) is a comprehensive program aimed at positively supporting the health of employees and the organization. This Attendance Support Policy will be supported by a Disability Management Program, Attendance Awareness Program and Wellness Programs. The (ASP) is consistent with the Ontario Human Rights Code, the Workplace Safety and Insurance Act, Employee Standards Act and the Municipal Freedom of Information and Protection of Privacy Act.

8-27

Administrative Procedure
Date: Reviewed: Subject: February 26, 2008 March 23, 2010

A.P. 9 - 2

Protocol for Third Party Services in the Schools

Purpose It is the desire of the Bruce-Grey Catholic District School Board to ensure, to the best of its ability, effective programs and services are delivered to meet the needs of all students. Direct services to students are delivered by school board staff such as teachers, educational assistants, and central office staff. In some situations, other services for students are needed, and are delivered by individuals who are paid by someone other than the Board. These services are called Third Party Services. Procedures 1. Public Third Party Services 1.1 Public Third Party Services are those delivered by staff from an agency or other public organization. This could also include not for profit charitable organizations that are considered to serve public interests. Public Third Party Services may be mandated by the government, or funded by a government agency or donations. Services from these organizations are generally available to students in the system who qualify under the mandate or operation of the Public Third Party. The following are examples of how Third Party Public Services take place in schools: 1.2.1 Government mandated service in which staff from the third party provide services in the school directly to students. School Health Support Services, such as Physio Therapy and Occupational Therapy through Community Care Access Centres is an example of this type of service. Indirect services such as consultation or demonstration to school staff. An example is Community Living Transition Aged Youth Coordinator services to schools. Another recent example is the consultative support to classroom teachers by the Autism Spectrum Disorder (ASD) Consultant(s).This support is provided through the agency Thames Valley Child and Family Services, under the direction of the Ministry of Child and Youth Services, in cooperation with the Ministry of Education. The service support is provided strictly to staff. Flow through services in which the third party pays the Board to deliver services to students. Childrens Aid Societies sometimes pay the board to deliver additional education services such as educational assistant support for students with high needs.

1.2

1.2.2

1.2.3

1.3

In order for services to take place in the schools through Public Third Parties, the Board establishes practices or formal protocols with these parties that define what the services are and how they will take place in the schools.

A.P. 9-2(a)

1.4

Unless Public Third Party Services fall under the above criteria and unless there is an agreement with the Board, they may not be allowed in the school setting during the school day. These services are provided only in exceptional circumstances as otherwise it is the responsibility of the school board to provide service. Public Third Party Services must follow the Code of Conduct and other rules and procedures expected by the school board and by the school. This includes: ensuring that the Criminal Background Check documentation is in order; reporting and signing to the office when arriving at a school; taking direction from the Principal while in the building, having appropriately signed permission forms and confidentiality agreements, etc. Public Third Party services set up for after-school activities, require a rental agreement to be established with the school. Currently, rates have been established that recognize community not-for-profit activities. Contact the appropriate Superintendent of Education if there is a question regarding any request for a new or existing Public Third Party Service.

1.5

1.6

1.7

2.

Private Third Party Services 2.1 Private Third Party Services are services paid for by a parent or other private party.These services may be beneficial to students, and can be offered to students in the home, community, or practitioner office setting. Occasionally, schools receive requests to have Private Third Party services delivered in the school. Some examples of services that have been requested are: tutoring, child care services, speech pathology services, music lessons, and private assessments. There are a number of issues related to having Private Third Party Services take place in the school. 2.3.1 The following list outlines some of these issues: Liability and insurance Privacy and confidentiality issues Conflicts with collective agreements related to taking bargaining unit work Qualifications and Professional Standards of third party staff Informed consent issues Conflict of Interest issues Supervision Use of teacher and educational assistant time Availability of School Space Payment of services

2.2

2.3

2.4

Because of the difficulties listed above, Private Third Party Services delivered directly to students during the school day will be limited to services governed by the Regulated Health Professions Act and are not services mandated to be delivered by the School Board. Some examples include Speech therapy, Occupational Therapy and Physiotherapy services contracted by the parent/guardian. 2.4.1 Parents/guardians who engage private Third Party Services are expected to make arrangements for such services outside the instructional day whenever possible.
A.P. 9-2(b)

2.4.2

Where services can only be delivered during the instructional day, parents/guardians may make request to the Principal. The principal will consider space, confidentiality issues and impact on program when receiving such a request. The principal may limit scheduled access based on such consideration. Any practitioner being granted access shall sign the appropriate confidentiality agreement and furnish each Principal with the appropriate criminal records check and will be governed by relevant Board Policies and Code of Conduct.

2.4.3

2.4.4

2.5

Parents who wish the input of a professional or paraprofessional to be considered for purposes of student programming, or other reasons, can contact the school principal and arrange a meeting to discuss their request. In general, this input can be given to school staff through consultation. For students who have Individual Education Plans(IEPs), this consultation can be part of the usual IEP development process. Private Third Party Services for consultation related to an individual student may take place with the approval and at the discretion of the principal. This consultation should be within the bounds of the usual amount of time allocated by staff for individual student meetings. If the consultation recommends changing or adding school services or programming, the final decision as to the programming to be delivered, or other change requested, will rest with the Principal. Private Third Parties, who provide service to the student, with the approval of the parent/guardian and the Principal, are permitted to observe the student in the classroom environment for the purpose of consultation with the parent/guardian. The time, frequency and length of the observation will be determined by the Principal in consultation with the parent/guardian. The observation should be neither disruptive, nor detrimental to the education of the student, the others in the class, or the school Refer to item 1.5 for additional requirements. The principal or designate should accompany the observer for the length of the observation. If the observation recommends changing or adding school services or programming, the final decision as to the programming to be delivered, or other change requested, will rest with the Principal. Private Third Parties may wish to rent school space after hours. This request would be handled using the procedures set out in Use of Facilities Policy. School staff wishing to offer tutoring or music lessons, for example, are considered to be third parties when they are receiving payment for these services, and would follow the same process as any other third party requesting the use of the school after hours. Principals should notify the Superintendent of Schools of any requests for Private Third Party consultation or observation.

2.6

2.7

2.8

2.9

2.10

2.11

2.12

3.

Third Party Partnership or Contractual Services 3.1 Occasionally the board enters into partnership or other contractual agreements with
A.P. 9-2(c)

Private Third Parties. Through these agreements, protocols may be established in which additional services are provided as part of the partnership or other contractual agreement. An example of this would be services provided by an insurance company for a student who was involved in an automobile accident. When these arrangements are made, any services delivered to students must meet Board requirements, expectations and protocols related to the services delivered. 3.2 The Board will consider entering into a partnership when there is commitment for the duration of the students education with the Board as there are issues related to the needs of the student, the collective agreement and budget. The Board will not consider third party partnerships which involve Board employees working outside of the school or school day.

3.3

4.

Volunteers 4.1 Volunteers are usually parents/guardians who assist in a variety of programs in the schools. The principal has the discretion to approve and direct in-school volunteers to assist in the school and the classroom under the direction and supervision of the principal and the classroom teacher. A Criminal Background Check is required for all persons entering schools. Please refer to Board Policy on Criminal Background Checks, BP: 8-9. The Board does not allow in-school or classroom volunteers to accept payment or other non- monetary benefits from third parties, including: individual parents, for volunteer services or duties rendered in, or directly related to, a student in the classroom.

4.2

5.

Questions Regarding Third Party Services The Superintendent of Education should be contacted for any general questions regarding Private or Public Third Party Services.

A.P. 9-2(d)

Administrative Procedure
Date: Subject: January 27, 2009

A.P. 9-2A

Special Education Equipment

1.0

PURPOSE 1.1 The purpose of this procedure is to inform the ministry, board staff members and other professionals, and parents about the provisions of specialized equipment for some students with special needs. The boards practice is to provide specialized equipment for students to use in the school setting. This equipment, when provided, is deemed essential for the student to access appropriate educational programs and services

1.2

2.0

REFERENCES/RELATED DOCUMENTS 2.1 2.2 Ministry of Education Special Education Funding Guidelines 2007-2008. Individual Education Plan (IEP) Resource Guide 2004

3.0

TERMS AND DEFINITIONS 3.1 SEA Special Education Amount

4.0

SPECIAL EDUCATION EQUIPMENT PROCEDURES 4.1 Introduction 4.1.1 It is recognized that some students require special equipment to help them access the Ontario curriculum or a board-determined program, to attend school and achieve their full potential. Equipment may also be provided for mobility and personal care purposes. 4.1.2 In the interest of the student, it is sometimes appropriate that recommended equipment is purchased for their use within the school setting. It is the responsibility of the Special Education Central Staff to determine the appropriateness of all recommendations. The Ministry of Education provides funding, Specialized Equipment Amount (SEA) to support the purchase of necessary personalized equipment costing over $800 per student. In order to access this funding, BGCDSB must provide a written recommendation from an appropriate qualified professional. The types of equipment that may be purchased for individualized student use
A.P. 9-2A(a)

4.1.3

4.1.4

may include computers and peripherals, special seats, standers, change tables, lifts, CCTVs, and Alternative/Augmentative Communication devices. 4.2 Recommendations for Equipment 4.2.1 Outside Agencies/Professionals Recommendations for equipment by qualified professionals both within and from outside BGCDSB. are required in order to access board and ministry funding. These recommendations need to state that the equipment is essential in order for the student to access the Ontario curriculum and/or an alternative program. Qualified Professionals Assessments are accepted from the following qualified professionals (but not limited to): a) Psychologist or Psychological Associate; b) Physician; c) Social Worker; d) Audiologist; e) Speech and Language Pathologist; f) Augmentative Communication Therapist; g) Optometrist; h) Occupational Therapist; i) Physiotherapist; j) Provincial school recommendations.

4.2.2

4.3

Process for Submission 4.3.1 For purchases under $150, where no further equipment recommendations are anticipated or have already been requested, the school budget would be required to cover the cost. Where schools are facing potential budgetary constraints, school staff should contact the Designated CEC staff member. For purchases between $150 to $800, the costs of specialized equipment will be covered by the school board. SEA funding will augment costs over $800. Eligible equipment for accessing SEA funding includes (but not limited to):a) Speech analyzers; b) FM Systems; c) Amplification Systems; d) Print enlargers for students with low vision; e) Computer hardware; f) Software that provides access to curriculum; g) Adjustable desks or computer tables; h) Braillers; i) Symbol or letter voice translators; j) Insulated booths and study carrels; k) Communication aids, such as speech synthesizers; l) Positioning devices for sitting, standing, and lying; m) Personal care items; n) Lifts or harnesses for moving students; o) Warranties; p) Service contracts for technology; q) Training for students and staff on how to use computers, software or other equipment; r) Staff equipment (mics, safety vests, etc. related to working with
A.P. 9-2A(b)

4.3.2

students). 4.3.3 Submissions must include a copy of relevant assessment(s) and recommendations by a qualified professional; an updated IEP that outlines the use of the requested equipment, Special Education Equipment requests are submitted to the designated CEC staff member. All submissions will be reviewed by Central Special Education Staff. The Superintendent of Special Education, or designate will make a decision on approval prior to Ministry submission for final approval. Schools will be notified of all decisions regarding equipment purchases. If a submission is denied, accompanying reasons and suggestions will be provided. A school may reapply if they have new supporting documentation.

4.3.4

4.3.5

4.4

Ordering 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 Approved equipment is charged to a Central budget. Equipment will be shipped to the CEC and distributed centrally. Ordering of computer related equipment and software will be done in consultation with Technology Services Staff to ensure compatibility. For SEA purposes, all relevant receipts will be gathered centrally and assigned to the appropriate student. Equipment will be replaced as needed to accommodate changes in students needs.

4.5

Tracking 4.5.1 All approved equipment will be assigned to the appropriate student and entered on the Special Education Database by Central Staff. All SEA funded equipment in the school must be monitored and tracked by trained and designated school staff personnel. All computer equipment and software requiring installation will be tracked by Technology staff. Internal and Ministry audits take place in May and June of each school year to ensure the appropriate purchase and use of equipment within schools. Equipment will follow students if they change schools within BGCDSB or leave the District for another publically funded school system. Such requests will be facilitated through Catholic Education Centre staff. In the event that equipment is no longer deemed essential, Central Office must be notified immediately so that the equipment can be re-deployed or sold. Equipment may be offered for sale to the parent/guardian/student >18 years of age. Should a parent/guardian/student wish to purchase the equipment assigned to them upon graduation from a BGCDSB school, the school will contact the
A.P. 9-2A(c)

4.5.2

4.5.3

4.5.4

4.5.5

4.5.6

4.5.7.

4.5.8.

Superintendent of Education. 4.5.9. Equipment will be offered for sale at a straight line depreciated value that is normally equal to 20% of the purchase price per year of use. 4.6.0. Equipment that is considered to be of value for re-deployment to other students awaiting specialized equipment will be transferred to another student. Evidence of intended use of equipment must be recorded in the IEP.

4.6.1

4.6

Training of Staff and Students 4.6.1 The purpose of training is to build the capacity of school staff and students to promote the sustained use of the equipment and facilitate student success in accessing Ontario curriculum and/or alternative programming. Training opportunities for unfamiliar equipment will be made available if requested.

4.6.2

4.7

Use of Equipment 4.7.1 In the event of damaged, lost or stolen, or malfunctioning equipment, the CEC should be contacted immediately. It is the responsibility of the school to ensure that equipment will be stored and used in a safe manner. In some situations, it may be deemed essential for a student to have access to their individualized equipment at home. In those cases, the parent / guardian will sign the required form (Appendix 1 The Assumption of Responsibility for Borrowing Equipment). The Resource Teacher and Principal will arrange for training at the school and will invite parent(s) as appropriate. Teachers and Educational Assistants working with students are expected to use special equipment as outlined in a students IEP.

4.7.2

4.7.2

4.7.3

4.8

Care and Security of Specialized Equipment 4.8.1 Schools are expected to have routines and procedures in place to ensure that Specialized equipment is secure and safe, throughout the school year and during holiday and summer breaks. Any time a student is required to transport equipment, the school and parent should have a procedure to ensure the safety and security of the student and the equipment. When a child is moving between schools, the home school will communicate with Technology Staff at the C.E.C. to arrange for equipment pick-up. Technology staff will set up equipment at the new school. An inventory of equipment sent is to be included with the equipment.

4.8.2

4.8.3.

A.P. 9-2A(d)

4.8.4

Each June, Technology Staff collects equipment for all graduating students transferring to high school, and transports and sets up equipment at the new school. An inventory of equipment sent is to be included with the equipment.

FORMS - Appendix 1 - Assumption of Responsibility for Borrowed Equipment

A.P. 9-2A(e)

Appendix 1

Bruce-Grey Catholic District School Board

ASSUMPTION OF RESPONSIBILITY FOR BORROWED EQUIPMENT

1. School Board property and/or equipment may be borrowed only if it is being used for educational purposes. 2. School Board property and/or equipment may be borrowed only with the permission of the School Principal. 3. School Board property and/or equipment is loaned with the understanding that it will be returned a) when the student leaves the school, or b) when requested by the School Principal, or c) by the date specified in this agreement. 4. All School Board property and/or equipment must be returned in good repair at the time indicated on the application below. 5. The Parent/Guardian is responsible for the loss or damage to the School Board property and/or equipment while in their possession.

Name of Parent/ Guardian: Address:

Student Name: School: Date Signed Out: Date Returned:

Phone: EQUIPMENT INFORMATION: Equipment Description

Return Condition:

Serial Number

Value

TOTAL VALUE I fully understand and accept responsibiity for the security and safe keeping of the listed equipment while in my possession off board premises. I agree to indemnify and hold harmless the Bruce-Grey Catholic District School Board for any claims, loss or damage arising out of my use of the equipment listed above. I agree that I will be financially responsible for any loss, theft or damage to the equipment while it is in my possession. I acknowledge my responsibility for the above equipment owned by the Bruce-Grey Catholic District School Board, and agree to return the equipment, in the same condition as I received it, when requested by the principal of the school that my son/daughter attends or by (date) , whichever comes first. Signature of Parent/Guardian: Approved by: Copy to OSR Copy to Supt

Dated: Dated:

Admi inistrativ veProce edure

Da ate: bject: Sub

February 23 3, 2010

A.P.92B 2

Decision-M Making Proto ocol for Entr ry of a Personal Service Dog

(Including Service Dogs Su upporting Stud dents with Autism Spec ctrum Disorder r)

Purpose tocol is to su upport Princ cipals/Vice-Pr rincipals in the t decision-making proc cess regardin ng the This prot admittanc ce of a service e dog into a sc chool environ nment to acco ommodate the e special need ds of a student t. The Bruce e-Grey Catho olic District School S Board recognizes th hat students are a best serve ed in program ms that are planne ed and implem mented in a manner m that meets m the uniq que needs of the student. Some parents s may request th he involvemen nt of service animals a to assist their chil ld with the sa afety and learn ning needs of f their child at sc chool. Procedures Some bas sic skills for a trained animal can be: operating lig ght switches, opening and closing door rs and drawers, retrieving r ite ems from floo or, assisting with w client tr ransfer, pullin ng wheelchai irs, etc. The ey can assist whe en students ha ave seizures, getting help by b barking or r activating an n alert system m. A Special Skills Dog is me eant to provid de independen nce, safety, di ignity and con nfidence to th he handler. Service an nimals must be registered d in Canada. It should be e noted that not n all are suc ccessful with h their training an nd so althoug gh the school may be notifi ied, it is necessary to wait for the successful graduati ion of the anima al from the pr rogram. Training usually involves a 19 9 day live in n experience e at the Guide e Dog Centre wh here the stud dent learns how h to becom me one with his/her h animal l. After the candidate c has s been successful and graduat tes from the program, p the animal a and ha andler return home where only the stud dent is encourage ed to interact with the anim mal. In instanc ces where par rents identify that a service e dog is being g explored as s a required accommodatio a on for their son or o daughter, it i is the Princi ipals/Vice-Pr rincipals resp ponsibility to o: notify the Superintende ent of Education priate Instructi ional Leaders ship Consulta ant, and then consult with the approp convene a meeting with h parents and d school perso onnel to dialo ogue about th he students needs, n program direction and where w the par rent feels a ser rvice dog is required r to au ugment the ser rvices currently provided p or in ntended.* ions regarding g the admitta ance of servic ce dogs to a school s will be e made on a case by case basis All decisi taking int to account all l of the circumstances of the t particular r case, includ ding the indiv vidual needs of o the student who w would be e assisted by y the service dog, and the e needs of any other per rson at the sc chool, including staff and st tudents. Wh hen necessary y, the rights and needs of o one person n may have to be balanced against a the rig ghts and need ds of another in the decisio on-making pro ocess. Once the necessary inf formation has s been discus ssed and it ha as been determ mined, in con nsultation wit th the Superinten ndent of Edu ucation and Superintende ent of Educa ation (Studen nt Services), that support by a service do og may provid de accommod dations not ye et provided at t the school, a series of pla anning issues s must be taken into conside eration. The e entry of a service dog g to the scho ool is decide ed with exte ensive consultati ion, and is not n automatic cally impleme ented. The protocol belo ow is intende ed to suppor rt this decision-m making proce ess. Note: pare ent refers to parent/parents p s/guardian/gu uardians.
BGCDSB would like to ge the input of the e York acknowledg Catholic DS SB into the develo opment of the Admi inistrative Procedu ure.

A.P.92B(a)

DECISIONMAKINGPROTOCOLFOR ENTRYOFAPERSONALSERVICEDOGTOASCHOOL

RequestforaPersonalServiceDogtoEnterSchool Parent/studentmakesarequestinwritingtotheschoolPrincipal

Response PrincipalnotifiesSuperintendentofEducation(SpecialEducation) PrincipalcontactsInstructionalLeadershipConsultant PrincipaltosetupaparentmeetingtodiscusstheIEP,orprogrammingforanewstudentand whetheradogisneededtomeetstudentsneeds

Accommodationnotindicated Accommodationsarebeingmet throughIEP Additionalaccommodationsarenot requiredforlearning

Accommodationindicated Additionalaccommodationsare requiredforlearning,independence and/orsafety

Whenthereisnocertificationavailable Accommodationsareprovidedas describedinIEPwithnoservicedog

DocumentationRequiredforaService DogtoEnteraSchool Parentsmustprovideoriginal certificationfromarecognizedtrainer fortheservicedogandall immunizationrecords Evidenceofstudentsneedasper diagnosis

ParentsResponsibilitiesforthe ServiceDog Provisionofatrained handler Financialresponsibilityforall animalneeds Dailyneedsandongoingcare oftheanimal

IssuestobeConsideredatthe School Medicalneedsofstudents andstaff(i.e.allergies) Childrenwithfearofdogs Culturalsensitivitytodogs

TheSchoolsResponsibilityforthe ServiceDog Communicationtoclassandschool community Informingschoolstaffand respectiveaffiliates Informingschoolcouncil Postingsignagealertingvisitorsof presenceofanimal InformStudentTransportation Services NotifyFireDepartmentandmodify fireplan,ifrequired* PresentationbyServiceDog Provideratschoolassemblyto informstudentbodytheroleofthe guidedog,careofthedog,etc.

A.P.92B(b)

DECISIONMAKINGPROTOCOLFOR ENTRYOFAPERSONALSERVICEDOGTOASCHOOL
A. How is a Request Made for Personal Service Dog to Enter School? In instances where parents identify that a service dog is being explored as a required accommodation for their son or daughter, it is the Principals/Vice-Principals responsibility to dialogue with the parent and inform them of the protocol requirement. To initiate the process, parents must request permission in writing and include the reasons and descriptions of purpose of this type of intervention. Principal outlines the Service Dog Administrative Procedure A copy of the parent request will be retained in the OSR.

B.

What is the Response to a Written Request for a Service Dog?

The entry of a service dog to the school is decided with extensive consultation, and is not automatically implemented. In consultation with the Superintendent of Education and through considerable dialogue, it is ascertained whether the support by a service dog may provide accommodations not yet provided at the school. The Principal shall consult with the Superintendent of Education (Schools) and Superintendent of Education (Special Education) prior to the in-school discussion. A meeting is set up involving the parents/guardians, Principal, classroom teacher(s), special education staff, the student when appropriate, and possibly Instructional Leadership Consultant. The IEP description of student needs and required accommodations or program direction will be the focus of discussion for the case conference. The recommendation for a Service Dog must be considered with respect to the students needs, and current accommodations provided and whether the students needs are able to be met through school based supports and accommodations or whether additional accommodations are required for learning, independence and/or safety.

C.

When is a Recommendation Made to Either Support or Not Support a Service Dog?

When all of the information from the members and the parent has been considered, a recommendation is made which focuses on the schools ability to accommodate the needs of the child with respect to learning, independence and/or safety. The Principal makes a recommendation to the Superintendent of Education and Superintendent of Special Education, based upon the meeting regarding the need for additional accommodations through the provision of a service dog.

D.

What Issues at the School Need to be Considered?

Prior to a decision being made for the entry of the dog to school, the Principal considers implications for other staff and students including: Medical needs of students and staff (i.e. allergies) Children with fear of dogs Cultural sensitivity of dogs Other animals (strays) In cases where the accommodation of a service dog is required and there are medical or sensitivity issues in the class or school, alternate provisions may have to be investigated.

A.P.92B(c)

E.

What are the Parents Responsibilities for the Service Dog?

Prior to a decision being made for the entry of a service dog to school, the Principal discusses the obligations and responsibility that lie with the parent. The parent is responsible for: Provide training for Board staff; All finances related to the animal; The daily needs, care and cleanliness of the animal; Providing certification and immunization documents; Bus loading; and Liability insurance.

F.

What documentation is Required for a Service Dog to Enter a School?

Once a decision has been made to consider recommending entry of the service dog, consideration needs to be given to a number of factors: Parents must provide a certificate of training for the dog from the Recognized Service/Guide Dog Training Centre indicating the dog has been certified before entry to a school will be considered Parents must be informed of their responsibilities for the service dog while at school The principal must consider the health and sensitivity issues of staff members and students The Principal plans for entry, communication and procedural needs.

G.

The Principal shall consult with the School Superintendent and Superintendent of Special Education prior to granting permission.

H.

What are the Schools Responsibilities Prior to Entry of the Service Dog?

The Principal establishes an entry plan, taking into consideration many factors in planning for the entry of the service dog to the school. A letter is sent home to the school community regarding the arrival of the animal (see attachment). A specific letter is sent home to the students in any classes where the dog will be present in case of allergies, extreme phobias or religious considerations. Arrangements are made to inform school staff and union representatives. Arrangements are made to inform the School/Parent Council. Arrangements are made for the animal to visit the school after or before students are present in order to become familiar and sniff the school area. A sign (generally provided by the Certified Training Agency) is placed on the doors of the school alerting visitors to the animals presence. Personal care of the animal is determined and planned for in consultation with the parents considering such things as: o Who will accompany the handler and dog outside? o Is there a suitable disposal container that the handler can reach? o How will the handler clean up after their animal? o What considerations have been made for the winter conditions? An appropriate fire exit plan must be into place and the Fire Department alerted as to the existence of the dog in the school. If needed, transportation must be arranged. Under the Ontario Human Rights Code and Blind Persons Rights Act, the service animal is permitted to ride the bus.

A.P.92B(d)

If the bus carrier is transporting students from other Boards on that same bus while the animal is present, then the other Board must be notified so that they can in turn notify the parents of those children (or child) riding on that bus.

I.

Role of Transportation

Under the Ontario Human Rights Code and the Blind Persons Rights Act, the service animal is permitted to ride the bus with the student. If the bus carrier is transporting students from other Boards on that same bus while the animal is present, then the other Board must be notified so that they can in turn notify the parents of those children (child) riding on that bus. The service dog must be a licensed, trained animal. Ensure there is documentation about the guide dog/service animal with the route information, so there are no surprises for a spare driver. Basic training for the driver, and other students on board the bus, is provided to ensure there is an understanding of what is allowed or not with all parties. Board must notify all bus riders. Transportation may need to investigate pick up and drop off spots are appropriate

J. Role of Human Resources Ensure information regarding Service dog is included in pertinent postings

K. Review of Decision The Principal may recommend to the Superintendent of Education (Schools) that the decision to permit a service dog into the school be revoked due to issues related to the safety of students or staff, detrimental impact upon the classroom program and the learning environment, and/or failure of parents to abide by the guidelines of the protocol.

A.P.92B(e)

Principal Checklist Use of Service Dogs as an Intervention for Children with an Exceptionality

The provision of a service dog in the school for a student identified with exceptionality is dependent upon completion of the following: Parent or student 18 and older request permission in writing to the school Principal for the provision of a service dog and includes the reasons for the request, including a description of accommodations provided by the service. Superintendent of Education (Schools) and Superintendent of Education (Special Education) are informed of the request. The Instructional Leadership Consultant is informed of the request. A parent meeting is convened to consider Individual Education Plan (IEP), program direction, needs and accommodations with respect to request. The requested accommodation is reviewed in terms of consistency with the needs or recommendations of the IPRC and/or IEP process. The Instructional Leadership Consultant is informed of the recommendation of a service dog for the accommodations. Parents provide original Certification from a recognized training service for the service dog and proof of registration in Canada. The parent is informed that the provision of daily needs and care of the animal are the responsibility of the parent. The parent is informed that the provision of a fully trained dog handler is the financial responsibility of the parent, and provision to be made by parents when the handler is absent. The Principal considers the request with the perspective of medical needs of students and staff (i.e. allergies, hypersensitivities), children with a fear of dogs, cultural sensitivity to dogs on the classroom and school community, within the context of the entry plan. The Principal meets with the parent to discuss the potential impact of the request on the school community. The Principal consults with the Superintendent of Schools and Superintendent of Special Education prior to granting permission. An entry plan is established including input of Instructional Leadership Coordinator. A communication strategy is developed to provide information to students, staff and community.

A.P.92B(f)

SAMPLE PARENT LETTER

Date

OnSchoolLetterhead

Dear Parents/Guardians Re: Service Dog at [School Name] Beginning in [date], one of the grade [ ] students at [School Name] will attend class with a service dog to support [his/her] special needs. Procedures for the successful and smooth entry of the service dog into our school community have been established in partnership with the parents of the student, the National Service Dogs Association, school and Board personnel. We are very excited about having the service dog join us. The dog is trained and provided by the National Service Dogs Association and is certified with Assistance Dogs International. It is a working dog, easily identified by the purple working vest that is worn. Steps of integration of the Service Dog into the school community will include: The assignment and training of a handler for the service dog. The service dogs introduction to the school facility and grounds. The service dogs introduction to the specific class in [month]. A student awareness assembly early in the year. (Interested parents may attend). For further information on the National Service Dogs please visit the web site: www.nsd.on.ca. If you have any questions please do not hesitate to call. Sincerely,

[Principal Name] Principal

Cc: [Superintendents Name], Superintendent of Education

A.P.92B(g)

Administrative Procedure
Date: Reviewed: Subject: March 23, 2010 December 2011

A.P. 9-2C

Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals

Purpose The Bruce-Grey Catholic District School Board is committed to promoting effective community-based partnerships with external agencies that foster continuous improvement in the delivery of programs and services for all students, including students with special needs. Closing achievement gaps for all students continues to be a major priority. The purpose of this Administrative Procedure is to outline the local protocol for partnerships with external agencies for the provision of services in BGCDSB schools by regulated health professionals, regulated social service professionals, and specifies the requirements for implementing the protocol and for reporting to stakeholders. Procedures 1. Programs and Services Currently Delivered 1.1 1.1.1 1.2 Currently, no bargaining employee work is being delivered by external agencies. Other regulated professionals may be providing services to students in the schools in accordance with PPM 81. The Professional Student Services Personnel staff provide programs and services that are outlined in their respective job descriptions in accordance with their Collective Agreement.

2.

Future Programs and Services 2.1 In the event that the Board seeks to enhance services to students delivered by regulated professionals, it will meet to discuss when reviewing and or developing the protocols to facilitate the delivery of programs and services. Where such services are secured under this protocol, the Board will ensure that Board policies are followed with respect to: informed consent; criminal reference checks; appropriate insurance coverage; compliance with the Safe Schools Act; conflict of interest, confidentiality, equity, human rights and other relevant policies. Any partnerships created will be time-limited in nature and are not to be providing a long term duplication of services already provided by board staff.

2.2

2.3

3.

Dispute Resolution
A.P. 9-2C(a)

3.1

Two APSSP members, the Superintendent for Special Education and the Assistant to the Director: Human Resources shall form a committee to resolve disputes.

4.

Termination procedure 4.1 Any agreement for services will have the ability to terminate the agreement with 30 days notice by either party.

5.

Space/Materials 5.1 A statement outlining needs for space and/or materials will be included in any agreement and will not compromise the Boards staff ability to execute their duties.

6.

Responsibilities 6.1 Principals are responsible for the day to day operations of the school and provide direction to any and all persons in the school. Professionals, regardless of employer will take direction from the Principal concerning matters that occur in the school. Regulated professionals will be responsible for carrying out their duties in accordance with the regulations governing their professional practice. Their supervision will be in accordance with their College and will be monitored by their respective employer. Provision of appropriate documentation of qualifications, college membership and declaration of service in accordance with standards will be included in any service agreement.

6.2

7.

Review of Protocol 7.1 APSSP and management staff will review the protocol annually.

A.P. 9-2C(b)

Administrative Procedure
Date: Subject: August 23, 2011

A.P. 9 - 9

Supervised Alternative Learning (SAL)

Purpose:
Supervised Alternative Learning (SAL) is part of a range of supports for students 14-17 years of age. SAL is designed to assist students either to return to school or to proceed to one of the five post secondary options if they reach the age of eighteen that is apprenticeship training, college, independent living, university, or the workplace. The goal is to maintain a connection to learning for these students and to support their continued progress towards graduation or achievement of other educational and personal goals. The student and the parent(s)/guardian(s), unless the student is at least 16 years of age and has withdrawn from parental control must agree to participate in SAL.

Procedures: Stage 1: Prevention

The Supervised Alternative Learning Procedures Guide (Appendix A) outlines the rationale, roles, responsibilities and procedures for SAL. Stage 2: In-Class and In-School Interventions These include a variety of approaches to be considered and implemented such as tutoring/peer tutoring, special education supports, student success supports, cooperative education/including paid cooperative education) and a host of other supports. Staff need to consider the research on the role of Caring Adult in the success of disengaging students. Note: All options within the school and in the local community should be considered before board interventions are undertaken. Stage 3: Board Intervention When in-class and in-school interventions do not result in a students re-engagement, Board staff may be accessed to assist in alternative education programming such as more flexible time tables, a variety of course delivery approaches and supports that address several aspects of a students needs. Stage 4: Supervised Alternative Learning If a student continues to avoid attending school and/or particular classes, and school staff, parents and/or community partners have not succeeded in finding ways of helping the student become interested in attending school regularly, SAL should be considered. Schools begin the process with the Application for Supervised Alternative Learning (SAL), submitted to the Superintendent for Student Services. The process, including the forms and reporting requirements for SAL is outlined in the Bruce-Grey Catholic District School Board Supervised Alternative Learning Procedures.

A.P. 9-9

Bru uce-G Grey Catholi C ic Dist trict Sch hool Board B

Super u rvised d Altern nativ ve Learn ning

Pr roced dures s 20 011

Bruc ce-Grey Catholic Distric ct School Bo oard

799 16th Avenue Hanover, ON N4N N 3A1 (519) ) 364-5820 www.bgcdsb b.org

CONTENTS
INTRODUCTION ................................................................................................................... 4 Overview .....................................................................................................................................................4 Key Changes to Supervised Alternative Learning and Related Policies ....................................... 5 The Supervised Alternative Learning Plan .....................................................................................5 Administrative Processes .................................................................................................................6 Part-Time Studies ..............................................................................................................................6 Attendance and Enrolment Register Policies .............................................................................. 7 Continuum of Approaches to Re-engage Students ................................................................................7 Stage 1: Prevention .................................................................................................................................. 8 Stage 2: In-Class and In-School Interventions ............................................................................ 8 Stage 3: Board Interventions ............................................................................................................9 Stage 4: Supervised Alternative Learning ................................................................................... 9 THE SUPERVISED ALTERNATIVE LEARNING PROCESS .................................... 10 Procedures Preceding a SAL Application (Pre-SAL) ................................................................ 10 Roles and Responsibilities ............................................................................................................ 10 Suggestions and Resources ...................................................................................................................11 Step 1: Application for SAL .................................................................................................................. 11 Roles and Responsibilities ............................................................................................................ 12 Suggestions and Resources ........................................................................................................... 12 Step 2: Consideration of the Application ...........................................................................................13 SAL Committee Meeting .............................................................................................................. 13 Reconsideration of the Committees Decision ...................................................................... 15 Step 3: Implementation and Monitoring .............................................................................................. 15 Roles and Responsibilities ............................................................................................................ 16 Step 4: Review, Renewal, and Transition Planning ....................................................................... 17 Review of the Students SALP ...................................................................................................... 17 Renewal of SAL for the Student ................................................................................................... 18 Development of a Transition Plan................................................................................................. 19 Summary of Steps in Supervised Alternative Learning ....................................................................20 THE SUPERVISED ALTERNATIVE LEARNING PLAN ............................................. 22 Contents of the Plan ................................................................................................................................ 22 Learning Activities in the Plan ........................................................................................................ 23 Earning Credits ............................................................................................................................... 23 Acquiring Skills .....................................................................................................................................24 Earning Certifications and Participating in Training Programs ............................................ 25 Working During the School Day .................................................................................................. 26 Addressing Barriers to Learning ................................................................................................... 26

DELIVERY MODELS .......................................................................................................................... 27 Types of Delivery Models ............................................................................................................................... 27 SAL Centre ....................................................................................................................... 27 Partly Structured Program ............................................................................................................... 27 Independent Program .......................................................................................................................28 Other Considerations ................................................................................................................................28 Course Credits ..................................................................................................................................28 Community Partnerships .................................................................................................................28 Students from Unique Communities ............................................................................................. 29 Data Collection and Record Keeping ............................................................................................ 29 TIMELINE ............................................................................................................................... 30 APPENDICES ......................................................................................................................... 31 Appendix 1: Checklist of Pre-SAL Procedures .............................................................................. 32 Appendix 2: Template for a Request for Supervised Alternative Learning ................................. 34 Appendix 3: Template for a Supervised Alternative Learning Plan (SALP) ................................... 35 Appendix 4: Sample of an Employer Agreement for a Student in Supervised Alternative Learning .............................................................................................................................. 40 Appendix 5: Template for a Letter Notifying a Parent of the SAL Committees Decision - Approval Granted ....................................................................................................................42 Appendix 6: Template for a Letter Notifying a Parent of the SAL Committees Decision - Approval Not Granted ....................................................................................................... 43 Appendix 7: Template for a Letter Notifying an Employer Whether or Not a Student Has Permission to Work ................................................................................................................ 44 Appendix 8: Template for a Monitoring Log for a Student in SAL ................................................. 45 Appendix 9: Template for a Request for the SAL Committee to Renew Supervised Alternative Learning .............................................................................................................................. 46 Appendix 10: Template for a Transition Plan .................................................................................... 47 Appendix 11: Using the Ontario Skills Passport to Track Development of Essential Skills and Work Habits.......................................................................................................................... 49 Appendix 12: Sample of a Student Agreement for a Non-credit SAL Work Placement ............ 50

INTRODUCTION
OVERVIEW

The Education Amendment Act (Learning to Age 18), 2006 raised the age of compulsory school attendance for a student1 in Ontario from sixteen to eighteen years, or until the student earns the Ontario Secondary School Diploma (OSSD). Although most students will attend and successfully complete secondary school, a small number of students are at risk of leaving school early for a wide variety of reasons. If the various retention and engagement strategies that schools use are not successful, Ontario Regulation 374/10, Supervised Alternative Learning and Other Excusals from Attendance at School, may be used by boards and schools to meet the needs of these students. Ontario Regulation 374/10 replaces Regulation 308, Supervised Alternative Learning for Excused Pupils (SALEP), and comes into effect February 1, 2011. There are various reasons why some young people leave school early. Some leave school for family reasons - they may lack parental support or have to act as caregivers in their family, or they may be parents themselves. Some leave for economic reasons - they may be living independently and have to work to support themselves and/or their children. Others leave school for personal reasons - they may have behavioural problems, mental illness, or problems with substance abuse; they may have had disagreements with individuals in authority or conflicts with the law; or they may have medical problems that have required treatment that interrupts their education. Still others leave for reasons related to their experience of school itself - they may not be succeeding academically, they may be bullied or may feel that they do not fit in, or they may have been absent for a long time and find reentry difficult. Often these young people have a personal goal of obtaining credits and graduating, but many find it very difficult to do so. Some may need time away from school to deal with personal or family issues. Others may wish to continue learning, but not in a school setting. Boards have programs and policies in place - including prevention and intervention strategies that successfully meet the needs of many of these students. However, every student who stops attending school requires attention. Often these students require some form of individualized program if they are to achieve a good outcome from their secondary school education. Supervised Alternative Learning (SAL) may be used for students who are not otherwise excused under section 21 of the Education Act. It is intended to be used for a very small segment of the student population, and only when other measures to help a young person remain in school are not effective. A period of time away from regular school attendance can help a young person resolve an issue so that he or she can return to school later. In all cases, the primary goal is to offer a program that is in the students best interests, reflects his or her input, and supports the student in meeting his or her goals. The purpose of SAL is to assist students either to return to school or to proceed to one of the five postsecondary options if they reach the age of eighteen - that is, apprenticeship training, college, independent living, university, or the workplace. Ontario Regulation 374/10, Supervised Alternative Learning and Other Excusals from Attendance at School, enables the Supervised Alternative Learning Committee of a board to excuse students from fourteen to seventeen years of age from attending school while they continue to participate in learning under the supervision of the board or a school of the board. The goal is to maintain a connection to learning for these students and to support their continued progress towards graduation or achievement of other educational and personal goals. The student - and the parent(s),2 unless the student is at least sixteen years of age and has withdrawn from parental control must agree to participation in SAL. __________________________________________
1. 2.

In this document, student refers to a person of compulsory school age who has reached the age of fourteen. In this document, parent(s) refers to parent(s) and guardian(s).

While in SAL, students can participate in a variety of learning activities, which can include taking courses and/or training, earning certifications, and developing job-search skills and the various Essential Skills, work habits, and life skills that will help them lead productive adult lives, as well as doing volunteer work and/or other work. As much as possible, opportunities to earn credits should be included in their programs. Some students will eventually graduate or otherwise continue their education as adults. ______________________________________________________________________________
Supervised Alternative Learning (SAL) may be useful for encouraging young people who are at risk of not graduating to continue their learning, if they are not attending school regularly and if other retention strategies have not been successful.

______________________________________________________________________________ Some students may need help addressing barriers to learning (e.g., drug abuse, mental health problems, anger) before they can fully engage in learning. SAL enables boards to connect students with the appropriate services offered by various health and community agencies.

KEY CHANGES TO SUPERVISED ALTERNATIVE LEARNING AND RELATED POLICIES

The following are the key changes to SAL and related policies and practices: A Supervised Alternative Learning Plan (SALP) is required for each student. Timelines and procedures are specified for administrative processes. Part-time study is allowed for sixteen- and seventeen-year-old students for compassionate reasons. Changes to policies on recording enrolment limit the time that a truant student who is fourteen to seventeen years of age can remain on the register.

Further details are provided below for each key change.

The Supervised Alternative Learning Plan All students in SAL will have a Supervised Alternative Learning Plan (SALP) to enable them to progress towards obtaining their Ontario Secondary School Diploma or achieving other educational and personal goals. The SALP will outline required activities, which may include one or more of the following: enrolment in one or more courses in which the student may earn a credit enrolment in a life skills or other non-credit course job-related training (e.g., earning workplace certifications, developing general employment skills and job-search skills) full- or part-time employment at an approved work placement volunteering (to help the student meet the community-service graduation requirement) counselling (to address barriers to learning) any other activity that will help the student reach his or her educational and/or personal goals

In addition, the SALP will identify a primary contact3 at the school or board; outline methods the student can use to achieve his or her educational and personal goals; and identify ways of monitoring the students progress, which must occur at a minimum once per month. The SALP will also include an overview of a transition plan for returning to school or for proceeding to a postsecondary option when the student reaches the age of eighteen.

Administrative Processes The following are key changes in procedure: Timelines are identified for the application process to ensure a minimal gap in a students learning. The principal can initiate the SAL process with the support of the student and input from the parent. The students participation in SAL can be extended with the agreement of the student (and the parent, if the student is under parental control).

Part-Time Studies Students who are taking less than 210 minutes of classroom instruction per day are attending school part-time. Although schools may have concerns that part-time attendance is the first step towards losing a student permanently, part-time study is a way of maintaining a link to education for a student who might otherwise quit school entirely. Part-time attendance should be considered for sixteen- or seventeen-year-old students who are generally successful but who need time away from school for compassionate reasons (e.g., to become a parent, to care for a parent who is ill). The school principal may approve part-time attendance for these students, usually for the duration of a semester and for up to one school year. Under this provision, enrolment for the student for funding purposes would be determined in accordance with the policies in Instructions for the Use of Computerized Enrolment Registers for Elementary and Secondary Schools for the current year. Part-time attendance gives these students the opportunity to focus on one or two courses. Boards should ensure that their policies and practices support part-time timetables for these students. However, if a student will be doing paid work during school hours, then the SAL process must be followed. For fourteen- and fifteen-year-old students, part-time attendance should be managed through the SAL process. Note that subsection 3(3) of Regulation 298, Operation of Schools General, continues to allow a board to reduce the length of the instructional day for an exceptional student in a special education program.

__________________________________
3.

In this document, primary contact refers to the person who is assigned the responsibility of monitoring a student who is in a Supervised Alternative Learning program.

Attendance and Enrolment Register Policies The amount of time that a truant student who is fourteen to seventeen years old can remain in the register is limited to sixty consecutive school days. That is, if the principal has referred the case in writing to the attendance counsellor, and if the attendance counsellor reports every fifteen school days that the file is still active, a fourteen- to seventeen-year-old student with an unexcused absence now may remain in the register for a total of sixty consecutive school days, after which time the student must be removed from the register. For full details of procedures for recording enrolment, see Instructions for the Use of Computerized Enrolment Registers for Elementary and Secondary Schools for the current year. _____________________________________________________________________________
Removing a student from the enrolment register does not mean that the board or school no longer has a responsibility for encouraging the student to return to school.

_____________________________________________________________________________ Each board is required to maintain a list of fourteen- to seventeen-year-old students who have been removed from its schools registers but who are thought to still be in the community. Boards are expected to contact these students regularly and to invite them to return to a school not necessarily to their home school at a minimum before the start of every semester.
CONTINUUM OF APPROACHES TO RE-ENGAGE STUDENTS

There are many approaches that can be used to encourage disengaged students to become interested in continuing their education. Although many students can be re-engaged through various prevention and intervention strategies, some may need more individualized help in the form of a SAL program. The diagram below shows the range of strategies that can be used to assist students. These strategies are described on the following pages and outlined in a checklist in Appendix 1, Checklist of Pre-SAL Procedures.

Pyramid of Interventions

Stage 1: Prevention The following practices support and engage students, and may contribute to fewer attendance problems:

promoting a positive school atmosphere that welcomes all students (e.g., using anti-bullying and equity strategies, promoting student engagement initiatives, giving students a voice) providing a range of program pathways at the school (e.g., dual credit programs, Specialist High Skills Major [SHSM] programs, cooperative education) implementing transition plans to support new and returning students, including Grade 9 students, students transferring from another school, students returning from an extended absence owing to illness or other causes, and students returning from a suspension or an expulsion

Indicators that students may be becoming disengaged include poor attendance, poor or failing marks, discipline problems, and/or emotional and/or social problems. The first task is to identify these students. Identification may be done by a variety of staff members, including the Student Success teacher or Student Success school team, other teachers, attendance counsellors,4 and/or social workers. School staff can often identify these students in elementary school.

Stage 2: In-Class and In-School Interventions Once these students are identified, a variety of approaches can be considered and implemented in order to meet their needs, such as the following: tutoring and/or peer tutoring special education support credit recovery credit rescue continuous-entry courses to enable students to start courses at times other than the beginning of a semester, if necessary flexible timetables cooperative education (perhaps a placement where the student will receive pay) counselling by child and youth workers or other professional support staff supports for the student and/or family provided through community agencies transfer of the student to another school and provision of support for the transition The Student Success team, which includes the Student Success teacher, guidance counsellor(s), administrators, special education staff, and others, as appropriate, should coordinate and monitor the approaches for these students. An attendance counsellor and/or a social worker can also contribute to the Student Success teams work with these students. All options within the school, in other schools of the board, and in the local community should be considered before board interventions are undertaken.

__________________________________________________
4.

In this document, attendance counsellor refers to the person responsible for enforcing regular attendance for students of compulsory school age. Attendance counsellors also work with students with attendance problems in elementary school.

Stage 3: Board Interventions If in-class and in-school interventions do not result in the students re-engagement, the board should provide a program that meets the students needs rather than aiming to have the student return to a regular program at the original school. Staffing considerations include the assignment of certified teachers with the appropriate interests and skills. Alternative education programs can provide the student with the following benefits: more flexible schedules and timetables (e.g., a timetable that allows the student to focus only on one or two credits at a time)

a variety of types of course-delivery approaches (e.g., self-directed study; a cohort model in which all the students in one classroom are taking the same courses; use of materials from the Independent Learning Centre or board-developed learning resources; hands-on, active learning approaches; credit recovery; cooperative education) supports that address several aspects of a students needs (e.g., access to a breakfast club; access to medical, mental health, or social services)

Students in an alternative education programs that consists of full-time instruction do not need to go through the SAL process.

Stage 4: Supervised Alternative Learning If a student continues to avoid attending school and/or particular classes, and school staff, parents, and/or community partners have not succeeded in finding ways of helping the student become interested in attending school regularly, SAL should be considered. Students in SAL may need to learn in a different setting for various periods of time. For these students, activities should be provided to support continued learning in a planned process that contributes to a good outcome from their secondary education. Returning to their home school or entering a board alternative education program should be a goal, especially for fourteen- and fifteen-year-old students. Young adults without a secondary school diploma will struggle to participate meaningfully in society and to find personal satisfaction and purpose in their lives. Also, in order to meet the challenges of future employment, the students of today need to be aware that more and more jobs require people who can work in teams, who have literacy, numeracy, and computing skills, who can think critically and creatively, who can solve problems, who are flexible and focused, who can work fast, and, most of all, who will be committed to continuous personal growth and development. Research also indicates that people who fail to secure a basic education experience more social, emotional, and health challenges throughout their lives. SAL can be a valuable way to help students experience success and re-engage with learning, but the students commitment to the SAL program is required. SAL allows the student, parents, school, and board to determine an appropriate individualized plan to support the student in learning that is based on his or her strengths and needs. SAL can also help prepare the student to experience success after leaving school at eighteen. Further information on SAL is provided in the following chapters.

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THE SUPERVISED ALTERNATIVE LEARNING PROCESS

Before an application for SAL is developed for a student, the school and board should make every effort to use their various retention strategies to help a student stay in school. As stated earlier, SAL is intended to be used only if other measures to re-engage a student in continuing his or her education do not succeed. If the decision is that a student would benefit from SAL, an application is developed and submitted to the SAL Committee (step 1). It is then considered by the committee (step 2). If the committee approves the application, a SAL program with a Supervised Alternative Learning Plan (SALP) is implemented for the student, and the students progress in the program is monitored (step 3). As the students program nears completion, the students SALP is reviewed, and either SAL is renewed for the student or a transition plan is set up to prepare the student to return to school or to proceed to a postsecondary option (step 4).

PROCEDURES PRECEDING A SAL APPLICATION (PRE-SAL)

If a student is having persistent problems with attendance, schools typically respond with a review of options with school or board staff, such as guidance counsellors, social workers, special education staff, and other Student Success team members, and with the student and his or her parent. At this point, information about SAL should be provided to the student and the parent to ensure that they have a clear understanding of the expectations of the program. If there is a preliminary meeting, school or board staff could also assess the level of the students motivation and commitment to the program. Roles and Responsibilities Principal ensures that all appropriate alternative options have been considered (see Appendix 1) ensures that, if the student has an Individual Education Plan (IEP), all supports, accommodations, and modifications have been implemented to optimize student learning refers the student to the appropriate support personnel ensures that the parent and student are informed about SAL as an option

Parent ensures that the youth attends school regularly until excused meets with school staff to provide input Student attends school daily until excused meets with school staff to provide input for a re-engagement plan

Student Success Team and Other School Staff meet to discuss the students situation, including attendance generate a re-engagement plan monitor the students re-engagement and attendance communicate with the parent

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Attendance Counsellor receives the referral, where appropriate, and follows the boards procedures reports on the students attendance history explores all options to improve attendance considers SAL as a possible solution

Suggestions and Resources

Use a checklist to track the strategies and interventions used by the school prior to recommending SAL for a student (see Appendix 1). Provide information on SAL to the parent. Communicate with parents about their child. Parents have much to contribute regarding their own concerns, observations, and assessments. They can also provide other important information on their child (e.g., information on recent medical check-ups, eye examinations, or psychological or educational testing outside the school system). It is also important that parents understand SAL and their rights and responsibilities. They need to know, for example, that they have the right to examine a report on their child, to invite (or not invite) individuals to the SAL Committee meeting in addition to those invited by the committee, and to request a reconsideration of the committees decision.

STEP 1: APPLICATION FOR SAL

A parent, a student who has withdrawn from parental control, or a principal may make a request for SAL. Ontario Regulation 374/10 enables a principal to initiate the SAL process; however, the parent and student should be in support of the application. Once a decision is made to pursue SAL for the student, an application package is assembled that includes the following:

the Request for Supervised Alternative Learning (SAL) form (see template in Appendix 2) a form signed by the parent giving consent to release information on the student, unless it has been previously completed or unless one is not required the Supervised Alternative Learning Plan (SALP), if the principal agrees with the request (If the principal does not agree with the request, he or she should submit a written report outlining the reasons for his or her concerns, as well as a recommendation for a program for the student. See template in Appendix 3 and further information on pages 2429). an employer agreement (recommended), if the SALP includes employment (see Appendix 4) other documentation that is relevant to the SAL Committees decision (e.g., attendance record, credit summary, IEP, Ontario Student Record [OSR] review)

If the proposed SAL activity site is not a board site, the site is visited to confirm that it is appropriate (e.g., checked regarding health and safety, and accessibility). Ideally, the site visit is made before the application is submitted. If the site is considered to be appropriate from previous recent knowledge, a site visit is not required at this time. If the SAL plan includes Cooperative Education credits, the student will be assigned to the appropriate Cooperative Education teacher and the workplace procedures will be followed. If the SAL plan includes a work experience that is not a formal Cooperative Education credit program (although a principal may grant a Coop credit upon completion of a SAL plan), the Board's Supervisor of Payroll and Health and Safety will complete the site visit.

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The SALP includes a suggested primary contact for the student, who will be confirmed by the SAL Committee. The role of the primary contact is to monitor the students progress, make minor revisions or recommend significant changes to the SALP, and, ideally, to act overall as a mentor to the student. The person selected should be someone who can develop a positive connection with the student. Examples of individuals who might serve as a primary contact are a social worker, an attendance counsellor, a child and youth worker, a guidance counsellor, or a Student Success teacher. If the SALP includes credit courses, a certified teacher must be involved in that portion of the SALP. The principal has fifteen school days from the receipt of a request for SAL in which to submit the application package to the SAL Committee. The student is legally required to continue attending school until the SAL Committee has made its decision.

Roles and Responsibilities Principal receives the parents request for SAL (request should be in writing) or initiates the request with input from the parent and student prepares the SAL application package notifies the parent in writing that the application has been submitted

Parent may initiate a request for a SAL program or provide input to the principals application (see Appendix 2) may be requested to complete a form giving consent to the release of information on the student and to submit it to the principal, unless it has been previously completed or unless one is not required works with the Student Success team and other school staff to develop the SALP provides input to the Student Success team and other school staff to develop the SALP

Student provides input to Student Success Team and other staff to develop SAP plan.

Attendance Counselor assists with the completion of documentation required for the SAL application

Stuent Success Team and Other School Staff assist the principal in the development of the SALP and the gathering of appropriate documentation for submission with the application (e.g., attendance report, IEP, OSR review)

Community Partners contribute to the development of the SALP by providing documentation (e.g., an employer agreement), as required (see Appendix 4)

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Suggestions and Resources

Have students write their educational and personal goals to be included in the SALP. Develop the following: - a Request for Supervised Alternative Learning (SAL) form - a letter to acknowledge receipt of the request and to advise parents and students of the initiation of the SAL process - a SALP template (see pages 2429 for further information and Appendix 3 for a template)

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STEP 2: CONSIDERATION OF THE APPLICATION

Every board is required to have a SAL Committee. The SAL Committee is composed of the following individuals, at a minimum: one (1) supervisory officer who is qualified as a teacher one (1) board trustee one (1) community representative

SAL Committee Meeting The SAL Committee must hold a meeting to review the application within twenty school days of receiving the SAL application package from the principal. This timeline may be extended with the agreement of the parent. The committee invites participants to attend the SAL Committee meeting, including the parent, the student, and relevant school and board staff, as well as relevant community members. The parent is notified in writing of the date and time of the SAL Committee meeting. If there are geographical or other restrictions, the committee may choose to hold the meeting in another format (e.g., video conferencing) instead of in person. The meeting can occur if the parent does not attend, but it is highly recommended to have both student and parent in attendance. The student or parent is entitled to attend the meeting with a support person or to have a support person attend in his or her place. The support person has the same rights to attend and be heard as the student or parent. At this meeting, the committee will review the application and will decide whether or not to approve the SAL application and the SALP. Relevant information may be presented to the committee by board staff, and perhaps by the parent or community attendees, after which there is a question period and a general discussion. The committee discusses the SAL application with the student, the parent, and other attendees. The committee will deliberate and arrive at a decision regarding a SAL program for the student, including all aspects of the SALP. The committee can immediately inform the parent and student of its decision. Within five school days of the meeting, the committee provides the parent, the principal, and the primary contact with written notification of its decision (see appendices 5 and 6). The principal and the parent each receive a copy of the SALP, including any modifications made by the committee, as well as contact information for the primary contact and the employer, if a work placement is included. If the parent does not agree with the committees decision, he or she has the right to request a reconsideration of the decision within ten school days of receiving written notification of the decision (see page 15 for further information on this process). If the committee does not approve SAL for the student, then he or she is expected to return to regular attendance at school.

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Roles and Responsibilities SAL Committee should establish, as needed, SAL meeting dates convenes as a committee to review the application for SAL and the SALP invites attendees to the scheduled committee meeting approves the application for SAL and modifies the SALP if necessary or rejects SAL for the student ensures that all parties are notified (under the signature of the board supervisory officer on the committee) of the decision of the committee (see appendices 5 and 6) may suggest types or means of contact for monitoring and the preferred schedule for monitoring according to student needs may also choose to accept the student into SAL on a time-limited basis e.g., for two months (This strategy is most often used when the motivation of the student to fully participate in the SALP is questionable.) Principal, Parent, Student, Proposed Primary Contact all should attend the SAL Committee meeting

Suggestions and Resources

It is advisable to make sure that the student and parent are fully informed about the SALP, agree with the SALP, and understand the SAL meeting process. Make meetings as comfortable as possible for the parents and show an understanding of the family's circumstances and respect for their time. (For example, if English is not the family's first language, it is advisable to have someone available to translate, other than the student. Also, for parents, holding the meeting in the early evening may allow them to finish work.) Develop a letter that invites attendees to the SAL Committee meeting.

Reconsideration of the Committees Decision Within ten school days of receiving written notification of the committees decision, a parent of a student may submit to the principal of the students school a written request that the committee reconsider its decision on SAL for the student or on the SALP. The principal shall forward the request to the committee as soon as possible after receiving the request. The committee shall hold a meeting to reconsider its decision within twenty school days of the day the committee receives the request, and shall provide the parent with written notification of the results of the reconsideration within five days of this meeting. The committee that reconsiders the decision may have different members from those on the committee that made the original decision.

Roles and Responsibilities SAL Committee meets within twenty school days of receiving the request for reconsideration reviews the request to reconsider the SAL decision or the SALP approves or rejects SAL for the student approves or modifies the SALP, where appropriate notifies the parent or student and the principal regarding the committees decision within five days of the reconsideration meeting

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Principal attends the meeting when the SAL decision or the SALP is reconsidered, as required

Parent requests that the SAL Committee reconsider the SAL decision or the SALP attends the meeting when the SAL decision or the SALP is reconsidered to present reasons for the reconsideration request

Student attends the meeting when the SAL decision or the SALP is reconsidered Primary Contact may attend the meeting when the SAL decision or the SALP is reconsidered

STEP 3: IMPLEMENTATION AND MONITORING

Once approved by the SAL Committee, the SALP is implemented by appropriate board or school staff within the timelines specified by the SAL Committee. Before the student begins participating in an activity at a location that is not a board or school site (e.g., the proposed workplace, volunteer organization), the site is visited and is checked with regard to health, safety, accessibility, and other considerations to ensure that it is appropriate. However, if school staff members are familiar with the site, the principal may deem the site to be appropriate and not require a site visit before the student starts the activity. Participation in SAL requires a commitment on the part of the student. If the students attendance in SAL becomes problematic, the primary contact needs to discuss the issue first with the student, parent, and staff members to try to resolve the problem. Ongoing attendance problems, however, need to be referred to the principal and additional strategies need to be considered, including those related to attendance policies and referrals to the attendance counsellor. If the students SALP includes employment, the principal must send a letter to the employer stating that the employment is part of SAL for the student and that the student is excused from attending school for the purposes of participating in SAL (see Appendix 7). This letter provides proof that the employer is legally employing a school-aged student during the school day. Monitoring of the students involvement in SAL is carried out by the students primary contact and occurs monthly, at a minimum, during the term of the SALP. Although regular monitoring occurs, some students may require more frequent contact at different times during their involvement in SAL. Monitoring will be documented (see Appendix 8 for a template for a monitoring log). Monitoring in person is recommended throughout the term of the SALP, but is especially important at the beginning of the program. Other formats for monitoring include telephone conversations, e-mail, teleconferencing, and video conferencing. The SALP is intended to be a working document that is reviewed and revised as appropriate. If the SALP remains substantially the same, the primary contact may make minor changes to it over the course of the program and must seek input from the student and the students parent. Changes should be made on the basis of the students achievement and the feedback received from staff members, such as teachers, the social worker, and the attendance counsellor, as appropriate. See Review of the Students SALP on page 17 for further information.

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The SALP is filed in the OSR, and the student and parent each receive a copy. The principal must issue reports on the progress of each student in SAL. These reports will be issued at the same time as report cards for other students. These reports should reflect the activities in the students SALP. The principal will provide a copy of the reports to the parent and include a copy in the students OSR.

Roles and Responsibilities Principal if employment is part of the SALP, sends a letter to the employer stating that the student is excused from attending school for the purposes of participating in SAL (see Appendix 7) ensures that the SALP is implemented in the timelines established by the SAL Committee ensures that staff of the school or the board visit the location where the student will be participating in SAL activities to check that the site is appropriate (e.g., with regard to health, safety, and accessibility considerations) before the student begins ensures that, if a student has an IEP, accommodations are reflected in the SALP receives updates from the primary contact issues progress reports each reporting period. Primary Contact contacts the student, at least monthly, to monitor progress, and documents contacts (see Appendix 8) documents the students performance and/or progress for example, development of learning skills and/or Essential Skills and work habits described in the Ontario Skills Passport, progress in training for certification, or academic achievement, in accordance with his or her SALP informs the principal of any concerns regarding the students compliance with the SALP or any issues regarding the SALP assists the student in addressing any issues that become apparent, or refers the student to appropriate board or community resources

Parent maintains communication with the primary contact, as required supports the student in meeting the requirements of the SALP advises the primary contact of any issues that have an impact on the SALP and that may require consideration

Student participates in the program, as prescribed in the SALP maintains regular communication with the primary contact, as required advises the primary contact of any issues that have an impact on the SALP and that may require consideration builds a SAL portfolio if possible by filing artifacts showing progress and/or achievement

Student Success Team and Other School Staff assist in the implementation of the SALP, as required advise the primary contact of any issues that may have an impact on the SALP and that may require intervention or other support Community Agency or Employer (if applicable) maintains regular contact with the primary contact, as required advises the primary contact of issues that have an impact on the SALP and that may require intervention or other support

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STEP 4: REVIEW, RENEWAL, AND TRANSITION PLANNING

It is recommended that the SALP be reviewed at least once per semester and whenever a change is required. After the review, the principal may recommend that the SAL Committee renew the SALP for a maximum of one year. If the student turns eighteen while participating in SAL, he or she may choose to continue participating in SAL until the SALP expires or is terminated. If the SALP is terminated or not renewed, a detailed transition plan will be developed that supports the students transition from SAL to his or her next step. ______________________________________________________________________________
All Supervised Alternative Learning Plans expire on or before June 30 of the current school year.

______________________________________________________________________________

Review of the Students SALP The primary contact responsible for the students SALP provides regular updates to the Student Success team and the principal. The Student Success team is uniquely positioned to review the progress of students in SAL. The student and the students parent and, as appropriate, community agency partners involved with the student are updated frequently regarding the students progress and any revisions to the SALP. Reviews of the SALP will be filed in the OSR. It is important that input from the student during each review of the SALP include the students confirmation of intention to return to school or to remain in SAL. The review report contains the following: information on the progress made by the student a statement on the appropriateness of the SALP and the impact of the SALP on the students success recommendations on whether or not the student should continue to participate in SAL If the primary contact thinks that it would be in the students best interests to substantially modify the SALP, the primary contact will review the proposed modifications with the principal, the student, and the parent and then make the modifications to the plan if a supervisory officer agrees. If a SALP is modified, the principal will provide a copy of the modified plan to the student and the students parent. Board policies may require that the SAL Committee be given copies of the modified plan.

Roles and Responsibilities Supervisory Officer approves significant modifications to the students SALP Principal reviews the primary contacts report on the students SALP a minimum of fifteen school days before it expires (It is recommended that the SALP be reviewed at least once per semester.) reviews the primary contacts report in collaboration with the primary contact, parent, student, and others (as required), and whenever significant changes to the SALP may be needed ensures that, if there are significant changes, approval is obtained from a supervisory officer and the revised SALP is provided to the student and parent ensures that the review is filed in the OSR

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Parent, Student, Student Success Team, and School Staff participate in the review of the SALP, as required

Primary Contact prepares a report in which he or she reviews the SALP (see page 18 for the content requirements of the report) Community Agency or Employer (if applicable) provides input to the review of the SALP, as required

Suggestions and Resources Establish clear timelines to review the SALP. Ideally it should be reviewed at least once each semester, but it must be reviewed at least fifteen school days before the SALP expires.

Renewal of SAL for the Student

Before the SALP expires, the principal may recommend that the SAL Committee renew the SALP for a maximum of one year without requiring the student to appear at a SAL Committee meeting (see Appendix 9). This recommendation is based on the primary contacts reviews of the SALP, on monitoring and progress reports, and on other input by school and board staff, and must have the written consent of the parent. If the parent does not support aspects of the SALP, a SAL Committee meeting must be convened to consider the renewal of SAL for the student. The parent and student must be invited to this meeting. The SAL Committees decision must be made within twenty school days of the receipt of the principals recommendation. The decision options regarding renewal are as follows: renew SAL for up to one school year (one time only), without the need for another application or revised SALP (Note that all SALPs expire on or before June 30 of the current school year.) revise the SALP as needed and renew SAL for up to one school year (one time only) (Note that all SALPs expire on or before June 30 of the current school year.) convene a SAL Committee meeting that involves all relevant parties, including the parent and student not renew SAL and require the student to enter another board or school program If the plan is expiring and, in the opinion of the principal, the best option for the student is to return to a regular school, or if the student is no longer of compulsory school age, no recommendation for renewal is made to the SAL Committee. If SAL is not renewed, the school or board will: develop a transition plan for the student; update, if necessary, other educational plans (e.g., annual education plan, IEP) to reflect the change in the students program and/or placement; if the SALP included working at a placement, inform the employer that the student will not be continuing at the site (see template in Appendix 7).

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Roles and Responsibilities SAL Committee reviews the request for renewal approves or does not approve the request to renew SAL notifies the parent, the principal, and the primary contact regarding the committees decision

Principal submits the request for renewal (see template in Appendix 9) to the SAL Committee notifies the employer of the committees decision if a work placement is included in the SALP (see Appendix 7) Parent and Student participate in the renewal request, as required Primary Contact coordinates the renewal request modifies the SALP, if required

Development of a Transition Plan

If the SALP is terminated or not renewed, a transition plan will be developed to support the students transition from SAL to his or her next step (see Appendix 10). A transition plan, required for every student in SAL, assists the student in making a successful transition from SAL to a regular school, to an alternative education program, or to the next step after secondary school. The transition plan identifies specific goals and other aspects of the transition that are realistic and that reflect the strengths, needs, and interests of the student. If appropriate, the plan also provides for social and emotional support, as well as guidance and career counselling. The transition plan will be filed in the OSR. If the student is returning to school, the transition plan clarifies the roles and responsibilities of the student, parent, various members of the school team, and, if applicable, community agencies and other providers of support and services. The transition plan should build on the students identified strengths, needs, and interests; for example, the plan may include a visit to the school and an introduction to the staff members who will support the student. The plan could also include timetable adjustments, assignment of a peer buddy to the student, and/or close monitoring for the initial transition period. The transition plan also establishes timelines for the implementation of each aspect of the plan. For students who are leaving secondary education, transition plans would align with the students goals and would include relevant information, such as information on training and education opportunities, community services, and ways of applying for employment. The development of the transition plan involves the student, the parent, the principal, and the primary contact from SAL. It is also beneficial to have additional input from the Student Success team and other staff members who have an interest in the student, as well as from community partners who have been or will be working with the student. The development of transition plans, which may include meetings involving the student, parent, and relevant staff, is coordinated by the primary contact. If the student is to make the transition to a new school or facility, it is critical that staff members from the new placement are consulted and that they attend any meetings at which the students SALP, work, and records are reviewed.

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SUMMARY OF STEPS IN SUPERVISED ALTERNATIVE LEARNING Step Procedures Preceding a SAL Application (Pre-SAL) Key Actions The Student Success team reviews the students situation. All appropriate strategies are considered. Information about options, including SAL, is shared with the student and parent. The level of the students motivation and commitment to the program is assessed. Step 1: Application for SAL The parent, student, or principal requests SAL for the student. The principal has 15 school days from the receipt of a request from a parent, or from a student who has withdrawn from parental control, to submit the application to the SAL Committee. The principal develops a SALP (see Appendix 3) only if he or she agrees with the request for SAL. The principal files the application with the SAL Committee. If the SAL activity site is not at a board site, the site is visited to confirm that it is appropriate e.g., checked for health and safety and accessibility. (If the principal already knows the site is appropriate, a visit is not required at this time.) The request for SAL should be in writing. The principal notes the date of receipt on the request. The application includes the following:
Request for Supervised Alternative

Details and Documentation Strategies used prior to recommending SAL are documented (see Appendix 1). The attendance counselor reports on the student's attendance history. Information on SAL is given to the parent.

Learning form (see Appendix 2)

a form signed by the parent giving

Step 2: Consideration of the Application

SAL Committee:
$ Superintendent $ Board Trustee $ Community Representative (often this is a Keystone Child and Family Services Representative) $ Board Social Worker

The SAL Committee schedules a meeting to review the application within 20 school days of receiving it. The following are invited: the parent the student relevant school and board staff other relevant community members The committee provides written notification of its decision within 5 school days of the meeting, including confirmation of the students primary contact. The parent may submit a written request for reconsideration of the SAL Committees decision within 10 school days of receiving written notification of the decision. The SAL Committee holds a meeting to reconsider the decision within 20 school days of receiving the parents request.

consent to release information on the student, unless it has been previously completed or unless one is not required the SALP, including a suggested primary contact attendance report OSR review credit summary employer agreement, if applicable (see Appendix 4) IEP, if applicable other relevant content The principal advises the parent in writing that an application for SAL has been submitted. The parent is notified in writing of the date and time of the SAL Committee meeting. The parent is notified in writing of the decision of the SAL Committee (see appendices 5 and 6), and receives a copy of the SALP if SAL is approved. If the parent has requested a reconsideration, the SAL Committee holds a meeting within 20 school days of receiving the request, and notifies the parent of its decision in writing within 5 school days of the meeting.

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Step Step 3: Implementation and Monitoring

Key Actions Monitoring is carried out by the students primary contact at least once a month. Communication between the student and the primary contact may be carried out in the following ways: in person (recommended) by telephone by e-mail by teleconferencing or video conferencing The primary contact may make minor changes to the SALP. If substantial modifications are made to the SALP, the approval of the principal and a supervisory officer is required, as well as the agreement of the student and parent. Review of the SALP The primary contact reviews the SALP at least 15 school days before the plan expires; however, it is recommended that it be reviewed at least once per semester. The review is submitted to the principal. If substantial modifications are made to the SALP, the approval of the principal and a supervisory officer is required, as well as the agreement of the student and parent. Renewal of SAL The SAL Committee may renew SAL for a maximum of one school year. The committee must make a decision within 20 school days of receiving the principals recommendation for renewal. If the parent does not support aspects of the SALP, a SAL Committee meeting must be convened to consider the renewal and the student and parent must be invited to attend. Development of a Transition Plan A transition plan is developed (see Appendix 10) to support the student in his or her transition from SAL to the next step.

Details and Documentation The SALP is filed in the OSR along with progress reports. The student and parent receive copies of the approved SALP and the progress reports. Communication between the student and the primary contact is documented (see Appendix 8). Reports on progress are issued to each student in SAL at the same time as report cards for other students.

Step 4: Review, Renewal, and Transition Planning

Review processes and decisions are tracked (see Appendix 3), and the reviews are filed in the OSR. If the SALP is modified, the principal will provide a copy of the modified SALP to the student and the parent. An employer is notified of any changes made to the SALP. The transition plan is filed in the OSR.

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THE SUPERVISED ALTERNATIVE LEARNING PLAN

CONTENTS OF THE PLAN

Every student who is in SAL must have a Supervised Alternative Learning Plan (SALP). The SALP must be focused on meeting the students educational needs as well as incorporating a broad range of services and activities that he or she may require. The SALP is an important tool for addressing the often multiple needs of young people with attendance problems. Each students SALP will be highly individualized and will include the students goals and planned activities. See Appendix 3 for a template for a SALP. _______________________________________________________________________________
Every student in SAL must have a Supervised Alternative Learning Plan (SALP).

_______________________________________________________________________________ The SALP is usually prepared by the Student Success team, including the principal, primary contact, and other appropriate school and board personnel, in consultation with the student and parent. The SALP outlines and describes the students learning activities for a maximum of one school year and includes the following:

the students educational and personal goals for the short and long term the methods by which the student will attempt to achieve these goals a description of the students program, including one or more of the following: w working on credit or non-credit course(s) o acquiring skills through, for example: - volunteering - earning a certification or taking training for a specific job developing job-search skills - developing Essential Skills and work habits, using the Ontario Skills Passport to track achievement - working full- or part-time - training to develop life skills w addressing barriers to learning (e.g., taking life skills training, participating in counselling) w participating in other activities that would help the student achieve his or her educational and personal goals the methods of monitoring the students progress in achieving the goals, for example: w accumulation of credits in credit courses and assessments in credit or non-credit courses w acquisition of job skills (Evidence of skill acquisition can be provided, for example, by the students attendance record, number of hours worked per week, and job responsibilities and duties; by the employers feedback regarding technical skills and the development of Essential Skills and work habits, which could be documented in an Ontario Skills Passport (OSP) Work Plan; and/or by the students completion of certifications.) w completion of life skills course(s) and/or counselling an overview of a transition plan that identifies next steps upon completion of SAL either to a school or to a postsecondary option after reaching eighteen years of age the name of the person assigned to be the students primary contact and the name of the principal a schedule for monitoring the student in SAL by the primary contact (Monitoring must be done at least once per month, and the schedule could include specific dates and times.)

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Principles for Developing a SALP

The key focus of the SALP should be to assist the student in achieving his or her goals. The student should have as much input as possible in determining the goals and activities of the SALP. SAL requires a partnership between the student, the school/board, and, if applicable, the organizations that provide services that will be part of the SALP. The SALP should be flexible and should enable the primary contact to work with the student to revise the goals or learning activities, when required. The SALP should be developed in conjunction with other plans (e.g., IEP).

LEARNING ACTIVITIES IN THE PLAN

The learning activities in the SALP will be tailored to meet the students goals. The activities included need to reflect the students input as well as that of the parent and others who know the student, such as the Student Success team members. Further information is provided below on some of the possible activities that could be included in a students SALP.

Earning Credits A key focus for a student in SAL should be to earn secondary school credits so that he or she can work towards obtaining an Ontario Secondary School Diploma. However, when courses for credit are incorporated into a SALP, a student may be able to take only a few courses and may also require a variety of levels of support. _______________________________________________________________________________
We generally start students off with courses we know they can succeed in, since success promotes confidence, and lack of confidence is usually a problem. We often start with a credit recovery model, since many students are provided with advanced standing for course material already completed at their home school.
Administrator at a board SAL centre

_______________________________________________________________________________ The following are various ways in which students can earn credits in SAL: taking one or two credits at a school for part of the day self-directed study participating in a SAL centre model, in which all the students in one classroom are taking the same courses taking courses using materials from the Independent Learning Centre or board-developed learning resources credit recovery cooperative education, including paid work in a cooperative education placement E-learning may also be an option if the student has the self-motivation, but many students in SAL need some additional direct support. _______________________________________________________________________________
A certified teacher must be assigned to work with the student if earning credits is part of the SALP. The teacher is responsible for marking and for working with the student on the academic program.

_______________________________________________________________________________

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Cooperative Education Cooperative education, including paid work in a cooperative education placement, can be useful and motivating for students in SAL. The requirements for earning cooperative education credits outlined in Cooperative Education and Other Forms of Experiential Learning, 2000 must be met to maintain the integrity of the credit and ensure a worthwhile learning opportunity for the student. These requirements include pre-placement instruction and integration sessions, connection to a related course that the student has taken or is taking, placement in a safe work environment, completion of a Work Education Agreement Form to ensure Workers Safety Insurance Board coverage, monitoring by a teacher, and a Personalized Placement Learning Plan (PPLP). _______________________________________________________________________________
Im honest with employers about the challenges that my students face. Theres usually at least one employer who says I had the same problems when I was that age, and theyre willing to give the student a chance.
Cooperative education teacher at a SAL centre

_______________________________________________________________________________ In some cases, students may not be ready immediately to turn a work placement into a cooperative education placement. It may be better to initially get a student settled in a job, and then consider whether he or she could do the additional work involved to earn a cooperative education credit. Students may need additional support and visits from their primary contact and/or the cooperative education teacher when they start a placement. It may take several work placements before a student is able to settle into a job. Continuous-entry cooperative education can be a useful tool, so that students can begin taking a credit in cooperative education when they are ready.

Acquiring Skills There are many opportunities for students in SAL to acquire skills. Community agencies have a wide variety of programs and services, such as the following, that are available for youth: assistance with employment (e.g., one-on-one employment counselling, opportunities to practise interview skills, opportunities to develop skills in preparing a rsum) exploration of job-readiness skills and career exploration, including personality assessments and interest inventories encouragement to reconnect with school and get involved within the community provision of training and the opportunity to earn certifications in such areas as health and safety, the Workplace Hazardous Materials Information System (WHMIS), Smart Serve, safe food handling, fall protection help from a job developer who will contact new employers on their behalf and also arrange apprenticeship training, safety training, on-the-job support, monitoring, and follow-up placement in a program offered by a federal or provincial agency (e.g., a program in developing job-search skills)

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Essential Skills and Work Habits Essential Skills and work habits, which are described in the Ontario Skills Passport (OSP), are used every day for performing tasks as learners, workers, and members of the community. Essential Skills and work habits are transferable from course to course and grade to grade, and from school to work, independent living, and further education and training. Essential Skills and work habits have been described as the foundation for learning other workplace skills, such as technical skills. Engagement of students in SAL often hinges on the relevance of the program to their real, daily life. It is therefore very important to link the various learning experiences in their SALP to particular Essential Skills and work habits. Also, since these students are often not aware of the Essential Skills and work habits that they already possess, educators and employers should help them identify and develop their existing skills, while encouraging them to acquire additional skills. Since students in SAL often have poor work habits, attention should be given on a daily basis to the development of work habits, whether in the workplace or in another activity outlined in the SALP. Some resources that students, employers, and teachers can use are described below: If students are in the workplace in cooperative education placements, as volunteers, or as part-time or full-time employees, they can create an OSP Work Plan related to their goals, interests, and workplace opportunities. The employer can record students demonstration of Essential Skills and work habits in the OSP Work Plan. The OSP Work Plan is available on the OSP website, at http://skills.edu.gov.on.ca. The OSP Tracker is a tool that students in SAL can use to track and record the Essential Skills and work habits that they have demonstrated and to provide a quick overview of the skills that they possess and those that they want to develop (see also Appendix 11 for more information on tracking skill development). Teachers can use the document entitled Guide to Linking Essential Skills and the Curriculum, 2009 to help students identify and develop Essential Skills and work habits. It contains activities that link Essential Skills and work habits to curriculum expectations in a number of subjects.

Earning Certifications and Participating in Training Programs Certification and training programs can be a meaningful component of a SAL program. Providing opportunities for certification and training allows students to master those skills that directly relate to the employment sector of their interest. Completing the necessary requirements for a certification will give students in SAL better access to work opportunities and to other education and training programs that interest them. Certification and training programs can be incorporated into a students SALP in a variety of ways, such as the following: training sessions offered by external specialists at the classroom/program delivery site (e.g., customer service training as part of a credit course) training sessions at a workplace or community site (e.g., a first aid course at a St. Johns Ambulance office) online training and certification (e.g., WHMIS training) a board-wide training day at a central location for any interested students in the board (e.g., half-day workshops in Smart Serve; full-day or longer workshops in first aid or CPR) training sessions delivered by employers as part of a tour of a local company Boards and schools deliver certification and training programs as part of the SHSM program. Students in SAL can also benefit from these opportunities, particularly when they are linked to the sector that aligns with the students goals.

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Working During the School Day For many students in SAL, working is a viable and motivating activity. Students may not be ready to do the course work involved to turn a placement into a cooperative education credit. However, in many cases, students discover through working that it is important to get an education, and this discovery helps them to refocus their educational goals and convinces them to return to school. It is hoped that boards will discover allies in local employers who will encourage students to stay in school both for the students benefit and for the purpose of developing the communitys future workforce. For a student in SAL who will be working during the school day, the principal must send a letter to the employer stating that the employment is part of the students SALP and that the student is excused from attending school for the purpose of participating in SAL. This letter provides proof that the employer is legally employing a school-aged student during the school day. See Appendix 7 for a template for this letter. The principal must ensure that the work site is appropriate and that it complies with the Workers Compensation Act and the Occupational Health and Safety Act. The minimum age requirements for working in Ontario are outlined in Live Safe! Work Smart! Resources for Cooperative Education and Other Forms of Experiential Learning, available at www.livesafeworksmart.net/english/coop /coop_appdx.htm. This is a helpful resource addressing young people in the workplace.

If the student leaves a work placement, the primary contact will: meet with the student to clarify reasons for termination of placement; inform the principal and other personnel, in accordance with board policy; send a letter to the employer thanking him or her for participating in SAL, and solicit feedback and inquire whether the employer would be interested in participating again.

Refer to Policy/Program Memorandum No. 76A, Workplace Safety and Insurance Coverage for Students in Work Education Programs, September 27, 2000, available at http://www.edu.gov.on.ca/extra/eng/ppm/76a.html. See Appendix 12 for a sample agreement for students participating in a SAL work placement.

Addressing Barriers to Learning School boards employ staff members who provide support for students in SAL (e.g., social workers, attendance counsellors, psychologists, child and youth workers, educational assistants). Community services can complement the support provided by school board staff. However, in some cases, school boards do not have the capacity or expertise to provide the breadth of programs often required to meet the needs of students in SAL. Partnering with community agencies and organizations is important in order to meet the needs of some students in SAL. Community agencies can often assist with the following: provision of services or referral to other services, including mental health services, housing services, income maintenance, one-on-one literacy support, and addiction services provision of food and various materials to meet basic needs and possibly financial assistance

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DELIVERY MODELS
The model selected for delivery of a SAL program should provide a meaningful connection to learning for a student. It should be flexible so that it can be tailored to meet a students complex needs, and it should provide opportunities for the student to acquire the necessary skills and knowledge to help him or her reach his or her personal and educational goals, including the earning of credits. Any model selected should include partnering with community agencies and organizations.
TYPES OF DELIVERY MODELS

There are many types of models for delivering a SAL program, three of which are described briefly below. Such models can be adapted or combined to meet a variety of student needs while taking into consideration the resources and realities of specific communities, boards, and schools.

SAL Centre In a SAL centre, students are grouped together for a common program. In this model, teachers can draw on techniques of differentiated instruction and a variety of assessment methods, as necessary, to provide the flexibility and support that will enable students to experience success. It is particularly important that differentiated instruction be used when delivering credit courses to a group of students, since it is key to the success of individual students in the group. The SAL centre model can also work well for culturally based approaches, such as programs for Aboriginal students. In a SAL centre model, the daily schedule could include the following: time to build group cohesiveness and to encourage discussion on issues and topics that are relevant to the individual students delivery of credit courses that are selected to meet the needs of the group as well as the goals of individual students hands-on learning activities in which students can practise and increase their skills (For example, students can participate in the planning, preparation, and sharing of a meal.) participation in experiential learning (For example, once a student demonstrates the necessary employability skills and has completed any other preparatory activities, experiential learning could be scheduled for one day a week.) volunteering in the local community

Partly Structured Program In a partly structured program, a component can be included that requires attendance for one or two periods a day at a school or at a board site, such as a storefront classroom. This model keeps the student connected to a specific site so that he or she can benefit from the supervision by and contact with school and board staff. The student may be able to make the transition gradually back to a regular secondary school program by adding an additional period or two when appropriate.

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Independent Program Where there is an insufficient number of students in a community to support either a SAL centre or a partly structured model, it may be necessary to establish an independent program of work/study for a student in SAL. This model may also be used at other times when it is the best model for the student. However, in cases where a student is not attending any kind of central site regularly, the role of the primary contact becomes even more crucial. The primary contact may meet with the student at the students home school or at another location in the community (e.g., a coffee shop, a community agency). The Student Success programs and alternative education sites of a board may provide additional academic support.

OTHER CONSIDERATIONS
Course Credits Wherever possible, a students SALP should include provisions for earning credits. Credit recovery can contribute to a positive outcome. A certified teacher is responsible for marking course work and for working with the students on the credit-earning activities in the SALP. Teachers will use differentiated instruction and a variety of assessment methods to allow for the flexibility necessary to support students achievement. The principal may grant credits when certified teachers who are overseeing a students program deem that the student has met course expectations. The student and teacher may communicate in various ways (e.g., by telephone, e-mail, meeting in person). The student may take completed course work to the school or other site and meet with the teacher there. In other cases, the student may submit course work online. Boards may make agreements with community agencies (e.g., the local YMCA, an employment centre) to have a teacher scheduled to be at the community agency site several times a week so that students in agency programs can work on credits. Students from Unique Communities In some communities, a students choices may be greatly influenced by family beliefs, values, and traditions, as well as economic factors such as the seasonal employment of youth in greenhouses or on farmlands. By working closely with these communities, boards can meet the needs of individual students and provide them with opportunities to continue their learning. If a board shows that it understands and respects the communitys traditions, it can often, over time, gain the cooperation of community leaders in helping a student continue his or her learning. In many cases, discussions need to be ongoing and held in person merely providing written information may not be effective. Since a student may be influenced by others in the community, such as employers, schools should help employers understand what kind of employment is appropriate and legal for young people and how they can contribute to the education of the students in their community. Gaining the support of these employers may also take time and is most often accomplished through ongoing discussions. Schools can also provide the employers with written information on SAL and other opportunities available for students, as well as information on ways of participating in these opportunities. Employers should also be informed of the legal requirement for students to stay in school until the age of eighteen.

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Data Collection and Record Keeping The principal is responsible for ensuring that the students attendance and coding follow the requirements for maintaining the enrolment registers. The principal also must ensure that the appropriate documentation is placed in the students OSR and recorded in the student information management system. Data collection on the SAL program can be used to evaluate the program and to inform decision making. The SAL Committee should receive from board staff a report each year (or more often if requested) that includes data related to students in SAL and SAL programs in the board. This data report could include information on the following: number of students in SAL the length of time each student participated in SAL student participation in different types of learning activities described in a SALP (e.g., credit courses, non-credit courses, employment, volunteering, counselling) attendance summaries of students in SAL number of students in SAL with an IEP frequency of monitoring contacts number of credits attempted and earned number of certifications earned number of re-entries to school full-time and part-time number of credits attempted and earned for two semesters following completion of a SAL program number of sixteen- and seventeen-year old students who are attending school part-time for compassionate reasons with the principal's permission number of students on the board's list as "enrolled but not registered" that is, removed from the board's list of students because of absenteeism, but still in the community. Data also should be collected on the number of applications received by the SAL Committee and the number and types of decisions that the SAL Committee made. The ministry requires boards to provide some of the above data so that a provincial perspective and comparison data for boards can be developed.

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Timeline

Attendance

Student absent 15 days

Day16 - notify Attendance Counsellor

Every 5 consecutives report by Attendance Counsellor

Maximum 2 months (60 days)

Timeline SAL

Request SAL (principal/ parent/ student)

Notify parent in writing (principal)

Committee reviews (20 days)

Notice in writing of decision (5 days) + copy of plan

Ten days to appeal (parent) in writing to principal

20 days Committee must meet to reconsider

parent notified of date and time in writing (SAL)

Review date set

Within 5 days notify parent

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APPENDICES

33

34

APPENDIX 1: CHECKLIST OF PRE-SAL PROCEDURES

Strategies for Responding to a Students Attendance Problems Classroom Level Keep accurate attendance records and look for patterns. Follow protocols for student safety and problem prevention. Talk to the student. Communicate absences to parent in accordance with school policy. Report concerns to administrators. Check OSR for information. Consult with the Student Success team and guidance staff. Consult with the child and youth worker and/or social worker, if appropriate, in accordance with board policy. Refer to strategies under School Level for intervention in accordance with school protocols. School Level Convene a school Student Success team meeting (and include the attendance counsellor, if appropriate) to: assess the students profile; discuss the attendance issue (e.g., possible causes, implications); develop a re-engagement plan; identify supports and interventions. Notify all team members and the students teachers of the re-engagement plan. Monitor and assess the success of the re-engagement plan. Meet with the parent to: identify the schools expectations and concerns; determine the students expectations and goals; discuss the parents expectations; generate a plan that includes any of the following: Student Success team support support from a child and youth worker or chaplain support from a social worker or attendance counsellor a modified timetable credit recovery continuous-entry cooperative education an alternative education course or program independent learning course(s) referral to assessment, if necessary referral to a community program
35

Staff Responsible

Timelines

Done ()

Strategies for Responding to a Students Attendance Problems Document the students participation in the plan and schedule a follow-up meeting, if required. Have a follow-up meeting, if required, with the parent, student, and attendance counsellor to: review the success of txhe plan for the student; identify ongoing concerns; realign goals (in small increments); revise/add strategies to the re-engagement plan, if required; discuss legal implications of non-attendance (Education Act); discuss the possibility of SAL as an option. If required, revise the plan and schedule a follow-up meeting. Refer to strategies under Board Level for interventions in accordance with board protocols. Board Level Enrol student in an alternative education program, if appropriate. Start the SAL process, with student and parent input. The school Student Success team remains part of board-level discussions.

Staff Responsible

Timelines

Done ()

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APPENDIX 2: TEMPLATE FOR A REQUEST FOR SUPERVISED ALTERNATIVE LEARNING

Request made by

Student (16 or 17 years of age who has withdrawn from parental control) Parent/Guardian Principal (Principal must inform, and request input from, the parent/guardian before submitting
application to committee.) Student information Grade: ________________________ OEN: ____________________ Language spoken: _______________ Last name: ____________________ First name: _______________ Middle name: ___________________ Date of birth: __________________ Gender:

Home telephone: ________________ Cellular telephone: _______________ E-mail: ________________________

Address: ______________________ City/Town: ________________ Postal code: ____________________ Parent/Guardian information Name: ________________________________________ Telephone (day): ________________________

Address (if different from students): ______________________________________________________________________________________ School last attended by student Address: ____________________________________________________________________________________ Telephone: __________________________________ Fax: __________________________________

Last day of attendance: _____________________________________ Reason for request Proposed activities

Comments _____________________________ Student _____________________________ Date

Credit course(s) Employment Non-credit courses (e.g., life skills) Certification and training Counselling Volunteer opportunity Other: ________________________

____________________________ Parent/Guardian _____________________________ Date

_________________________ Principal _________________________ Date

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APPENDIX 3: TEMPLATE FOR A SUPERVISED ALTERNATIVE LEARNING PLAN (SALP)

Bruce-Grey Catholic District School Board Current school address: ________________________________________________________________________________

Student information Name: _______________________________________________________________________________ Address: ______________________________________ Home telephone: _______________________________ Postal code: ___________________________ Alternative telephone: ___________________

OEN: _________________________________________ Date of birth: __________________________ Age: _________________________________________ Gender: Female Male Yes No Grade: _______________________________

Does student have an Individual Education Plan (IEP)? Date of SAL Committee meeting: ____________, 201__ Is this a renewal? Yes No Outcome of SAL Committee meeting:

SALP revised on: ___________________________

Name and Position: _________________________ _________________________________________

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Parent/Guardian information Name(s): _________________________________________________________________ Address (if different from students above): _________________________________________________ Home telephone (if different from students above): ___________________________________ Work telephone: ________________________________________ Primary contact for SAL Name: ___________________________________________________________ Position: _____________________________________________________________ Name of principal: ______________________________________________________________ People consulted in the development of the SALP Name/Position: ___________________________________________________ Name/Position: ___________________________________________________ Name/Position: ___________________________________________________ Name/Position: ___________________________________________________ Name/Position: ___________________________________________________ Name/Position: ___________________________________________________ Monitoring schedule Details: Telephone: _______________________ Telephone: _______________________ Telephone: _______________________ Telephone: _______________________ Telephone: _______________________ Telephone: _______________________

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Students educational goal(s)

Methods to achieve educational goal(s) Ways in which students progress will be monitored

Earn credit(s) Earn OSSC Earn OSSD Enter college/university Enter apprenticeship/trades Enter the workforce Other (specify) ___________________ Other (specify) ___________________ Other (specify) ___________________
Students personal goal(s) Methods to achieve personal goal(s) Ways in which students progress will be monitored

____________________________

____________________________

____________________________

____________________________

____________________________

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Description of students program Courses Details: course codes; delivery format (e.g., part-time attendance at a regular school or in an alternative education program, cooperative education, e-learning, independent study); location

credit non-credit (e.g., life skills

courses)

Skill acquisition

Details: description of activities, students schedule, location

volunteering earning a certification or taking

training for a specific job

developing job-search skills developing Essential Skills and

work habits and using the Ontario Skills Passport to track achievement

working part-time working full-time counselling

Details: frequency of sessions, location, type (e.g., anger management, substance abuse counselling)

other activities to enable the

student to achieve his or her goals

Details: description of activities, students schedule, location

The venues have been visited and found to be appropriate (e.g., they comply with health and
safety and accessibility legislation).

No visit was necessary at this time (e.g., the venues are known and considered to be
appropriate).

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Transition Plan (Overview to be completed with the application. See Appendix 10 for the detailed transition plan to be completed when the student leaves SAL.) Overview:

Signatures ____________________________________ Principal _________________________ Date

I have been consulted in the creation of the Supervised Alternative Learning Plan.

____________________________________ Student

_________________________ Date

I have been consulted in the creation of the Supervised Alternative Learning Plan.

____________________________________ Parent/Guardian

_________________________ Date

Log of Consultation with Parent/Student on SALP and Staff Review/Updating of SALP Date Activity (indicate consultation with parent/student or staff review/updating) Outcome/Change

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APPENDIX 4: SAMPLE OF AN EMPLOYER AGREEMENT FOR A STUDENT IN SUPERVISED ALTERNATIVE LEARNING

Under the Education Act, youth must attend school until the age of eighteen, and employers are prohibited from employing youth during school hours. However, youth who are fourteen to seventeen years of age may be excused from school to attend Supervised Alternative Learning programs, which may include employment (Ontario Regulation 374/10, Supervised Alternative Learning and Other Excusals from Attendance at School). Completion of this employer agreement confirms your interest in offering employment to the undersigned student and your willingness to adhere to the guidelines specified below under Agreement. This form will be included in the students application for Supervised Alternative Learning (SAL). Student Name: ________________________________ School: ________________________________ Date of birth: ________________________ Grade/Level: _________________________ Address: __________________________________________________________________________

Employer Name of business: __________________________________________________________________ Address of business: ________________________________________________________________ Business telephone: _________________________________________________________________ E-mail address of supervisor: _________________________________________________________ Type of business: ___________________________________________________________________ Brief description of job: ______________________________________________________________ _________________________________________________________________________________

Employment Conditions Hours per day: _______________________ Rate of pay: _________________________ Days per week: ______________________ Starting date: _______________________

Duration of employment: ___________________________________________________________

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Agreement If the SAL Committee approves the students application for SAL, the employer will be notified that the student is permitted to be employed. If the students work placement in SAL is approved, the employer agrees to the following: A visit by board staff will be made to confirm the safety of the proposed work and workplace. Contact will be allowed between the primary contact (identified in the approval letter) and the above-named student during work hours. The primary contact will arrange the contact time with the employer. The employer will inform the primary contact by telephone within five school days of the end of employment of the above-named student.

The employer and the student will be given final confirmation by the school board. The employer will receive a letter from the board or school specifying the conditions of the students placement, and that letter will provide the documentation allowing the student to be legally employed during school hours.

_______________________________ Signature of student

_______________________________ Name of company (print)

_______________________________ Signature of primary contact

_______________________________ Signature of company officer

_______________________________ Name of primary contact (print)

_______________________________ Name of company officer (print)

_______________________________ Date

_______________________________ Position

_______________________________ Date

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APPENDIX 5: TEMPLATE FOR A LETTER NOTIFYING A PARENT OF THE SAL COMMITTEES DECISION APPROVAL GRANTED
[date]

[parent/guardian] [address]

Re: [name of student]

Date of birth: ____________________ OEN: ______________

Dear [name of parent/guardian]: On [date of SAL Committee meeting], the Supervised Alternative Learning (SAL) Committee of the [name of district school board] granted approval for [name of student] to participate in Supervised Alternative Learning in accordance with Ontario Regulation 374/10, Supervised Alternative Learning and Other Excusals from Attendance at School, made under the Education Act. The approved Supervised Alternative Learning Plan, which outlines the program, has been discussed with you, and you indicated agreement with it. The primary contact will be [name of contact], and you may contact him/her at ________. [Include students employer contact information also, if applicable.] You were also advised of the following conditions of the approval: 1. 2. 3. 4. The student shall comply with the Supervised Alternative Learning Plan, as prescribed by the SAL Committee, in order to maintain his/her status in Supervised Alternative Learning. The primary contact must be notified of any proposed changes to the students circumstances. The primary contact will maintain regular communication with those associated with Supervised Alternative Learning, and will also keep you updated on a regular basis. Significant breaches of the Supervised Alternative Learning Plan may result in termination of Supervised Alternative Learning. Termination means that the student would no longer be excused from regular attendance at school. The Supervised Alternative Learning Plan will be reviewed periodically. The plan will be reviewed near the end of its term so that decisions can be made regarding the students participation in Supervised Alternative Learning. You will be invited to provide input into the review.

5.

Should you have any questions regarding these conditions or other issues as they relate to the Supervised Alternative Learning Plan, please contact the primary contact or the principal of the school. If you wish the committee to reconsider its decision, including the decision on the students Supervised Alternative Learning Plan, please submit your written request to [name of principal and school] within ten school days of receiving this letter. Yours truly,

Chairperson of the SAL Committee

cc:

Principal of the school Primary contact

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APPENDIX 6: TEMPLATE FOR A LETTER NOTIFYING A PARENT OF THE SAL COMMITTEES DECISION APPROVAL NOT GRANTED
[date]

[parent/guardian] [address]

Re: [name of student]

Date of birth: ____________________ OEN: ____________________

Dear [name of parent/guardian]: On [date of SAL Committee meeting], the Supervised Alternative Learning (SAL) Committee of the [name of district school board] reviewed the application requesting that [name of student] be considered for participation in the Supervised Alternative Learning program in accordance with Ontario Regulation 374/10, Supervised Alternative Learning and Other Excusals from Attendance at School, made under the Education Act. The committee has made the decision to not approve the application for Supervised Alternative Learning. [Name of student] is expected to return to daily school attendance immediately. As explained to you at the meeting, if you are not in agreement with the committees decision and if you would like to request a reconsideration of the decision on SAL, you should contact [the principal of the school] within ten school days of receiving this notification. If you submit a written request for reconsideration, the committee will hold a meeting to reconsider its decision within twenty days of receiving your request.

Yours truly,

Chairperson of the SAL Committee

cc: Principal of the school Proposed primary contact

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APPENDIX 7: TEMPLATE FOR A LETTER NOTIFYING AN EMPLOYER WHETHER OR NOT A STUDENT HAS PERMISSION TO WORK
[date]

[name of employer] [address]

Dear [name of employer]: On [date of SAL Committee meeting], the Supervised Alternative Learning (SAL) Committee of the [name of district school board] considered the request for [name of student, date of birth] [to continue] to participate in the SAL program in accordance with Ontario Regulation 374/10, Supervised Alternative Learning and Other Excusals from Attendance at School, made under the Education Act. ____ The SAL Committee approved the request, and [name of student] is permitted to work during school hours as part of a Supervised Alternative Learning program. The following conditions apply: A visit by board staff will take place to confirm the safety of the proposed work and workplace (if it has not already taken place). Contact will be permitted between the primary contact [insert name] and the abovenamed student during work hours. The primary contact will arrange the contact time with you. You will inform the primary contact by telephone, at [telephone number], or by e-mail within five school days of the end of employment of the above-named student.

OR ____ The SAL Committee did not approve the request, and the student is expected to return to regular school attendance immediately. Therefore, the student is not allowed to be employed during school hours.

Should you have any questions regarding this decision, please contact me directly, at [telephone number].

Yours truly,

Principal

cc: Primary contact

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APPENDIX 8: TEMPLATE FOR A MONITORING LOG FOR A STUDENT IN SAL

Name: ______________________________________________ Date of birth: _______________ Address: ____________________________________________ Telephone: _________________ Board/School: _______________________________________ E-mail: _____________________ SAL approval date: ____________________ Primary contact: ___________________________

Other information: _________________________________________________________________ Description of SALP activities

Date Type of contact: observation of student on location e-mail telephone call other: ________________________ Content of discussion: problem solving other: ________________________

Details

meeting in person

progress/assessment

Primary contacts initials: ______________ Comments:

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APPENDIX 9: TEMPLATE FOR A REQUEST FOR THE SAL COMMITTEE TO RENEW SUPERVISED ALTERNATIVE LEARNING

Students name: __________________________ OEN: __________________

Date of birth: ______________________

School: ______________________________________________ Date of initial SAL approval: ___________________________

Request for renewal of SAL with no changes to the Supervised Alternative Learning Plan* Request for renewal of SAL with changes to the Supervised Alternative Learning Plan* Request for a SAL Committee meeting to review SAL and the Supervised Alternative Learning Plan
with the student and parent present * Written consent of the parent must be obtained. Supervised Alternative Learning may be renewed for a maximum of one year without requiring a new SAL application. Documents submitted:

Supervised Alternative Learning Plan other documents (e.g., principals review, report from primary contact, attendance report)
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Principals comments:

Principals signature: ___________________________

Date: ___________________

Parent supports renewal of SAL: Parents comments:

Yes

No

I have been consulted on the renewal of SAL and the Supervised Alternative Learning Plan. Parents signature: _____________________________ Date: __________________

Students comments:

I have been consulted on the renewal of SAL and the Supervised Alternative Learning Plan. Students signature: ____________________________ Date: __________________

49

APPENDIX 10: TEMPLATE FOR A TRANSITION PLAN

Name of student: ________________________________________ Next destination: ________________________________________ Students educational goal(s) Methods to achieve goal(s)

Earn a credit(s) Earn OSSC Earn OSSD Enter college/university Enter apprenticeship/trades Enter the workforce Other (specify) __________________ Other (specify) __________________ Other (specify) __________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

Students personal goal(s)

Methods to achieve goal(s)

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________

50

Description of students post-SAL program Courses and other learning activities: Details:

Plan to assist the student in the transition Action: Responsibility: Timeline:

Action:

Responsibility:

Timeline:

Action:

Responsibility:

Timeline:

Action:

Responsibility:

Timeline:

Signatures

__________________________________ Principal

____________________________ Date

I have been consulted in the creation of the transition plan. __________________________________ Student ____________________________ Date

I have been consulted in the creation of the transition plan. __________________________________ Parent ____________________________ Date

51

APPENDIX 11: USING THE ONTARIO SKILLS PASSPORT TO TRACKDEVELOPMENT OF ESSENTIAL SKILLS AND WORK HABITS

The Ontario Skills Passport (OSP) is a bilingual web -based resource that provides easy-tounderstand descriptions of Essential Skills and work habits, as well as practical tasks that illustrate how they are used in everyday life and on the job. The Essential Skills and work habits included in the OSP are based on extensive research and consultation by Human Resources and Skills Development Canada and the Ontario Ministry of Education. For more information on Essential Skills, work habits, and the OSP, go to http://skills.edu.gov.on.ca. The OSP Action Plan for Learners and the OSP Action Plan for Job Seekers provide an overview of the OSP and ways in which it can be used to track and plan skills development. Evidence of development of Essential Skills and work habits can be gathered in several ways:

observation (e.g., If the student is going to the workplace or attending a program on a regular basis and calls in to say that he or she is going to be late or absent, then the student would be demonstrating the work habits of reliability and initiative".) employer evaluations (e.g., If the employer gives the student a task to complete by a specified time and if he or she successfully gets it done within the allotted time, then the student would be demonstrating the Essential Skill(s) involved in the tasks, as well as the work habit of reliability.) student tasks on the job (e.g., The student may produce a piece of work that clearly demonstrates one or more Essential Skills and work habits.)

The OSP Tracker (see below) is a handy resource that helps students track their development of Essential Skills and work habits. Each of the Essential Skills in the OSP has a complexity rating scale, ranging between 1 and 4 or 5 depending on the skill, which describes the skill level associated with a task. This scale allows each Essential Skills task to be assessed for its relative difficulty. Work habits in the OSP do not have complexity rating scales, but performance indicators are given for each one.

52

APPENDIX 12: SAMPLE OF A STUDENT AGREEMENT FOR A NON-CREDIT SAL WORK PLACEMENT

For students earning credits in a cooperative education program, please see Cooperative Education and Other Forms of Experiential Learning, 2000 for the appropriate guidelines and documentation. For resources for students, see www.livesafeworksmart.net/english/coop/tip_sheets.htm for tips for young workers: Are You Ready for Work? and Stay Safe When Working: 12 Tips. Name of student: _______________________ Work placement: ____________________

OEN: _______________________________ I understand the following conditions of a non-credit work placement: ___ ___ ___ ___ The school or the work-station supervisor may stop my work program. My SAL primary contact will talk to my work-station supervisor about my duties and work. The work-station supervisor will give my SAL primary contact reports on my work. My primary contact will discuss my performance at work with others including my principal and parents.

I understand the following rules for participating in a SAL workplace program: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ I must complete the forms asked for by my primary contact before I go to the workplace. I must report for work on time. I must not miss days at work without a good reason. I must call my primary contact and my work-station supervisor ahead of time if I will be late or absent. I must be polite to the supervisor, other workers, and customers. I should dress properly for the workplace. I must follow the work-station supervisors rules and instructions. I must not talk about confidential information from the workplace. I must work safely and obey all safety rules. I will fill out my log sheet each day and give it to my primary contact each week. I will tell my primary contact of any problems so he/she can help me solve them. I will talk with my primary contact if I want to change to a different workplace location.

Students signature: _______________________________________ Date: ________________

I am aware of the above rules that the student is to follow in the SAL workplace.

Parents/Guardians signature: _______________________________ Date: ________________

53

Administrative Procedure
Date: Reviewed: Subject: May 27, 2003 February 24, 2009

A.P. 9 - 11

Physical Restraint of Student

Purpose This Policy is meant to provide guidelines in the use of physical restraint. These guidelines are intended to be used with all students requiring restraint, including those with special needs. It is important to underline that physical restraint is the last and most restrictive procedure in a hierarchy of behaviour management strategies. It is only to be used as a last resort, where someones safety is at risk, and after other less intrusive interventions that may be appropriate have been first considered or tried. GUIDELINES Strategies A key concept in behaviour management is prevention. In order to reduce the need to use physical restraint, it is necessary to prevent the escalation of negative behaviour to the crisis stage. To achieve this, a number of preventative strategies have been shown to be effective. There are available a wide range of non-intrusive strategies to try initially. These strategies may include such things as: Active Listening Encouragement Problem-solving Clarifying expectations Providing support Redirection Conferencing with others; i.e. In-School Team Communicate with parents Restructuring the environment Relaxation Training Modeling Social Skills Training Behaviour Modification Strategies Planned Ignoring Providing choices and consequences Time-out Peer mediation Consult with police

Staff Training And Team Approach Through a Board approved course, certified instructors will provide training for staff in the Bruce-Grey Catholic District School Board. Staff training for crisis prevention emphasizes training in nonverbal and verbal intervention techniques as well as training in physical restraint techniques. Nonverbal techniques include the effective use of proximity or personal space, and body language. Verbal strategies involve the use of voice tone and volume, rate of speech, active listening, and the use of appropriate language. Physical intervention strategies include restraint and transport techniques. The greatest emphasis is placed on the effective use of the non-physical strategies in defusing or de-escalating the crisis. The physical intervention strategies are only used as a last resort and if someone's safety is at stake. In implementing a restraint procedure, where possible, a team approach is preferred. A team would
A.P. 9-11(a)

consist of two or more people, at least two of whom would be trained. This approach would enhance the safety of all concerned and would allow for some flexibility in supervising other students in the vicinity. Student Services will develop an annual NCI training program. Crisis Response Team Every school will have a Crisis Response Plan that includes a member with appropriate non-violent physical intervention training. Parent/Guardian Involvement When physical restraint, is used, the parents or guardians of children under 18 who have been restrained must be made aware of and have access to documentation around the incident. For students who are 18 or over, as determined by the standard registration form, their permission is needed prior to parental access to documentation.

2. INTERVENTION Safety First Physical restraint will only be used as a last resort when the safety of the student, the safety of others, or the safety of the environment are endangered. It is imperative that physical restraint be used in such a way that the risk of injury is minimized, using approved techniques In applying restraint in a safe manner, the force used should not exceed what is reasonable under the circumstances using trained methods. Judgment The decision to use physical restraint is a matter of individual judgment. It should be used as a last resort, when the safety of the student or others is at risk. In making the decision about whether or not to use restraint, the following factors may be relevant: Staff training, confidence and willingness Level of immediate risk Power balance (size, age, status, strength, gender) Availability of support Previous history of student (abuse, special needs) Relationship to student Once the decision to use physical restraint is made, the policy guidelines need to be followed. If staff have reason to believe physical intervention is required, an individual safety/behaviour plan must be developed as outlined in Administrative Procedure 8-3(vi), Working Safely in Special Education. Guidelines for Using Physical Restraint When preventative strategies have not contained the crisis, non-violent physical restraint may be necessary. Documentation In all situations, where a child has sustained an injury (including scratches, marks, contusions, bruises) or the child complains of an injury, Family and Childrens Services will be contacted by the person involved in the restraint along with the principal. Documenting the use of physical restraint is necessary for both planning and accountability. The attached Physical Restraint of Student Report must be completed if a restraint has occurred. It should be filed in
A.P. 9-11(b)

the student's OSR and a copy should be sent to the Superintendent responsible for Student Services. Parents and students 18 years of age and older should be made aware of the restraint documentation and be provided a copy on request. Review Process Due to the intrusive nature of physical restraint, yearly review and evaluation of its use is necessary. This review process should examine: Adherence to the Administrative Procedures Incidence Reasons for using restraint Statistics on students restrained (age, grade, type of class, gender) Statistics on staff using restraint (staff position, level-elementary/secondary) Training programs, prevention and restraint procedures.

A.P. 9-11(c)

Administrative Procedure
Date: Subject: September 2013

A.P. 10 - 3

Mission/Charitable Activity

Purpose: The purpose of this procedure is to provide a framework for schools in selecting worthy mission and/or charitable projects they wish to support. Procedures: 1. The Board endorses the mission education and fund-raising program of the following organizations: a) Pontifical Missionary Work for Children (Holy Childhood Association) b) Kids Can Be Free (Free the Children) c) Canadian Catholic Organization for Development and Peace (known as Development and Peace or Share Lent) 2. In addition to the Board-wide Program, schools are encouraged to be involved in other mission and charitable projects as follows: a) Individual schools or classes within a school, may adopt one other mission activity and/or one charitable activity, subject to the approval of the Principal such as: i) Friends of the Orphans Canada ii) Hogar de Nino Foundation of Ontario. b) Individual schools or classes within a school, with the approval of the Principal, may become involved in local community projects such as i) the United Way of Grey Bruce ii) Habitat for Humanity iii) Food banks, etc. 3. Recognizing the Mission Role of the Church, schools should make efforts to involve the clergy, the parish and the home in developing mission awareness and support for the mission/charitable activities of the school. Funds raised to support mission and charitable projects should be handled in accordance with the School Generated Funds Policy and Procedure. OVERVIEW OF MISSION INVOLVEMENT AND CHARITABLE ACTIVITY
Projects/Organizations Pontifical Missionary Work for Children (Holy Childhood Assoc.) Programme Direction Educational Programme and Fund Raising projects directed at young students. The programme is supported by the Canadian Bishops and is referred to in the Catechetical Programme. School Involvement Board encouraged for Elementary Schools

4.

5.

A.P. 10-3(a)

Canadian Catholic Organization For Development and Peace (Share Lent)

Educational Programme and Fund Raising projects directed at older students and adults. The programme is supported by the Canadian Bishops. Primarily fund-raising projects to support the purposes of the organization.

Board encouraged for Secondary Schools

Other Mission or Charitable Organizations such as Friends of the Orphans Canada Hogar de Nino Foundation of Ontario Community Projects such as United Way of Grey Bruce Habitat for Humanity Food banks, etc.

Optional for local schools or classes which adopt a project with the approval of the principal.

Primarily fund-raising projects to support community projects.

Optional for local schools or classes which adopt a project with the approval of the principal.

A.P. 10-3(b)