Section C - Students

Date: 2000-12-01 / 2007-04-24 / 2014-11-25 / 2023-02-28

Policy Statement

It is the policy of the St. Clair Catholic District School Board to admit to its schools all students who are eligible under the Acts and Regulations of the Province of Ontario and to consider other admission requests.

Policy Goals

1. To ensure all admission requirements are met, appropriate documentation completed, and approvals granted before a student is admitted to class.
2. To ensure all admission requests are given due consideration and confirm that the St. Clair Catholic District School Board pursuant to the Education Act may choose to restrict elementary school registration and attendance to Catholic families.

Date: 2000-12-01 / 2008-05-28 / 2013-01-22 / 2022-05-31

Policy Statement

All persons in the Province of Ontario, who are between the ages of six and eighteen, are to attend school. In order to provide for the safety of students, it is incumbent on parents/guardians/adult students and educators to work together.

Policy Goals

1. Every school is responsible to implement the Board procedures and guidelines for reporting and monitoring of student absenteeism which follow the Ministry of Education Safe Arrival requirements.
2. Communications will be provided to parents/guardians/adult students regarding their responsibilities for student absences and safe arrival.

Date: 2000 12 01 / 2008 05 28 / 2013 01 22 / 2022 05 31

Administrative Procedures

Responsibilities

1. The Principal:
   1. Ensures that the school administrative office and teaching staff are aware of the student attendance procedures and their respective responsibilities per the Board guidelines for the recording and administration of attendance and safe arrival procedures;
   2. Communicates student attendance expectations to parents/guardians/adult students, noting that regular attendance is required by law;
   3. Educates the parent about the impact that the loss of instructional time will have on the student’s learning and success;
   4. Ensures school attendance processes are completed and records documented.
2. The Attendance Counsellor:
   1. Adheres to a defined role outlined in the Education Act;
   2. Provides the primary role of a counsellor; working with students, and facilitating with parents/guardians/adult students, administrators, staff and community partners;
   3. Has jurisdiction for the enforcement of compulsory school attendance with respect to every student who is required to attend school on-site or remotely.
3. The Student Admissions Team/Office:
   1. Provides direction, guidance and training to staff regarding attendance management and record keeping guidelines in compliance with Ministry of Education requirements and Board guidelines;
   2. Conducts audit reviews to ensure safe arrival procedures are being followed and to confirm accuracy of attendance records and documentation.
4. Parent/Guardian/Adult Student:
   1. Assures the student is punctual and attends all classes and the school is notified immediately when the student will be late or absent;
   2. Provides confirmation and communicates the reasons for lateness or absence, if requested;
   3. Seeks to minimize the impact that the loss of instructional time will have on the student’s learning and success;
   4. Relays to the student that they are required by law to attend class.

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

References

• The Education Act and Regulations of the Province of Ontario
• Ministry of Education Enrolment Register Instructions
• Ministry of Education PPM 123 Safe Arrival
• Board Student Attendance Manual and Board attendance guidelines

Date: 2000 12 01 / 2006 10 24 / 2010 09 29 / 2016 05 24 / 2023 05 30

Administrative Procedures

Responsibilities

1. The Director of Education will:
   1. Implement and operationalize the Child Abuse and Neglect Policy.
2. Superintendents of Schools will:
   1. Provide support and guidance to administrators regarding reporting responsibilities.
3. Administrators will:
   1. Ensure that staff are trained every year about the legal duty to report child protection concerns.
   2. Provide information to volunteers about the legal duty to report abuse and neglect.
   3. Ensure that staff are supported to contact the CAS in a timely fashion.
4. All staff and volunteers have a legislated duty to report.
   1. All staff have the same duty as any member of the public to report. As such, where there are reasonable grounds to suspect that a child is in need of protection, all staff must also report the suspicion and the information on which the suspicion is based to the CAS. This duty to report applies although the information reported may be confidential or privileged.
   2. All staff are advised that their failure to report where there are reasonable grounds to suspect that a child is in need of protection can lead to a conviction of an offence which is subject to a fine of not more than $1,000. A failure to comply with the CFSA is a defined ground of professional misconduct under the Ontario College of Teachers Act.
   3. The individual employee who suspects abuse or neglect must contact CAS directly; thus, supervisors cannot call on a staff member’s behalf.
      • “A person who has a duty to report a matter under subsection (1) or (2) shall make the report directly to the Society and shall not rely on any other person to report on his or her behalf” (s 72).
   4. While the employee must report and discuss the situation with the principal of the school, the onus remains on the person who suspects abuse to report the matter promptly to the CAS.
   5. If the principal disagrees with the employee’s decision to report, it is still the employee’s responsibility to report his/her suspicions of abuse or neglect to the CAS.
   6. Employees must report each additional occurrence of abuse regarding the same child to the CAS. “A person who has additional reasonable grounds to suspect that a child is in need of protection, shall make a further report even if he or she has made previous reports with respect to the same child” (s 72).
   7. Where an employee has reasonable grounds to suspect abuse or neglect, he/she must notify the principal of the child’s school immediately. If the principal does not support the decision to report, it is still the employee’s responsibility to report his/her suspicion of abuse.
   8. If the principal is unavailable for consultation at the time of reporting to the CAS, the employee should notify the principal’s designate. Following this, the principal should be informed as soon as possible regarding the situation.
   9. The employee will obtain a Report of a Suspicion of a Child in Need of Protection Form (Appendix D) from his/her principal and provide the required written documentation.
   10. Once a report has been made, the principal will follow the CAS instructions regarding the care of the child.
   11. It is not the employee’s responsibility to prove that the student has been abused or neglected or to determine whether the student is in need of protection. Consequently, beyond the acknowledgement of the initial disclosure, the employee must not investigate or interview the alleged victim, witness, staff, or other students. The Children’s Aid Society worker has the prime responsibility for the protection of the child and the investigation of the alleged abuse under the Child and Family Services Act. The Police Department has the prime responsibility for the investigation of the alleged offence under the Criminal Code of Canada.
   12. Documentation of concerns about a child is of great importance in helping to clarify the situation and is critical to the CAS in their response to the report. Use the Report of a Suspicion of a Child in Need of Protection form provided as Appendix D. Completion of this form should be based on factual data only. Refrain from including personal opinions.
   13. The Report of a Suspicion of a Child in Need of Protection form shall be completed by the employee who made the report to the CAS at the earliest possible time thereafter. It will subsequently be signed by the school principal and then sent immediately to the CAS. The Children’s Aid Society intake worker will take more detailed notes during the interview with the reporting person.
   14. Apart from the form required (Appendix D) by the Board, the teacher, support staff person, and principal, must keep detailed records (Appendix B) at all stages of the process with regard to their involvement.
   15. All documentation with respect to a child in need of protection is confidential and is to be safeguarded as such. This documentation is not considered part of the Ontario Student Record but should be kept on file in the principal’s office.
   16. Documentation should be factual (including dates and times), be brief and to the point and contain questions asked of the student and verbatim responses if possible.
   17. It is the obligation of the Children’s Aid Society to inform the parent of the referral.
   18. Informing the parents prematurely of the Children’s Aid Society involvement may seriously jeopardize the investigation and interfere with the protection of the child.
   19. School personnel will co-operate fully in the investigation if contacted by a CAS worker.

Expectations

1. Any employee who, in the course of his/her duties, has reasonable grounds to suspect that a child has been abused or is at risk of being abused, has a legal responsibility to immediately report his/her suspicions directly to the Children's Aid Society regardless of whether the alleged perpetrator is a family member, a community member, a school board staff or a volunteer.
   1. The Child and Family Services Act (s 72) states that: “A person who believes on reasonable grounds that a child is or may be in need of protection shall forthwith report the belief and information upon which it is based to a society.”

CAS Investigation

1. The following can be expected when an abuse allegation has been made:
   1. The CAS worker will contact the school principal to provide notification of the decision to interview the child(ren) on the school property.
   2. Upon arrival at the school, the CAS worker will report to the principal or designate, present appropriate child welfare identification, and discuss the plan for the investigation. At this point, the CAS (and police, if applicable) are in charge and responsible for the investigative plan.
   3. Having the interests of the students at the forefront, the school will co-operate and collaborate with the CAS/police during the investigation.
   4. The CAS worker and his/her supervisor have the responsibility of determining at what point in the investigation the parents should be notified of the allegation.
   5. In cases in which the CAS/police have determined that the best interests of the child require that an interview should take place without the prior knowledge and the absence of the parents. The Board will permit the principal to proceed with these investigations without consent and knowledge of the parents. This is especially necessary when the child in question is alleged to be the victim of sexual abuse which may be perpetrated by a family member.
   6. When the alleged child in need of protection, sibling or other children potentially involved are being interviewed at the school, and the CAS has determined that the parent/guardian should not be informed prior to the interview, the principal or designate should be present during the interview. If a designate is used, this person should be someone who is known by the child and has a good relationship with the child. The role of school personnel is as an observer and support only.
   7. No action for making the report shall be instituted against a person who acts in accordance with the legislation unless the person acts maliciously or without reasonable grounds for suspicion.

Allegation Against Staff Member

1. When an employee is accused of child abuse, that employee is entitled to a presumption of innocence until a full investigation determines otherwise.
2. In order to protect the rights and privacy of the employee and student(s) involved, confidentiality and containment are very important.
3. In a situation where a teacher, support staff or other Board employee is suspected of conduct which places a child in need of protection, the principal or supervisor will be notified when a report to the CAS is being made and the principal or supervisor will notify the appropriate Superintendent of Education.
4. In situations where a principal is suspected of such conduct, the Superintendent of Education will be directly notified.
5. A staff person or volunteer who has made a report to the CAS and has notified the principal regarding a specific situation and is not satisfied with the response, may contact the designated superintendent directly.
6. Under no circumstances should the implicated staff member be contacted regarding an allegation or disclosure until specific instructions are received from the investigating police or CAS. Notwithstanding any Regulation made under the Teaching Profession Act, a teacher shall NOT report to a fellow teacher that an allegation or disclosure has occurred. This procedure is designed to secure the safety of the student, to ensure that the rights of the victim and the accused person are protected, and to prevent possible destruction of evidence.
7. The Board will undertake to ensure the safety of any other alleged or potential victims through whatever means deemed appropriate, including interim suspension of the employee or removal from the school setting. School board staff and volunteers are expected to be supportive of a student, who has come forward, and will respect and protect the confidentiality of the disclosure within legal confines. Only staff who need to know and who will in no way jeopardize the investigation will be informed of the disclosure.
8. The Board will fully cooperate with the CAS and the police in any investigation and provide access to any relevant information within legal confines.
9. In instances involving school personnel, it must be remembered that the Board has two key areas of responsibility:
   1. Acting in “loco parentis” for children registered within their school system;
   2. Serving as the employer of the person who is the alleged abuser. It is the employer’s determination whether the accused employee shall be relieved of duties or re-assigned during an investigation. The CAS may advise the employer in this regard.
10. Where a situation involving a staff person is reported to the CAS or the police, and they decide not to pursue the matter, the matter shall be reviewed by the appropriate Superintendent of Education in order to establish whether further action is warranted.
11. The Superintendent of Education will be responsible for ensuring that an internal investigation of circumstances is conducted. The investigation shall be coordinated in consultation with the investigating CAS and the police.
12. It is clear, according to legal precedents set down in labour arbitration cases, that the employer does have the right to suspend or terminate employment, without awaiting the outcome of criminal charges and independent of the results of such criminal proceedings. In this case, the standard of proof is reasonable probability.
13. When the allegation is unfounded, the employee has a right for continued employment. Placement will be determined by the Board, in consultation with employee.

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations, and practices.

Definitions

The Child and Family Services Act (CFSA) define a child as a person under sixteen (16) years of age. A person subject to a protection order, for example an order of supervision or wardship, is considered to be a child until they attain eighteen (18) years of age. Allegations of neglect/abuse involving such young people are investigated by the police under the assault or sexual assault provisions of the Criminal Code.

The CFSA provides a list of criteria which defines a child in need of protection. Many of the criteria conform with the traditional perception of what constitutes abuse. Other criteria trigger the duty to report because the child requires assistance of some form, for example, medical treatment or counselling, and the parent or guardian is unavailable or unwilling to take action.

A child is in need of protection in any of the following circumstances:

1. the child has suffered physical harm, inflicted by the person having charge of the child or caused by that person’s failure to care and provide for or supervise and protect the child adequately;
2. there is a substantial risk that the child will suffer physical harm inflicted or caused as described in clause (a);
3. the child has been sexually molested or sexually exploited, including by child pornography, by the person having charge of the child or by another person where the person having charge of the child knows or should know of the possibility of sexual molestation or sexual exploitation and fails to protect the child;
4. there is a substantial risk that the child will be sexually molested or sexually exploited as described in clause (c);
5. the child requires medical treatment to cure, prevent or alleviate physical harm or suffering and the child’s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, the treatment;
6. the child has suffered emotional harm, demonstrated by severe anxiety, depression, withdrawal or self-destructive or aggressive behaviour and the child’s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, services or treatment to remedy or alleviate the harm;
7. there is substantial risk that the child will suffer emotional harm of the kind described in clause (f), and the child’s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, services or treatment to prevent the harm;
8. the child suffers from a mental, emotional or developmental condition that, if not remedied, could seriously impair the child’s development and the child’s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, treatment to remedy or alleviate the condition;
9. the child has been abandoned, the child’s parent had died or is unavailable to exercise his or her custodial rights over the child and has not made adequate provision for the child’s care and custody, or the child is in a residential placement and the parent refuses or is unable or unwilling to resume the child’s care and custody;
10. the child is less than twelve years old and has killed or seriously injured another person or damaged another person’s property, and services or treatment are necessary to prevent a recurrence and the child’s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, those services or treatment;
11. the child is less than twelve years old and has on more than one occasion injured another person or caused loss or damage to another person’s property, with the encouragement of the person having charge of the child or because of that person’s failure or inability to supervise the child adequately;
12. The child is 16 or 17 and a prescribed circumstance or condition exists.

References

• Child and Family Services Act, 2017, c. 14
• Child and Family Services Act R.S.O. 1990 Child and Family Services Act, 2001, Section 72
• Municipal Freedom of Information and Protection of Privacy Act
• Criminal Code of Canada
• Youth Criminal Justice Act
• Reporting Child Abuse and Neglect: It’s Your Duty
• Your responsibilities under the Child and Family Services Act Professional Advisory Duty to Report. Ontario College of Teachers June 2015
• The Duty to Report under the Child and Family Services Act. The Ontario College of Social Workers and Social Service Workers

Taken from:

Definitions and Indicators of Abuse

1. Abuse: A Handbook for Early Childhood Education
2. Child Abuse Handbook for Social Workers in Ontario
3. Child Abuse, Neglect, and Deprivation: A Handbook for Ontario Nurses

Child abuse can be subdivided into four categories:

1. Physical Abuse
2. Sexual Abuse
3. Emotional Abuse
4. Neglect

Physical Abuse

Physical abuse consists of any non-accidental form of injury or harm inflicted on a child. This includes but is not necessarily restricted to physical beating, corporal punishment that causes bruises or leads to an injury that requires medical treatment; wounding, burning, kicking, shaking, or throwing the child; use of a closed fist or instrument on a child, poisoning or drugging the child and related assaults causing visible or not visible physical harm. Abusive malnutrition is a deliberate withholding of sufficient nourishment from a child.

Sexual Abuse

Sexual abuse is the use of a child for the sexual or erotic gratification of a caregiver or other person, performed with or without resistance on the part of the child and with or without accompanying physical abuse. Sexual abuse can range from a parent/caregiver permitting or exposing a child to sexual acts such as prostitution, to actual molestation; including exposure, fondling or masturbation and intercourse; including incest and rape. It also includes exploitation of children for pornographic purposes, including posing children for photographs which are sexual or erotic in content. Most sexual misuse of children occurs at home with persons known to the child.

Emotional Abuse

Emotional abuse includes ignoring or passively rejecting the child, overtly “disowning” of a child, scapegoating, criticizing and often, making excessive or unreasonable demands of performance and competence for a child’s age and ability. Severe verbal abuse, threatening, constant yelling, berating, and withholding of comfort from an upset or distraught child, are included in emotional maltreatment of a child. Psychological terrorism is present in some cases (for example, locking a child in a dark cellar or threat of malnutrition). When a child’s future psychological development is at risk because of a caregiver’s actions or failure to act, this is child abuse.

Neglect

Child abuse covers acts of omission, on the part of the parent/caregiver: failure to provide for a child’s basic needs and appropriate level of care with respect to food, clothing, shelter, sleep, health hygiene, safety, and education. This includes the failure to provide adequate supervision, anticipatory prevention of injury and medical attention. Emotional neglect refers to the failure to provide adequate psychological nurturance necessary for a child’s growth and development.

Community Resources

Date: 2010-11-24 / 2016-05-24 / 2023-05-30

Policy Statement

The St. Clair Catholic District School Board is committed to providing educational opportunities to students in care and/or treatment, custodial and correctional facilities. It is important that all pupils have a safe, caring, equitable and inclusive Catholic school environment in order to maximize their learning potential and to ensure a positive school climate. At the request of a government approved care, treatment or custodial facility located within its jurisdiction, the Board may agree to operate Education and Community Partnership Programs (ECPP) to provide learning opportunities and supports for students who may be at risk of not succeeding in regular school settings.

Policy Goals

1. Provide suitable education programs in Education and Community Partnership Programs (ECPP) that recognize the importance of care and/or treatment of students unable to attend regular classrooms.
2. Develop a collaborative model between the school board and the community partnership program that recognizes the board’s obligation to providing educational programming and the facilities requirement to provide the care, treatment and/or rehabilitation outcomes.
3. Facilitate specific pathways to ensure future educational success of students in ECPP programs when transitioning to their receiving school.

Date: 2010 11 24 / 2016 05 24 / 2023 05 30

Administrative Procedures

1. Responsibilities

1. Superintendent of Education Responsible for Special Education will:
   1. Be responsible for the overall implementation and operation of educational programs within care, treatment, and correctional facilities as directed by the Ministry of Education.
2. The Principal of Special Education will:
   1. Ensure that students eligible for the Autism Transitional Classroom have a diagnosis of an Autism Spectrum Disorder or other Pervasive Developmental Disorder made by a qualified registered psychologist. Students must be eligible to attend Junior Kindergarten or a higher grade.
   2. Provide temporary, very intensive support, assessment and training while working in partnership with educational professionals in the home school.
   3. Implement a process to aid children to successfully transition to their home school.
   4. Ensure that students are referred to the program by Linck (Child and Family Consultants, Psychologist), Chatham-Kent Children’s Treatment Centre, the St. Clair Catholic District School Board and/or the Lambton Kent District School Board.
   5. Monitor that the maximum number of students at any one time in the program is six. Decisions for admission are based on the need to develop target skills that are essential for the student’s adjustment to a classroom environment. The educational program and materials must resemble special education teaching strategies.
   6. Maintain a collaborative, multidisciplinary approach is used to develop programs that address both the treatment and educational needs of the pupils. The types of facility professionals vary and may include child and youth workers, social workers, therapists, and psychologists.
   7. Support programming by the educational staff in educational and community partnerships programs through Board resources and in-service opportunities.
   8. Collaborate with the transportation department to provide transportation from home to school, and from school to home for this specialized program.
   9. Ensure the Ontario Student Records (O.S.R.) of pupils enrolled in ECPP programs are maintained at the site of the educational and community partnership program.
   10. Report pupil enrolment in ECPP programs to the Ministry of Education according to the total number of pupils in classes of teachers employed by the school.
3. The Teacher will:
   1. Create an individual education plan which draws on educational objectives from the Early Years, and/or Grades One, Two or Three of the Ontario Curriculum, where appropriate.
   2. Collaborate as a member of the treatment team.
   3. Assess, plan, and implement the academic program on a regular basis.
   4. Meet Board and Ministry guidelines and integrate these into the treatment plan.
   5. Deliver an individualized educational program on all school days according to the local school year calendar.
   6. Write the educational program so that a “typical” educational assistant or other special education resource staff member with no prior knowledge of treatment principles or techniques can learn to implement them.
   7. Provide programs that meet the child’s learning needs in ways that are either compatible with, or do not disrupt the teaching of other children in the classroom.
   8. Maintain daily attendance records.
   9. Track and record pupil attendance at the ECPP facility. A pupil placed in a partial re-entry program remains full-time on the register of the ECPP program until full re-entry is achieved. It is the responsibility of the ECPP teacher to track and record pupil attendance at the ECPP facility and the receiving school during the period of partial re-entry.
   10. Transition students into their home schools through the use of a detailed transition plan in place.
   11. Meet weekly with a multidisciplinary team to update student progress and refine transition plans. Members of this team include staff from Linck (registered Psychologist and/or Child and Family Consultants) and School Board Staff (Special Education Consultant, Speech Language Pathologist and BCBA). Parents/guardians and staff from the receiving school are included as discharge dates are identified and transition plans are formed.
   12. Discuss transition planning upon the child’s entry to the Autism Transitional Classroom.
   13. Inform parents that placement is short term, ideally two years or less.
   14. Target skills required for successful integration into a school environment.
   15. Provide intensive planning collaboratively with all partners six months prior to discharge from the Autism Transitional Classroom.
   16. Schedule staff from the receiving school to observe and receive coaching and modeling support to work directly with the student. Emphasis is on the development of skills in applied behavioural analysis strategies and to gain an understanding of the student’s individualized curriculum.
   17. Schedule staff from the Autism Transitional Classroom to visit the receiving school to assist in developing the student’s schedule and to support the arrangement of the physical environment.

2. Expectations

2. 1. Transition planning is an integral component of the program for pupils returning to the school system. Transition planning follows the development of a collaborative, written re-integration plan developed by the multidisciplinary team, including parents/legal guardian and community school, as appropriate.
   2. ECPP programs provide services for students unable to attend regular or special education classes. The program aims to identify the specific needs of the child and family, develop a treatment plan that will help to address those needs and then successfully reintegrate the child into a regular classroom.
   3. Provide support to the receiving school with regard to training needs.
   4. Access the services of the board’s Applied Behaviour Analysis Specialist to provide a bridge between the Autism Transitional Classroom and the receiving school.
   5. Provide on-going support following the transition to the receiving school.

3. Referral and Admission

3. 1. To be eligible to attend the educational and community partnership program, a pupil is admitted to the facility program through its admissions process. Each facility is guided by its own orientation and admissions process. Admission to the program is continuous throughout the school year.
   2. Pupils who are admitted to an educational and community partnership program are not registered students of the Board. ECPP pupils are clients of the facility providing the educational and community program.

4. Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations, and practices.

Definitions

Section 23:

Education and community partnership programs were formerly referred to as Section 23 classes in the education system and day treatment programs in the mental health system.

Funding:

Under the provisions of Section 23 of the Ministry of Education General Legislative Grant Regulation 287/98, the Board may provide educational programs in community-based care, treatment, or custodial facilities for school-aged pupils who, for various reasons, are unable to attend regular community schools. The educational programs, including educational personnel, are funded by the Ministry of Education subject to Ministry approval of annual legal agreements between the Board and the facilities which provide care, treatment, or custodial services. All other resources are provided by the partnering facility.

Essential Elements of ECPP Education Program:

Due to the unique needs of students in ECPP programs, the Ministry has identified four essential elements for these programs. The four essential elements are:

1. Assessment, Evaluation and Reporting on Student Achievement
2. Instruction and Intervention
3. Transition Planning
4. Information Management and Reporting to the Ministry of Education

References

• Education Act and Regulations
• Special Education: A Guide for Educators (2001)
• Guidelines for Approval and Provision of an Education and Community Partnership Program (ECPP) 2022-23
  • These Guidelines consolidate and replace the following documents:
    • Guidelines For Educational Programs for Students in Government Approved Care and/or Treatment, Custody and Correctional (CTCC) Facilities 2016-17
    • Policy/Program Memorandum No. 85 – Educational Programs for Pupils in Government Approved Care and/or Treatment Facilities
    • Guidelines for Approval and Provision of Care and/or Treatment, Custody and Correctional (CTCC) Programs 2017‐18

Date: 2010 09 01 / 2017 04 25 / 2023 06 20

Policy Statement

The St. Clair Catholic District School Board is committed, through shared responsibilities, to ensuring a safe learning and working environment for staff and students, in its schools and all other Board locations. The Board is committed to taking appropriate measures to swiftly and effectively respond to emergencies which affect or threaten the health, safety, or well-being of people, property and infrastructure, or the business of the Board and its schools.

Policy Goals

This policy seeks to establish an emergency response plan that includes, but is not limited to:

1. Bomb Threat protocols and procedures
2. Lockdown/ Hold and Secure/ Shelter in Place procedures

Aligned to the policy direction of the Ministry of Education and Ministry of Community Safety and Correctional Services, each school will develop a site-specific response plan outlining emergency procedures, including responsibilities for staff, students and stakeholders.

Definitions

Lockdown

Only used when there is a major incident of violence or threat of violence to staff and/or students within the school. A Lockdown isolates students, the staff and others from danger by requiring everyone to remain inside the building in secure locations.

Hold and Secure

Used when it is necessary to secure the school due to an ongoing situation outside the school and not related to the school, such as a bank robbery or neighbourhood dispute involving weapons. Under a Hold and Secure, windows and exterior doors are locked, while the school continues to function normally.

Shelter in Place

Used when it is necessary to keep all occupants within the school to protect them from an external environmental event, such as a chemical release or severe weather.

Date: 2010 09 01 / 2017 04 25 / 2023 06 20

Administrative Procedures

These procedures provide guidelines for responding to a Bomb Threat scenario.

Responsibilities

1. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for the development and implementation of this policy and procedures and ensuring compliance.
2. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for communication of the policy and procedures to Board employees.
3. The Manager of Risk and Supply Chain will be responsible for maintaining the Emergency Preparedness Response Plan and related procedures on the staff room intranet accessible to school communities.
4. Principals will be responsible for communication of this policy and procedures to school communities.

Expectations

N.B. Do not use cellular telephones during a bomb threat. It could detonate an explosive device.

Staff are to refer to Emergency Preparedness Response Plan for guidance and checklists located on the Board’s staff room intranet.

The following procedures should be followed at schools when a bomb threat is received:

Person Receiving the Call

• If a student receives the call, they should summon a staff member immediately for assistance.
• Stay calm, be courteous, listen very carefully and ask questions.
• Keep the caller on the phone as long as possible in order to get as much detail as possible.
• Call the police at “911” to report the Bomb Threat.
• Inform principal/designate.

Principal/Designate

• Call 911/ or ensure that 911 has been contacted
• Notify your Superintendent of Education
• Assess seriousness of the threat
• All threats should be taken seriously
• Determine if evacuation is necessary
• Determine if visual scan of building is warranted
• Inform staff, students and community as appropriate
• School routines should continue as usual until a threat is determined by the authorities.

The ultimate determination on how to handle a bomb threat must be made by the principal or designate and superintendent in consultation with police.

Visual Scan

If a visual scan is required:

• Key personnel for a visual scan include the principal, vice-principal, and custodian.
• Staff who do not have teaching responsibilities and are comfortable assisting the visual scan teams are asked to assist.
• All staff members shall conduct a quick check of their work area to see if anything appears to be out of place.
• If a suspicious object is found, evacuation shall be initiated immediately and no one shall return to the building until police have given their permission.

Evacuation

If evacuation is necessary, follow school emergency evacuation procedures.

The principal or designate will make the following announcement:

Announcement:

Attention. Attention. This is ________ (give name) the _______ (state role e.g, principal) “name of school” is now going to evacuate the building. “Name of school” is now going to evacuate the building. This is NOT a lockdown.

Written Bomb Threat

If a threat is received in written or electronic format (e.g. letter, note, graffiti, e-mail, website, etc.), the person who receives the threat should ensure that the documentation is preserved and notify the principal/designate.

The principal/designate shall follow the procedures as outlined above. In addition:

• Keep students away from the area to minimize anxiety.
• Photograph the area for use as evidence for the investigation.
• Clean up/remove the threat when directed by the police.

Communicating with the Media

All communication with the media will be directed by the Police Media-Relations Personnel and the Director of Education (or designate).

Any call to the school from the media must be directed to the principal.

In the response, the principal should indicate that all threats are taken seriously. The school administration is working closely with the police and appropriate precautions are in place. The school will take action based on the recommendation of the police.

Post Incident

Staff and students may have an emotional reaction whether or not the threat is real. Principals are encouraged to develop a plan for supporting their students and staff following such incidents. Principals should contact the Catholic Compassionate Care Team for direction.

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

Visual Scan

A safe visual scan of an area can provide critical information to support decision-making during the initial assessment. Under no circumstances should anyone conducting a visual scan touch a suspicious device or package.

Lockdown

ONLY used as a response to a major incident of violence or threat of school violence to staff and / or students of the school. A Lockdown isolates students, the staff and others from danger by requiring everyone to remain inside the building in secure locations.

Catholic Compassionate Care Team

A support system within the St. Clair Catholic District School Board for addressing tragic events within our school communities. The Compassionate Care Team is assembled at the request of the school principal through the Superintendent of Schools.

Major Incident of Violence or Threat of School Violence to Staff and / or Students

Any incident which poses an imminent and serious threat to staff and students (e.g. armed intruder, weapons, etc.) requires that a Lockdown be reported to the main office.

Date: 2010 09 01 / 2017 04 25 / 2023 06 20

Administrative Procedures

These procedures provide guidelines for responding to a Hold and Secure scenario.

Hold and Secure

Hold and Secure is a response to an ongoing situation outside the school (e.g., a nearby bank robbery or domestic dispute with reports of weapons), when it is desirable to secure the school. In this situation, staff and students will remain in the school; however, classroom activities will continue. External doors are locked and monitored. Signs are placed on external doors with school phone number.

Hold and Secure will occur at the direction of school administration, when deemed necessary. Notification will be conveyed to the school population and the Hold and Secure procedure will commence immediately.

Responsibilities

1. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for the development and implementation of this policy and procedures and ensuring compliance.
2. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for communication of the policy and procedures to Board employees.
3. The Manager of Risk and Supply Chain will be responsible for maintaining the Emergency Preparedness Response Plan and related procedures on the staff room intranet accessible to school communities.
4. Principals will be responsible for communication of this policy and procedures to school communities.

Expectations

1. Staff are to refer to Emergency Preparedness Response Plan for guidance and checklists located on the Board’s staff room intranet.
2. The Director of Education (or designate) shall ensure that overall planning and training for non-school location procedures are developed and incorporated into the location’s Hold and Secure plans.
3. The principal shall ensure that overall planning and training for specific school procedures are developed and incorporated into the school’s Hold and Secure plans.
4. Staff members will know and understand Hold and Secure procedures.
5. In the event of an emergency, students and parents/guardians will be able to respond to a Hold and Secure.

Preparing for a Hold and Secure

1. Non-School Locations
   1. The Director of Education (or designate) shall be responsible for the development of all non-school, site-specific Hold and Secure plans compliant with the procedures outlined in this document.
   2. The Director (or designate) must review all facets of the site-specific plan with all staff a minimum of twice per year (i.e. September and February).
   3. The Director (or designate) is responsible for ensuring that new staff, itinerant staff and casual support staff assigned to each site are informed of the Board’s procedures.
2. School Locations
   1. Principals shall be responsible for the development of a site-specific Hold and Secure plans for their school compliant with the procedures outlined in this document.
   2. Principals must review all facets of the site-specific plan with all staff a minimum of twice per year (i.e. September and February).
   3. Principals are responsible for ensuring that supply teachers, itinerant staff, casual support staff assigned to the school and daycare facilities and tenants are informed of the school’s procedures.
   4. The expectation is that staff at all school locations will be “Hold and Secure aware” at the start of the school year.
   5. School plans must ensure that the unique needs of special populations (e.g. hearing impaired, ESL, ASD, developmentally challenged) have been anticipated in the development of the site plan.
3. Communication Plan – Preparing for a Hold and Secure
   1. Principals must ensure that Hold and Secure procedures are shared with students and parents at the beginning of each school year.

Hold and Secure Emergency

1. A Hold and Secure will occur at the direction of school administration, when deemed necessary, usually on the advice of police. Notification will be conveyed by the office and the Hold and Secure procedure will commence immediately.
2. Upon notification, the response for all schools will be an announcement stating:

   “ATTENTION. ATTENTION. This is NAME, ROLE, SCHOOL NAME is now in a Hold and Secure. This is NOT a Lockdown. I repeat SCHOOL NAME is in a Hold and Secure. This is NOT a Lockdown. We have been informed by police that they are investigating an emergency situation in the area. We are directing that all exterior doors and windows are locked, and that all staff and students remain in the building until further notice.”

3. Procedures in Classrooms and Portables
   • Quickly usher students in stand-alone portables into the main building.
   • Remain with students in the secure classroom and continue the normal events of the day.
   • Close perimeter curtains and lock windows.
   • Inform students that there is a serious situation outside of the school location and that they must remain in secure locations in the school for the duration of the Hold and Secure. It is imperative that staff maintain order throughout the event.
   • Refuse access to the school during the Hold and Secure.
   • Anticipate that Hold and Secure situations occasionally take considerable time. No one will be released from the school unless the Hold and Secure is terminated.
   • Remain within the school until the “Hold and Secure Terminated” signal is given and follow subsequent instructions.
4. Procedures for Outside of the Building
   • Direct all students immediately into the school building.
5. Procedures for Administration and Police
   • Ensure that all exterior doors are locked and Hold and Secure notification signs are posted.
   • Ensure that a call is made immediately to the Director of Education (or designate).
   • Ensure that all office staff are appropriately situated and advised of next steps.
   • Implement any plans for monitoring perimeter door access during the Hold and Secure.
   • Maintain communication and be prepared to work with police as the situation dictates.
   • In consultation with the Director of Education (or designate) anticipate and respond to time-sensitive decisions as they arise, such as:
     • Rescheduling of buses.
     • End of day issues.
     • Return of off-campus trips.
     • “Game day” sports buses arriving and departing.
     • Potential cancellation of sports/music/club events.
     • Transportation arrangements (e.g., taxis) for special populations.
   • All Communication with the media will be directed by the Police Media Relations Personnel and Director of Education.
6. The Administration will make the decision to end the Hold and Secure in consultation with the police by announcing:

   “ATTENTION. ATTENTION. This is NAME, ROLE, SCHOOL NAME, the Hold and Secure is now terminated. I repeat the Hold and Secure is now terminated.”

7. Prepare an appropriate message to accompany the “Hold and Secure Terminated” announcement so that the school community is assured of safety.
8. Communication Plan – After a Hold and Secure
   • Plan communications for media and staff debriefing meeting.
   • If necessary, develop memoranda/letters to be sent home with students and/or posted on the school website, Edsby or broadcast through School Messenger.
   • Prepare a de-brief script that teachers can utilize as the Hold and Secure is terminated.

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

Lockdown

Lockdown is ONLY used as a response to a major incident of violence or threat of school violence to staff and/or students of the school. A Lockdown isolates students, the staff and others from danger by requiring everyone to remain inside the building in secure locations.

Major Incident of Violence or Threat of School Violence to Staff and/or Students

Any incident which poses an imminent and serious threat to staff and students (e.g. armed intruder, weapons, etc.) requires that a Lockdown be reported to the main office.

Date: 2010 09 01 / 2017 04 25 / 2023 06 20

Administrative Procedures

These procedures provide guidelines for responding to a Lockdown scenario.

Lockdown

A Lockdown will occur ONLY as a response to a major incident of violence or threat of violence (any incident which poses an imminent and serious threat to staff and students (e.g. armed intruder, weapons, etc.) at a school or Board location. Notification will be conveyed to the office and the Lockdown procedure will commence immediately. A Lockdown isolates students, the staff and others from danger by requiring everyone to remain inside the building in secure locations.

Responsibilities

1. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for the development and implementation of this policy and procedures and ensuring compliance.
2. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for communication of the policy and procedures to Board employees.
3. The Manager of Risk and Supply Chain will be responsible for maintaining the Emergency Preparedness Response Plan and related procedures on the staff room intranet accessible to school communities.
4. Principals will be responsible for communication of this policy and procedures to school communities.

Expectations

1. Staff are to refer to Emergency Preparedness Response Plan for guidance and checklists located on the Board’s staff room intranet.
2. The Director of Education (or designate) will ensure that overall planning, training and final content of site-specific procedures for locations other than schools are developed and incorporated into the location’s Lockdown plans. Site-specific plans should be reviewed annually with staff.
3. The Director of Education (or designate) will ensure that all staff, students and other partners are aware of their obligations and responsibilities within the individual school plans.
4. The principal will ensure that overall planning, training and final content of site-specific school procedures are developed and incorporated into the school’s Lockdown plans. Site-specific Emergency Preparedness Response plans should be reviewed annually and submitted to Risk Management. Such plans will outline how police will gain access to the school in the event of a lockdown, especially for schools that lock their doors during the school day. Plans will also take into account the existence of childcare centres and/or community groups if applicable.
5. Principals will ensure that all staff, including occasional, part-time and itinerant teachers, have the ability to lock their classroom doors in the event of a lockdown.
6. Staff members will know and understand Lockdown procedures.
7. In the event of an emergency, students and parents/guardians will be able to respond to a Lockdown.

Preparing for a Lockdown

1. All Board locations will be “Lockdown aware” at the start of the school year and site locations will practice Lockdown procedures twice per year. Records of two Lockdown drills per year are to be retained at the school and included in the Monthly Workplace Inspection Report in the eBase Inspection Module. One of the two mandatory lockdown drills must be “non-routine”, for example taking place during recess or at the beginning or end of the school day.
2. All Board locations shall prepare up-to-date floor plans outlining safe/secure areas that can be locked and open areas that are not considered secure during a Lockdown. It is important to familiarize students, staff and police with these locations.
3. Each classroom, office or space used by staff and students shall be equipped with floor plans identifying secure locations.
4. School emergency procedures poster shall be readily available in each room and will be used in all appropriate situations.
5. Site-specific plans will include mechanisms to communicate Lockdown messages to those who may not adequately hear verbal communications and those who may not be readily mobile without assistance. In schools, which have child care facilities or tenants, it is important that principals ensure that members from these groups are informed of and included in Lockdown planning.
6. Non-School Locations
   • The Director of Education (or designate) shall be responsible for the development of all non-school, site-specific Lockdown plans compliant with the procedures outlined in this document. In order to ensure an adequate state-of-emergency preparedness, it is essential that the Director (or designate) review all facets of the site-specific plan with all staff a minimum of twice per year (i.e. September and February). The Director (or designate) is also responsible for ensuring that new staff, itinerant staff and casual support staff assigned to each site are informed of the Board’s procedures.
7. School Locations
   • Principals shall be responsible for the development of a site-specific Lockdown plan for their schools, compliant with the procedures outlined in this document. In order to ensure an adequate state-of-emergency preparedness, it is essential that principals review all facets of the school site specific plan with all staff a minimum of twice per year (i.e., September and February). Principals are also responsible for ensuring supply teachers, itinerant staff and casual support staff assigned to the school, in addition to daycare facilities and tenants, are informed of the school’s procedures.
   • Principals shall ensure that the unique needs of special populations (i.e. hearing impaired, ESL, ASD, developmentally challenged) have been anticipated in the development of the site plan. The lockdown procedures should address such issues as accessibility and communication for students with special education needs.
   • Principals shall provide orientation to new staff, occasional and itinerant staff with Lockdown procedures, using the most appropriate means.
8. In establishing site Lockdown procedures, consideration should be given to:
   • the possibility that fire alarms could sound during a Lockdown. They are to be ignored unless a Lockdown has been terminated, or there is immediate danger because of fire and/or smoke.
   • the possibility of a secondary emergency occurring during the Lockdown (e.g., student in a locked down classroom goes into anaphylactic shock, student in a locked down classroom becomes “uncontrollable” or engages in injurious behaviour).
   • washroom or medication needs of students during a Lockdown.
   • trauma that students or staff may experience in the event of a Lockdown.
   • attendance reconciliation to account for students.
   • procedures for students unable to access a safe room during a Lockdown.
   • unique location or physical facility challenges.
   • noise factors that may inhibit the effectiveness of the school’s public address system.
   • “time of day” considerations (i.e., location of students during nutrition and lunch breaks versus all students in class).
   • communication with students and staff outside the building.
   • the presence of guests inside the building, who would not be familiar with the Lockdown procedures (i.e., contractors, visitors)
   • the possibility that uninvited “guests” are in need of protection (e.g., visiting students who did not check in at the office).
   • clearly displayed numbers and letters that identify rooms and hallways.
   • the need of parents for appropriate updates and a clear message throughout the duration of the incident.
9. In preparation of a Lockdown communications plan, principals shall ensure that:
   • Lockdown procedures are shared with parents at the beginning of each year (principals may reference the School Emergencies Policy and Procedures, which appear on the Board website)
   • In the event of a Lockdown, prior arrangements have been made to provide an off-site location for parents seeking information or attempting to make contact with their children

Lockdown Drills

1. Prior to the administration of a Lockdown drill, it is important to review the procedures with staff and students in order to avoid undue alarm in the school. For students in grade 8 and below, the drill may be modified in order to not unduly raise the level of anxiety. Any training provided to students with special education needs should be consistent with the expectations and accommodations outlined in their Individual Education Plan (IEP).
2. Where possible, school Lockdown drills should be coordinated with Police, EMS and Fire Service members participating.
3. Drills shall be conducted twice per school year (i.e., September and February). One of the two mandatory lockdown drills must be “non-routine”, for example taking place during recess or at the beginning or end of the school day.
4. Principals shall ensure that parents are advised in advance of the scheduled drill. Parents are expected to review and reinforce the student’s responsibilities during a Lockdown.
5. The responsibility for maintaining control and exercising leadership during a Lockdown scenario is shared by all staff.
6. All staff are responsible for ensuring students are aware and know how to respond quickly and safely during a Lockdown.
7. Principals shall record the date of the Lockdown drill in the monthly Workplace Inspection Report in the eBase Inspection Module.

Initiating a Lockdown Emergency

1. A Lockdown will occur at the first indication of a major incident or threat of violence to staff and/or students. Notification will be conveyed to the office and the Lockdown procedure commenced immediately. Police must be notified by calling “911”. Some Lockdowns may be initiated by the Police in consultation with Principal or designate.
2. Upon notification, the response for all schools will be an announcement by a school official who identifies himself/herself and declares that the school is in a Lockdown.

   i.e. “ATTENTION. ATTENTION. This is NAME, ROLE, SCHOOL NAME is now in a Lockdown. I repeat SCHOOL NAME is in a Lockdown. SCHOOL NAME is now in a Lockdown.”

   (The script for this announcement should be readily available at the location of the public address system and, if circumstances allow, should be repeated every 15 minutes during the Lockdown).

3. Any staff member witnessing a major incident or threat of violence to students and/or staff shall immediately notify the office to declare a Lockdown. Call “911”. Staff members will avoid any action that will physically endanger themselves or others (this applies to all employees throughout the duration of the Lockdown)
4. The staff member will immediately advise the office of any information, which would be helpful to police, such as:
   • the location of the incident.
   • the nature of the incident.
   • description of the dangerous person or identity of person(s).
   • any injuries/loss sustained.
   • any information regarding threat to safety or life.
   • state of mind of the dangerous person(s).
   • direction of travel of dangerous person(s).
5. Any student witnessing such an incident shall immediately inform staff.
6. Office staff receiving the information shall:
   • immediately commence a Lockdown with the public address announcement and advise the principal or designate.
   • call 911 and report as much information as possible to police.

Procedures in Classrooms and Portables

Staff shall:

• immediately usher nearby students into the closest secure classroom.
• Close, lock and barricade classroom doors, cover windows on the hallway doors, close perimeter curtains and turn off classroom lights.
• remain with students in the secure classroom and supervise the immediate care of persons who are injured, or who have witnessed an event of concern.
• locate all students in the safest area of the room, usually along the inside wall, farthest from the door, out of sight lines and away from glass.
• in portables, desks should be tipped onto their sides in a circle formation, with desktops facing outward. Students and staff should be seated inside the circle, below the top edge of the desks.
• inform students that there is a serious situation and that they must remain quiet and out of sight for the duration of the Lockdown. It is imperative that staff maintain order throughout the event. The classroom should look and sound empty.
• report by phone if medical assistance is required.
• ensure there is no use of cell phones or texting, unless communicating vital emergency information about the incident or calling 911. The use of cell phones during a Lockdown can compromise phone line connectivity and interfere with police communications. Student cell phones should be turned off.
• refuse access to the room during a Lockdown; and, if possible, advise office/police of any persons (students) in the hallways.
• check class lists to document any students who are unaccounted for.
• monitor, support and care for students, as required (quiet as possible)
• anticipate that Lockdown situations occasionally take considerable time. No one will be released from the classroom unless the Lockdown is terminated.
• ignore fire alarms unless there is imminent danger from fire and/or smoke. Notify the office if occupants are forced to leave the secure location due to fire danger.
• plan for the possibility that police officers could enter the room unannounced during the course of the Lockdown. Police will be identified by uniforms, police vests, badges, etc.
• remain in designated safe areas with students until the “LOCKDOWN TERMINATED” signal is given and follow subsequent instructions.

Procedures in Washrooms and Open Areas

Staff shall:

• move students from washroom areas to secure classrooms, but not if it means moving into immediate danger.
• Elementary schools need to identify staff closest to washroom to do a washroom sweep prior to locking themselves down, if safe to do so.
• Secondary school staff and students should be trained to move to the nearest secure location as quickly as possible, if safe to do so, when a Lockdown is announced. As a last resort, trapped staff and students are advised to enter a stall, lock the door and stand on top of the toilet seat until the Lockdown is terminated.
• in the cafeteria, library, gymnasium or other open areas with staff and students present, consideration must be given to remaining in the school and moving to a secure location as quickly as possible, if safe to do so. Movement to a hiding spot or an area that can be barricaded is advised; avoid areas with windows, glass and high visibility. If safe to do so and staff or students leave the school building, they are expected to report to the pre-determined off-site location to account for their attendance

Procedures for Outside of the Building

Staff shall:

• direct students to immediately take cover and, where possible and safe to do so, move to the pre-determined off-site location and take attendance.
• Not allow any persons to re-enter the school building during a Lockdown.

Procedures for Administration and Police

Administration shall:

• ensure that a 911 call has been made.
• ensure that a call is made immediately to the Director of Education (or designate).
• ensure that all office staff are appropriately situated and advised of next steps.
• remain out of sight, maintain communication contact if possible, and be prepared to work with police as the situation dictates.
• In consultation with the Director of Education (or designate), anticipate and respond to time-sensitive decisions as they arise:
  • rescheduling of buses
  • end of day issues
  • turn off bells/buzzers during the duration of the Lockdown
  • return of any off-campus trips
  • “game day” sports buses arriving and departing
  • potential cancellation of sports/music/club events
  • transportation arrangements (e.g., taxis) for special populations

During the Lockdown, the police may require administrators to provide the following:

• Copies of the Lockdown plans – one located in the school office and one located at a pre-determined off-site location (i.e., a pre-determined “twin” school). The package should include laminated site maps (including the identification of any hazardous areas, such as propane tanks, gas lines and the location of high risk student populations) and labeled floor plans, indicating classroom areas and non-classroom areas (i.e., Storage Rooms, Student Activity Rooms, etc.) These site packages shall be reviewed and updated prior to each school year. They are to be held in a secure area.
• assistance to establish a “staging area” or “command centre.” Anticipate secondary sites should the preferred locations be deemed unsuitable.
• the safest means of entry into the building. This will vary depending on the situation. Be prepared to give best advice.
• as much information as possible regarding the number and identity of intruders, description of events, weapons, the state of mind of the intruder(s), possible motives or targets.
• where possible, access to school monitoring equipment (video monitors). Assign a knowledgeable staff member to assist the officer with the use of the equipment, and/or to identify locations and persons viewed.
• clarity about who will be the primary communication link for police.

All communication with the media will be directed by the Police Media-Relations Personnel and the Director of Education (or designate).

The Director of Education (or designate) in consultation with Police Services, will be responsible for:

• notifying neighbouring schools that they may need to Lockdown or delay dismissal.
• responding to messages and queries from parents and concerned community members.
• communicating to media the designated off-site location for parents to wait for their children.
• communicating with the system, including senior administration, trustees, system leaders and appropriate staff.
• communicating with the coterminous board, as required.

Ending a Lockdown

In consultation with the police, administration will make the decision to end the Lockdown by the administration and police jointly announcing:

“ATTENTION. ATTENTION. This is NAME, ROLE and NAME, POLICE ROLE, The Lockdown is now terminated. Lockdown is now terminated. I repeat the Lockdown is now terminated.”

This announcement may be followed by room to room visits by the police/administration with some sort of identification process, so that occupants of locked rooms know the Lockdown has concluded.

Administration may prepare an appropriate message to accompany the “LOCKDOWN TERMINATED” announcement, so that the school community is assured of safety and is aware of “next steps”. Anticipate announcing the manner in which all students will be dismissed (i.e. controlled dismissal - one room/corridor/section at a time or all at once) and provide explicit, clear direction.

Cooperate with police in identifying areas within the school that shall be designated a “crime scene” and safeguard against access to those locations.

After a Lockdown

A “next steps” plan will be developed by administration in consultation with the Director of Education (or designate). This plan may include:

• decisions regarding a debriefing session.
• decisions regarding resumption of program.
• immediate counseling care and attention for profoundly traumatized individuals, those who self-identify a need and those referred by staff.
• establish security of personal belongings that may be left behind in the school – facilitate safe and secure retrieval of items.
• assessment of the after-care needs of students, staff, occasional teachers, volunteers, community and administration in consultation with the Catholic Compassionate Care Team, followed by deployment of available resources to meet those identified needs.

Development of a Communication Plan

The Director of Education (or designate), in consultation with the principal, shall:

• plan communications for media and staff debriefing.
• develop memoranda/letters to be sent home with students and/or posted on the school website, Edsby or broadcast through School Messenger
• plan “next day” announcements to be delivered.
• prepare a de-brief script that teachers can utilize as classes resume.
• invite the Police Liaison Officer to assist in any student and/or teacher debriefings to help explain the police response and procedures.

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

Catholic Compassionate Care Team – is a support system within the St. Clair Catholic District School Board for addressing tragic events within our school communities. The Compassionate Care Team is assembled at the request of the school principal through the Superintendent of Schools.

Major Incident of Violence or Threat of School Violence to Staff and / or Students – is any incident which poses an imminent and serious threat to staff and students (e.g. armed intruder, weapons, etc.) requires that a Lockdown be reported to the main office.

Date: 2010 09 01 / 2017 04 25 / 2023 06 20

Administrative Procedures

These procedures provide guidelines for responding to a Shelter in Place scenario.

Shelter in Place

A Shelter in Place is a response to an external situation, which may or may not be related to the school (e.g., an environmental situation such as a chemical spill or severe weather). Shelter in Place is used when necessary to keep all occupants within the school where staff and students may move freely within the school. The external doors are monitored as deemed necessary.

A Shelter In Place will occur at the direction of school administration, when deemed necessary. Notification will be conveyed to the school population and the Shelter In Place procedures will be commenced immediately.

Responsibilities

1. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for the development and implementation of this policy and procedures and ensuring compliance.
2. Jointly the Superintendent of Education, with responsibility for safe schools, and the Treasurer of the Board, with responsibility for risk management, will be responsible for communication of the policy and procedures to Board employees.
3. The Manager of Risk and Supply Chain will be responsible for maintaining the Emergency Preparedness Response Plan and related procedures on the staff room intranet accessible to school communities.
4. Principals will be responsible for communication of this policy and procedures to school communities.

Expectations

1. Staff are to refer to Emergency Preparedness Response Plan for guidance and checklists located on the Board’s staff room intranet.
2. The Director of Education (or designate) shall ensure that overall planning and training for non-school location procedures are developed and incorporated into the location’s Shelter in Place plans.
3. The principal shall ensure that overall planning and training for specific school procedures are developed and incorporated into the school’s Shelter in Place plans.
4. Staff members will know and understand Shelter in Place procedures.
5. In the event of an emergency, students and parents/guardians will be able to respond to a Shelter in Place.

Preparing for a Shelter in Place

1. Non-School Locations
   1. The Director of Education (or designate) shall be responsible for the development of all non-school, site-specific Shelter in Place plans compliant with the procedures outlined in this document. In order to ensure an adequate state-of-emergency preparedness, it is essential that the Director (or designate) review all facets of the site-specific plan with all staff a minimum of twice per year (i.e. September and February). The Director (or designate) is also responsible for ensuring that new staff, itinerant staff and casual support staff assigned to each site are informed of the Board’s procedures.
2. School Locations
   1. Principals shall be responsible for the development of a site-specific Shelter in Place plans for their school compliant with the procedures outlined in this document. In order to ensure an adequate state-of-emergency preparedness, it is essential that principals review all facets of the site-specific plan with all staff a minimum of twice per year (i.e. September and February). Principals are also responsible for ensuring that supply teachers, itinerant staff, casual support staff assigned to the school and daycare facilities and tenants are informed of the school’s procedures. Principals are expected to consult Facilities Services as to procedures regarding Shelter In Place for environmental hazards.
   2. The expectation is that staff at all school locations will be “Shelter in Place aware” at the start of the school year.
   3. The Principal shall ensure that the unique needs of special populations (i.e., hearing impaired, ESL, ASD, Developmentally Challenged) have been anticipated in the development of the site plan.
3. Communication Plan – Preparing for a Shelter in Place. Principals must ensure that Shelter in Place procedures are shared with students and parents at the beginning of each school year.

Shelter in Place Emergency

1. A Shelter in Place will occur at the direction of school administration, when deemed necessary, usually on the advice of police. Notification will be conveyed by the office and the Shelter in Place procedure will commence immediately. Refer to Appendix 2.
2. Upon notification, the response for all schools will be an announcement, such as:
   1. “Attention, Attention, This is Name and Role. School Name is now in a Shelter In Place. This is NOT a Lockdown. I repeat, School Name is in a Shelter In Place. This is NOT a lockdown. We have been informed that there has been a leak at one of the plants. We have closed our air intakes, windows and doors. We ask that all staff and students remain in the building until further notice.”
   2. Or
   3. “Attention, Attention, This is Name and Role. School Name is now in a Shelter In Place. This is NOT a Lockdown. I repeat, School Name is in a Shelter In Place. This is NOT a lockdown. Environment Canada advises that severe weather is approaching. We are directing everyone to remain in the building until further notice.”
   4. Or
   5. “Attention, Attention, This is Name and Role. School Name is now in a Shelter In Place. This is NOT a Lockdown. I repeat, School Name is in a Shelter In Place. This is NOT a lockdown.” Principal to provide information necessary to staff and students regarding specific Shelter In Place situation.
3. Procedures in Classrooms and Portables
   1. Staff shall:
      • Inform students that there is a situation outside the school and that they must remain in the school for the duration of the Shelter In Place. It is imperative that staff maintain order throughout the event.
      • Close all windows.
      • Anticipate that Shelter In Place situations may take considerable time to resolve. No one will be released from the school unless the Shelter In Place is terminated or parents arrive to pick up their children.
4. Procedures for Outside of the Building
   1. Staff shall:
      • Direct all students immediately into the school building.
5. Procedures for Administration and Police
   1. Administration shall:
      • Ensure that all office staff are appropriately situated and advised of next steps.
      • Implement any plans for monitoring perimeter door access during the Shelter In Place, as deemed necessary.
      • Notify Facility Services to ensure equipment shutdown/start up is completed, as required.
      • Ensure that a call is made to the Director of Education (or designate).
      • In consultation with the Director of Education (or designate), anticipate and respond to time-sensitive decisions, as they arise:
        • Rescheduling of buses.
        • End of day issues.
        • Return of off-campus trips.
        • “Game day” sports buses arriving and departing.
        • Potential cancellation of sports/music/club events.
        • Transportation arrangements (e.g., taxis) for special populations.
        • Sending students home who enter into a danger zone while enroute there.
6. The Administration will make the decision to end the Shelter in Place in consultation with the police by announcing “ATTENTION. ATTENTION. This is NAME, ROLE, SCHOOL NAME, the Shelter in Place is now terminated. I repeat the Shelter in Place is now terminated.”
7. Prepare an appropriate message to accompany the “Shelter in Place Terminated” announcement so that the school community is assured of safety.

Communication Plan – After a Shelter in Place

1. The Principal may:
   1. Plan a staff debriefing meeting.
   2. Principals should consult with Supervisor – Communications and Community Relations.
   3. If necessary, develop memoranda/letters to be sent home with students and/or posted on the school website and/or broadcast through SynreVoice.

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

Lockdown

is ONLY used as a response to a major incident of violence or threat of school violence to staff and / or students of the school. A Lockdown isolates students, the staff and others from danger by requiring everyone to remain inside the building in secure locations.

Major Incident of Violence or Threat of School Violence to Staff and / or Students

is any incident which poses an imminent and serious threat to staff and students (e.g. armed intruder, weapons, etc.) requires that a Lockdown be reported to the main office.

Date: 2022/05/17

Policy Statement

1. The National Flag

   It is the policy of the St. Clair Catholic District School Board to display the National Flag of Canada at all schools and the Catholic Education Centre on an external flagpole. The flagpole displaying the National Flag will be higher than the secondary flagpole.

2. Secondary Flags

   It is the policy of the St. Clair Catholic District School Board to display the Provincial Flag of Ontario at all schools and at the Catholic Education Centre on a secondary flagpole. The flag of the Province of Ontario shall be flown except on rare occasions when it is to be temporarily replaced by other secondary flags, with the approval of the Request for Recognition Committee. The dimensions of secondary flags shall be equal to or lesser than those of the National and Provincial flags.

3. Recognizing Diversity

   The St. Clair Catholic District School Board recognizes that all people are created equal in the image of God, each with inimitable characteristics deserving of dignity. In accordance with the Church’s teachings, it is the policy of the Board to provide an educational environment that supports and enables diversity within its Catholic community.

   The St. Clair Catholic District School Board is committed to improving the experiences and outcomes for all students. As a Catholic community, equity, diversity, justice and inclusion are values rooted in our faith.

   In addition, the St. Clair Catholic District School Board believes that a culture of collaboration, trust and respect can strengthen our partnerships with students, staff, family and community. We are committed to celebrating the diversity, dignity, success and worth of all individuals, as we seek to strengthen our recognition of all voices in our community.

   The Board’s commitment to the principles of equity, diversity and inclusion is rooted in the belief that we are stronger when we recognize our many differences, values and voices. This may include a public demonstration of support through the raising of secondary flags. Such occasions will be approved by the Request for Recognition Committee and limited to particular communities to coincide with recognition that is accepted and acknowledged by the provincial and federal governments. On such occasions, a flag recognizing a particular community will be flown on the secondary flagpole, temporarily replacing the Provincial Flag of Ontario, for a period to be determined by the process set out in Sec. C Procedures – Flag Protocol.

Policy Goals

1. The purpose of this policy is to set out procedures for the raising and lowering of all flags at schools and at the Catholic Education Centre, including the National Flag, the Provincial Flag of Ontario and approved flags, which recognize diversity within our communities.

2. The St. Clair Catholic District School Board is committed to ongoing learning and development in the areas of recognition and inclusion with identifiable groups in our school communities, by providing a process, which will allow identifiable groups to be recognized.

3. Unfolding world events or ethnic celebrations, globally or locally, may also prompt a request for recognition through a flag raising in a particular school community. This policy also provides a process for such requests.

4. In all cases, opportunities for recognition will empower inclusiveness, foster awareness and educate Board and school communities.

References

1. Ontario Education Act
2. Policy/Program Memorandum No. 119 Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, 2013
3. Sec. B Policy & Procedures – Advertising in Schools
4. Sec. D Policy & Procedures – Employment and Expectations of Academic Staff
5. Sec. D Policy & Procedures – Employment and Expectations of Non-Academic Staff
6. Sec. D Policy & Procedures – Equal Opportunity Employment
7. Ontario Human Rights Code
8. Government of Canada – National Flag of Canada Etiquette
9. Institute for Catholic Education

Date: 2022/05/17

Administrative Procedures

Proper etiquette shall be observed for the handling and display of the National Flag of Canada, the Provincial Flag of Ontario and secondary flags, which recognize the diversity of students and families and identified communities of the St. Clair Catholic District School Board.

The St. Clair Catholic District School Board is committed to the principles of equity, diversity, and inclusion in all aspects of our organization. We believe we are stronger when we not only recognize our many differences, values, and voices, but also demonstrate our support in a public way through the flying of flags.

From time-to-time requests may come forward to the Board seeking recognition for communities, including Indigenous, Black and other racialized groups of students, students with disabilities and/or special education needs, 2SLGBTQ+ students, students from low-income households and students new to Canada; or a particular ethnic group seeking recognition due to current global or local events.  These procedures set out a process to review and respond to such requests in an equitable and transparent manner, and to ensure that any such recognition aligns with the mission, vision and values of the St. Clair Catholic District School Board.

Responsibilities

1. The Director of Education will oversee compliance with the policy.

1. Flags shall be treated with dignity and respect. Care should be taken when handling a flag and the flag shall not touch the ground.
2. A flag shall not be flown or displayed if it is torn, faded or damaged in any way. Tattered, worn or damaged national or provincial flags are to be returned to Corporate Services for disposal in a manner consistent with Government of Canada rules for the disposal of the national flag. It is the responsibility of the principal (or designate) to ensure that all flags are in suitable condition.
3. Flags shall be lowered to half-mast at all schools as a sign of mourning or respect at the direction of the Director of Education. Such occasions may include, but are not limited to, the death of:
1. The Pope
2. The Sovereign or member of the immediate Royal Family
3. The current or former Governor General of Canada
4. The current or former Prime Minister of Canada
5. The Lieutenant Governor or former Lieutenant Governor of Ontario
6. The Premier, or former Premier or a Cabinet Minister of Ontario
7. Specified days of remembrance or national observance, such as Remembrance Day, Indigenous Veterans’ Day, National Day of Remembrance and Action on Violence Against Women, etc., at the direction of the Director of Education.
4. Flags may be lowered to half-mast at specific school sites, with the approval of the Director of Education, as a sign of mourning. Such occasions may include, but are not limited to, the death of:
   1. An individual associated with the school, parish or local community
   2. The Member of Parliament or Member of the Ontario Legislative Assembly for the riding in which the school is located
5. There may be occasions where a school may remove a flag (i.e. during significant inclement weather days) to preserve the condition of the flag. This school-based decision will be made between the school custodian and principal.
6. Flags will be flown during evenings, weekends, regular school closures, extended holidays (such as Christmas) and during the summer months, except at the direction of the Director of Education.
Secondary Flags

The Provincial Flag of Ontario will be flown at all schools and at the Catholic Education Centre on a secondary flagpole. The flag of the Province of Ontario shall be flown except on rare occasions when it is to be temporarily replaced by other secondary flags, with the approval of the Request for Recognition Committee.

1. All requests for recognition shall be submitted to the Office of the Director of Education, using the fillable form attached to these procedures (Appendix A).
2. Requests will be forwarded to the Request for Recognition Committee for consideration. The membership of the Request for Recognition Committee shall include, but not be limited to:
   1. Director of Education
   2. Superintendent of Education responsible for Equity and Inclusive Education (with additional staff, as required)
   3. Principal – Special Education
3. Requests may be submitted by students, staff or parents of the Board and will be considered in a timely manner; however, reasonable timelines should be considered when submitting a request.
4. The Request for Recognition Committee will consider the application using various criteria, including but not limited to:
   1. Is the submission from a marginalized community
   2. Does the community have rights protected under the Ontario Human Rights Commission?
   3. How would the community submitting the request benefit from the recognition
   4. Does the school community/Board benefit from the recognition
   5. Does the request align with the mission, vision and values of the Board
5. Requests will be carefully reviewed by the Committee. Further input from the community submitting the request may be sought.
6. The Committee will reach its decision through consensus.
7. The Committee will communicate its decision directly to the applicant(s). Suggestions for recognition may include:
   1. Raising a second flag at all schools
   2. Raising a second flag at selected schools
   3. Raising a second flag at the CEC
   4. Displaying a flag within a school
   5. Determining the date and duration if a second flag is to be raised
8. The dimensions of secondary flags shall be equal to or lesser than those of the National and Provincial flags.

Expectations

1. A message regarding the lowering of the National Flag to half-mast; or the raising of secondary flags will be communicated by the Director’s Office to the system and to the wider community, using the Board website and social media channels, as appropriate.
2. The decision of the Committee regarding the display of secondary flags is final.

Additional Information

1. The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

References

• Ontario Education Act
• Policy/Program Memorandum No. 119 Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, 2013
• Sec. B Policy & Procedures – Advertising in Schools
• Sec. D Policy & Procedures – Employment and Expectations of Academic Staff
• Sec. D Policy & Procedures – Employment and Expectations of Non-Academic Staff
• Sec. D Policy & Procedures – Equal Opportunity Employment
• Ontario Human Rights Code
• Government of Canada – National Flag of Canada Etiquette
• Institute for Catholic Education

Flag Protocol: Request for Recognition Form

Download Request for Recognition Form

Date: 2011 09 01 / 2016 11 22 / 2023 02 28

Administrative Procedures

Responsibilities

1. The principal will inform the school community of the expectations of the Food and Beverage Policy and Procedures. The following Ministry resources are available:
   • Policy/Program Memorandum 150 - School food and beverage policy
   • Helping to Create Healthy Schools

Expectations

1. This procedure will apply to:

   • All events that involve students at school, regardless of the time of day or night
   • Students only
   • Fundraising activities
   • Food that is sold or given to students. This includes student nutrition programs, school lunches and special events
   • Extra curricular activities on site

2. This procedure will not apply to:

   • Student lunches brought from home or foods brought from home for classroom parties (i.e., birthdays or other classroom celebrations)
   • Educational excursions
   • Staff
   • Community groups utilizing the school

3. All off-site food service suppliers involved in the sale or provision of food and beverages to students will be required to follow a process of prior approval of menu choices, including nutrition facts and serving sizes. Food service suppliers must complete an Off-Site Food Service Supplier Letter of Compliance (Appendix A).

   • The Letter of Compliance must be submitted for approval by a Registered Dietitian of the local public health unit. Foods offered for approval will be from the “Sell Most” category of the Ministry Resource Guide.
   • A list of approved food vendors and their products can be found on the Staff Room of the Board website at: Food and Beverage Approved Vendors
   • There will be up to 10 Special Event Days, during which the school will be exempted from the provisions of the Food and Beverage Policy. The principal will determine the 10 Special Event Days, in consultation with staff and school council. For a list of what constitutes a Special Event Day, see the definitions section of these procedures.
   • Coaches and/or staff are not permitted to give or sell energy drinks or energy bars to student athletes.
   • School staff will not use food items to reinforce good behaviour, or to withhold it as a consequence of poor behaviour. The exception is if such usage is a function of applied behavioural analysis and is documented as necessary in the Individual Education Plan (IEP). The food items used in such instances must be from the “Sell Most” category.
   • Principals, in consultation with school council and staff, will seek alternatives to selling confections as fundraisers. All foods sold in school fundraisers must fully comply with the permitted foods in the “Sell Most” category of the Ministry of Education Resource Guide. A list of vendors who provide alternate fundraising products can be found on the Staff Room page of the Board website at: Food and Beverage Approved Vendors
   • Vending machines are not permitted in elementary schools. In secondary schools, food and beverages sold in vending machines will come from the “Sell Most” category of the Ministry Resource Guide.
   • The implementation of these procedures must not supersede the procedures of Section C Policy – Health Support.

Acceptable and Unacceptable Foods

1. Permitted Foods – For the purposes of this policy, only foods found in the “Sell Most” category are permitted. Foods in this category are generally low in fat and sodium, are fortified and high in fibre and calcium.
   1. Permitted Beverages
      1. Water
      2. 100% fruit juice/blend (≤ 250ml)
      3. 100% vegetable juice/blend (≤ 250ml)
      4. 2%, 1% or skim white milk
      5. Soy milk
      6. Yogurt drinks (≤ 250ml)
      7. Low fat hot chocolate
      8. Chocolate milk (≤ 250ml)
2. Beverages that are Not Permitted
   1. Coffee
   2. Tea
   3. Energy drinks
   4. Sports drinks
   5. “Fruit flavoured” drinks
   6. Soft drinks

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

Special Events

Such events, where food is either sold or given away free of charge, may include, but are not limited to: bake sales; school council events; “Meet the Teacher Bar-b-ques; parties related to holidays and observances such as Halloween, Christmas and Easter; pizza lunches; hot dog days; cake auctions; play days; graduation; etc.

Fundraising

Fundraising contributes to education programs and opportunities for students. Fundraising can be complementary to the health of students and the community that supports them, when nutritional food and beverages or non-food options are chosen. Fundraising with food items and beverages that offer minimal nutrition conveys a message that is contradictory to the intention of this policy and is not permitted (i.e., chocolate sales, cake sales, etc.)

Food as Reinforcement

Using food as positive reinforcement disconnects students from their natural hunger cues. School staff will not use food items to reinforce good behaviour, or to withhold it as a consequence. The exception to this is if such usage is a function of applied behavioural analysis and is documented as necessary in the Individual Education Plan. The food items used in such instances must be from the “Sell Most” category.

Confections

Candy, cake, cupcakes, chocolate, freezies, popsicles, gum, licorice, gummies and energy bars form part of the confectionary group. They are high in sugar and fat and are not permitted for sale or distribution. Most potato chips, cheesies, etc. would also fall into this category, as they are high in fat and high in sodium.

Off-site Food Service Supplier Letter of Compliance

Download Off-site Food Service Supplier Letter of Compliance

Date: 2000 12 01/ 2002 05 28/ 2006 04 26/ 2015 11 24/ 2018 11 27/ 2025 01 28

Administrative Procedures

These procedures provide directions for the following:

• Prevalent Medical Conditions
• Prescription Drugs
• Anaphylaxis
• Asthma
• Diabetes
• Epilepsy
• Appendix A: Summary of Ministry of Education PPM #81
• Appendix B: Request for School Assistance in Health Care
• Appendix C: Individual Student Log of Prescription Medication Administered
• Appendix D: Anaphylaxis Plan of Care
• Appendix E: Consent for a Child to Carry and Self Administer Asthma Medication
• Appendix F: Student Asthma Plan of Care
• Appendix G: Diabetes Plan of Care
• Appendix H: Student Epilepsy Management Plan of Care
• Appendix I: Staff Member Epilepsy and Seizure Disorder Management Information Form

Prevalent Medical Conditions

Responsibilities

1. Role of Parent/Guardian

   1. Educate their child about their medical condition(s) with support from their child’s health care professional as needed.
   2. Guide and encourage their child to reach full potential for self-management advocacy.
   3. Annually notify the school Principal of their child’s medical condition(s) and co-create with the principal or the principal’s designate the Plan of Care for their child. The Plan of Care will indicate if the child requires or may require medication.
   4. Complete the Request for School Assistance in Health Care (Appendix B) form giving authorization for medical intervention.
   5. Submit the completed Request for School Assistance in Health Care (Appendix B) form accompanied by the authorization from the prescribing licenced medical practitioner.
   6. Supply their child and/or the school with sufficient quantities of medication and supplies in their original, clearly labelled container as directed by a health care professional and as outlined in the Plan of Care, and track the expiration dates if they are supplied.
   7. Provide the school with a description of the medication outlining any side effects (this information is readily obtained from the pharmacist).
   8. Communicate changes to the Plan of Care, such as changes to the status of their child’s medical condition(s) or changes to their child’s ability to manage the medical condition(s), to the principal or the principal’s designate.
   9. Immediately communicate changes in dosage and administration to the school and a new Request for School Assistance in Health Care (Appendix B) form must be completed.
   10. Initiate and participate in meetings to review their child’s plan of care.
   11. Seek medical advice from a medical doctor, nurse practitioner, or pharmacist where appropriate.

2. Role of the Principal

   1. Clearly communicate to parents and appropriate staff the process for parents to notify the school of their child’s medical condition(s), as well as the expectation for parents to co-create, review, and update a Plan of Care with the principal or the principal’s designate. This process should be communicated to parents, at a minimum:
      • During the time of registration;
      • Each year during the first week of school;
      • When a child is diagnosed and/or returns to school following a diagnosis.
   2. Co-create, review or update the Plan of Care of a student with a prevalent medical condition with the parent(s), in consultation with the school staff (as appropriate) and with the student (as appropriate);
   3. Maintain a file with the Plan of Care and supporting documentation for each student with a prevalent medical condition.
   4. Provide relevant information from the student’s Plan of Care to school staff and others who are identified in the Plan of Care (e.g., food service providers, transportation providers, volunteers, occasional staff who will be in direct contact with the student), including any revisions that are made to the plan;
   5. Communicate with parent(s) in medical emergencies, as outlined in the Plan of Care;
   6. Encourage the identification of staff who can support the daily or routine management needs of students in the school with prevalent medical conditions, while honouring the provisions within their collective agreements.
   7. Consult with the physician, with consent from the parent/guardian for review of the Plan of Care, in the event that such a review is required.

3. Role of School Staff

   1. Review the contents of Plan of Care for any student with whom they have direct contact;
   2. Participate in training, during the instructional day, on prevalent medical conditions at a minimum annually, as required by the school board;
   3. Share information on student’s signs and symptoms with other students, if parents give consent to do so, as outlined in Plan of Care and authorized by the principal in writing.
   4. Follow school board strategies that reduce the risk of student exposure to triggers or causative agents in classrooms, common school areas, and extracurricular activities, in accordance with the student’s Plan of Care;
   5. Support a student’s daily or routine management, and respond to medical incidents and medical emergencies that occur during school, as outlined in board policies and procedures (in situations where school board staff already provide supports to students with prevalent medical conditions, and are already trained appropriately.
   6. Support inclusion by allowing students with prevalent medical conditions to perform daily or routine management activities in a school location (e.g., classroom), as outlined in their Plan of Care, while being aware of confidentiality and the dignity of the student;
   7. Enable students with prevalent medical conditions to participate in school to their full potential, as outlined in their Plan of Care.

4. Role of School Board

   1. Provide training and resources on prevalent medical conditions on an annual basis;
   2. Develop strategies that reduce the risk of student exposure to triggers or causative agents in classrooms and common school areas;
   3. Develop expectations for schools to support the safe storage and disposal of medication and medical supplies, and communicate these expectations to schools and support schools in the implementation of the expectations;
   4. Communicate expectations that students are allowed to carry their medication and supplies to support the management of their medical condition, as outlined in the Plan of Care;
   5. Consider PPM #161 related board policies when entering into contracts with transportation, food service, and other providers.

5. Role of Student

   Depending on their cognitive, emotional, social and physical stage of development, and their capacity for self-management, students are expected to actively support the development and implementation of their Plan of Care. Students should:

   1. Take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management;
   2. Participate in the development of their Plan of Care;
   3. Participate in meetings to review their Plan of Care;
   4. Carry out daily or routine self-management of their medical condition to their full potential, as described in their Plan of Care (e.g., carry their medication and medical supplies; follow school board policies on disposal of medication and medical supplies);
   5. Set goals on an ongoing basis for self-management of their medical condition, in conjunction with their parent(s) and health care professional(s);
   6. Communicate with their parent(s) and school staff if they are facing challenges related to their medical condition(s) at school;
   7. Wear medical alert identification that they and/or their parent(s) deem appropriate;
   8. If possible, inform school staff and/or their peers if a medical incident or a medical emergency occurs.

Expectations

1. As primary caregivers of their child, parents are expected to be active participants in supporting the management of their child’s medical condition(s) while the child is in school.
2. School staff are required to follow their school board’s policies and the provisions in their collective agreements related to supporting students with prevalent medical conditions in schools.
3. School boards are expected to communicate, on an annual basis, their policies on supporting students with prevalent medical conditions to parents, school board staff, and others in the school community who are in direct contact with students (e.g., food service providers, transportation providers, volunteers). At a minimum, school boards are expected to make their policies and their Plan of Care templates available on their public website in the language of instruction.
4. Students are expected to actively support the development and implementation of their Plan of Care, depending on their cognitive, emotional, social and physical stage of development, and their capacity for self-management.

Prescription Drugs

Responsibilities

1. Role of Parent/Guardian

   1. Educate their child about their medical condition(s) with support from their child’s health care professional as needed.
   2. Guide and encourage their child to reach full potential for self-management advocacy.
   3. Annually notify the school Principal that the child requires or may require medication.
   4. Complete the Request for School Assistance in Health Care (Appendix B) form giving authorization for medical intervention.
   5. Submit the completed Request for School Assistance in Health Care (Appendix B) form accompanied by the authorization from the prescribing licenced medical practitioner.
   6. Supply medication in original container as prescribed by the attending licenced medical practitioner.
   7. Provide the school with a description of the medication outlining any side effects (this information is readily obtained from the pharmacist).
   8. Immediately communicate changes in dosage and administration to the school and a new Request for School Assistance in Health Care (Appendix B) form must be completed.
   9. Initiate and participate in meetings to review their child’s plan of care.
   10. Seek medical advice from a medical doctor, nurse practitioner, or pharmacist where appropriate.

2. Role of Principal

   1. The Principal will send the Request for School Assistance in Health Care (Appendix B) form to parents.
   2. The Principal will ensure that the form Request for School Assistance in Health Care (Appendix B) form is completed for the student prior to the administration of medication.
   3. The Principal is responsible for deciding if a Medical Plan is necessary. If deemed necessary, the Principal shall in collaboration with the parents and if necessary, members of the medical community, devise a Medical Plan.
   4. The Principal will provide and use a locked container for the storage of medication.
   5. The Principal will ensure the medication is clearly labeled for each student in the original container, has clearly indicated dosages, and is securely stored to ensure administration to the correct student and to avoid loss or tampering.
   6. The Principal will inform the appropriate staff members about the medical needs of the student. If a Medical Plan is deemed necessary, staff members will be informed of the medical needs of the student and the intervention outlined in the Medical Plan.
   7. The Principal will maintain the Individual Student Log of Prescription Medication Administered (Appendix C) or designate a staff member to maintain it. Each student must have an individual log maintained. A copy of the record will be made available for parents upon request.
   8. The staff person administering medication to the student shall maintain the Individual Student Log of Prescription Medication Administered (Appendix C). On dates when the pupil is absent, the log should reflect such pupil absence. The "comments" section should reflect abnormal or unusual circumstances related to such administration. The monthly log sheet is to be kept on file by the Principal with the authorization form.
   9. Assistance in training to administer medication is the responsibility of the parent in conjunction with the Principal. Assistance or advice should be sought from the licenced medical practitioner or the Health Unit if necessary.
   10. The Principal will ensure that staff members who undertake the responsibility of administering medication or intervening in a medical situation with a student who has chronic health needs will have at least a minimal background understanding of the medical situation and have received specific direction and annual training in order to perform their role.
   11. The Principal will be responsible for completing the section in the O.S.R. indicating medical needs.
   12. The student will take the medication in the presence of the person responsible for the administration of the medication.
   13. The Principal will ensure that the medication is administered in a manner which allows for sensitivity and privacy and which encourages the student to take an appropriate level of responsibility for his/her medication.

Expectations

1. Prescription drugs include any medication that is prescribed by a licenced medical practitioner. The use of prescription medication is discouraged for use at school, however, the Board recognizes that on occasion there may be the need for students to receive medication during the school day in order to enable education of the student to continue.
2. Ministry of Education Policy Program Memorandum #81 summarized in Appendix A outlines roles and responsibilities that boards are expected to follow.
3. If injection medication is required, the arrangements for the injection of medication must be made by the parents or guardians. School personnel can assume no responsibility for injections (e.g. juvenile diabetic requiring mid-day insulin).
4. In order for prescribed medication to be administered parents or guardians must provide the necessary authorizations and school administrators must follow the guidelines as outlined in the policy.
5. Board personnel will not administer non-prescription drugs. Non-prescription drugs include any medication that is not prescribed by a licenced medical practitioner such as aspirins, ointments, creams, cough syrups, cough drops, etc.
6. The Principal will establish and maintain, in the school office, a file for each student receiving medication by school personnel including:
   • Request for School Assistance in Health Care (Appendix B)
   • any request/authorization for changes
   • all records of administrations of medication by school personnel (Appendix C)
   • all plans established for the administration of medication or the support of students with medical needs
   • Diabetes Support Plan & Medical Alert Information (Appendix G)
7. A revised authorization form shall be completed for each school year or whenever a modification of prescribed medication is directed by the licenced medical practitioner.
8. The Principal will ensure that these procedures are followed, where appropriate, while students are participating in educational excursions (reference: Student Excursion Policy http://www.st-clair.net/policies.aspx).
9. Parents and licenced medical practitioners should be advised that staff will not administer medication when instruction from the licenced medical practitioner calls for discretion on the part of the individual administering it, e.g. “when deemed necessary” or “as per required need”. This provision may be waived as part of a specific management plan.
10. It is understood that the staff person is administering medication under the Principle of “in loco parentis” and not as a health professional. When acting under these regulations and procedures, staff is covered by the Board liability insurance.

Anaphylaxis and Asthma

Anaphylaxis

Responsibilities

1. Role of Parent/Guardian

   1. Request for School Assistance with Health Care (Appendix B) will be completed for each school year or whenever the licensed medical practitioner directs a modification of a prescribed medication or procedure. A licensed medical practitioner’s statement must accompany the parental request and authorization for school assistance in health care.
   2. It is the obligation of the pupil’s parent or guardian and the pupil to ensure that the information in the pupil’s file is kept up-to-date with the medication that the pupil is taking.
   3. It is the obligation of the student’s parents or guardians to ensure that any changes in the student’s anaphylaxis condition is reported to the school administrator in a timely fashion, as well as any changes in parent/guardian contact information.
   4. The parent/guardian of a child with anaphylaxis will have the opportunity of completing, in consultation with the school, administrator or designate a Student Individual Plan for Anaphylaxis Emergency Plan (Appendix D). This document allows the development of strategies that address unique student symptoms and treatment options. The Plan will include:
      • details informing permanent, part time and occasional employees and others who are in direct contact with the student on a regular basis of the type of allergy, monitoring and avoidance strategies and appropriate treatment.
      • readily accessible emergency procedure for the student including emergency contact information.
      • location and storage of epinephrine auto-injectors (EpiPen or Allerject).
   5. Students are required to have access to two (2) Epipens or Allerjects.
   6. Parents/Guardians will work with school personnel to support anaphylactic students in their goal of achieving independent self-management of their life threatening allergy and the development of self-advocacy skills and a circle of support among the school and larger community.

2. Role of Principal

   1. The Principal will send the Request for School Assistance in Health Care (Appendix B) form to parents.
   2. The Principal will ensure that the form Request for School Assistance in Health Care (Appendix B) form is completed for the student prior to the administration of medication.
   3. The Principal will facilitate annual training for staff in order for the staff to be educated on the issue, and be able to administer the medication or procedures. The Principal will keep a record of such training so it can be produced if necessary.
   4. The Principal, in cooperation with the parents, staff and health practitioners, if necessary, will be responsible for creating an individual plan for a pupil with an anaphylactic allergy. The individual plan shall include:
      • Details informing employees and others who are in direct contact with the pupil on a regular basis of the type of allergy, monitoring and avoidance strategies and appropriate treatment.
      • A readily accessible emergency procedure for the pupil, including emergency contact information.
      • Storage for epinephrine auto-injectors, where necessary. Medication is to be clearly labelled in the original container, and is to be kept in secured locked storage, unless deemed otherwise through a specific Medical Intervention Plan for the student.
   5. The Principal has the responsibility to communicate information and familiarize staff with the individual emergency procedures to be followed for students with anaphylaxis and to post in key locations instructions on the use of the epinephrine auto-injector along with a list of symptoms and emergency procedures.
   6. The Principal will determine which staff members will be preauthorized to administer medication or supervise a pupil while he or she takes medication in response to an anaphylactic reaction, if the school has up-to-date treatment information and the consent of the parent, guardian or pupil, as applicable. If an employee has reason to believe that a pupil is experiencing an anaphylactic reaction, the employee may administer an epinephrine auto-injector or other medication prescribed to the pupil for the treatment of an anaphylactic reaction, even if there is no preauthorization to do so.
      Individual Student Log of Prescription Medication Administered (Appendix C) under short term or long term routine conditions must be kept and retained for record purposes for one year. Administration of medication in response to an emergency procedure must be documented in an incident report under OSBIE guidelines.
   7. The Principal will develop a communication plan for parents, pupils and employees for the dissemination of information of life-threatening allergies.
   8. Where appropriate, the Principal will ensure that strategies are in place that eliminate or reduce the risk of exposure to life threatening allergens in the classroom and common school areas. (Check the student’s individual school plan)

3. Role of School Staff

   1. School personnel will support all students with life threatening allergies by becoming familiar with the disorder and strategies used to assist the student in managing their anaphylactic condition when symptoms indicate an emergency.
   2. School personnel will endeavour to keep open and frequent lines of communication with parents and guardians, as appropriate.
   3. School personnel will demonstrate a positive attitude toward student participation in school activities.
   4. School personnel will monitor, as appropriate, the self-care practices and routines being carried on by the student.

Expectations

1. In accordance with Bill 3, 2005 otherwise known as Sabrina’s Law: An Act to Protect Anaphylactic Pupils and with Bill 20, 2015 otherwise known as Ryan’s Law: Ensuring Asthma Friendly Schools, the St. Clair Catholic District School Board is committed to providing a safe learning environment for all its pupils. To work toward accomplishing this goal, the board recognizes it is necessary for administrators and staff to take steps to safeguard students with life threatening allergies and to safeguard students with asthma.
2. Location of Epinephrine Auto Injectors
   1. The epinephrine auto injector must be located in proximity to the student for easy access.
   2. The second EpiPen is to be located in a secure (NOT locked) readily accessible location at all times. All school staff are to be informed of the location of the epinephrine auto injectors (e.g. school office).
   3. Conditions for storage: protect from direct sunlight, store at room temperature. Do not refrigerate.
3. Administration of EpiPen
   1. Employees are preauthorized to administer epinephrine auto injector or supervise a student while he or she takes epinephrine auto injector in response to an anaphylactic reaction where the school has up-to-date treatment information.
   2. If an employee has reason to believe that a student is experiencing an anaphylactic reaction, the employee must administer an epinephrine auto injector or other medication prescribed to the student for the treatment of an anaphylactic reaction, even if there is no preauthorization to do so.
   3. No action for damages shall be instituted respecting any act done in good faith or for any neglect or default in good faith in response to an anaphylactic reaction in accordance with the Act, unless the damages are the result of the employee’s gross negligence.

Asthma

Responsibilities

1. Role of Parent/Guardian

   1. Request for School Assistance with Health Care form (Appendix B) will be completed for each school year or whenever the licensed medical practitioner directs a modification of a prescribed medication or procedure. A licensed medical practitioner’s statement must accompany the parental request and authorization for school assistance in health care.
   2. It is the obligation of the pupil’s parent or guardian and the pupil to ensure that the information in the pupil’s file is kept up-to-date with the medication that the pupil is taking.
   3. It is the obligation of the student’s parents or guardians to ensure that any changes in the student’s asthma condition are reported to the school administrator in a timely fashion, as well as any changes in parent/guardian contact information.
   4. Parents/guardians must complete Consent for a Child to Carry and Self Administer Asthma Medication form (Appendix E) if they wish their child to carry their inhaler while at school or on school-related activities.
   5. The parent/guardian of a child with asthma will have the opportunity of completing in consultation with the school administrator/designate an Asthma Management Plan (Appendix F). This document allows the development of strategies that address unique student symptom and treatment options. The Asthma Management Plan will include e.g.
      • triggers, Reliever/Rescue inhaler;
      • instructions for managing an asthma attack;
      • details informing permanent, part time and occasional employees and others who are in direct contact with the student on a regular basis of the type of allergy, monitoring and avoidance strategies and appropriate treatment;
      • readily accessible emergency procedure for the student including emergency contact information;
      • location and storage of rescue inhaler(s) and/or medication.
   6. Students are required to have access to two (2) inhalers.
   7. Parents/Guardians will work with school personnel to support students who have asthma in their goal of achieving independent self-management of their condition and the development of self-advocacy skills and a circle of support among the school and larger community.

2. Role of Principal

   1. The Principal will send the Request for School Assistance in Health Care (Appendix B) form to parents.
   2. The Principal will ensure that the form Request for School Assistance in Health Care (Appendix G) form is completed for the student prior to the administration of medication.
   3. The Principal will facilitate annual training for staff in order for the staff to be educated on the issue, and be able to administer the medication or procedures. The Principal will keep a record of such training so it can be produced if necessary.
   4. The Principal, in cooperation with the parents, staff and health practitioners, if necessary, will be responsible for creating an Asthma Management Plan for a pupil with asthma. The Asthma Management Plan (Appendix F) shall include:
      1. Details informing employees and others who are in direct contact with the pupil on a regular basis of the monitoring and avoidance strategies and appropriate treatment.
      2. Readily accessible emergency procedure for the pupil, including emergency contact information.
      3. Details relating to the storage of the pupil’s asthma medication, including:
      4. if the pupil is under 16 years old, whether the pupil has his or her parent’s or guardian’s permission to carry his or her asthma medication, and
      5. whether any spare medication is kept in the school and, if so, where it is stored.
      6. A readily accessible emergency procedure for the pupil, including emergency contact information.
   5. The Principal has the responsibility to communicate information and familiarize staff with the individual emergency procedures to be followed for students with asthma and to post in key locations instructions on the use of the inhalers along with a list of symptoms and emergency procedure.
   6. Students are required to have access to two (2) inhalers.
   7. Parents/Guardians will work with school personnel to support students who have asthma in their goal of achieving independent self-management of their condition and the development of self-advocacy skills and a circle of support among the school and larger community.

3. Role of School Staff

   1. School personnel will support all students with asthma by becoming familiar with the disorder and strategies used to assist the student in managing their asthma when symptoms indicate an emergency situation.
   2. School personnel will endeavour to keep open and frequent lines of communication with parents and guardians, as appropriate.
   3. School personnel will demonstrate a positive attitude toward student participation in school activities.
   4. School personnel will monitor, as appropriate, the self-care practices and routines being carried on by the students (e.g. checking that the student has access to inhaler during activities and educational excursions).

Expectations

1. In accordance with Bill 3, 2005 otherwise known as Sabrina’s Law: An Act to Protect Anaphylactic Pupils and with Bill 20, 2015 otherwise known as Ryan’s Law: Ensuring Asthma Friendly Schools, the St. Clair Catholic District School Board is committed to providing a safe learning environment for all its pupils. To work toward accomplishing this goal, the board recognizes it is necessary for administrators and staff to take steps to safeguard students with life threatening allergies and to safeguard students with asthma.
2. Location of Reliever Inhalers
   1. Students in Grades 1–12, where capable of doing so and with parental permission, unless 16 years of age or older, are to carry their reliever inhaler with them at all times. Consent for a Child to Carry and Self Administer Asthma Medication (Appendix E)
   2. Where age, pupil capacity (intellectual/physical), activity or location prevents safe carrying of the reliever inhaler, it must be located in proximity to the student for easy access.

Diabetes

Responsibilities

1. Role of Parent/Guardian

   1. Parents/guardians will inform the school of the child’s diabetes and complete a Request for School Assistance with Health Care (Appendix B).
   2. Parents/guardians will participate in a case conference with school Principal and teacher and involved health professionals as required.
   3. Parents/guardians will inform the school administration regarding any changes in the child’s health, lifestyle, diabetes procedures management and updates emergency contact numbers on an ongoing basis.
   4. Parents/guardians will provide and maintain at the school a supply of fast acting sugar (carbohydrates) e.g. oral glucose, juice.
   5. Parents/guardians will provide a safe container for blood sugar monitoring items, insulin Injection items and medication. All items will be labeled with the child’s name.
   6. Parents/guardians will provide and replenish all necessary diabetic related supplies.
   7. Parents/guardians will teach their child to: wear Medic Alert identification, communicate clearly to adults that he or she has diabetes, report any symptoms of unwellness, and participate in an age-appropriate level in their Diabetes Management Plan. (Appendix G)

2. Role of Principal

   1. The Principal will send the Request for School Assistance in Health Care (Appendix B) form to parents.
   2. The Principal will ensure that the form Request for School Assistance in Health Care (Appendix B) form is completed for the student prior to the administration of medication.
   3. The Principal will meet with parent/guardian to complete the following: Administration of Prescribed Medication, Diabetes Management Plan. (Appendix G)
   4. The Principal will convene a case conference, which may include parent/guardian, the student if appropriate and school staff, to gather medical information related to the condition including identification and management of an individual student’s diabetes. In some instances, CCAC Case Manager and or Diabetic Care Educators may also be part of the case conference.
   5. The Principal will review Administrative Procedure: Diabetes Management with entire staff each year in September and throughout the school year as required.
   6. The Principal will advise teaching staff, including occasional teachers to review the individual Diabetes Management Plans (Appendix G) for students in their assigned classrooms.
   7. The Principal will develop and maintain a file for each student including but not limited to current Diabetes Management Plan (Appendix G).
   8. The Principal will ensure that appropriate training on managing diabetes is delivered to school-based staff and others who are in direct contact with students. This should include an understanding of diabetes, recognition of causes, as well as signs and symptoms of hypoglycemia and hyperglycemia.
   9. The Principal will provide information for school staff regarding how to respond to emergency situations regarding diabetes.
   10. The Principal will provide a discreet location where the student may self-monitor and/or self-administer medication.
   11. The Principal will provide a secure location(s) for the student’s emergency and other essential supplies and ensure that supplies and equipment are labelled with the student’s name.
   12. The Principal will provide appropriate supervision, during self-monitoring of medication.
   13. The Principal will notify cafeteria staff, lunchroom supervisors, other school-based staff and volunteers of the individual student’s Diabetes Management Plan (Appendix G).
   14. The Principal will notify transportation department with a list of students with diabetes riding the school bus. (through CLASS).
   15. The Principal will communicate procedures for the safe disposal of sharps, lancets and testing strips.
   16. The Principal will communicate universal precautions for blood and body fluids.
   17. The Principal will ensure that the parent/guardian is called in and emergency action is taken as required when the student has not responded to the actions outlined in the Diabetes Management Plan (Appendix G). Where necessary arranges for transport of student to an emergency medical facility.
   18. The Principal will inform School Council of the Board procedure on Diabetes Management.
   19. The Principal will ensure that Diabetes Management Plan (Appendix G) is posted in a non-public area (i.e. staff room, office, classroom etc.) and the Teacher’s Day Book.
   20. The Principal will obtain consent from parent/guardian and student with diabetes to share information with staff and other approved individuals (this consent is part of Diabetes Management Plan). (Appendix G)
   21. The Principal will work closely with the parent/guardian and student with diabetes to provide ongoing support.
   22. The Principal will request that parent/guardian provides all required supplies and food for their children.
   23. The Principal will ensure that CCAC is contacted for all students who are unable to manage their blood glucose (sugar) monitoring, insulin injections or pump independently (unless this responsibility is assumed by parent/guardian) as well as to request support for training and education of involved school personnel.

3. Role of Student

   With an understanding of diabetes as is age appropriate and according to ability:

   1. The student will wear his/her Medic Alert identification at all times during the school day.
   2. The student will take responsibility for following an established eating plan.
   3. The student will participate in blood glucose checking, insulin administration and safe disposal of sharps.
   4. The student will inform an adult promptly that he/she has diabetes as soon as symptoms of low blood sugar appear or when experiencing feeling of being unwell.
   5. The student will self-monitor his/her blood glucose regularly with a glucose meter and keeps the results within a target range.

4. Role of School Staff

   Preparation

   1. Teachers and classroom support staff will review and monitor Diabetes Management Plan (Appendix G), including Emergency Response. Ensures that any suggested changes to protocol are referred to administration.
   2. Teachers and classroom support staff will participate in case conferences with parent/guardian, Principal and health professionals as required.
   3. Teachers and classroom support staff will permit students with diabetes to take action to prevent or treat low blood glucose (sugar).
   4. Teachers and classroom support staff will inform parent/guardian when the supply of fast acting sugar (oral glucose, juice etc.) is running low.
   5. Teachers and classroom support staff will follow the individual student Diabetes Management Plan (Appendix G) during school-sanctioned excursions and provides it to other individuals as required.

Epilepsy

Responsibilities

1. Role of Parent/Guardian

   1. Request for School Assistance with Health Care (Appendix B) will be completed for each school year or whenever the licensed medical practitioner directs a modification of a prescribed medication or procedure. A licensed medical practitioner’s statement must accompany the parental request and authorization for school assistance in health care.
   2. It is the obligation of the pupil’s parent or guardian and the pupil to ensure that the information in the pupil’s file is kept up-to-date with the medication that the pupil is taking.
   3. It is the obligation of the student’s parents or guardians to ensure that any changes in the student’s epileptic condition and/or medication are reported to the school administrator in a timely fashion, as well as any changes in parent/guardian contact information.
   4. The parent/guardian of a child with epilepsy will have the opportunity of completing, in consultation with the school administrator or designate the Student Epilepsy Management Plan form (Appendix H).

2. Role of Principal

   1. The Principal will send the Request for School Assistance in Health Care (Appendix B) form to parents.
   2. The Principal will ensure that the form Request for School Assistance in Health Care (Appendix B) form is completed for the student prior to the administration of medication.
   3. The Principal will meet with parent/guardian to complete the following: Student Epilepsy Management Plan (Appendix H). When completing the form, the principal will include a plan for incontinence, during the loss of consciousness. (e.g. blankets, change of clothes)
   4. The principal will provide a copy of the completed Student Epilepsy Management Plan (Appendix H) to the student’s teacher(s) and review its contents.
   5. The principal will have a process in place to provide a copy of the Student Epilepsy Management Plan (Appendix H) to occasional teachers working in the student’s classroom and review its contents.
   6. The Principal will review Administrative Procedure for epilepsy management with entire staff each year in September and throughout the school year as required.
   7. The principal will provide the classroom teacher and other staff that come in contact with the student on a regular basis with a copy of the Staff Member Epilepsy and Seizure Disorder Management Information Form (Appendix I) and review its contents.
   8. The Principal will develop and maintain a file for each student including but not limited to current Student Epilepsy Management Plan (Appendix H).
   9. The Principal will provide a secure location(s) for the student’s emergency and other essential supplies and ensure that supplies and equipment are labelled with the student’s name.
   10. The Principal will notify transportation department with a list of students with epilepsy riding the school bus. (through CLASS).
   11. The Principal will ensure that the parent/guardian is called in and emergency action is taken as required when the student has not responded to the actions outlined in the Student Epilepsy Management Plan (Appendix H). Where necessary arrangements for transport of student to an emergency medical facility are included.
   12. To require the child’s classroom teacher to keep a copy of each individual Epilepsy Management Plan (Appendix H) in a place where it will be readily accessible by occasional teachers. (i.e. the teacher’s daybook)

3. Role of School Staff

   1. Teachers and classroom support staff will review and monitor Student Epilepsy Management Plan (Appendix H) including Emergency Response. Ensures that any suggested changes to protocol are referred to administration.
   2. Teachers and classroom support staff will participate in case conferences with parent/guardian, Principal and health professionals as required.
   3. Teachers and classroom support staff will follow the individual Student Epilepsy Management Plan (Appendix H) during school-sanctioned excursions and provides it to other individuals as required.
   4. To leave medical information in an organized, prominent and accessible format for occasional teachers.

4. Role of Student

   1. To have an age-appropriate understanding of his/her seizure disorder.
   2. To comply with taking medications as required.

Expectations

Open communication and planning is a collaborative effort between parents/guardians, students, school staff and community personnel, as required, to best support the student.

Definitions

Prevalent Medical Conditions

To promote the safety and well-being of students, the Ministry of Education expects all school boards in Ontario to develop and maintain a policy or policies to support students in schools who have asthma, diabetes, and/or epilepsy, and/or are at risk for anaphylaxis. These medical conditions, hereafter referred to as prevalent medical conditions, have the potential to result in a medical incident or a life-threatening medical emergency.

Anaphylaxis

Anaphylaxis means a severe systemic allergic reaction which can be fatal; resulting in circulatory collapse or shock.

In general, individuals who are having an anaphylactic reaction will need assistance in administering their life saving medication - epinephrine auto injector (Epi Pen).

Asthma

Asthma is a chronic inflammatory disease of the airway. When in the presence of allergens (triggers) the airways to the lungs react by narrowing and/or filling with mucus which makes breathing difficult. Asthma can be life threatening if not treated appropriately. Students with asthma must minimize contact with allergens (triggers) and take controller medication and a reliever inhaler (inhaler) when appropriate.

Diabetes

Type 1 Diabetes

Type 1 Diabetes, usually diagnosed in children and adolescents, occurs when the pancreas produces little or no insulin. With this type of diabetes glucose builds up in the blood instead of being used for energy. The cause of Type 1 Diabetes remains unknown however, it is not preventable, and it is not caused by eating too much sugar. Approximately 10 percent of people with diabetes have Type 1 Diabetes.

Insulin therapy is the cornerstone of treatment for Type 1 Diabetes. Insulin can be administered by syringe, pen or pump, according to a regimen prescribed by a doctor.

Type 2 Diabetes

Type 2 Diabetes, which is prevalent in approximately 90 percent of people with diabetes, occurs when the pancreas does not produce enough insulin or when the body does not effectively use the insulin that is produced. Type 2 Diabetes usually develops in adulthood, although increasing numbers of children in high-risk populations are being diagnosed.

Therapy for Type 2 Diabetes may involve self-monitoring of blood glucose levels, oral medication and in some cases insulin therapy.

Gestational Diabetes

Gestational Diabetes develops in 2 - 5 per cent of pregnant women. This type of diabetes usually disappears after childbirth but can result in a higher risk of future development of Type 2 Diabetes for the mother.

Hypoglycemia (low blood sugar)

This occurs when the amount of blood sugar is lower than an individual’s target range. This can develop quickly and requires an immediate response. Be alert for the following symptoms and contact parents if mild symptoms appear, including:

• Cold, clammy or sweaty skin
• Paleness, quietness
• Shakiness or lack of coordination
• Fatigue, dizziness
• Irritability, hostility and poor behaviour

Severe hypoglycemia can be life-threatening and therefore result in the need for an urgent response. Symptoms of severe hypoglycemia include:

• Confusion
• Slurred speech
• Staggered gait
• Unresponsiveness

Hyperglycemia (high blood sugar)

This occurs when the amount of blood sugar is higher than the individual’s target range for a prolonged period of time. An urgent response to severe high blood sugar levels is not necessary if there are no symptoms. Be alert for the following symptoms and contact parents if mild symptoms appear, including:

• Frequent trips to the washroom to urinate
• Excessive thirst
• Blurred vision
• Hunger

Severe hyperglycemia can result in the need for an urgent response. Symptoms of severe hyperglycemia include:

• Nausea
• Vomiting
• Extreme thirst
• Frequent/excessive urination
• General malaise

Epilepsy

Epilepsy results from sudden bursts of hyperactivity in the brain; this causes seizures which vary in form, strength and frequency, depending on where the brain activity is found.

References

• Education Act, 265. Duties of a Principal: care of pupils and property – to give assiduous attention to the health and comfort of the pupils,
• Education Act Regulations 298 s20 Duties of Teachers: ensure that all reasonable safety procedures are carried out in the courses and activities for which the teacher is responsible.
• Policy/Program Memorandum No. 81 July 19, 1984: Provision of Health Support Services in School Setting
• Policy/Program Memorandum No. 150 October 4, 2010: School Food and Beverage Policy
• Caring and Safe Schools in Ontario, 2010
• Sabrina’s Law (Royal Assent June 13, 2005) – an Act to Protect Anaphylactic Students
• Ryan’s Law (Bill 20) Ensuring Asthma Friendly Schools, 2015
• Policy/Program Memorandum No. 161 September 1, 2018: Supporting children and students with prevalent medical conditions (anaphylaxis, asthma, diabetes, and/or epilepsy) in schools

Model for Provisions of School Health Support Services

Date: 2010 09 01 / 2016 03 22 / 2022 03 29

Policy Statement

The St. Clair Catholic District School Board acknowledges that student participation in school activities requires appropriate supervision, instruction and training; however, some activities may involve inherent risk. Therefore, the Board strongly encourages all students, especially those who participate in sports programs, to be covered by appropriate insurance coverage.

Policy Goals

1. To inform students’ families that they are strongly encouraged to purchase coverage by an accident insurance plan.
2. To inform students’ families that the Board does not provide any insurance for expenses on behalf of students.
3. To inform students’ families that financial hardship may result from accidents if accident insurance is not purchased.

Date: 2010-09-01 / 2016-03-22 / 2022-03-29

Administrative Procedures

The Education Act states, “A Board may provide by contract with an insurer under the Insurance Act, accident and life insurance for pupils, the cost of which is to be paid on a voluntary basis by the parents or guardians.” The St. Clair Catholic District School Board strongly encourages all students to carry insurance coverage and requires informed consent in order to participate in co-instructional sports activities or educational excursions.

Responsibilities

1. 1. The Treasurer of the Board will be responsible for the development and implementation of this policy and procedures.
   2. The Manager of Risk and Supply Chain, or designate, will be responsible for communication of this policy and procedures to school communities and ensuring compliance.

Expectations

1. The Board, as empowered under the Education Act and on recommendation from the Board’s insurance provider OSBIE, will make available to parents/guardians a voluntary Accident and Life Insurance program for students. Although it acts as facilitator for parents/guardians to obtain such coverage, the Board assumes no responsibility related to the cost of the plan, applications, premium payments or claims; nor does the Board receive any remuneration from the carrier.
2. In accordance with the Board’s procurement policy the Treasurer of the Board, or designate, shall select a suitable carrier(s) of voluntary student accident insurance. A link to the carrier’s website will be posted on the Board’s website.
3. The Treasurer of the Board, or designate must ensure that the voluntary student accident insurance plan is provided at no cost to the Board and with a minimum amount of staff involvement in the distribution and administration of the plan.
4. At the beginning of each school year the Manager of Risk and Supply Chain, or designate, will ensure that parents/guardians and students are aware that insurance coverage is strongly encouraged for all students, especially for students involved in school sports, either at the school or organized by the school. The communication must inform parents/guardians and students that the Board does not provide any insurance for expenses on behalf of students and that financial hardship may result from accidents if accident insurance is not purchased. Refer to Appendix A – Sample Letter to Parents.

Additional Information

1. Students in co-op programs (excluding classroom settings) and Ontario Youth Apprenticeship Programs (OYAP) are covered for workplace injuries through the Workplace Safety and Insurance Board (WSIB) arranged through the Ministry of Education. WSIB coverage is not available to a student working on the 40 hours Community Involvement Diploma Requirement. Regardless of WSIB coverage students are strongly encouraged to purchase voluntary student accident insurance for all work experience projects.

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

References

• Education Act, Ontario: Section 176.4 – insurance for pupils
• OSBIE Risk Management Advisory:
  • Cooperative Education / Work Experience Programs
  • Student Accident Insurance
  • Dental Injuries

SAMPLE LETTER TO PARENTS

September 20XX

Dear Parent or Guardian:

RE: STUDENT ACCIDENT INSURANCE

The St. Clair Catholic District School Board does not provide accident insurance coverage for student injuries that occur on school premises or during school activities. Accidents can and do happen, especially during sports activities. Some injuries incur medical, dental or other expenses that are not covered by provincial health care or employer group plans. As a parent or guardian, you are responsible for these expenses.

Under the Education Act, the Board is empowered to make available an Accident and Life Insurance Program for students. Participation in such a program is voluntary and the costs are to be paid by the parent or guardian.

For your convenience, the Board has arranged for a Student Accident Insurance Policy exclusively through the Reliable Life Insurance Company. The “insuremykids Protection Plan” provides peace of mind and is an inexpensive and comprehensive way to protect families from financial hardships they may face as a result of an accident. All plans, with various options offered to better suit you and your family’s needs, provide coverage for accidents 24 hours per day every day during the full policy term. Because of the number of claims which have occurred during non-school activities and summer holidays, parents may want to give special consideration to subscribing to a plan. Reliable Life recommends the Platinum Plan as it offers the best value in accident insurance coverage for your child (Family Rates Available). University/College and mature students must apply individually for specified plans indicated and not part of a family plan.

The insurance agreement is between you and the Reliable Life Insurance Company. If you wish to subscribe, please complete the application portion of the “insuremykids Protection Plan” brochure that has been sent home with your child or you can apply directly online at www.insuremykids.com. Any questions should be directed to the Reliable Life Insurance Company toll free at: 1-800-463-KIDS (5437)

The St. Clair Catholic District School Board is not compensated in any way by Reliable Life Insurance Company regardless of the number of students participating in the insurance program. Our only interest is to protect our students and their families, resulting in healthier and financially secure communities.

1. If the enrolment form for the Student Accident Insurance Plan has not been received, or
2. it has been misplaced, please contact your school office.

Education Act, Ontario: Section 176.4 - Insurance for Pupils

Policy Statement

The St. Clair Catholic District School Board promotes a progressive discipline approach that utilizes a continuum of interventions, supports and consequences to address inappropriate behaviour and promote positive student behaviour.

Policy Goals

The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142 (Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils. The Human Rights Code of Ontario has primacy over provincial legislation and school board policies and procedures such that the Education Act regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1), Ministry of Education Program/Policy Memoranda and Board policies and procedures are subject to and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

It is important that all pupils have safe, caring, accepting and inclusive school environments in order to maximize their learning potential and to ensure a positive school climate for all members of the school community. Therefore, this policy will ensure that:

1. Pursuant to the Education Act, principals will maintain proper order and discipline in schools, and pupils will be responsible to the principal for their conduct. Specific expectations for students are stated in the School Code of Conduct. A principal may delegate some disciplinary responsibilities to a vice principal and/or teacher of the school in accordance with the Education Act, Ministry of Education policies and Board procedures. In such circumstances the delegation of authority and the authority delegated will be clearly identified in Board procedures, as will the supports available to individuals in receipt of the delegated authority.
2. Pupils will accept such discipline as would be exercised by a reasonable, kind, firm and judicious parent.
3. To meet the goal of creating a safe, caring and inclusive school environment, which is accepting of all pupils and promotes the prevention of bullying, the St. Clair Catholic District School Board supports the use of positive practices, as well as consequences for inappropriate behaviour; such as progressive discipline, which includes suspension and expulsion, where necessary.
4. Homophobia, gender-based violence and harassment on the basis of sex, sexual orientation, gender identity, gender expression, status, socio-economic status, disability and/or any other immutable characteristics or grounds protected by the Human Rights Code are unacceptable and the Board shall support the use of positive practices to prevent such behaviour; and authorize principals or their delegates to impose consequences in appropriate circumstances, up to and including a referral to the Discipline Committee of the Board for expulsion from all schools.
5. The Board will use progressive discipline to support a safe, inclusive learning and teaching environment in which every pupil can reach his or her full potential.
6. The Board does not support disciplinary measures that are solely punitive.
7. In order to promote positive pupil behaviours that contribute to creating and sustaining safe, comforting, accepting and inclusive learning and teaching environments, which encourage students to reach their full potential, the Board supports the use of positive practices for:
   1. Prevention
   2. Positive behaviour management
8. The St. Clair Catholic District School Board Bullying Prevention and Intervention Plan will be followed, and it shall be the responsibility of every school, in consultation with the school council and the Safe School Team, to develop a comprehensive strategy that includes expectations for appropriate student behaviour and a prevention strategy to address bullying in a timely manner.
9. When addressing inappropriate behaviour, school staff will consider the particular pupil and the circumstances, including mitigating factors and the nature and severity of the behaviour. A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation. Suspension and expulsion may be considered in circumstances where the infraction has a serious impact on the school climate.
10. In all cases where disciplinary measures might be imposed, teachers, administrators and the Board will consider the safety and dignity of all pupils and the impact of the activity on the school climate.
11. The ministry has updated the following resources to provide information on how staff must handle student incidents that occur at school, at school-related activities or in any other circumstances where the student’s behaviour can have a negative impact on the school climate:
    • Reporting and Responding: A Resource for Board Employees
    • Reporting and Responding to Incidents: A Resource for Occasional Teachers
    • Suspensions and Expulsions: What Parents and Students Need to Know

This policy authorizes the creation of procedures for implementation, which might include requirements described in Ministry of Education PPMs as matters of policy, and any such procedures shall be considered guidelines pursuant to the Education Act and other relevant and/or related Ministry of Education materials, all of which will be sufficient for the purposes of implementing the requirements of Ministry of Education Policy/Program Memoranda.

TABLE OF CONTENTS

1. PROGRESSIVE DISCIPLINE

   1. Administrative Procedures
   2. Bullying Prevention and Intervention Plan
   3. Positive Practices
   4. Early & Ongoing Intervention Strategies - Progressive Discipline Consequences
   5. Addressing Inappropriate Behaviour
   6. Factors to Consider Before Deciding to Utilize a Progressive Discipline
   7. Mitigating Factors
   8. Record
   9. Additional Information
   10. Definitions

2. RESPONDING TO INCIDENTS

   1. 1.0 Administrative Procedures
   2. 2.0 Definitions

3. REPORTING SUSPENSION & EXPULSION INFRACTIONS

   1. Administrative Procedures
   2. Definitions

4. NOTIFICATION

   1. Administrative Procedures
   2. Not Notifying a Parent/Guardian
   3. Definitions

5. SUSPENSION OF PUPIL

   1. Administrative Procedures
   2. Factors to Consider Before Deciding Imposing a Suspension
   3. Mitigating Factors
   4. Other Factors to be Considered
   5. Progressive Discipline
   6. Factors Mitigating Decision to Suspend
   7. Consultation
   8. School Work
   9. Procedural Steps when Imposing a Suspension
   10. Alternative Suspension Program
   11. Planning Meeting
   12. Student Action Plan
   13. Suspension Appeal Process
   14. Suspension Appeal before the Discipline Committee of the Board
   15. Re-entry
   16. Transfer to Another School
   17. Definitions

6. EXPULSION OF PUPIL

   1. Administrative Procedures
   2. Factors to Consider Before Deciding to Impose a Suspension
   3. Mitigating Factors
   4. Suspension Pending Recommendation for Expulsion
   5. Procedural Steps When Imposing a Suspension
   6. Alternative Suspension Program
   7. Planning Meeting
   8. Student Action Plan
   9. Principal’s Investigation
   10. Mitigating Factors
   11. Other Factors to be Considered
   12. Progressive Discipline
   13. Consultation
   14. Decision Not to Recommend Expulsion
   15. Recommendation to the Board for an Expulsion Hearing
   16. The Superintendent will
   17. Hearing before the Discipline Committee
   18. No Expulsion
   19. Expulsion
   20. Re-entry Requirements Following an Expulsion
   21. Appeal of Board Decision to Expel
   22. Definitions

7. EXCLUSION

   1. Administrative Procedures
   2. Definitions

8. MONITORING & REVIEW

   1. Administrative Procedures
   2. Definitions

9. DELEGATION OF AUTHORITY

   1. Administrative Procedures
   2. Delegation of Authority to a Vice Principal
   3. Delegation of Authority to Teacher-in-Charge
   4. Definitions

10. APPENDICIES

    1. Safe Schools Incident Report Form Part 1 & 2
    2. Delegation of Authority
    3. Suspension Letter
    4. Violent Incident Report
    5. Notice of Suspension Review
    6. Suspension Review Decision
    7. Notice of Suspension Appeal
    8. Suspension Appeal
       1. Suspension Appeal Decision
       2. Suspension Appeal Decision of the Discipline Committee
    9. Suspension Pending Possible Recommendation for Expulsion
    10. Decision Letter Not to Recommend Expulsion
    11. Explusion
        1. Notice of Recommendation for Expulsion
        2. Expulsion Decision
        3. Recommendation for Expulsion Decision of the Discipline Committee
    12. Declaration of Performance
    13. Ministry of Education Reference Material

1. Progressive Discipline

   BACKGROUND INFORMATION AND PREMISES

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      Progressive discipline is a non-punitive, whole-school approach that uses a continuum of preventive, 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.

   2. Bullying Prevention and Intervention Plan

      The St. Clair Catholic District School Board will establish a Bullying Prevention and Intervention Plan for the schools of the Board, and will require that all schools implement the Board’s plan. The Board will solicit the views of students, teachers, principals and other staff of the Board, volunteers working in the schools, parents, school councils, the local community, the Special Education Advisory Committee (SEAC), First Nation Metis Inuit (FNMI) and Board Advisory Council (BAC) when establishing the Bullying Prevention and Intervention Plan. The Board’s plan is available to the public on the Board’s website. Principals must post their school’s Bullying Prevention and Intervention Plan on the school website. The Board will review the Bullying Prevention and Intervention Plan at least once every two years and solicit the views of those listed above when reviewing the plan.

      It shall be the responsibility of every school in consultation with the school council, Safe School Team to develop a comprehensive strategy that includes expectations for appropriate student behaviour and a prevention strategy to address bullying in a timely manner. 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 the Bullying Prevention and Intervention Plan include:

      1. bullying prevention and awareness raising strategies
      2. support strategies for student who are victims of bullying, engage in bullying or are bystanders
      3. reporting Requirements as outlined in Student Discipline Policy and aligned with the Board’s Bullying Prevention and Intervention Plan
      4. communication with parents and guardians
      5. annual training for school staff.

      Bullying has been defined as: aggressive and typically repeated behaviour by a pupil where,

      1. the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
      2. causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or
      3. creating a negative environment at a school for another individual, and
      4. the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; (“intimidation”)

      “Bullying” behaviour includes the use of any physical, verbal, electronic, written or other means. Bullying includes bullying by electronic means (commonly known as Cyber-bullying) including,

      1. creating a web page or a blog in which the creator assumes the identity of another person;
      2. impersonating another person as the author of content or messages posted on the internet; and
      3. communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.

      (subsections 1(1) and 1(1.0.0.2) of the Education Act)

      Bullying is a dynamic or unhealthy interaction that can take many forms. It can be physical (e.g. hitting, pushing, tripping), verbal (e.g. name calling, mocking, or making sexist, racist or homophobic comments) or social (e.g. spreading rumours, images, or hurtful comments through the use of e-mail, cell phones, text messaging, internet websites, or other technology). Bullying adversely affects a student’s ability to learn. Bullying adversely affects the school climate, including healthy relationships. Bullying will not be accepted on school property, at school-related activities, on school buses, or in any other circumstances (e.g. online) where engaging in bullying will have a negative impact on the school climate.

      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 are 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 pupil’s 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 pupil’s 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.

      Student support services staff 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, including where such behaviour is based 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 facilities, 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. Support Services will be made available to students who engage in bullying behaviours, who are victims of bullying and to those students who witness incidents of bullying. 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 Board’s 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. Schools shall provide public health units, under the responsibility of the local medical officer of health, the ability to deliver their mandated public health curriculum in accordance with the teaching of the Catholic Church.

      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. The Board will make this information available on the Board website.

   3. 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;
      2. positive behaviour management.

      Positive behaviour management practices include:

      1. program modifications or accommodations;
      2. class placement;
      3. positive encouragement and reinforcement;
      4. individual, peer and group counseling;
      5. conflict resolution/dispute resolution;
      6. mentorship programs;
      7. safety plans;
      8. school, Board and community support programs; and
      9. student success strategies.

      The Board will support pupils who want to establish and lead activities and organizations that promote a safe and inclusive learning environment, the acceptance of and respect for others and the creation of positive school climate including clubs that promote gender equality, anti-racism, awareness and understanding of and respect for people with disabilities, people of all sexual orientations and gender identities, including organizations with the name gay-straight alliance. 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 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 consequences 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.

   4. Early and Ongoing Intervention Strategies – Progressive Discipline Consequences

      A teacher or the principal or vice principal, as appropriate, may utilize early and and/or ongoing intervention strategies to prevent unsafe or inappropriate behaviours. These may include:

      1. contact with pupil’s parent(s)/guardian(s);
      2. oral reminders;
      3. review of expectations;
      4. written work assignment addressing the behaviour, that have a learning component;
      5. volunteer services to the school community;
      6. conflict mediation and resolution;
      7. peer mentoring;
      8. referral to counselling; and/or
      9. consultation between two (2) or more parties.

      In all cases where ongoing intervention strategies are used, the pupil’s parents/guardians should be consulted.

      The teacher, principal or vice principal should keep a record for each pupil whom intervention strategies are utilized. The record should include:

      1. name of the pupil;
      2. date of the incident or behaviour;
      3. nature of the incident or behaviour;
      4. progressive discipline approach used;
      5. outcome; and/or
      6. contact with pupil’s parent/guardian (unless the pupil is an adult).
   5. 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. any act considered by the principal to be injurious to the moral tone of the school;
      2. any act considered by the principal to be injurious to the physical or mental well-being of any member of the school community; and
      3. 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:

      1. meeting with the pupil’s parent(s)/guardian(s), pupil and principal;
      2. referral to a community agency for anger management or substance abuse, counselling/intervention;
      3. detentions;
      4. withdrawal of privileges
      5. restitution for damages
      6. restorative practices; and/or
      7. transfer to another class or school.

      In some cases, short term suspension may also be considered a useful progressive discipline approach.

   6. Factors to Consider Before Deciding to Utilize a progressive Discipline

      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 exacerbated the pupil’s 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 and vice principal must consider:

      1. the particular pupil and circumstances including considering the mitigating and other factors;
      2. the nature and severity of the behaviour;
      3. the impact of the inappropriate behaviour on the school climate; and
      4. consultation with the pupil’s parent(s) guardian(s) (unless the pupil is an adult.
   7. 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. whether the pupil has the ability to control his or her behaviour;
      2. whether the pupil has the ability to understand the foreseeable consequences of his/her behaviour and;
      3. whether the pupil’s continued 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. the pupil’s academic, discipline and personal history;
      2. 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;
      3. 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 of any other reason related to an immutable characteristic;
      4. the impact of the discipline on the pupil’s prospects for further education;
      5. the pupil’s age;
      6. where the pupil has an IEP or disability related needs;
         1. whether the behaviour causing the incident was a manifestation of the pupil’s disability;
         2. whether appropriate individualized accommodation has been provided to the point of undue hardship;
         3. whether a suspension is likely to result in aggravating or worsening the pupil’s behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct; and

      If the pupil’s 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.

   8. Record

      The principal or vice principal should keep a record for each pupil with whom progressive discipline

      approach(es) is/are utilized. The record should include:

      1. name of the pupil;
      2. date of the incident or behaviour;
      3. nature of the incident or behaviour;
      4. considerations taken into account;
      5. progressive discipline approach used;
      6. outcome; and
      7. contact with the pupil’s parent/guardian (unless the pupil is an adult).
   9. Additional Information
      1. The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.
   10. Definitions

       The following definitions apply for the purposes of pupil discipline.

       Adult Pupil – is a pupil who is 18 years or older or 16 or 17 and has removed himself/herself from parental control.

       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 person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyber-bullying), written or other means. (Refer to Section C: Students Procedure 1.0 section 2.0) (subsections 1(1) and 1(1.0.0.2) of the Education Act)

       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.

       Exclusion – subject to an appeal to the Board, the Education Act specifically requires principals to refuse to admit to school or classroom a person whose presence in the school or classroom would in the principal’s judgment be detrimental to the physical or mental well-being of the pupils.

       Harassment – 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.

       Immutable Characteristics – are characteristics that an individual cannot change or that an individual cannot alter about themselves, such as height.

       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.

       Safety Plan - a detailed plan to keep a particular student as well as other students and staff members safe while at school. The safety plan outlines expectations for the student to ensure safety at various times and in various locations. Intervention steps need to be clearly outlined.

       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.

       Superintendent – shall be consistent with and have the meaning attributed to Supervisory Officer in the Education Act and regulations.

       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.

2. Responding to Incidents

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      The Board is committed to supporting safe learning and teaching environments in which every pupil can reach his/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 behaviours 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, unless, in the employee’s opinion, responding would cause immediate physical harm to himself or herself or to a student or another person. 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 principal that fall below the threshold for suspension and expulsion.

      For incidents where suspension or expulsion would not be considered, but Board employees feel it is not safe to respond, they will be expected to verbally inform the principal as soon as possible.

      It is the expectation of the Board that, provided 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. identifying the behaviour as inappropriate and disrespectful;
      3. explaining the impact of the behaviour on others and the school climate;
      4. modeling 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. asking the pupil to explain why and how a different choice with respect to their behaviour would have been more appropriate and respectful; and
      9. 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 and/or disciplinary measures, up to and including a recommendation for expulsion from all schools. Where, in the opinion of the Board employee who works with pupils, the behaviour observed or heard might lead to suspension or suspension with 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.

   2. Definitions

      The following definitions apply for the purposes of pupil discipline.

      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 person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyber-bullying), written or other means. (Refer to Section C: Students Procedure 1.0 section 2.0) (subsections 1(1) and 1(1.0.0.2) of the Education Act)

      Harassment – 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.

      Immutable Characteristics – are characteristics that an individual cannot change or that an individual cannot alter about themselves, such as height.

      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.

      Teacher-in-Charge – is a teacher delegated authority by the principal to undertake specified duties with respect to pupil discipline in the event that the principal or vice principal is not available.

3. Reporting Suspension and Expulsion Infractions

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      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;
      2. possessing alcohol, illegal and/or restricted drugs;
      3. being under the influence of alcohol;
      4. swearing at a teacher or at another person in a position of authority;
      5. committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school;
      6. bullying;
      7. any act that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any similar factor;
      8. any act considered by the principal to be injurious to the moral tone of the school;
      9. any act considered by the principal to be injurious to the physical or mental well-being of members of the school community;
      10. any act considered by the principal to be contrary to the Board or school Code of Conduct.

      The infractions for which a principal may consider recommending to the Board that a pupil be expelled from the pupil’s school or from all schools of the Board include:

      1. possessing a weapon, including possessing a firearm;
      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. any activity listed in the Education Act subsection 305(1) that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any similar factor.
      8. the student has been previously suspended for bullying and the student’s continuing presence in the school creates (in the principal’s opinion) an unacceptable risk to the safety of another person.
      9. giving alcohol to a minor;
      10. 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;
      11. 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;
      12. 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;
      13. 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 Board property;
      14. the pupil has demonstrated through a pattern of behaviour that s/he has not benefited 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 benefit;
      15. 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.
      16. where a student 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 breach of the Board or school Code of Conduct.

      When a Board staff member, transportation provider or employees and contractors of third-party operators who are providing before and/or after school programs for Full Day Kindergarten on the school site becomes aware of any infractions for which a suspension may be imposed by the principal or any infractions for which a principal may consider recommending to the Board that a pupil be expelled, he/she must report the infraction and any details to the principal/vice principal/teacher-in-charge at the earliest, safe opportunity and no later than the end of the school day, or end of a transportation run, if reported by a transportation provider. Where two (2) or more Board staff and/or transportation providers become aware of the same incident, each staff member and transportation provider shall make a report to the principal/vice principal or teacher-in-charge if the administration is not available.

      In certain situations, members of the College of Psychologists of Ontario or the Ontario College of Social Workers and Social Service Workers who are engaged in a clinical relationship with a student shall report incidents of behaviour for which suspension or expulsion must be considered by the principal as soon as it is, in their professional opinion, reasonably possible to do so without having a negative impact on the nature of the clinical relationship. They shall also report, in a manner that is consistent with the code of ethics and the standards of practice of their respective professions, matters that could result in the student doing physical, emotional, or psychological harm to himself or herself or to others.

      The purpose of reporting incidents is to ensure that the principal/vice principal is aware of the behaviour.

      Wherever possible, it is expected that the employee or transportation provider will provide an oral report to the principal/vice principal or teacher-in-charge if the administration is not available, at the earliest, safe opportunity. A written report in the form attached as Appendix 1 Safe Schools Incident Report Form-Part 1 must be submitted to the principal/vice principal or teacher-in-charge if administration is not available, when it is safe to do so and no later than the end of the school day or the end of the transportation run, if reported by a transportation provider. A teacher-in-charge who receives the form–part 1 shall provide it to an administrator at the earliest opportunity.

      Once the form is received, the principal/vice principal will assign a report number to the form and acknowledge the receipt of the form by returning to the employee or transportation provider Safe Schools Incident Reporting Form–part 2, attached as Appendix 1. On the form the principal or vice principal will identify whether or not action was taken. No information identifying pupils will be included on form–part 2. The principal must investigate all reports submitted by board employees, as outlined in subsection 300.2(3) of the Education Act. Once the investigation is complete, the principal must communicate the results of the investigation to the teacher who made the report. If a board employee who is not a teacher made the report, the principal will communicate the results of the investigation to that employee if the principal considers it appropriate. Communication between the principal and school staff about the investigation and the results of the investigation is a shared responsibility, and is an important factor in meeting student needs and fostering collaboration in the school. The principal must not disclose more personal information than is reasonably necessary for the purpose of communicating the results of the investigation, in accordance with subsection 300.2(5) of the Education Act. This information must be provided in a timely manner so that school staff can work with the principal to best meet the needs of students, support a positive school climate, and help prevent future inappropriate behaviour from taking place.

      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. Where the form–part 2 indicates that action has been taken, the employee or transportation provider may destroy the form–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 pupil’s 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 section 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/vice principal shall ensure that all information contained in the form–part 1 that could identify other pupils has been removed/blacked-out before it is filed in the OSR of the pupil who has been disciplined.

      When action is taken against more than one pupil, the form–part 1 shall be filed in each pupil’s OSR, as above, with all identifying information about other pupils removed.

      In circumstances where the victim has also demonstrated inappropriate behaviour during the same incident and the principal or vice principal has responded to the victim’s inappropriate behaviour with progressive discipline short of suspension, the form–part 1 should only be filed in the victim’s OSR if the parents of the victim have been informed of the incident and the victim’s 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 victim’s actions, a copy of the form–part 1 shall NOT be filed in the OSR of the pupil who has been disciplined. When action is taken against more than one pupil, the form-part 1 shall be filed in each pupil’s OSR, as above, with the identifying information about other pupils removed.

      Where the victim has NOT demonstrated any inappropriate behaviour during the incident, the form–part 1 shall only be filed in the victim’s OSR, with the consent of the victim’s parent/guardian if the victim is not an adult pupil. If the victim is an adult pupil, the victim’s consent is required before form–part 1 is filed in his/her OSR.

      In situations where the student who has been harmed has also engaged in a serious student incident, information regarding the incident and the action taken will be placed in the student’s OSR.

      If form–part 1 has been filed in the victim’s 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.

      If the principal has identified the incident as violent, the reporting form – Part 1 – must be retained in that student’s OSR for one year if the student’s suspension was quashed or withdrawn and the record of suspension expunged. Documentation of any other action taken (other than suspension or expulsion) must also be retained for this period. If the student was suspended for a violent incident, the Safe Schools Incident Reporting Form – Part 1 must be retained in the student’s OSR for at least three years.

      If the student was expelled for a violent incident, the Safe School Incident Report Form – Part 1 must be retained in the student’s OSR for at least five years.

      In circumstances where form–part 1 is retained but not filed in a pupil’s OSR, it must be stored in a secure place 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 at least as long as 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.

      Victims of Serious Student Incidents

      The Board supports pupils who are victims of serious incidents of pupil behaviours causing harm contrary to the provincial, Board and school Codes of Conduct. The principal or designate is required to provide information in accordance with Board procedures to the parent/guardian of the pupil who is less than 18 years of age, is not 16 or 17 and has withdrawn from parental control, and where the principal is NOT aware that informing the parent/guardian would put the pupil at risk of harm and would not be in the pupil’s best interests. The principal may inform a parent of a student 18 years of age or older or who is 16 or 17 and has withdrawn from parental control if that student consents to disclosure of information. The Board shall develop appropriate plans to protect the victim and will communicate to parent, guardians of the victim information about the plan and will invite the parent or guardian to have a discussion with the principal about the supports that will be provided for his or her child.

   2. Definitions

      The following definitions apply for the purposes of pupil discipline.

      Administrator – includes a superintendent, principal or vice principal with responsibility for the school in question.

      Adult Pupil – is a pupil who is 18 years or older or 16 or 17 and has removed himself/herself from parental control.

      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.

      Safety Plan - a detailed plan to keep a particular student as well as other students and staff members safe while at school. The safety plan outlines expectations for the student to ensure safety at various times and in various locations. Intervention steps need to be clearly outlined.

      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.

      Teacher-in-Charge – is a teacher delegated authority by the principal to undertake specified duties with respect to pupil discipline in the event that the principal or vice principal is not available.

      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.

4. Notification

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      If the principal believes that a pupil of the school has been harmed as a result of an activity described in subsection 306 (1) or 310 (1) of the Education Act, the principal shall, as soon as reasonably possible, notify, the parent or guardian of the pupil who the principal believes has been harmed; and the parent or guardian of any pupil of the school who the principal believes has engaged in the activity that resulted in the harm.

      When notifying a parent or guardian of a pupil who engaged in the activity, the principal shall disclose,

      1. the nature of the activity that resulted in harm to the other pupil;
      2. the nature of the harm to the other pupil;
      3. the nature of any disciplinary measures taken in response to the activity; and
      4. the supports that will be provided for the pupil in response to his or her engagement in the activity.

      When notifying the parent or guardian of a pupil who the principal believes has been harmed, the principal shall disclose:

      1. the nature of the activity that resulted in harm to the pupil;
      2. the nature of the harm to the pupil; and
      3. the steps taken to protect the pupil’s safety, including the nature of any disciplinary measures taken in response to the activity.
      4. the supports that will be provided for the student in response to the harm that resulted from the activity.

      The principal or vice principal shall provide this information to the parent/guardian of the victim, unless in the opinion of the principal or vice principal providing information to the victim’s parent/guardian would put the victim at risk of harm and would not be in the victim’s best interest, or the victim is an adult pupil. In situations when the principal or vice principal is of the opinion that providing information to the victim’s parent/guardian would put the victim at risk of harm and would not be in the victim’s best interest the principal or vice principal shall consult with the Superintendent of Education of the school or emergency Administrator of the Board. Where the victim is an adult pupil, the principal or vice principal shall inform the parent/guardian only with the victim’s consent

      The principal will advise that steps have been taken with respect to the student who engaged in the activity.

      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, except as is necessary to comply with the notification requirements.

      The principal vice principal shall outline steps being taken by the school to protect the pupil’s safety. These measures might include the development of a safety plan and/or prevention strategies identified in this procedure. The principal or vice principal shall, as appropriate, recommend a referral for the pupil to receive social work support.

      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 victim’s parent/guardian may access for information, assistance and support.

      A written list of community contacts will be made available to the victim and/or the victim’s parent/guardian. This list shall also be available on the Board’s 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 victim’s parent/guardian in a form accessible to the parent/guardian.

      The principal or vice principal may communicate to the victim’s parent/guardian any school wide initiatives or preventative progressive discipline measures that have been or will be implemented as a result of the incident and/or other similar incidents. The principal or vice principal shall NOT disclose the specific disciplinary measures that might have been imposed. Where the pupil(s) disciplined shall no longer be attending the same school as the victim, this fact may be confirmed.

      When notifying a parent or guardian as set out above, the principal shall invite the parent or guardian to discuss with the principal about the supports that will be provided for his or her child.

   2. Not Notifying a Parent/Guardian

      Where, in the opinion of principal/vice principal/teacher-in-charge, providing information to the victim’s parent/guardian would put the victim at risk of harm, such that notification would not be in the victim’s 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 victim’s 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 victim’s disclosure, whether or not the victim is a child in need of protection and, if so, make a report to the Children’s Aid Society, and if in doubt, the principal or vice principal shall make a no-names call to Children’s Aid Society to inquire about the appropriateness of making a report;
      2. consult his/her superintendent or emergency administrator that the parent/guardian was not informed and why;
      3. document in the Student Information System why the parent/guardian was not notified;
      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 victim’s 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 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. 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 Board’s 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.

   3. Definitions

      The following definitions apply for the purposes of pupil discipline.

      Administrator – includes a superintendent, principal or vice principal with responsibility for the school in question.

      Adult Pupil – is a pupil who is 18 years or older or 16 or 17 and has removed himself/herself from parental control.

      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 person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyber-bullying), written or other means. (Refer to Section C: Students Procedure 1.0 section 2.0) (subsections 1(1) and 1(1.0.0.2) of the Education Act)

      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.

      Immutable Characteristics – are characteristics that an individual cannot change or that an individual cannot alter about themselves, such as height.

      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.

      Superintendent – shall be consistent with and have the meaning attributed to Supervisory Officer in the Education Act and regulations.

      Teacher-in-Charge – is a teacher delegated authority by the principal to undertake specified duties with respect to pupil discipline in the event that the principal or vice principal is not available.

5. Suspension of a Pupil

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      When a principal/vice principal’s investigation of an incident, which should include consultation with the adult pupil or the pupil’s 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 Protocol Between the Police and School Boards 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:

      • 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 pupil’s school or to property located on the premises of the pupil’s school;
      • bullying;
      • any act that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any similar factor
      • 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 members of the school community;
      • any act considered by the principal to be contrary to the Board or school Code of Conduct.

      A pupil may be suspended only once for any incident or 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.

   2. 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 vice principal (in case of suspension for five (5) or fewer days) will make every effort to consult with the pupil, where appropriate, and the pupil’s parent(s)/guardian(s) (if the pupil is not an adult) to identify whether any mitigating and/or other factors might apply in the circumstances.

      Before applying any progressive discipline consequence, including suspension, 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 pupil’s disadvantaged position in society, and whether or not accommodation to the point of undue hardship is required.

   3. Mitigating Factors

      The mitigating factors to be considered by the principal or vice principal before deciding whether to impose a suspension are:

      • 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/her behaviour; and
      • whether the pupil’s 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/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.

   4. 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:

      • the pupil’s 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 pupil’s prospects for further education;
      • the pupil’s age;
      • where the pupil has an IEP or disability related needs,
        1. whether the behaviour causing the incident was a manifestation of the pupil’s disability;
        2. whether appropriate individualized accommodation has been provided to the point of undue hardship; and
        3. whether a suspension is likely to result in aggravating or worsening the pupil’s behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct; and
      • whether or not the pupil’s continuing presence at the school creates an unacceptable risk to the safety of anyone in the school.
   5. 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 utilized early and/or ongoing intervention strategies to prevent unsafe or inappropriate behaviours, such as:
      2. contact with the pupil’s parent(s)/guardian(s);
      3. oral reminders;
      4. review of expectations;
      5. written work assignments with a learning component;
      6. assigning the pupil to volunteer services to the community;
      7. conflict mediation and resolution;
      8. peer mentoring;
      9. referral to counselling; and/or
      10. consultation between two (2) or more of the parties.
      11. 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 pupil’s 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.
   6. 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 to 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.

   7. Consultation

      Before imposing a suspension of eleven (11) or more school days, the principal shall consult with the superintendent regarding:

      • 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.
   8. 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 pupil’s designate or the pupil’s 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 Suspension Program (ASP) for pupils subject to lengthy suspension. A pupil participating in an ASP is not considered to be engaging in school or school-related activities.

   9. 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 vice principal is required to affect the following procedural steps:

      1. within 24 hours of the decision, the principal or vice principal must make all reasonable efforts to orally inform the adult pupil or the pupil’s parent/guardian of the suspension;
      2. the principal or vice principal must inform the pupil’s teacher(s) of the suspension;
      3. school work is to be provided for the pupil to be completed during the duration of the pupil’s suspension;
      4. the principal or vice principal must provide written notice of the suspension to the pupil, the pupil’s parent/guardian (unless the pupil is an adult pupil) and the superintendent;
      5. the written notice of suspension will include:
         1. the reason for suspension;
         2. the duration of the suspension, including the pupil’s date of return to school;
         3. information about the ASP the pupil is assigned to, where the pupil is suspended for six (6) or more school days;
         4. information about the right to appeal the suspension, including the relevant policies and guidelines and the contact information for the superintendent (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 pupil’s 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 e-mailed to the home address that day and school work should be made available for the adult pupil’s designate or pupil’s parent/guardian or designate to pick-up from the school the following school day;
         1. 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;
         2. 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, a Violent Incident Form should be filled out and filed in the pupil’s Ontario Student Record (see the Board’s Violent Incident Form attached as Appendix 4).
   10. Alternative Suspension Program (ASP)

       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. 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 pupil’s 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 pupil’s modified or alternative curriculum to be completed at home for the duration of his/her suspension. The school work will be available at the school for pick-up by the adult pupil’s designate or the pupil’s 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 pupil’s 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.

       Agreement or refusal to participate in an ASP may be communicated to the school orally by the adult pupil or the pupil’s parent/guardian. Where the adult pupil or pupil’s parent/guardian declines the offer to participate in an ASP, the principal or vice principal shall record the date and time of such refusal.

   11. 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.

       1. the adult pupil or pupil’s 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 pupil’s parent/guardian shall be invited for the purpose of providing input;
       2. the planning meeting will be scheduled to occur within two (2) school days of the adult pupil or the pupil’s parent/guardian informing the school that the pupil will participate in an ASP;
       3. if the adult pupil or the pupil’s parent/guardian is 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;
       4. during the planning meeting the principal or vice principal shall review the issues to be addressed in the pupil’s SAP.
   12. 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 pupil’s 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 counselor, special education teacher, classroom teacher, child and youth worker/or social worker;
       • the principal will make every effort to complete the SAP within five (5) school days following the adult pupil or the pupil’s parent/guardian informing the school that the pupil will participate in an ASP;
         1. this timeline will be communicated to the adult pupil and/or the pupil’s parent/guardian if they are unable to attend the planning meeting for the purpose of providing input;
         2. the principal must ensure that the pupil is provided with school work until the SAP is in place;
         3. once completed, the SAP will be shared with the adult pupil, or the pupil’s parent/guardian and the pupil and all necessary staff to facilitate implementation;
         4. a copy of the SAP will be stored in the pupil’s Ontario Student Record until such time as it is no longer conducive to the improvement of instruction of the pupil.

       The SAP will identify:

       • 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;
       • any program(s) or service(s) that might be provided to address those learning or other needs;
       • 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;
       • where the pupil has an IEP and/or disability related needs, information regarding how the accommodations/modifications of the pupil’s academic program will be provided during the period of suspension;
       • 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
       • the measurable goals the pupil will be striving to achieve during the period of suspension.
   13. Suspension Appeal Process

       The adult pupil or the pupil’s parent/guardian may appeal a suspension.

       All suspension appeals will be received by the superintendent.

       • 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;
         1. 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;

       4. 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:

       • will promptly advise the school principal of the appeal;
       • will promptly advise the adult pupil or the pupil’s parent/guardian that a review of the suspension will take place; (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 regarding modification or expunging the suspension;
       • will request a meeting with the adult pupil or the pupil’s 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 pupil’s parent/guardian. (see the template letter at Appendix 6)

       Where the suspension is upheld on review and the adult pupil or pupil’s parent/guardian chooses to continue with the appeal, the superintendent will:

       • coordinate the preparation of a written report for the Board. This report will contain at least the following components:
         1. a report prepared by the principal regarding the incident, the rationale for suspension and how the principles of equity and inclusion were applied;
         2. a copy of the original suspension letter;
         3. a copy of the letter requesting the suspension appeal; and
         4. a copy of the correspondence with respect to the decision of the superintendent regarding the suspension review.
       • inform the adult pupil or the pupil’s 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).
       • ensure that the item is placed on the Discipline Committee’s agenda.

       The parties in an appeal to the Discipline Committee shall be:

       • the principal; and
       • the adult pupil or the pupil’s parent/guardian, if they appealed the decision.
   14. 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 pupil’s parent/guardian may bring legal counsel, an advocate or support person with them to the appeal.

       • 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 appellant’s 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 administration’s 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 pupil’s 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 pupil’s disadvantaged position in society and whether the decision to discipline and the discipline imposed was reasonable in the circumstances, and shall either:

       • 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 8).

   15. 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 pupil’s parent/guardian if possible, to provide positive and constructive redirection for the pupil. Where the pupil has participated in an ASP, the pupil’s success in achieving the goals outlined in the SAP will be reviewed with the adult pupil or the pupil’s parent/guardian and 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.

   16. Transfer to 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 vice principal shall ensure that a transition plan is developed identifying any additional supports and resources required in the principal’s/designate’s opinion to ensure a successful transition, which might include where appropriate referrals for social work support, child and youth worker 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, 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. The receiving school must be in possession of the student’s OSR prior to the occurrence of the transfer meeting, and the OSR must be available to be consulted at this meeting. 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.

   17. Definitions

       The following definitions apply for the purposes of pupil discipline.

       Adult Pupil – is a pupil who is 18 years or older or 16 or 17 and has removed himself/herself from parental control.

       Daily Care – a person with daily care is an adult person (18 years or older) who is not the custodial parent/guardian of a pupil who is less than 18 years old, but is a person who cares for the pupil on a daily basis and is known by the school to provide daily care, for example a grandparent, aunt, uncle, older brother or sister.

       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.

       Harassment – 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.

       Immutable Characteristics – are characteristics that an individual cannot change or that an individual cannot alter about themselves, such as height.

       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.

       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.

       Superintendent – shall be consistent with and have the meaning attributed to Supervisory Officer in the Education Act and regulations.

       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.

6. Expulsion of Pupil

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administration Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      Subject to the Factors to Consider Before Imposing a Suspension (see below) reasonable grounds to believe 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, the principal shall suspend the pupil.

      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 Protocol Between the Police and School Boards if the infraction the pupil is suspected of committing requires such contact. The principal shall consult with his/her superintendent.

      The enumerated activities are:

      1. Possessing a weapon, including possessing a firearm;
      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. Any activity listed in the Education Act subsection 306(1) that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any similar factor
      8. The student has been previously suspended for bullying and the student’s continuing presence in the school creates (in the principal’s opinion) an unacceptable risk to the safety of another person.
      9. Giving alcohol to a minor;
      10. 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;
      11. 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;
      12. 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;
      13. 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 Board property;
      14. The pupil has demonstrated through a pattern of behaviour that s/he has not benefited by the instruction available to him or her and that s/he is persistently resistant to making changes behaviour which would enable him or her to benefit;
      15. 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.
      16. Where a student has no history of discipline or behaviour intervention or no relevant history of a single act, incident or infraction considered by the principal to be a serious breach of the Board or school Code of Conduct.
   2. Factors to Consider Before Imposing a Suspension

      When deciding whether or not to impose a suspension pending a possible recommendation for expulsion the principal will make every effort to consult with the pupil, where appropriate, and the pupil’s 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.

   3. Mitigating Factors

      The mitigating factors to be considered by the principal before deciding whether to impose a suspension are:

      • 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/her behaviour; and
      • whether the pupil’s 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/her behaviour and does not understand the foreseeable consequences of his/her behaviour, the principal shall not suspend the pupil. Other progressive discipline and/or other intervention may be considered by the principal in such circumstances, consistent with the Ontario Human Rights Code.

      If the pupil does not have the ability to control his or her behaviour and does not understand the foreseeable consequences of his/her behaviour but poses an unacceptable risk to the safety of others in the school, the principal will consult with his/her superintendent regarding appropriate accommodations and/or strategies that might be instituted to ensure pupil and staff safety.

      Where the pupil is able to control his/her behaviour and is able to understand the foreseeable consequences of his/her behaviour, the 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:

      • the pupil’s academic, disciplinary 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 identify, sexual orientation or other immutable characteristic or harassment for any other reason;
      • the impact of the discipline on the pupil’s prospects for further education;
      • the pupil’s age;
      • whether the pupil has an Individual Education Plan (IEP) or disability related need,
      1. whether the behaviour causing the incident was a manifestation of the pupil’s disability;
      2. whether appropriate individualized accommodation has been provided to the point of undue hardship; and
      3. whether a suspension is likely to result in aggravating or worsening the pupil’s behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct; and

      An 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.

   4. Suspension Pending Recommendation for Expulsion

      If the pupil is to be suspended pending an investigation, the pupil should be suspended for (20) twenty school days. If the pupil has been suspended pending an investigation to determine whether the pupil will be recommended for expulsion, the principal must assign the pupil to a program for suspended pupils (ASP).

      If the pupil has been suspended for twenty (20) school days, the principal must undertake an investigation to determine whether to recommend to the Discipline Committee that the pupil be expelled.

   5. Procedural Steps When Imposing a Suspension

      When imposing a suspension the principal is required to affect the following procedural steps:

      1. within 24 hours of the decision, the principal must make all reasonable efforts to orally inform the adult pupil or the pupil’s parent/guardian of the suspension;
      2. the principal must inform the pupil’s teacher(s) of the suspension;
      3. the principal must provide written notice of the suspension to the adult pupil or the pupil’s parent/guardian and pupil and the superintendent. The written notice of suspension will include:
         1. the reason for suspension;
         2. the duration of the suspension;
         3. information about the program for suspended pupils the pupil is assigned to;
         4. information about the investigation the principal is conducting to determine whether to recommend expulsion;
         5. 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 template letter - Appendix 9).
      4. every effort should be made to include the school work with the letter of suspension to the pupil and the pupil’s 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 pupil’s designate or the pupil’s parent/guardian or designate to pick up from the school the following school day.
         1. 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.
         2. if notice is sent by fax or e-mail, it is deemed to have been received the first school day after it was sent.
      5. 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 pupil’s Ontario Student Record (see the Board’s Violent Incident Form attached as Appendix 4).
   6. Alternative Suspension Program (ASP)

      Where a pupil has been suspended pending an investigation to determine whether to recommend an expulsion, the pupil will be assigned an Alternative Suspension Program (ASP) for pupils subject to lengthy suspension. The principal or vice principal shall communicate to the adult pupil or the pupil’s parent/guardian the purpose and nature of the ASP.

      A pupil cannot be compelled to participate in an ASP. Should the adult pupil or the pupil’s 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 pupil’s 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 pupil’s designate or the pupil’s parent/guardian or a designate at regular intervals during the suspension period beginning the school day after the adult pupil or the pupil’s 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 pupil’s 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.

   7. 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 pupil’s 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 pupil’s parent/guardian informing the school that the pupil will participate in an ASP;
      • if the adult pupil or the pupil’s parent/guardian is 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 pupil’s SAP.
   8. 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 pupil’s 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 counselor, special education teacher, classroom teacher, child and youth worker 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 pupil’s parent/guardian informing the school that the pupil will participate in an ASP;
      • this timeline will be communicated to the adult pupil or the pupil’s 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 pupil’s parent/guardian and pupil and all necessary staff to facilitate implementation;
      • copy of the SAP will be stored in the pupil’s Ontario Student Record until such time as it is no longer conducive to the improvement of instruction of the pupil.

      The SAP will identify:

      • the incident for which the pupil was suspended;
      • the progressive discipline steps taken prior to the suspension, if any;
      • 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;
      • any program(s) or service(s) that might be provided to address those learning or other needs;
      • 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;
      • where the pupil has an IEP or disability related needs, information regarding how the accommodations/modifications of the pupil’s academic program will be provided during the period of suspension;
      • 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
      • the measurable goals the pupil will be striving to achieve during the period of suspension.
   9. 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 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 pupil’s 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:

      • make all reasonable efforts to speak with the adult pupil or the pupil’s 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 pupil’s 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.
   10. Mitigating Factors

       The mitigating factors to be considered by the principal before deciding whether to recommend an expulsion are:

       • 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 pupil’s continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school.
   11. 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.

       • the pupil’s 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 pupil’s prospects for further education;
       • the pupil’s age;
       • where the pupil has an IEP or disability related needs:
         1. whether the behaviour causing the incident was a manifestation of the pupil’s disability;
         2. whether appropriate individualized accommodation has been provided to the point of undue hardship; and
         3. whether a suspension is likely to result in aggravating or worsening the pupil’s behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further inappropriate conduct.
   12. 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 preventive 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- e.g. Virtues Project;
          • citizenship development;
          • student leadership;
          • promoting healthy student relationships; and
          • promoting healthy lifestyles.

          Positive behaviour management practices include:

          • program modifications or accommodations;
          • classroom 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.
       2. whether the teacher, principal or vice principal has utilized early and/or ongoing intervention strategies to prevent unsafe or inappropriate behaviours such as:
          • contact with the pupil’s parents(s)/guardian(s);
          • oral reminders;
          • review of expectations;
          • written 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 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:
          • meetings(s) with the pupil’s 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.
   13. Consultation

       Before making a decision the principal will make every effort to consult with the pupil and the pupil’s parent/guardian (unless the pupil is an adult pupil).

   14. 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:

       • 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 expulsion of the pupil, the principal will provide written notice of his decision to the adult pupil or the pupil’s parents/guardian and pupil. The notice shall include:

       • a statement of the principal’s 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:
         1. a copy of the Board policies and guidelines regarding suspension appeals;
         2. contact information for the School Superintendent responsible for discipline;
         3. 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 he decision not to recommend expulsion; or
         4. 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 Appendix10).
   15. 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 pupil’s parent or guardian (unless the pupil is an adult pupil) prior to the hearing. The report will include;
          1. a summary of the findings the principal made in the investigation;
          2. an analysis of which, if any, mitigating or other factors or Human Rights Code related grounds might be applicable;
          3. a recommendation of whether the expulsion should be from the school or from the Board; and
          4. 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.
       2. provide written notice of the expulsion hearing to the adult pupil or the pupil’s parent/guardian and pupil. The notice shall include:
          1. 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;
          2. a copy of the Board’s guidelines and rules governing the hearing before the Discipline Committee;
          3. a copy of the Board Code of Conduct and school Code of Conduct;
          4. a copy of the suspension letter;
          5. a statement that the pupil and/or his or her parent/guardian has the right to respond to the principal’s report in writing;
          6. 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.
          7. the name and contact information for the superintendent (see the template letter at Appendix 11).
   16. The Superintendent will:
       • advise the Trustee(s) for the school involved of the general details of the incident, including actions taken or pending;
       • receive the principal’s report for the Discipline Committee;
       • determine whether to arrange a meeting with the adult pupil or the pupil’s parent/guardian and pupil and the principal, as appropriate;
         1. if a meeting is arranged, the superintendent will review the Discipline Committee process for expulsion hearings, as well as respond to any questions or concerns the pupil or the pupil’s parent/guardian may have regarding the process or incident; and
         2. if a meeting is arranged, during the meeting the superintendent may assist to narrow the issues and identify agreed upon facts.
       • prepare a package of documents for the Discipline Committee, which will include at least the following components:
         1. a copy of the principal’s report; and
         2. a copy of the original suspension letter and the notice of expulsion sent to the adult pupil or pupil’s parent/guardian.
       • inform the adult pupil or the pupil’s parent/guardian of the date and location of the expulsion hearing; provide a copy of the Expulsion Hearing Rules and a copy of the documentation to the Discipline Committee;
       • ensure that the item is placed on the Discipline Committee agenda.
   17. Hearing before the Discipline Committee

       If the principal recommends expulsion, the Discipline Committee shall hold a hearing.

       Parties before the Discipline Committee will be:

       • the principal; and
       • the adult pupil or the pupil’s parent/guardian.

       If a pupil is not a party, he/she 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 pupil’s 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:

       • 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.

       In determining whether to impose an expulsion the Discipline Committee shall consider the following factors:

       • the mitigating and other factors:
         1. whether the pupil has the ability to control his or her behaviour;
         2. whether the pupil has the ability to understand the foreseeable consequences of his/her behaviour;
         3. whether the pupil’s continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school;
         4. the pupil’s academic, discipline and personal history;
         5. 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;
         6. 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;
         7. the impact of the discipline on the pupil’s prospects for further education;
         8. the pupil’s age;
         9. where the pupil has an IEP or disability related needs;
            1. whether the behaviour causing the incident was a manifestation of the pupil’s disability;
            2. whether appropriate individualized accommodation has been provided to the point of undue hardship; and
            3. whether an expulsion is likely to result in aggravating or worsening the pupil’s behaviour or conduct or whether an expulsion is likely to result in a greater likelihood of further inappropriate conduct; and
            4. whether or not the pupil’s 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 principal’s report provided before the completion of the hearing;
       • 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 pupil’s disadvantaged position in society, and whether or not accommodation is required in the circumstances; and
       • such matters as the Discipline Committee considers appropriate

       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.

   18. 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:

       • consider whether other 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;
       • quash the suspension and expunge the record such that no record of the suspension remains in the Ontario Student Record; or
       • 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 Committee’s decision with respect to the suspension is final.

   19. 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:
          1. whether the pupil has the ability to control his or her behaviour;
          2. whether the pupil has the ability to understand the foreseeable consequences of his other behaviour;
          3. whether the pupil’s continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school;
          4. the pupil’s academic, discipline and personal history;
          5. 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;
          6. 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;
          7. the impact of the discipline on the pupil’s prospects for further education;
          8. the pupil’s age;
          9. where the pupil has an IEP or disability related needs:
             1. whether the behaviour causing the incident was a manifestation of the pupil’s disability;
             2. whether appropriate individualized accommodation has been provided to the point of undue hardship;
             3. whether a school or Board expulsion is likely to result in aggravating or worsening the pupil’s behaviour or conduct or whether it is likely to result in a greater likelihood of further inappropriate conduct; and
             4. whether or not the pupil’s continuing presence at the school creates an unacceptable risk to the safety of anyone in the school.
       2. the application of the Ontario Human Rights Code;
       3. all submissions and views of the parties;
       4. any written response to the principal’s report provided before the completion of the hearing:
       5. 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 exacerbated the pupil’s disadvantaged position in society, and whether or not accommodation is required in the circumstances; and
       6. such other matters as the Discipline Committee considers appropriate.

       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 as 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:

       • 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 template letter - Appendix 11).
   20. 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 he/she 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 he/she was expelled.

       • 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.
   21. Appeal of Board Decision to Expel

       The adult pupil or the pupil’s 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.

       • 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.

   22. Definitions

       The following definitions apply for the purposes of pupil discipline.

       Adult Pupil – is a pupil who is 18 years or older or 16 or 17 and has removed himself/herself from parental control.

       Board Expulsion – is an expulsion from all schools of the Board.

       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 person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyber-bullying), written or other means. (Refer to Section C: Students Procedure 1.0 section 2.0) (subsections 1(1) and 1(1.0.0.2) of the Education Act)

       Daily Care – a person with daily care is an adult person (18 years or older) who is not the custodial

       parent/guardian of a pupil who is less than 18 years old, but is a person who cares for the pupil on a daily basis and is known by the school to provide daily care, for example a grandparent, aunt, uncle, older brother or sister.

       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.

       Exclusion - the Education Act specifically gives principals the power to exclude students from their schools who are deemed to be a safety risk to others or to themselves.

       Harassment – 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.

       Immutable Characteristics – are characteristics that an individual cannot change or that an individual cannot alter about themselves, such as height.

       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.

       Safety Plan - a detailed plan to keep a particular student as well as other students and staff members safe while at school. The safety plan outlines expectations for the student to ensure safety at various times and in various locations. Intervention steps need to be clearly outlined.

       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 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.

       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.

7. Exclusion

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      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 Board’s Exclusion Policy and Exclusion Procedures and consistent with the Human Rights Code.

      If a principal does decide that it is necessary to exclude a student from the school, he or she is expected to notify the student’s 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 pupil’s educational program should be modified such that the pupil is not participating in one or more specific 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 either during or outside school hours in another part of the school as part of progressive discipline that has been imposed by the principal or designate.

   2. Definitions

      The following definitions apply for the purposes of pupil discipline.

      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 person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyber-bullying), written or other means. (Refer to Section C: Students Procedure 1.0 section 2.0) (subsections 1(1) and 1(1.0.0.2) of the Education Act)

      Exclusion - the Education Act specifically gives principals the power to exclude students from their schools who are deemed to be a safety risk to others or to themselves.

      Superintendent – shall be consistent with and have the meaning attributed to Supervisory Officer in the Education Act and regulations.

8. Monitoring and Review

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      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 safe school plan and to evaluate the effectiveness of safe schools policies, procedures and programs through the use of school climate surveys.

      Anonymous school climate surveys of students, staff and parents shall be conducted by the school at least once 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 include questions about bullying, harassment related to sexual orientation, gender identity and gender expression 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 school climate surveys are voluntary and parents/guardians can choose not to have their child participate.

      The results of climate surveys shall be shared with Safe Schools Teams in order to assist the teams in building 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 maybe the principal or vice principal.

   2. Definitions

      The following definitions apply for the purposes of pupil discipline.

      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 person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyber-bullying), written or other means. (Refer to Section C: Students Procedure 1.0 section 2.0) (subsections 1(1) and 1(1.0.0.2) of the Education Act)

      Harassment – 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 pupil’s disability – is behaviour that results from a pupil’s 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.

      Safe School Plan – a site based plan that comprehensively addresses school wide safety issues.

      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.

9. Delegation of Authority

   BACKGROUND INFORMATION AND PREMISES:

   The Provincial Code of Conduct, the St. Clair Catholic District School Board Code of Conduct, the School Code of Conduct and the Education Act (as amended). Ontario Regulation 472/07, Policy/Program Memorandum (PPM) 128 (Provincial and School Board Code of Conduct), 141 (Programs for Long Term Suspension), 142(Expulsion Programs), 144 (Bullying Prevention) and 145 (Progressive Discipline), 119 (Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ontario Regulation 181/98 (Identification and Placement of Exceptional Students), together with the Board’s discipline policies and procedures create expectations for behaviour for all persons on school property and outline strategies to be taken to reduce incidents and impose appropriate consequences for pupils.

   This procedure outlines the expectations for the process to be used by the Board when imposing appropriate consequences for pupils. The process set out in these procedures shall be informed by and implemented in accordance with the principles of equity and inclusion articulated in PPM 119 (Equity and Inclusive Education). The Human Rights Code of Ontario has primacy over provincial legislation and policies, as well as school Board policies and procedures, such that the Education Act, regulations, including amendments to section 306 subsection 306(1) and section 310 subsection 310(1). Ministry of Education Program/Policy Memoranda, and Board policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

   Progressive discipline, preventative strategies, use of positive practices as well as early and ongoing intervention strategies will be utilized to prevent or address inappropriate behaviour.

   In responding to situations, mitigating and other factors will be considered. It is incumbent on the principal or designate to maintain documentation and adhere to the communication protocols of the policy when notifying parents/guardians as permitted by the policy.

   1. Administrative Procedures

      A pupil in junior kindergarten, kindergarten, grade 1, 2, or 3 shall not be suspended as per Education Act section 306 subsection 306(1) and section 310 subsection 310(1). Activities listed in subsection 310(1) will still be subject to mandatory suspensions, pending the results of an investigation.

      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 Board’s 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.

   2. 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 Protocol Between the Police and School Boards.

      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 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 vice principal 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 victim’s 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 transfer meetings.

      Authority delegated to the vice principal shall be identified, in writing, in documentation identifying all of the vice principal’s responsibilities and duties within the school, and may include one or more of the following:

      1. receive reports about suspensions and expulsion infractions from Board employees and transportation providers;
      2. contact police in accordance with the Protocol Between the Police and School Boards;
      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 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 principal’s presence in the school.

      Despite authority to conduct investigations and inquiries, as noted above, where, in the vice principal’s 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 or superintendent throughout the investigation process.

      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.

   3. 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 or vice principal and when the principal and vice principal are not available for three (3) or more days, the superintendent.

      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 Protocol Between the Police and School Boards.

      A teacher-in-charge may be delegated authority by the principal to conduct an investigation when an infraction has occurred requiring further information before action can be taken. 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 or vice principal, and if the principal and vice principal are not available for three (3) or more days, the superintendent, 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, or the vice principal if the principal is not available, at the earliest opportunity, and in the event that the principal and vice principal are not available for three (3) or more days, the superintendent.

      In such circumstances, the teacher-in-charge may be delegated authority to provide information to the parent/guardian of a pupil, who is NOT an adult pupil and where the teacher-in-charge is NOT of the opinion that informing the parent/guardian would put the pupil at risk of harm, about the fact that harm has been caused and the nature of the harm that has occurred. The teacher-in-charge shall also inform the parent/guardian that, at the earliest opportunity, an administrator will contact the parent/guardian to provide further information about the activity causing harm and the steps that will be taken to support the victim and ensure the victim’s safety. The teacher-in-charge may inform a parent/guardian of an adult pupil if that pupil consents to the disclosure of information.

      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 consider and implement progressive discipline measures 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, he/she 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 that the administration will not be available.

   4. Definitions

      The following definitions apply for the purposes of pupil discipline.

      Administrator – includes a superintendent, principal or vice principal with responsibility for the school in question.

      Adult Pupil – is a pupil who is 18 years or older or 16 or 17 and has removed himself/herself from parental control.

      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 person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyber-bullying), written or other means. (Refer to Section C: Students Procedure 1.0 section 2.0) (subsections 1(1) and 1(1.0.0.2) of the Education Act)

      Discipline Committee – a committee of three (3) or more Trustees designated to determine suspension appeals and recommendations for expulsion.

      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 principal or vice principal of the school not be available in emergency circumstances.

      Manifestation of a pupil’s disability – is behaviour that results from a pupil’s 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.

      Safety Plan - a detailed plan to keep a particular student as well as other students and staff members safe while at school. The safety plan outlines expectations for the student to ensure safety at various times and in various locations. Intervention steps need to be clearly outlined.

      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.

      Superintendent – shall be consistent with and have the meaning attributed to Supervisory Officer in the Education Act and regulations.

      Teacher-in-Charge – is a teacher delegated authority by the principal to undertake specified duties with respect to pupil discipline in the event that the principal or vice principal is not available.

Notice of Suspension Review

Suspension Review Decision

Notice of Suspension Appeal

Suspension Appeal Decision

Suspension Appeal Decision of the Discipline Committee

Suspension Pending Possible Recommendation for Expulsion

Decision Letter Not to Recommend Expulsion

Notice of Recommendation for Expulsion

Expulsion Decision

Recommendation for Expulsion Decision of the Discipline Committee

Declaration of Performance

Policy & Procedures

POLICY

Sec. C: Students

Student Use of Guide Dogs and Service Animals

Date: 2010 11 24 / 2016 05 24 / 2020 01 28

Policy Statement

The St. Clair Catholic District School Board is committed to the learning of all students and provides a range of differentiated placements, programs and interventions to support student success. It is the policy of the St. Clair Catholic District School Board, in accordance with its obligations pursuant to the Ontario Human Rights Code, to provide individualized accommodation to students with disabilities to enable them to have meaningful access to education services.

Policy Goals

1. Service Dog or Service Animal accompany the student while attending school or a school-related event, each such request shall be reviewed individually by the St. Clair Catholic District School Board considering the student’s dignity, integration, independence and disability-related learning needs and the accommodations available to enable meaningful access to education.
2. Pursuant to the Education Act and regulations, a school building is not a place to which the public is customarily admitted.
3. The process of accommodation shall also consider:
   1. The competing human rights of other students and of staff;
   2. The impact of the Guide Dog, Service Dog or Service Animal on the learning environment;
   3. The health and safety of all individuals who are or might be in the school, on school grounds or at a school-related event.
4. A copy of this policy shall be available in accessible formats on the St. Clair Catholic District School Board’s website and may be requested by a parent or adult student in a different language through the school attended by the student.
5. The Board shall retain data regarding the requests for Guide Dogs, Service Dogs and Service Animals.

Policy & Procedures

Procedure

Sec. C: Students

Student Use of Guide Dogs and Service Animals

Date: 2010 11 24 / 2016 05 24 / 2020 01 28

Administrative Procedures

1. It is the policy of the St. Clair Catholic St. Clair Catholic District School Board in accordance with its obligations pursuant to the Ontario Human Rights Code to provide individualized accommodation to students with disabilities to enable them to have meaningful access to education services in a manner that respects their dignity, maximizes integration and facilitates the development of independence.
   1. The School Board utilizes a variety of placements, differentiated programming, and evidence-based interventions and strategies to provide meaningful access to education for students who have disability-related needs that impact their learning.
   2. The School Board does not provide Guide Dogs, Service Dogs or Service Animals to students.
   3. The School Board encourages any family considering the purchase of a Guide Dog, Service Dog or Service Animal to meet with the school principal or superintendent before making a commitment.
2. This Administrative Procedure identifies the individualized process to be followed when a parent or adult student applies to the School Board to have a Guide Dog, Service Dog or Service Animal accompany the student while the student is attending school or a school-related event.
3. Pursuant to the Education Act and regulations, a school building is not a place to which the public is customarily admitted. Pursuant to the Education Act and Ontario Regulation 474/00 Access to School Premises, the St. Clair Catholic St. Clair Catholic District School Board requires each school to have a process for visitors.
4. Any determination of whether a Guide Dog, Service Dog or Service Animal is an appropriate accommodation for a student while receiving education services is a decision of the School Board. A regulated health professional cannot unilaterally prescribe that a Guide Dog, Service Dog or Service Animal be a specific accommodation while the student is receiving education services at school.
5. When an adult student or parent seeks to have their child attend school or school related events with a Guide Dog / Service Dog, both the Guide Dog / Service Dog and the Student Handler must be certified as having been successfully trained by an accredited training facility.
   1. Only in exceptional circumstances subject to the standards of undue hardship pursuant the Human Rights Code, will the School Board consider an application for a student who will not be acting as the primary trained Handler of the Guide Dog / Service Dog.
6. Only in exceptional circumstances subject to the standards of undue hardship pursuant the Human Rights Code, will the School Board consider Service Animals, other than dogs, as an accommodation for a student and only if other reasonable methods of accommodation in the school setting have been unsuccessful in meeting the demonstrated disability-related learning needs of the student.

Expectations

1. Once the application and all necessary documentation is received by the school principal, a review will take place by the Board team supporting the student and a meeting shall be scheduled to review the accommodation request. Every effort will be made to review the documentation and schedule a meeting in a reasonable timeframe.
2. A meeting with the Board team supporting the student, the parent/adult student and student (as appropriate), the health practitioner recommending the Guide Dog / Service Dog or Service Animal for the student, the trainer of the Guide Dog / Service Dog and of the Handler, and any other individuals who may contribute to the accommodation process may be scheduled to review the request for accommodation.
3. Each request for a Guide Dog / Service Dog or Service Animal will be addressed on an individual basis giving consideration to:
   1. the individual learning strengths and needs of the student, the student’s IEP goals, safety plan, behaviour plan and/or student’s medical plan of care (if any);
      1. supporting documents such as psychological assessments, occupational or physical therapy assessments, functional behaviour assessments etc.
   2. evidence of how the Guide Dog / Service Dog or Service Animal’s attendance at school might provide accommodation for a demonstrated disability-related learning need and/or act of daily living necessary while at school;
   3. assessment information provided by a regulated health professional with expertise regarding the student’s disability-related needs supporting the request for a Guide Dog / Service Dog or Service Animal;
   4. the training and certification of the Guide Dog / Service Dog and student as Handler;
   5. the impact of the accommodation on the student’s dignity, integration and independence;
   6. whether one or more alternative accommodations can meet the needs of the student;
   7. whether the student’s attendance with a Guide Dog / Service Dog or Service Animal might require an increase in the level of staff support provided to the student;
   8. whether training will be required for staff and/or the student;
   9. the impact of the accommodation on the learning environment for the student, other students, including, health, safety, disruption and distraction;
   10. any competing human rights of students, staff, and community members using the school pursuant to a permit;
   11. recommendations for accommodation plans to reconcile competing rights.
4. The process of accommodation, including inquiries regarding competing rights and notice to the school community, shall respect the student’s right to privacy regarding their disability and specific learning needs and/or needs of daily living.
5. Where the student is not the primary Handler, Board staff must be trained as the Handler(s) and accompany the student and dog at all times. As a result, such requests will be individually considered, in accordance with the duty to accommodate to the point of undue hardship, including consideration of the resources required, alternative accommodations that might meet the student’s demonstrated disability-related learning needs and the impact on the staff and other students.
6. Service Animals shall only be considered when reasonable methods of accommodation in the school setting have been unsuccessful in meeting the demonstrated disability-related learning needs of the student. Parents must complete an application for a Service Animal included in Appendix B of the Procedure.
   1. The accommodation process following a request by a parent/adult student for a Service Animal shall be consistent with the process noted above, but shall also include any special considerations that may arise if an animal is a species other than a dog, including the ability to be trained, necessary biological functions, the capacity for the animal to respond to commands, whether the animal may be kept on a leash/harness/crate/mat and how such restrictions might impact accommodation.
7. The determination with respect to the application for a Guide Dog / Service Dog / Service Animal shall be communicated to the parent/adult student in writing in accordance with Appendix D.

Background

1. Service animals have traditionally been highly trained dogs that assist individuals with various tasks of daily living (Guide Dog, Hearing and Signal Dogs, Mobility Assistance Dogs, Seizure Response Dogs).
2. In most circumstances, a Guide Dog will be a highly trained dog provided to support the orientation and mobility needs of a student Handler who has a diagnosis of blindness/low vision, and the Guide Dog will provide the student Handler with greater independence, dignity and opportunity for integration.
3. The term Service Animal is used in the Accessibility Standards for Customer Service made under the Accessibility for Ontarians with Disabilities Act (AODA), to describe an animal that assists an individual with a disability to be able to access goods and services available to the public. A school is not a public space and is not generally accessible to the public. The AODA does not apply to a student’s use of a Service Dog / Service Animal when accessing education services in school buildings.
   1. Pursuant to the Code it is possible that a Service Animal might include different species that provide a therapeutic function (horses), emotional support, sensory function, companionship and/or comfort.
   2. The determination of whether the animal is an appropriate accommodation in the school setting to accommodate a demonstrated disability-related learning need is a decision of the School Board.
      1. Such a decision will consider that animals, other than dogs, are not trained by an Accredited Training Organization and may pose a risk to the safety of students and staff and/or may be disruptive to the learning environment and/or may act as a distraction in the learning environment.
4. Due to risks to safety, and risks of disruption and distraction in the learning environment, the School Board does not permit training of potential guide dogs and service dogs in the school setting or during school activities.

Responsibilities

Principals

1. School principals are responsible for the management of the school premises, the staff providing educational programs and the safety of all students.
   1. A school principal has authority to exclude any animal, including Guide Dogs / Service Dogs and Service Animals, from entry onto school premises and school building(s), as an accommodation for a student, provided that the student is offered appropriate alternative accommodation to meet the student’s demonstrated disability-related learning needs.
   2. School principals, before admitting a Guide Dog / Service Dog into the school or on school related activities with the student Handler, shall require a parent/adult student to submit a completed application, included in Appendix A of the Procedure.
   3. Before admitting a Service Animal, the school principal shall require the parent/adult student to submit a completed application, included in Appendix B of the Procedure.
2. On receipt of an application for a Guide Dog / Service Dog or Service Animal, the school principal shall review the application for completeness and may request any additional information or clarification necessary to assess the request for accommodation.
3. The school principal shall be responsible for communication with the parent/adult student with respect to the accommodation process, and where approved the implementation and management of the accommodation.
4. Where a student supported by a Guide Dog / Service Dog / Service Animal, whose parent is the Handler, seeks only to attend a school excursion with the Guide Dog / Service Dog / Service Animal, which is at a location where the public is customarily admitted, efforts will be made to facilitate the student’s participation with the Guide Dog / Service Dog / Service Animal and parent as the Handler.
   1. Inquiries may need to be made regarding competing rights and transportation arrangements.

Parents/Adult Students

1. Parents or Adult Students are required to provide all necessary documentation and engage in the consultation process for the purpose of considering and implementing, if appropriate, the request that a Guide Dog / Service Dog accompany the student at school and/or on school-related activities. The parent or adult student shall be responsible for:
   1. submission of Appendix A;
   2. all costs related to the dog, food, grooming, harness, crate and/or mat and veterinary care;
   3. obtaining training and maintaining the Guide Dog / Service Dog training to provide the accommodation in a safe manner that does not disrupt student learning;
   4. providing confirmation of municipal license for the dog (to be updated annually),
   5. providing confirmation of certificates of training not older than 6 months from an Accredited Training Organization attesting that the dog and student Handler have successfully completed training and may safely engage in a public setting without creating a risk of safety or a risk of disruption within a school setting;
   6. diagnosis from a registered pediatrician, psychologist, psychiatrist (or other regulated health professional as determined by the School Board) with a recommendation for the use of a Guide Dog / Service Dog;
   7. a description of the services provided by the Guide Dog / Service Dog to the student, and how those services will accommodate the student’s disability-related needs and assist the student in achieving their learning goals and/or goals of daily living while at school;
   8. a certificate not greater than three (3) months old from a veterinarian qualified to practice veterinary medicine in the Province of Ontario attesting that, the dog is an adult; identifying the age and breed; does not have a disease or illness that might pose a risk to humans; has received all required vaccinations; and is in good health to assist the student (to be updated annually);
   9. general liability insurance providing coverage in an amount specified by the Board* in the event of an injury or death as a result of the Guide Dog / Service Dog’s attendance on school property or on a school-related activity (to be updated annually)**.

   *Note usually 2 million in general liability insurance coverage is requested. This requirement might need to be waived on the basis of equity in the event that it causes financial hardship for a family.

   **Note insurance should not pose a barrier to the provision of accommodation as a result of socio-economic factors.

Students

1. Students will be expected to act as the Guide Dog / Service Dog’s primary Handler. The student Handler must:
   1. demonstrate the ability to control the Guide Dog / Service Dog in accordance with the training received;
   2. ensure that the Guide Dog / Service Dog is always wearing a vest and leash or harness when the dog is not in its crate.
   3. ensure the Guide Dog / Service Dog does not disrupt the learning of others with unnecessary movement, vocalization or other behaviour, including aggressive or threatening behaviour;
   4. ensure that the Guide Dog / Service Dog’s biological needs are addressed;
   5. transition and maintain at all times the Guide Dog / Service Dog on a leash, harness, mat and/or crate;
   6. comply with an accommodation plan that addresses the competing rights of others;

Guide Dog / Service Dog

1. The Guide Dog / Service Dog:
   1. shall be a highly trained and certified by Accredited Training Organization;
      1. will have evidence of training or re-certification confirming compliance with training requirements within the last 6 months be required;
   2. must be groomed and clean;
   3. must at all times while on school property be responsive to commands and demonstrate that it can perform the necessary tasks or accommodation;
   4. must not engage in behaviour that puts at risk the safety of others, including other animals, or that creates disruption or distraction in the learning environment;
      1. such behaviour includes, but is not limited to, growling, nipping, barking, attention seeking, eating;
      2. any such behaviour is grounds to prohibit the Guide Dog / Service Dog’s attendance on school property and in the school building,
   5. must have control of its biological functions so as not to soil the inside of buildings, or require feeding during the school day;
   6. must demonstrate continuous appropriate behaviour with its Handler and others in the school environment to remain eligible for entry in school buildings or school-related events.

Implementing the Accommodation

1. Where approval is granted, the school principal in consultation with the student’s educational team, will do the following:
   1. make changes to the student’s IEP goals and/or student’s medical plan of care;
      1. may provide for the accommodation on an interim trial basis, in which case the indicators of success or lack of success for this form of accommodation will be identified before the trial period begins.
   2. organize an orientation session for school staff, students and the student Handler;
   3. develop a timetable identifying a bio-break, water break, location/process to be followed during instructional and non-instructional times;
      1. access may be limited to certain activities, areas of the school, or certain times of the day, including but not limited to, where exclusion is required pursuant to the Health Protection and Promotion Act or the Food Safety and Quality Act 2001, which prohibit Service Animals from being in places where food is prepared, processed or handled.
      2. assessment may be required by the School Board’s health and safety officer health and safety issues applicable to different areas/activities in the school;
   4. develop emergency procedures, to include a fire exit plan, lockdown plan, evacuation plan;
   5. notice to the community via a letter to parents; posting on the school’s website / social media; presentation by the trainer of the Guide Dog / Service Dog during a school council meeting or association supporting the use of the Service Animal; signage on the school’s front door, gymnasium and library doors; communication to potential occasional staff accepting a position where the Guide Dog / Service Dog or Service Animal may be providing service to the student;
   6. student assembly for introduction and orientation regarding the Guide Dog / Service Dog or Service Animal;
   7. arrangements for transportation of the Guide Dog / Service Dog or Service Animal to and from school, if necessary;
      1. If the Guide Dog / Service Dog or Service Animal will be accompanying the student on a school vehicle, inquiries must be made regarding competing rights, the transportation plan must specify where the Guide Dog / Service Dog or Service Animal and student will be located; the vehicle shall have a sticker / sign identifying the presence of a Guide Dog / Service Dog or Service Animal is on board;
      2. Documentation about the Guide Dog / Service Dog or Service Animal will be included with the route information so that new or substitute bus drivers are aware of the Guide Dog / Service Dog’s or Service Animal’s presence.
      3. Specialized transportation shall not be provided solely for the purpose enabling the Guide Dog / Service Dog or Service Animal to travel to and from school with the student;

Continuous Assessment

1. A review of the effectiveness of the Guide Dog, Service Dog or Service Animal in supporting the student’s learning goals shall be undertaken as part of each review of the student’s IEP, in the event of a Violent Incident Report, and as otherwise deemed necessary by the Principal.
2. Approval may be revoked at any time by the principal if:
   1. there are any concerns for the health and safety of students, staff or the Guide Dog / Service Dog / Service Animal;
   2. there is behaviour that is distracting, disruptive or aggressive, including making noise, failing to follow commands, growling or nipping. In the event that this behaviour occurs, the Handler will be required to remove the Guide Dog / Service Dog / Service Animal from the classroom immediately and the student’s parent/guardian will be called to pick up the Guide Dog / Service Dog / Service Animal from the school. Alternative options for accommodation will be discussed.
   3. there has been a change to the student’s circumstances or disability-related needs, which had supported the original approval or a change to the needs of students/staff such that there is a new competing right;
   4. the Board in its discretion determines that the accommodation is not effective for the student’s demonstrated disability-related learning needs or acts of daily living.

Records

1. A copy of the application and confirmation of approval, as well as any other relevant documents supporting the accommodation shall be retained in the student’s Ontario Student Record.
2. The School Board shall be required to collect, use and disclose the personal information of the student in order to fulfill the accommodation process. Notice of the collection, use and disclosure must be provided to the parent/adult student. Efforts should be made to limit the personal information to only that which is necessary.
3. The Board is required pursuant to PPM 163 School Board Policies on Service Animals to collect information regarding the implementation of the policy and procedure regarding Guide Dogs and Service Animals, including.
   1. Total number of requests for students to be accompanied by Guide Dog / Service Dogs / Service Animals;
      1. Whether requests are for elementary or secondary school students;
      2. The student’s grade;
      3. Whether the student is the Handler;
   2. The number of requests approved and denied;
      1. If denied, the rationale for the decision, including a description of other supports and/or services provided to the student to support their access to the Ontario Curriculum;
      2. Species of Service Animals requested and approved; and
      3. Types of needs being supported: emotional, social, psychological, physical.

Food Areas

1. Regulation 493/17, of Ontario’s Health Protection and Promotion Act, allows Guide Dogs and Service Animals in areas where food is served, sold, and offered for sale. Steps should be taken to ensure that Guide Dogs and Service Animals in school cafeterias, or areas where students are consuming food, are not disruptive and do not eat student food.
2. No animals are allowed in areas where food is prepared, processed, or handled such as the kitchen of the school cafeteria or the hospitality classroom.

Additional Information

1. The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

1. For the purpose of this Procedure the following definitions apply:

   Accredited training organization

   is a guide dog or service dog trainer that is accredited by:

   • International Guide Dog Federation (“IGDF”): which develops and ensures compliance with the standards by which Guide Dogs for the blind/low vision are trained by its member organizations;
   • Assistance Dogs International (“ADI”): which develops and ensures compliance with the standards by which Guide, Hearing and Service Dogs are trained by its member organizations;

   or

   • A Guide Dog or Service Dog trainer that attests to compliance with the Meghan Search and Rescue Standard in Support of Accessibility: Persons with a Disability Teamed with Service Dogs standard for training (MSAR).

   Adult student

   shall be defined to mean a student who is 18 years of age or older or 16 or 17 years of age and has removed him/her/themselves from the care and control of their custodial parent

   Disability

   means,

   1. any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device,
   2. a condition of mental impairment or a developmental disability,
   3. a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language,
   4. a mental disorder, or
   5. an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997;

   Guide Dog

   means a dog trained as a guide for a blind person and having the qualifications prescribed by the regulations pursuant to the Blind Persons' Rights Act;

   Handler

   refers to the individual trained by an Accredited Training Organization who is managing the Guide Dog / Service Dog and in most cases will be the student for whom the Guide Dog / Service Dog is provided;

   Parent

   shall be defined to mean a custodial parent of the student or a guardian pursuant to the Education Act;

   Service Dog

   means a dog which has been certified after successfully completing a training program provided by an Accredited Training Organization.

   Service Animal

   for the purpose of this Procedure includes a therapy dog, companion animal, comfort animal and emotional support animal and includes a dog or other domesticated animal that may legally reside in an urban, residential home, that is not highly trained to perform particular tasks to assist with a student’s disability-related needs, but provides emotional support (and/or companionship, calming influence) for a student with a disability-related mental health and/or psychological need and/or comfort during a difficult period.

References

• Human Rights Code, RSO 1990, c.H.19
• Education Act, RSO 1990, c.E2, s. 170(1), s.265(1); O. Reg. 298, s.11
• PPM 163 School Board Policies on Service Animals
• J.F. v. Waterloo Catholic St. Clair Catholic District School Board, 2017 HRTO 1121 (CanLII)
• Accessibility for Ontarions with Disabilities Act, 2005, SO 2005, c.11
• Blind Persons’ Rights Act, RSO 1990, c.B7,
• Dog Owners’ Liability Act, RSO 1990, c.D16
• Health Protection and Promotion Act, RSO 1990, c.H7

Related Forms and Letters

Forms

• Appendix A Application Request for Guide Dog / Service Dog
• Appendix B Application Request for Service Animal
• Appendix C Checklist for principals

Letters

• Appendix D
• Sample Letter to Employees & School Permit Holders
• Sample Letter to the School Community
• Sample Letter to the Parents of Students on the School Bus
• Sample Letter to the Parents of Students in the Class(es)
• Sample Letter Approving the Guide Dog / Service Dog / Service Animal
• Sample Letter Denying the Guide Dog / Service Dog / Service Animal

Application for Guide Dog / Service Dog (reference only)

Form is to be submitted to the School Principal

Disability-Related Needs to be Accommodated by Guide Dog / Service Dog

1. Please attach a copy of the assessment report from a registered pediatrician, psychologist, psychiatrist, optometrist or audiologist containing the student’s diagnosis and describing in detail the disability-related learning needs or acts of daily living to be accommodated and how the Guide Dog/ Service Dog will provide accommodation in a school setting.

Municipal License

2. Please attach a copy of the municipal license, not more than 12 months old; confirmation to be updated annually.

Veterinary Certificate

3. Please attach a certificate from a veterinarian qualified to practice veterinary medicine in the Province of Ontario (confirmation to be updated annually) attesting to:
   1. the breed of dog, age of dog and that the dog is an adult;
   2. the dog does not have a disease or illness that might pose a risk to humans;
   3. the dog has received all required vaccinations;
   4. the dog is in good health to assist the student

Certificate of Training

4. Please attach a copy of the certificate, not more than 6 months old, confirming the Guide Dog / Service Dog’s training by a training organization accredited by the International Guide Dog Federation or Assistance Dogs International or an attestation of compliance with the MSAR standard for training, as defined in the Student Use of Guide Dogs and Service Animal’s Procedure [#].
5. A letter confirming that the trainer will attend a School Council Meeting to provide a presentation and respond to questions from the school community.
6. Please attach a copy of the certificate, not more than 6 months old, confirming the student Handler’s training by an accredited training organization by the International Guide Dog Federation or Assistance Dogs International or an attestation of compliance with the MSAR standard for training, as defined in the Student Use of Guide Dogs and Service Animal’s Procedure [#].

Student NOT the Handler

Where the student is not the Handler, please describe below what, if any, responsibilities the student is capable of performing independently and the responsibilities you wish to have assumed by a school staff member.

Insurance

Pursuant to Dog Owners’ Liability Act, RSO 1990, c.D16, the owner of a dog is responsible for any injury or death caused by the dog. Please attach a certificate of home or contents insurance. Where the dog is owned by a registered charity, please provide a letter from the registered charity confirming their ownership of the dog.

Application for Service Animal (reference only)

Form is to be submitted to the School Principal

Disability-Related Needs to be Accommodated by Service Animal

1. Please attach a copy of the assessment report from a registered pediatrician, psychologist or psychiatrist, containing the student’s diagnosis and describing in detail the disability-related learning needs or acts of daily living to be accommodated and how the Service Animal will provide accommodation in a school setting.

Veterinary Certificate

1. Please attach a certificate from a veterinarian qualified to practice veterinary medicine in the Province of Ontario (confirmation to be updated annually) attesting to:
   1. The species of animal, age and confirmation that the animal is an adult;
   2. The animal does not have a disease or illness that might pose a risk to humans or dogs;
   3. The animal has received all required vaccinations; and
   4. The animal is in good health to assist the student.

Information regarding Animal

1. Describe in detail the tasks or services performed by the animal;
2. Identify the oral commands or visual signs to which the animal responds;
3. Attestation will be required confirming that the animal does not make vocal noises, does not engage in distracting behaviour, does not exhibit aggression;
4. Identify whether the animal will be on a leash/harness or in a crate;
5. Describe the biological needs of the animal;

Student

1. Can the student independently manage the animal?
2. Describe in detail where, when and how the student currently utilizes the animal’s services in public spaces for accommodation purposes.
3. Please describe below what, if any, responsibilities the student is capable of performing independently.
4. Please describe below the responsibilities you wish to have assumed by a school staff member.

Insurance

A parent must provide an insurance certificate identifying that Board as an insured in the event that the animal causes damage to the school or its contents or causes injury or death to any person accessing the school building or the school grounds. A minimum of two million dollars of coverage will be required.

Principal’s Checklist for Guide Dog / Service Dog (reference only)

Application Requirements for Guide / Service Dog

1. Assessment report with diagnosis and accommodation to be provided
2. Supporting documents
   1. IEP
   2. Psychological assessments
   3. Occupational therapy assessments
   4. Physical therapy assessments
   5. Functional behaviour assessments
   6. Orientation and mobility assessments
3. Copy of municipal license [within 12 months]
4. Veterinary certificate [within 3 months]
5. Certificate of training or attestation for Guide / Service Dog [within 6 months]
6. Certificate of training or attestation for student Handler [within 6 months]
7. Letter of confirmation that the trainer will present to School Council
8. Certificate of insurance [within 3 months] or Letter from the registered charity which owns the dog
9. Letter of inquiry with school staff and community using the school pursuant to permit regarding:
   1. Allergies
   2. Phobia/fear
   3. Cultural sensitivity
10. Assessment by health and safety officer

Implementation Requirements

1. Accommodation plan where there are competing rights
   1. May include restriction of access to areas of school
   2. Change in classroom
   3. Other accommodations as needed
2. Timetable identifying bio breaks, when accompanying student, when in crate
3. Emergency procedures
   1. Fire exit plan
   2. Lockdown plan
   3. Evacuation plan
4. Letter to parents that Guide / Service Dog will be accompanying student
5. Information session during school council meeting
6. Posting on school website or Facebook that Guide / Service Dog will be accompanying student
7. Signage for:
   1. Front door
   2. Gymnasium door
   3. Library door
   advising of Guide / Service Dog
8. Transportation plan (if required)
9. Orientation for school staff and students
10. Training for staff member acting as Handler (if required)
11. Identification of benchmarks for assessment of effectiveness (to be reviewed with IEP)

Date: 2011 10 25 / 2017 02 28 / 2023 04 25

Policy Statement

The St. Clair Catholic District School Board is committed to working to ensure that all students are given every opportunity to graduate. It is the policy of the Board to provide students with educational programming and support that enables them to achieve according to the Ontario Catholic Graduate Expectations.

St. Clair Catholic is committed to championing equity, diversity and inclusivity by ensuring practices value and promote student well-being; providing access to differentiated and relevant learning opportunities, resources and programs that reflect our students and communities, and engaging all students as active partners in their learning.

The Board recognizes that, for a variety of reasons, some students require opportunities to receive programming options and supporting resources outside of a traditional school setting. The Board is committed to providing alternative learning experiences for students based on a variety of approaches to reengage students.

Policy Goals

This policy will ensure that our secondary schools implement supportive programming for students who are not attending school regularly or when other retention strategies have not been successful by providing a Supervised Alternative Learning experience per Ontario Regulation 374/10, “Supervised Alternative Learning and other Excusals from Attendance at School (SAL)”.

By implementing a variety of measures, through the SAL program the Board expects to:

1. Improve student outcomes;
2. Assist students in obtaining their Ontario Secondary School Diploma, Ontario Secondary School Certificate or assist them in achieving other educational goals.
3. Ensure that existing supports and resources are properly accessed and implemented;
4. Improve learning opportunities for students by accessing available school and community programs;
5. Create greater accountability for student outcomes; and
6. Ensure transition supports and resources are accessible and available for all post-secondary destinations.

Date: 2011 10 25 / 2017 02 28 / 2023 04 25

Responsibilities

The Supervisory Officer of Secondary Schools is responsible for the oversight and maintenance of the SAL policy. The school Administration is responsible for operationalization of the SAL procedures.

Expectations

The purpose of the Administrative Procedure is to provide direction to school board staff regarding roles, responsibilities, and processes associated with Supervised Alternative Learning (SAL) including:

1. Administrative procedures that support the SAL process as outlined in the SCCDSB SAL Manual;
2. A Supervised Alternative Learning Plan (SALP) for each student enrolled in SAL;
3. The establishment of a SAL committee with diverse member representation reflecting student need and advocacy;
4. The establishment of compliance within the parameters of Regulation 374/10 and supporting Ministry documents such as Supervised Alternative Learning Policy and Implementation (2010).

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations, and practices.

Definitions

Supervised Alternative Learning (SAL)

SAL is provided to students aged 14-17 years of age who require opportunities to receive programming options and supporting resources outside of a traditional school setting as outlined in Regulation 374/10. The program maintains a learning connection between the school, student and parent(s)/guardian(s).

Supervised Alternative Learning Plan (SALP)

The SALP outlines and describes the student’s learning activities for a maximum of one school year and includes the following:

1. The student’s education and personal goals for the short and long term
2. The methods by which the student will attempt to achieve these goals
3. A description of the student’s program

References

• Supervised Alternative Learning Policy and Implementation 2010 Education Act, R.S.O. 1990, c. E.2 and Regulations
• Ontario Regulation 374/10 - Supervised Alternative Learning and Other Excusals from Attendance at School
• Occupational Health and Safety Act, R.S.O. 1990, c. O.1
• Workplace Safety and Insurance Board Act, 1997, S.O. 1997, c. 16, Sched. A
• Employment Standards Act 2000, S.O. 2000, c. 41

SAL Ministry Timelines Overview

Possible Alternative For Full-time Attendance in SAL

Date: 2005 09 01 / 2013 03 05 / 2018 11 27 / 2025 02 25

Administrative Procedures

A school board is lawfully authorized to operate a school under the Education Act and in doing so it must take reasonable steps to ensure the safety of students and property while respecting legislated rights to privacy of personal information.

Responsibilities

1. The Treasurer of the Board will be responsible for the implementation of this policy and procedure.

2. Where applicable and appropriate, the Privacy Officer will ensure that these procedures will be incorporated into training and orientation programs for staff and service providers.

3. The Principal or a building supervisor, as applicable, will be responsible for understanding and abiding by these procedures.

Expectations

Installation and Maintenance of Video Surveillance

The installation of video surveillance must be approved by the Treasurer of the Board and will be considered where circumstances have shown it is necessary for the purposes of providing for the safety of students, staff and community members, or for the deterrence of destructive acts. Before deciding if a property warrants video surveillance, the following may be taken into consideration:

1. Whether less intrusive means of deterrence, such as increased monitoring by staff, have been shown or are believed to be ineffective or unworkable;

2. The history of incidents occurring in the specific building and whether video surveillance would be effective in dealing with or preventing future incidents of the type that have already occurred or may occur;

3. Whether video surveillance as an additional resource is required given the physical layout of the building and/or property;

4. Whether consultation with relevant stakeholders provides information of the necessity of video surveillance.

Every five years, the Treasurer of the Board shall review these procedures with respect to the use of video surveillance, and whether deployment continues to be justified.

1. Video surveillance will be installed only in public areas and will not be installed in areas where individuals have a reasonable expectation of privacy, such as washrooms or change rooms.

2. The equipment will operate up to 24 hours a day/seven days a week, within the limitations of system capabilities, power disruptions and serviceability.

3. Video surveillance will be installed so that the field of view avoids adjacent buildings or property.

4. The Manager of Facility Services will ensure that notice signs are installed at all properties with video surveillance, in accordance with the notification requirements of the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). Signs will be prominently displayed at the perimeter of the video surveillance areas so that the public has reasonable and adequate warning that video surveillance is or may be in operation before entering any area under video surveillance. The sign will provide a telephone number for inquiries.

5. Reception equipment and video monitors will be situated in a controlled access location outside of public view. Only designated personnel will have access to these locations.

6. Regular maintenance of video surveillance equipment will be completed according to a schedule prepared by the Privacy Officer.

7. The installation of fake or dummy video surveillance is prohibited.

Collection, Retention, Use and Disclosure of Records

1. Records will be stored in a controlled access location and access to this material is limited to designated authorized personnel as approved by the Privacy Officer.

2. Review of records is limited to circumstances where it is required to investigate a serious incident that has been reported or observed or to investigate a potential crime or a significant safety concern.

3. Video surveillance is not to be used to monitor student behaviour or staff performance. The problem to be addressed by video surveillance must be real, substantial and pressing.

4. Any agreements between the Board and service providers should state that records dealt with while delivering a video surveillance are under the Board’s control and are subject to MFIPPA, and that a failure to comply with this requirement may be considered to be a breach of contract.

5. Records that have not been requested or viewed will be maintained only for the minimum amount of time necessary for the stated purposes and will be automatically overwritten after a designated period. If a record has been viewed as part of an investigation or disclosed, it will be retained for at least one year.

6. Records which may contain elements of proof will be stored in a locked, secure location to ensure integrity of information, should police authorities request them.

7. Recorded material on storage devices must be securely disposed of in such a way that the personal information cannot be reconstructed or retrieved, in accordance with Records Information Management protocols.

8. The Principal (or designate) or a building supervisor, in consultation with the Privacy Officer, may approve the release of records in accordance with the MFIPPA when police services request to view, or to take a copy. Reference to the Protocol between the Police Services, School Boards and Children’s Services will be used as a guideline. In all cases when records are released, a log must be completed, and the Board shall maintain a copy of the log for a period of one year.

9. Whenever a record is used as part of an investigation or disciplinary action involving a student, the student and his/her parent/guardian may be permitted to view the record in question with the Principal (or designate) in accordance with MFIPPA. However, the confidentiality of others must be protected by blurring images. The cost will be incurred by the requester.

10. Any student, staff member or member of the public who has been recorded by video surveillance has a general right of access to his or her personal information under section 36 of MFIPPA. This right is recognized. One exemption that may apply is contained in subsection 38(b) of MFIPPA, which grants the heads of institutions the discretionary power to refuse access where disclosure would constitute an unjustified invasion of another individual’s privacy.

11. Access to an individual’s own personal information may depend upon whether affected third parties consent to the disclosure, or whether any exempt information can be severed from the record. The Board’s Privacy Officer will be contacted when third party consent is required.

12. For any inadvertent disclosures of personal information, the Board’s Privacy Policy and Procedures must be followed.

Covert Surveillance

1. Time limited and case specific covert surveillance may be used in any location (with the exception of change rooms and washrooms), without notice, as part of a specific investigation where criminal activity is suspected.

2. Prior to the use of covert surveillance, a case must be presented to the Privacy Officer on the grounds that covert surveillance is essential to the success of a possible criminal investigation and the benefits outweigh the privacy of the persons likely to be observed. Approval to proceed is required by the Director of Education and the Treasurer of the Board.

Additional Information

The St. Clair Catholic District School Board is committed to the principles of equity and inclusive education, consistent with our Catholic teachings, which value and promote human rights and social justice in all Board policies, programs, guidelines, operations and practices.

Definitions

Property

Includes school buildings, grounds and facilities under the jurisdiction of the Board.

Video Surveillance

For these procedures, video surveillance refers to video, physical or other mechanical, electronic or digital surveillance system or device that enables continuous or periodic video recording, observing or monitoring of individuals in Board buildings and premises. It includes audio devices, thermal imaging technology or any other component associated with recording the image of an individual.

Personal Information

For these procedures, personal Information means recorded information about an identifiable individual, which includes, but is not limited to, information relating to an individual’s race, colour, national or ethnic origin, sex, age and disabilities. Any image on video surveillance that is clear enough to identify a person or the activities in which he or she is engaged in, is “personal information”.

Record

For these procedures, record means any information, however recorded, whether in printed form, on film, by electronic means or otherwise, and includes but is not limited to: a photograph, a film, microfilm, a videotape, a machine readable record and a record that is capable of being produced from a machine readable record.

Reception Equipment

For these procedures, reception equipment means the equipment or device used to receive or record the personal information collected through video surveillance, including a camera or video monitor or any other video, audio, physical or mechanical, electronic or digital device.

Storage Device

For these procedures, storage device refers to a computer disc or drive, CD-ROM, computer chip or other device used to store the recorded data of visual, audio or other images captured by video surveillance.

Covert Surveillance

The secret, continuous, or periodic observations of persons, vehicles, places or objects to obtain information concerning the activities of individuals, which is then recorded in material form, including notes and photographs.

References

• Policy – Video Surveillance
• Education Act
• The Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)
• Guidelines for the Use of Video Surveillance, Information and Privacy Commissioner of Ontario