POLICY FA-10 GREEN CONSTRUCTION Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2010/03/22 Last Updated: 2023/04/24 Next Review Date: 2027/04/27 Objective: To acknowledge the impact of environmental issues such as climate change as well as rising energy costs and operating costs, in the construction of new schools and renovations. Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to the development of green and healthy facilities that contribute to a sustainable future. Reference(s): • Green Construction Procedure (FA-010) • Green Schools Resource Guide • Ontario Building Code PROCEDURE FA-010 GREEN CONSTRUCTION Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2010/03/22 Last Updated: 2023/04/24 Next Review Date: 2027/04/27 Purpose: To provide an overview of the targets established for developing greener building projects as illustrated in the Green Building and Renovation Standards (Appendix A). Guiding Principles: All Grand Erie District School Board (Grand Erie) construction and renovation projects will consider five elements of Green Building and Renovation Standards as set out in Appendix A. Final Major Construction Project Reports will include a section outlining Green Construction features included in the completed project. Grand Erie will recognize green achievements with special commemoration at the official opening or celebration. Five elements of Green Construction have been identified to provide flexibility in achieving green and healthy facilities: 1.0 Land Use Development 2.0 Water Use Reduction 3.0 Energy Saving 4.0 Materials and Waste 5.0 Learning Environments 5.1 Air Quality 5.2 Innovation in School Design Appendix A outlines the standards and criteria for the consulting team. 1.0 Land Use Development 1.1 Site Selection/Site Acquisition Criteria: • Avoid ecologically sensitive land: ο Carolinian forests and wetlands ο Natural habitats of endangered species • Avoid prime farmland • Avoid sites with a minimum development density • Target Brownfield Development and/or Damaged Site (Habitat) Restoration when it is a viable option. • Locate site near public transit, when possible, to encourage alternative transportation. 1.2 Site Design • Stormwater management (controlling rate and quantity of flow) ο Cisterns and drywells are encouraged • Limit site disturbance during construction • Eliminate light trespass from the site ο Photocell and timer control of lighting • Encourage stacking of floors to reduce building footprint Green Construction Procedure (FA-010) Page 2 1.3 Erosion & Sedimentation Control • Prevent loss of soil during construction by stormwater runoff and/or wind erosion, including protecting topsoil by stockpiling for reuse • Prevent sedimentation of storm sewer or receiving streams • Prevent polluting the air with dust and particulate 1.4 Stormwater Management (SWM) • Include SWM plan in Contract Documents (Specifications). • Implement a stormwater management plan demonstrating that the peak discharge rate and quantity do not exceed predevelopment rates. • Provide pervious surface instead of impervious: Water that can dissipate into the earth creates less demand on infrastructure systems. • Examples of pervious surfacing: ο Porous paving ο Grid paving filled with aggregate or vegetation ο Unit pavers spaced apart ο Granular surfacing 1.5 Minimize Parking Capacity • Number of parking spaces shall not exceed local zoning minimum requirements +10% • Preferred parking for carpools for 5% of parking spaces. Show calculations on drawings. 1.6 Bicycle Storage • Bicycle storage facilities/ parking should be located in a protected area. To reduce the load of automobile use and promote healthy communities Grand Erie encourages the use of active transportation. 1.7 Open Green Space • Exceed the local zoning requirement for open green space where possible. Show calculation on site plan. • Stack floors to reduce the building footprint Introduce basement or second floor to reduce building footprint area. 1.8 Heat Island Effect • Provide heat reduction through highly reflective roof for minimum of 90% of roof area. • Consider other factors for heat reduction such as: ο Provide trees to shade parking lot ο Shade east, south and west building facades with deciduous trees • Consider utilization of "Living Roof" to reduce heat island effect and energy consumption/demand for HVAC systems • Ensure design incorporates continuous vapour barrier membrane system to reduce infiltration of air/water. 1.9 Building Envelope • Minimize environmental impact on building. ο Consider at least one of the following: • Provide shading devices on south/west exposures to minimize heat gain such as shade devices, louvers, roof overhangs • Exceed Ontario Building Code (OBC) thermal-resistance requirements • Specify soy-based spray-on insulation • Provide insulated roof panels of light-weight concrete • Caulk all interior and exterior joints to “pick proof”, to prevent air infiltration & leakage • Encourage effective use of window design: ο Use Low E, argon-filled windows Green Construction Procedure (FA-010) Page 3 ο Use daylighting techniques or products to achieve even, diffused, natural light to the building's interior using windows that disperse light, light along with shelves. ο Provide operable windows for individual environmental control 1.10 Light Pollution • Eliminate light trespass to neighbouring sites and nighttime glare 1.11 Landscaping • Provide perennial planting species that are native to the region and microclimate. • Provide environmentally friendly land use: ο Maintain wetlands ο Retain existing special features ο Use drought-tolerant plant material • Provide sustainable vegetation and planting beds, where and when appropriate • Provide adequate shade for playground occupants. 1.12 Joint Use of Facilities • Make the school a more integrated part of the community 1.12...0.1.1.1 Community Use of Schools Program 2.0 Water Use Reduction 2.1 Irrigation • No potable water use for irrigation • Consider use of grey water cisterns to irrigate planting beds where feasible 2.2 Water Use Reduction • Use low-flow, high-efficiency or metered plumbing fixtures • Consider use of rain or grey water for: ο Toilet flushing ο Cooling tower make up water • Plumbing fixtures ο Water closets:1.3 GPF Pressure-assist ο Urinals: 0.125 - 1.0 GPF ο Lavatories & Wash Fountains: 0.5 GPM aerators or metered ο Clothes Washers: 7.5 gallons/ft3/cycle ο Dishwashers: 1.0 gallons/rack 2.3 Water Filling Stations • Installation of a minimum of one water filling stations to discourage use of bottled water 3.0 Energy Saving 3.1 Energy Performance • Comply with ASHRAE 90.1-2004 or MNECB • Install LED lighting • Use only Energy Start rate appliances • Use enhanced energy-saving technologies, such as but not limited to: ο Heat recovery from exhaust air ο Occupancy sensors in all rooms to control lighting and radiation valves ο Condensing boilers ο Pre-heat system ο Variable speed pumping for heating boilers ο Photocell control of lighting in areas that are daylight intensive ο Multiple switching for classrooms • Four switches per classroom: • Outside row x 2 • Inside two rows x 2 Green Construction Procedure (FA-010) Page 4 3.2 Daylighting • Design the building to maximize interior daylighting: ο Strategize Building Orientation ο High Performance Glazing ο Automatic Photocell-based Controls 3.3 On-site Renewable Energy • Consideration for Renewable Energy Sources: ο Solar Photovoltaics ο Wind Turbine(s) ο Geothermal 3.4 Ozone-Friendly Equipment • Zero-use of Hydro chlorofluorocarbon (HCFC) based refrigerants for equipment 3.5 Smart-Building Automation • Utilize sensors for better control of lights, windows, security 3.6 Commissioning • Use third party commissioning for optimizing building systems operations 4.0 Materials and Waste 4.1 Storage & Collection of Recyclables • Locate area for storage and collection of recyclable materials compliant with local recycling program. 4.2 Building Reuse • Encourage building re-use: ο Maintain existing building's structure and shell where feasible to renovate ο Reuse of Existing Materials when possible 4.3 Construction Waste Management • Implement a waste management plan that includes recycling/salvaging of most construction waste Include Waste Management Schedules in specifications. 4.4 Recycled Content • Consider using materials with recycled content of a minimum 10% of the total value of materials. Include in Sustainable Product Requirements selection in specifications. 4.5 Durable Materials • Walls to be constructed of durable materials with fewer joints Specific materials include: ο Loadbearing concrete ο Vinyl Quartz Tile • Floors to be finished with durable materials. Specific materials include: ο Ceramic tile ο Epoxy coating 4.6 Wood Materials • Consider use of certified wood (i.e., Forestry Stewardship Council Certified) 5.0 Learning Environment 5.1 Air Quality 5.1.1 Carbon Dioxide Monitoring • Control fresh air into building via carbon dioxide sensors, in areas of varying occupancy. • LED HVAC purification devices • Increase Natural Ventilation 5.1.2 Indoor Air Quality (IAQ) during Construction • Implement an Indoor Air Quality Management Plan Green Construction Procedure (FA-010) Page 5 Include IAQ Management Schedules in specifications. Strategy examples: ο Schedule construction activities to minimize absorption of VOCs by porous materials ο Protect all building materials from moisture damage ο Isolate clean or occupied areas from areas under construction ο Implement cleaning procedures to ensure that the facility is kept tidy during construction ο Cover return air ducts during construction ο Include testing allowance for air infiltration, vapour barrier & insulation value • Replace HVAC construction filters upon completion of projects 5.1.3 Indoor Air Quality (IAQ) during Construction 5.1.4 Low-Emitting Volatile Organic Compounds (VOC) Materials • Low VOC materials ο Paints and Coating ο Adhesives and Sealants ο Carpets • Consider use of green wall. • Conduct a pre-occupancy building flush out. It is recommended that a flush-out period be part of the Air Quality Management Plan. 5.1.5 Mould-resistant materials • Specify products and furnishings that are mould resistant 5.2 Innovation in School Design 5.2.1 Building Envelope • Performance Review including testing for air infiltration, vapour barrier and insulation value. [Include in testing and inspection allowance] 5.2.2 Building Systems & Components - Best Practices • Exposed ceiling - reduce amount of materials used by 50% • Provide ceiling radiation panels • Acoustic deck - used on all exposed ceilings • Consider Green Roof systems to improve energy efficiency 5.2.3 Building Efficiency • Provide calculations for green design targets ο Corridor/ classroom floor area ratio 5.2.4 Health Awareness • Planning and educating on common health issues in buildings such as mould, air particulate, allergens 5.2.5 Procedures and Practice • Preventative practise measures: ο Inspections, conducted by Project Manager or Consultant during fabrication process such as: • Precast Panels 5.2.6 Maintenance • Low-impact cleaning practices ο Use of chemical-free, water-reduction floor scrubbers Reference(s): • Green Construction Policy (FA-10) • Ontario Building Code • Green Schools Resource Guide Green Construction Procedure (FA-010) Page 6 Appendix A GREEN BUILDING AND RENOVATION STANDARDS Architectural • Outdoor bicycle storage to be provided • Provide recycling area • Erosion & Sedimentation Control Plan must be specified • Specify Construction Waste Management Plan: o divert a maximum amount of waste from landfill sites o recycle/salvage most of the construction waste • 10% of materials by value shall be recycled • Specify an IAQ management plan • Specify a building flush-out prior to occupancy • Specify low VOC paints, coatings, adhesives, sealants and carpets Structural • Specify as much recycled content as possible in concrete, steel etc. HVAC • Specify 400-series refrigerants for all equipment • Specify an IAQ management plan Plumbing • Storm Water Management Plan to be implemented • Provide low flow plumbing fixtures, for example: o Water closets: 1.3 GPF Pressure-assist o Urinals: 0.125-1.0 GPF o Lavatories & Wash Fountains: 0.5 GPM aerators or metered Electrical • All exterior luminaires shall be full cut-off Landscaping • Provide perennial planting species that are native to the region and microclimate POLICY HR-05 HARASSMENT AND OBJECTIONABLE BEHAVIOUR Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/01/27 Last Updated: 2023/06/26 Next Review Date: 2026/06/30 Objective: To ensure and maintain respectful working and learning environments that are free from workplace harassment and objectionable behaviour. Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to providing a working and learning environment in which all individuals are treated with respect and dignity. Beyond the provisions of the Ontario Human Rights Code, every individual has an equal right to learn and work in an environment that is free from harassment and objectionable behaviour. Grand Erie will not tolerate harassment or objectionable behaviour from any person in the workplace. All incidents and complaints of workplace harassment or objectionable behaviour must be reported by employee(s) and will be dealt with. Reference(s): • Harassment and Objectionable Behaviour Procedure (HR-005) • Bullying Prevention and Intervention Policy (SO-10) • Bullying Prevention and Intervention Procedure (SO-010) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Equity and Inclusive Education Policy (SO-14) • Ontario Human Rights Code • Occupational Health and Safety Act, R.S.O. 1990, c. O.1 • Progressive Discipline Procedure (HR-018) • Workplace Violence Policy (HS-02) • Workplace Violence Procedure (HS-002) POLICY HR-05 HARASSMENT AND OBJECTIONABLE BEHAVIOUR Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/01/27 Last Updated: 2023/06/26 Next Review Date: 2026/06/30 Objective: To ensure and maintain respectful working and learning environments that are free from workplace harassment and objectionable behaviour. Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to providing a working and learning environment in which all individuals are treated with respect and dignity. Beyond the provisions of the Ontario Human Rights Code, every individual has an equal right to learn and work in an environment that is free from harassment and objectionable behaviour. Grand Erie will not tolerate harassment or objectionable behaviour from any person in the workplace. All incidents and complaints of workplace harassment or objectionable behaviour must be reported by employee(s) and will be dealt with. Reference(s): • Harassment and Objectionable Behaviour Procedure (HR-005) • Bullying Prevention and Intervention Policy (SO-10) • Bullying Prevention and Intervention Procedure (SO-010) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Equity and Inclusive Education Policy (SO-14) • Ontario Human Rights Code • Occupational Health and Safety Act, R.S.O. 1990, c. O.1 • Progressive Discipline Procedure (HR-018) • Workplace Violence Policy (HS-02) • Workplace Violence Procedure (HS-002) PROCEDURE HR-005 HARASSMENT AND OBJECTIONABLE BEHAVIOUR Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/01/27 Last Updated: 2023/06/09 Next Review Date: 2026/06/30 Purpose: To provide definitions, applications, duties, responsibilities and procedures that ensure workplace disputes attributed to harassment and objectionable behaviour are addressed, and that provide for a safe and positive working environment that is inclusive, fair, and equitable. Guiding Principles: Grand Erie District School Board (Grand Erie) employees, students and members of the community should be treated with dignity and respect and have the right to an environment that is free from harassment and objectionable behaviour. Employees have a responsibility to ensure that harassment and discrimination do not occur and should report concerns immediately to their Administrator(s)/immediate Supervisor(s). These processes provide a mechanism for dealing with complaints of harassment and objectionable behaviour occurring in the working and learning environment. Nothing in these processes denies or limits an employee’s right to approach the Human Rights Tribunal, initiate legal proceedings, contact the police or any other avenues of redress available under the law or through the filing of a grievance or through progressive discipline. If the complainant takes a case to the Ontario Human Rights Commission or decides to initiate legal proceedings, Grand Erie’s harassment procedures may be suspended until the alternative process is completed. Whenever the complainant initiates action through the legal system, the issue becomes a private matter between the complainant and the alleged harasser, including costs incurred. 1.0 Description of Workplace Harassment and Objectionable Behaviour 1.1. Harassment/Workplace Harassment Harassment/Workplace Harassment means engaging in a course of vexatious comment or conduct which is known or ought reasonably to be known to be unwelcome pursuant to the Ontario Human Rights Code and the Occupational Health and Safety Act (OHSA). Harassment/Workplace Harassment can include sexual harassment. 1.2. Objectionable Behaviour Objectionable Behaviour is often, but not always, persistent, ongoing vexatious conduct towards an individual in the workplace which might reasonably be known to be unwelcome. Bullying, misuse of power or a single serious act or expression can constitute objectionable behaviour. 1.3. What does not constitute Objectionable Behaviour or Workplace Harassment? Reasonable action or conduct by an Administrator(s)/immediate Supervisor(s), that is part of their normal work function will not be considered objectionable behaviour or workplace harassment. This is the case even if there are sometimes unpleasant consequences for a worker. Examples may include changes in work assignments, scheduling, job performance assessment and evaluation, workplace inspections, relationships between consenting adults which are voluntary and are based on mutual attraction, and disciplinary action. Harassment and Objectionable Behaviour Procedure (HR-005) Page 2 Differences of opinion or minor disagreements between co-workers will also not be considered objectionable behaviour or workplace harassment. 1.4. Working and Learning Environment The working and learning environment is any place where employee(s) and others perform work or work-related duties or functions (e.g., social functions). Schools and school-related activities, such as extracurricular activities and excursions, comprise this environment, as do Grand Erie facilities, conferences, and training sessions. 1.5. Workplace Workplace is defined as all work activities that occur while on Grand Erie premises, or while engaging in workplace activities or workplace social events. 1.6. Employee(s) and Other Users Employee(s) include all persons employed by Grand Erie. The words ‘other users’ includes all persons, who are neither students nor employee(s) while on Grand Erie premises who attend Grand Erie or school programs/functions at other premises or are in a business/social community relationship with Grand Erie. 2.0 Application 2.1 Harassment and Objectionable Behaviour applies to Grand Erie employee(s), and visitors, parent(s)/caregivers(s), volunteers, permit holders, contractors, and employee(s) of other organizations not related to Grand Erie who work on or are invited onto Grand Erie premises. 2.2 The rights of students to a respectful working and learning environment, free from harassment and objectionable behaviour, are addressed under other appropriate policies, legislation or regulations including but not limited to Grand Erie’s Code of Conduct, Safe Schools Act (now Section XIII of the Education Act) and Professional Codes of Conduct. 3.0 Duties and Responsibilities 3.1. Grand Erie values inclusiveness, responsibility, respect, integrity and positive relationships in a safe learning and teaching environment. Individuals in learning and working environments will: • Respect differences in people, their ideas and opinions • Treat one another with dignity and respect at all times, and especially when there is disagreement • Respect the rights of others • Show proper care and regard for Grand Erie property and for property of others • Demonstrate honesty and integrity • Respect the need of others to work in an environment of learning and teaching 3.2. All members of the Grand Erie community are accountable for complying with this procedure and for maintaining an environment free from harassment and objectionable behaviour. Grand Erie expects that all persons in its learning/working environment will: • Be aware of and sensitive to issues of harassment and objectionable behaviour • Support individuals who are, or have been targets of harassment and objectionable behaviour • Prevent harassment and objectionable behaviour through training • Take all allegations seriously and respond promptly • Act as positive role models • Not demonstrate, allow or condone behaviour contrary to this procedure, including reprisal Harassment and Objectionable Behaviour Procedure (HR-005) Page 3 3.3. Grand Erie employees have a right to report harassment and objectionable behaviour and are entitled to have access to the dispute resolution processes. Every attempt should be made to resolve matters through an informal resolution. The first step is to inform the individual that their behaviour is unwelcome and must stop immediately. Many disputes can be resolved quickly and effectively using this approach. In order to stop such conduct, Administrator(s)/immediate Supervisor(s) must address and attempt to resolve disputes in a timely fashion. 4.0 Complaint Process 4.1. Who May Initiate a Complaint? Employee(s) who believe that they have been subjected to such conduct may report the harassment or objectionable behaviour as per sections 5.0 and 8.0. In addition, those who have witnessed harassment or objectionable behaviour directly, or have reasonable grounds to suspect that it is occurring, may initiate a report. Anonymous reports will not be entertained for dispute resolution under this process. 4.2. Threshold Assessment 4.2.1. All formal reports filed shall be subject to an immediate threshold assessment by the Superintendent of Human Resources, or designate, to determine whether the alleged conduct would, if investigated, meet the definition of harassment or objectionable behaviour. 4.2.2. If it is determined, following this threshold assessment, that the report filed: • Would not, if true, meet the definition of harassment or objectionable behaviour • Does not provide sufficient details of the alleged objectionable behaviour (provided the complainant is given notice that insufficient details have been provided and given reasonable time to provide sufficient details) • Is vexatious, frivolous or trivial, has not been made in good faith or would, if investigated, constitute an abuse of the procedure then the complainant shall be so advised, no further action shall be taken under this procedure and the individual who filed the complaint may face disciplinary action. 4.3. Education and Prevention 4.3.1. In order to promote a harassment-free environment, all employee(s) should be aware of all relevant Grand Erie policies and procedures. Employee(s) should know how to report incidents of harassment and objectionable behaviour and the investigation process. Employee(s) will be made aware of this through: • Annual awareness activities to be conducted by all Administrator(s)/ immediate Supervisor(s) • Pamphlets • Policy and procedures to be posted in a visible location in the workplace • Orientation for new employee(s) 4.3.2 Administrator(s) shall ensure that employees and school communities will be made aware of the policy and procedures through the website and other forms of communication. The following statement must appear annually in a school newsletter: The Grand Erie District School Board (Grand Erie) is committed to providing a working and learning environment that is free of harassment and objectionable behaviour, which supports productivity and the personal goals of dignity and self-esteem of every individual. Grand Erie expects all students, employee(s) and visitors to behave in a Harassment and Objectionable Behaviour Procedure (HR-005) Page 4 respectful, courteous and appropriate manner at all times. Grand Erie will not tolerate any forms of harassment or objectionable behaviour. Grand Erie will respond to all forms of unacceptable behaviour in a manner consistent with Grand Erie Policy and Procedure on Harassment and Objectionable Behaviour and the response will be appropriate to the harassment or objectionable behaviour incident. To view this Policy and Procedure, please visit Grand Erie’s website at www.granderie.ca, select the drop-down menu titled ‘Board’, then ‘Bylaw, Policies, Procedures and Protocols’. 5.0 Informal Resolution 5.1. Administrator(s)/immediate Supervisor(s) may become aware of harassment or objectionable behaviour in the working or learning environment in different ways. They may observe harassment or objectionable behaviour directly or receive a report from the individual affected or they may receive reports from third parties. It is important that Administrator(s)/immediate Supervisor(s) pay attention to symptoms arising out of possible harassment or objectionable behaviour such as reduced productivity, changes in behaviour, absenteeism, and requests for transfers or rumours. Without assistance, the employee(s) may be embarrassed or reluctant to report a situation. 5.2. A speedy resolution of a complaint can prevent escalation and further negative consequences while promoting restoration of a healthy learning and working environment. 5.3. Informal Resolution is a process that provides an opportunity for parties to resolve a dispute mutually in a respectful manner. Grand Erie encourages Administrator(s)/immediate Supervisors, as well as union/federation/association/council representatives, to first attempt informal resolution as a means of resolving issues. 5.4. Administrator(s)/immediate Supervisor(s), as well as union/federation/association/council representatives may facilitate an informal resolution by: • Supporting the complainant to confront the problem by making it clear to the individual alleged to have engaged in harassing or objectionable behaviour that the behaviour is not acceptable and by obtaining a commitment that the behaviour will stop • Informing the individual of the complainant’s concern regarding the alleged harassing or objectionable behaviour and Grand Erie’s expectation for appropriate behaviour, providing a copy of Grand Erie’s policy and procedure on Harassment and Objectionable Behaviour and/or other relevant Grand Erie policies and procedures, and obtaining a commitment that the behaviour will stop • Following up with the complainant to ensure that the behaviour has stopped 5.5. In cases where an informal plan of action is implemented, Administrator(s)/immediate Supervisor(s) shall follow up by monitoring the situation, holding, if necessary, subsequent meetings with the parties and taking further steps to ensure that the harassing or objectionable behaviour has stopped. 5.6. Where disputes are resolved informally, there will be no formal reports about such disputes. Every effort will be made to protect the privacy of individuals. 5.7. For informal complaints, where the parties are members of a union, federation, association, council or the school community, a resolution facilitated by the appropriate representative(s) in concert with the Administrator(s)/immediate Supervisor(s) is recommended. Harassment and Objectionable Behaviour Procedure (HR-005) Page 5 6.0 Mediated Resolution 6.1. Mediation involves an unbiased third party, acting as a facilitator in direct communication between the parties, who voluntarily agrees to enter this process. It is an opportunity to resolve disputes in a respectful manner. It provides the opportunity to generate a variety of options for resolution and contribute to restoring the working relationship between the parties. The employer and both parties must agree to using mediation as an option to resolve a dispute. 6.2. Mediation is appropriate when all parties agree that a mutually agreeable solution is achievable and desirable. The Superintendent of Human Resources, or designate, will be responsible for obtaining the mediator, in consultation with the parties. 6.3. Meetings required for mediation sessions shall be scheduled as soon as possible and, where practical, in a time and place convenient for the complainant, the respondent and the mediator. 6.4. When matters are resolved through mediation, the complainant and the respondent may sign a Memorandum of Agreement outlining the terms to which they have agreed. Administrator(s)/immediate Supervisor(s) shall ensure that the terms that the parties have agreed to have been met. 6.5. Mediation is voluntary and the complainant or the respondent may choose to withdraw at any time. 7.0 Formal Resolution Complaint Handling Procedure 7.1. While the complaint is being investigated, Grand Erie will take appropriate measures to ensure that the learning and working environments for all parties involved is safe and free from harassment and objectionable behaviour. 7.2. The successful resolution of concerns and complaints is often determined by the way in which they are handled. The existence of a process with detailed procedures and guidelines is critical to ensure that all complaints are dealt with in a consistent and fair manner which allows flexibility to accommodate different situations, circumstances, and needs. 7.3. The harassment of an individual is viewed as a serious matter and may be subject to a range of disciplinary measures by Grand Erie. 7.4. While Grand Erie provides a process by which individuals may proceed with complaints of harassment or objectionable behaviour, any person may approach the Ontario Human Rights Commission, subject to provisions set out in the Code, initiate legal proceedings, contact the police, or Ministry of Labour, at any time. If the complainant takes a case to the Ontario Human Rights Commission or decides to initiate legal proceedings, Grand Erie’s procedures may be suspended until the alternative process is completed. Whenever the complainant initiates action through the legal system, the issue becomes a private matter between the complainant and the alleged harasser, including costs incurred. 7.5. The complaint procedure is preventative in intention. Therefore, the process may stop, and the parties may agree to an alternate dispute resolution process at any of the steps if agreed to by the complainant, respondent (alleged harasser), and Superintendent of Human Resources, or designate. 7.6. Every attempt will be made throughout the investigative process to respect confidentiality. 7.7. If the complaint is against the person identified as an investigator, the complainant should proceed directly to the Superintendent of Human Resources or the Director of Education and Secretary of the Board or designate. 7.8. Both the complainant and the respondent will be advised that they have the right to have present at any meeting a federation/union/association/council representation and/or a friend. Harassment and Objectionable Behaviour Procedure (HR-005) Page 6 7.9. The steps listed below in Section 8.0 represent the official formal process of Grand Erie for resolving a complaint concerning harassment or objectionable behaviour. This is not intended to preclude employee(s)’ rights which are covered under a collective agreement. It should be understood, however, that if a grievance is in process under a collective agreement, the processes herein set out will be held in abeyance. 8.0 Formal Resolution Complaint Process for Harassment and Objectionable Behaviour of Employee(s) by Employee(s) This process anticipates an active and supportive role of the various unions and associations which represent the employee(s). All union/federation/association/council employee(s) are encouraged to seek the assistance and advice of their union/federation/association/council representatives prior to engaging in, or at any time throughout, the complaint process. 8.1. Step One As outlined in 5.0, it is strongly recommended that the complainant, or a representative of the complainant (e.g. Administrator(s)/immediate Supervisor(s), friend, colleague and/or union/federation/association/council representative), make known to the alleged harasser that the conduct/behaviour of the person is considered harassment or objectionable behaviour and is unwelcome, and request that the offending behaviour cease immediately. If the complainant is not comfortable initiating the process at Step One, or there is a recurrence of the inappropriate behaviour, the process moves to Step Two. 8.2. Step Two At this point, the Superintendent of Human Resources, or designate, will advise both the complainant and the respondent of the right to union/federation/association/council representation. 8.2.1. The complainant shall inform the Superintendent of Human Resources, or designate, in writing as soon as possible after the date of the alleged incident and shall specify the particulars of the incident and the name(s) of the person(s) involved (see Appendix A for form). Where a Superintendent is the alleged harasser, the Director of Education and Secretary of the Board, or designate, shall conduct the investigation or may bring in a third party. 8.2.2. A threshold assessment will be conducted in accordance with 4.2 8.2.3. When a formal harassment investigation does not proceed, the Superintendent of Human Resources, or designate, will notify the complainant(s) and provide appropriate direction or advice. 8.2.4. When a formal harassment investigation proceeds, the Superintendent of Human Resources, or designate, will appoint an investigator and will send a copy of the written formal complaint to the complainant(s) and the respondent(s) along with the name of the investigator assigned. 8.2.5. The assigned investigator will initiate the investigative process. The process will include: • Interview with complainant • Interview with respondent • Interview with witnesses • Consideration of evidence • Re-interview with complainant or respondent or both (if necessary) 8.2.6 The investigator will collect and review any relevant documents and will ensure that appropriate notes and statements are taken during interviews. At any time during the investigation process, and in consultation with the Superintendent of Human Resources, or designate, the investigator may attempt to resolve the complaint using an alternative dispute resolution process described in this procedure. Harassment and Objectionable Behaviour Procedure (HR-005) Page 7 8.2.7 The investigator will prepare a draft summary report which concludes if workplace harassment or objectionable behaviour is found based on a balance of probabilities. This report is reviewed by the Superintendent of Human Resources, or designate, who will determine appropriate action which may result in corrective and/or disciplinary measures. 8.2.8 The Superintendent of Human Resources, or designate, shall provide the draft summary report to both the complainant and respondent, who shall have ten (10) working days in which to respond to the Superintendent of Human Resources, or designate, in writing. 8.2.9 The Superintendent of Human Resources, or designate, shall make any further inquiries or amendments, if required, in order to prepare a final report. A copy will be provided to both the complainant and respondent within ten (10) working days of the completion of the final report. 8.2.10 Where the Superintendent of Human Resources, or designate, finds no facts to substantiate the allegations and the complaint was not frivolous, vexatious, false or in bad faith, this finding will be reflected in the final report. Where the Superintendent of Human Resources, or designate, finds that the complaint was frivolous, vexatious, false or in bad faith, this finding will be reflected in the final report. 8.2.11 Where the Superintendent of Human Resources, or designate, determines disciplinary action is necessary, it will be conducted in accordance with Grand Erie’s Progressive Discipline procedure (HR-018). 8.2.12 The grounds for review of the investigation outcome will be when new evidence becomes known after the final decision but within ten (10) working days of the issuing of the final report (above) and discipline has been imposed. 8.2.13 No review of the final decision will be undertaken with regard to the claim that the conclusions drawn by the investigator based on findings of fact were incorrect. In the case of an employee(s) who is a member of a bargaining unit, the matter may be grieved in accordance with the procedure set out in the appropriate collective agreement. In the case of an employee(s) who is not a member of a bargaining unit, the matter may be appealed in accordance with existing policies or procedures appropriate to that individual employee(s). 8.2.14 Reprisals against individuals because they have reported a complaint are strictly forbidden. Alleged reprisals shall be investigated as formal complaints and, if substantiated, are subject to the same consequences as complaints of workplace harassment or objectionable behaviour. 8.3. Confidentiality 8.3.1. It is the duty of Grand Erie and Administrator(s)/immediate Supervisor(s) to make every effort to maintain strict confidentiality in the complaint process. All complainants, respondents, and other persons involved with the complaint processes under these procedures have a responsibility to ensure that all matters remain confidential. The obligation to maintain confidentiality does not prohibit any party to a complaint from obtaining advice or counsel or from speaking to any union/federation/association/council representative or the respondent/complainants’ Administrator(s)/immediate Supervisor(s) as required. This also pertains to communication to Administrator(s)/immediate Supervisor(s) with regards to the implementation of a resolution. 8.3.2. Grand Erie may be required to provide information obtained during an investigation to an outside agency that has the right to require information otherwise protected by the Municipal Freedom of Information and Protection of Privacy Act. Examples of such agencies are the Ontario Human Rights Commission, another tribunal, or court. Harassment and Objectionable Behaviour Procedure (HR-005) Page 8 9.0 Contacts and Supports • ETFO Office – (519) 753-9291 or 1-888-753-9291 • OSSTF Office – (519) 426-8545 • CUPE Office – (226) 250-3105 • Superintendent of Human Resources - (519) 756-6301 • Manager of Human Resources - (519) 756-6301 • Human Rights Commission, Toronto Office – (416) 326-9511 or 1-800-387-9080 • Ministry of Labour, Call Centre – 1-877-202-0008 10.0 Formal Resolution Complaint Procedures for Harassment of Employee(s) by Visitors 10.1. Complaint Procedures 10.1.1. An employee(s) who believes that they have been harassed by a visitor shall complete the form entitled “Harassment of an Employee(s) by a Visitor” (Appendix B) and submit it to their Administrator(s)/immediate Supervisor, and the Superintendent of Human Resources, or designate, as soon as possible after the incident(s). 10.1.2. Within ten (10) days of receipt of the completed Appendix B, the Administrator(s)/immediate Supervisor, or designate, will provide a copy of the completed Formal Complaint Form to the respondent. 10.1.3. An investigation will be conducted by the Administrator(s)/immediate Supervisor and feedback provided to the complainant, within ten (10) school days by their Administrator(s)/immediate Supervisor(s). 10.1.4. Timelines may be extended upon mutual consent of the parties. 10.1.5. Should the investigation indicate that the complaint has merit, the Administrator(s)/immediate Supervisor(s) shall notify their Superintendent/Manager and do any or all of the following: • Meet with the individual to outline and resolve concerns • Provide a copy of the harassment pamphlet • Send an access to property letter • Recommend the cancellation or non-renewal of permits/contracts (in the event that the perpetrator is a permit holder, contractor or service provider) • Limit access to that work site Reference(s): • Harassment and Objectionable Behaviour Policy (HR-05) • Bullying Prevention and Intervention Policy (SO-10) • Bullying Prevention and Intervention Procedure (SO-010) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Equity and Inclusive Education Policy (SO-14) • Equity and Inclusive Education Procedure (SO-014) • Ontario Human Rights Code • Occupational Health and Safety Act, R.S.O. 1990, c. O.1 • Progressive Discipline Procedure (HR-018) • Workplace Violence Policy (HS-02) • Workplace Violence Procedure (HS-002) Harassment and Objectionable Behaviour Procedure (HR-005) Page 9 Appendix A Grand Erie District School Board Workplace Harassment – Formal Complaint Form (Employee(s) Private and Confidential Complainant(s) Job Title Workplace Phone Number Name(s) of Person(s) Accused of Harassment and/or Objectionable Behaviour Description of Alleged Harassment (set out all facts, in chronological order, on which complaint is based, including dates and times and location. Attach additional pages (if necessary). Description of the steps, if any, already taken to resolve the matter. Attach additional pages (if necessary). Identification of Witnesses Resolution Requested I have contacted the following with regard to the incident(s) Supervisor Union/Federation/Association/Council Other(Please specify) Complainant(s) Signature(s) Date INSTRUCTIONS FOR SUBMITTING THIS FORM Place this form in a sealed envelope marked “PRIVATE AND CONFIDENTIAL” and forward to the Superintendent of Human Resources. Harassment and Objectionable Behaviour Procedure (HR-005) Page 10 Appendix B Grand Erie District School Board Formal Complaint Form - Harassment of an Employee(s) by a Visitor Private and Confidential Complainant(s) Job Title Relationship to the Respondent Work Location Name(s) of Person(s) Accused of Harassment Status (e.g. parent(s)/caregiver(s), service provider) Description of Alleged Harassment (set out all facts, in chronological order, on which complaint is based, including dates and times and location. Attach additional pages (if necessary.) Description of the steps, if any, already taken to resolve the matter. Attach additional pages (if necessary). Identification of Witnesses Resolution Requested I have contacted the following with regard to the incident(s) Supervisor Union/Federation/Association/Council Other (Please specify) Complainant(s) Signature(s) Date INSTRUCTIONS FOR SUBMITTING THIS FORM Place this form in a sealed envelope marked “PRIVATE AND CONFIDENTIAL” and forward to your supervisor and Superintendent of Human Resource, as soon as possible after the incident(s). POLICY HS-01 HEALTH AND SAFETY Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/01/27 Last Updated: 2023/06/26 Next Review Date: 2026/12/01 Objective: To ensure a safe, healthy, and accident-free working and learning environment, all employees, students, and non-board personnel must comply with the Occupational Health and Safety Act (OHSA), relevant codes, safety standards, and practices. Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to providing a safe, respectful, and healthy workplace and learning environment for all employees, students, volunteers, visitors, and contractors. Grand Erie is committed to preventing occupational illness and injury in the workplace, continually improving health and safety practices and performance in compliance with the OHSA, relevant codes, safety standards and practices. Grand Erie will make every reasonable effort to provide and maintain a safe and healthy work environment. Grand Erie’s employee(s) must all be committed to reducing the risk of injury in the workplace. In accordance with the OHSA, this policy shall be reviewed annually by the employer, in conjunction with the Joint Occupational Health and Safety Committee (JOHSC) of Grand Erie. Reference(s): • Health and Safety Procedure (HS-001) • Occupational Health and Safety Act • Terms of Reference for the Joint Occupational Health and Safety Committee POLICY HS-01 HEALTH AND SAFETY Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/01/27 Last Updated: 2023/06/26 Next Review Date: 2026/12/01 Objective: To ensure a safe, healthy, and accident-free working and learning environment, all employees, students, and non-board personnel must comply with the Occupational Health and Safety Act (OHSA), relevant codes, safety standards, and practices. Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to providing a safe, respectful, and healthy workplace and learning environment for all employees, students, volunteers, visitors, and contractors. Grand Erie is committed to preventing occupational illness and injury in the workplace, continually improving health and safety practices and performance in compliance with the OHSA, relevant codes, safety standards and practices. Grand Erie will make every reasonable effort to provide and maintain a safe and healthy work environment. Grand Erie’s employee(s) must all be committed to reducing the risk of injury in the workplace. In accordance with the OHSA, this policy shall be reviewed annually by the employer, in conjunction with the Joint Occupational Health and Safety Committee (JOHSC) of Grand Erie. Reference(s): • Health and Safety Procedure (HS-001) • Occupational Health and Safety Act • Terms of Reference for the Joint Occupational Health and Safety Committee PROCEDURE HS-001 HEALTH AND SAFETY Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/01/27 Last Updated: 2023/06/09 Next Review Date: 2026/12/01 Purpose: To provide guidelines to ensure safe and healthy working and learning environments, and to prevent occupational illness and injury to students and employees. Guiding Principles: Grand Erie District School Board (Grand Erie) employees are required to meet or exceed all statutory requirements concerning the health and safety of workers, as well as all safe work processes established by Grand Erie and will be held accountable when they fail to do so. Employee(s) are required to work safely and report any unsafe condition to their Administrator(s)/immediate Supervisor(s) immediately. Grand Erie’s Administrator(s)/immediate Supervisor(s) are responsible for ensuring that employees work in a safe manner and receive adequate training in their specific work tasks to protect their health and safety. Grand Erie and its Administrator(s)/immediate Supervisor(s) must also take every precaution reasonable in the circumstances for the protection of the worker. Health and Safety processes will be implemented through Grand Erie’s Health and Safety Program, reviewed and amended annually through consultation with the Joint Occupational Health and Safety Committee. 1.0 Health and Safety Processes: 1.1. In fulfilling this commitment, Grand Erie will provide and maintain a safe workplace and healthy environment, as indicated by accepted safety practices and in compliance with legislative requirements of the Acts, Regulations, and Codes. 1.2. Grand Erie will strive to eliminate foreseeable hazards that could result in fires, loss of security, damage to property, and which could cause personal injuries or illness. 1.3. Lost time due to accident or injury can be controlled through effective management in combination with active involvement of the employee(s). Prevention of accidents is the direct responsibility of the Administrator(s)/immediate Supervisor(s) and employee(s) alike. 1.4. Administrator(s)/immediate Supervisor(s) will comply with Grand Erie’s health and safety requirements to prevent accidents and lost time. Additionally, these requirements apply to the design, operation, and maintenance of facilities and equipment. 1.5. Employee(s) will perform their tasks properly in accordance with established procedures and processes. 1.6. Grand Er ie is committed to the highest degree of safety and acknowledges that this can be achieved by co-operation with the Joint Occupational Health and Safety Committee and other groups. 1.7. See Appendix titled “Terms of Reference for the Structure and Function of the Joint Occupational Health and Safety Committee. Reference(s): • Health and Safety Policy (HS-01) • Occupational Health and Safety Act • Terms of Reference for the Joint Occupational Health and Safety Committee PROCEDURE HR-013 HIRING PROCEDURES Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2021/06/28 Last Updated: 2023/12/20 Next Review Date: 2027/12/20 Purpose: To ensure that the Grand Erie District School Board (Grand Erie) has fair, consistent and transparent recruitment and selection processes that will improve the ability to maintain a strong and diverse workforce. Guiding Principles: Encouraging diversity of the workforce in a school board is vital to enable the workforce to be reflective and representative of the community. Inequitable representation of historically disadvantaged communities in the workforce can lead to inequities in educational experiences and outcomes for excluded or marginalized employee(s) and students. 1.0 Preparation for the Hiring Process 1.1. All hiring decisions will be made in accordance with the processes outlined in this procedure. 1.2. New positions or additional employee(s) require approval from Human Resources before posting. 1.3. Positions will be posted internally and/or advertised externally in a variety of ways and sources as appropriate. Postings are prepared by Human Resources and will provide instructions on the application process. As it relates to teaching positions, all qualified candidates are invited to apply including those new to the profession or those from other school boards in Ontario who wish to relocate. 1.4. The hiring/selection process must be free of discrimination and reflect equity and inclusion in the recruitment and selection of qualified employee(s) who represent the diversity of our students and our region. 1.5. Job postings may invite applicants to provide additional experiences, skills, lived experiences, backgrounds or work experiences that they would bring to the position. 2.0 Processing of Applications 2.1. The Administrator(s)/Immediate Supervisor(s), or designate, shall screen applications to ensure candidates are qualified for the position. Job related criteria must be developed and consistently applied. 2.2. Screening of candidates for the interview is based on job criteria and in accordance with policy and procedures. 2.3. Individuals to be interviewed will be given reasonable notice of time and location. Information concerning the make-up of the interview team will not be made available to the candidates. 3.0 Interview Process (Guidelines for Conducting Interviews [Appendix A]) 3.1. When contacting applicants to set up an interview, the Administrator(s)/Immediate Supervisor(s), or designate, must consult with each candidate regarding any necessary accommodation to enable their participation in the interview process. If the candidate indicates that they do require accommodation, the Administrator(s)/Immediate Supervisor(s), or designate, must determine the nature of that accommodation and make arrangements to provide a suitable accommodation to meet the needs of the Hiring Procedures (HR-013) Page 2 applicant. Selected applicants must also be notified that any assessment and selection materials and processes used will be available in an accessible format upon request. 3.2. The Administrator(s)/Immediate Supervisor(s), or designate, shall develop interview questions and an evaluation tool consistent with job criteria and relevant legislation such as the Human Rights Code. . 3.3. Where possible, diverse interview teams of a minimum of two Administrators/Supervisors, or designate, will serve on the team. 3.4. The Administrator(s)/Immediate Supervisor(s), or designate, will direct the team. 3.5. Each team member will be provided with a package of information consisting of resumes of candidates and the posting, preferably in advance of the interviews. 3.6. The team will meet to discuss the questions and selection criteria to ensure that there is a common understanding of the process and the criteria. 3.7. Each candidate shall be asked the same questions. 3.8. The questions posed should be based on the job criteria and be of such a nature as to probe the candidate’s actual performance and degree of success in past roles. The candidate should demonstrate specific areas of strength, lived experiences and the ability to grow professionally. 3.9. Although appropriate to ask a candidate to clarify, expand on an idea, or to pursue a particular line of thinking, it is not acceptable to prompt or lead a candidate in their response. During the interview, team members should record only the factual responses of the candidates. 3.10. Based on the interview, the Administrator(s)/Immediate Supervisor(s), or designate, will be responsible for developing an evaluative summary for each candidate. 3.11. The candidate will complete and sign a Reference Consent Form to authorize contacting of references. The candidate may be asked to provide references in addition to those they have provided on the Reference Consent Form. 4.0 Selection Process 4.1. The interview team will determine the successful candidate based on an assessment of the candidate’s application package, the interview content and the reference checks as soon as possible following the interviews. At least two appropriate references (one of whom should be the current/most recent supervisor) for every candidate who is recommended to be hired for a permanent position will be checked before a final recommendation is made. 4.2. The Administrator(s)/Immediate Supervisor(s), or designate, is responsible for collecting all materials, including the job posting. These must be filed in a secure area and retained for two years from the date of the interview. 4.3. Prior to offering the successful candidate the position, the Administrator(s)/Immediate Supervisor(s), or designate, must contact Human Resources. 4.4. New employee(s) will receive a conditional offer of employment until such time as they have submitted a Police Record Check including a vulnerable sector search that is acceptable to Grand Erie where required. 4.5. The interview team chair will ensure that all documentation provided to the interview team is returned to the chair or to Human Resources at the conclusion of the process. Materials will be stored in a secure location in the Human Resources Department. 4.6. Human Resources will coordinate the formal sign up and orientation for successful candidates. 5.0 Follow Up Procedures 5.1. The Administrator(s)/Immediate Supervisor(s), or designate, will notify all candidates who were interviewed of the competition results in a timely manner, preferably through personal contact. Hiring Procedures (HR-013) Page 3 5.2. An interview debriefing may be initiated by either the Administrator(s)/Immediate Supervisor(s), or designate, or candidate. 5.3. Unless otherwise required, unions will be notified of vacancies in their bargaining unit and the names of the successful candidates. References:  Hiring of Employees Procedure (HR-003)  Conflict of Interest Related to Hiring, Selection, Promotion and Evaluation of Employees Policy (HR-07)  Education Act, R.S.O. 1990, c. E.2  Education Act, Ontario Regulation 298  Equity and Inclusive Education Policy (SO-14)  Equity and Inclusive Education Procedure (SO-014)  Ministry of Education School board teacher hiring practices policy (PPM 165)  Ontario Human Rights Code  Police Record Checks for Employees Procedure (HR-016) POLICY HR-03 HIRING OF EMPLOYEES Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2021/06/26 Last Updated: 2023/06/26 Next Review Date: 2026/06/30 Objective: To develop a workforce that is diverse and reflective of the Grand Erie District School Board (Grand Erie) community. Policy Statement: Grand Erie is committed to the development and implementation of hiring practices that are fair, equitable, inclusive, consistent, and transparent. Reference(s): • Hiring of Employees Procedure (HR-003) • Conflict of Interest Related to Hiring, Selection, Promotion and Evaluation of Employees Policy (HR-07) • Education Act, R.S.O. 1990, c. E.2 • Education Act, Ontario Regulation 298 • Equity and Inclusive Education Policy (SO-14) • Equity and Inclusive Education Procedure (SO-014) • Hiring Procedures (HR-013) • Ministry of Education School board teacher hiring practices policy (PPM 165) • Ontario Human Rights Code PROCEDURE HR-003 HIRING OF EMPLOYEES Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2021/06/26 Last Updated: 2023/06/09 Next Review Date: 2026/06/30 Purpose: To outline hiring practices that are fair, equitable, inclusive and transparent in order to promote the hiring of diverse candidates. Guiding Principles: Successful implementation is achieved by integrating the following components into the hiring process: 1.0 Qualifications and Merit Applicants can possess a wide variety of lived and professional experiences, skills, abilities, and education that they bring with them to a position. Job-related criteria used to screen applicants and develop meaningful interview questions to explore a candidate’s potential contributions will provide key information in the selection process. 2.0 Diversity, Equity and Human Rights The promotion of human rights and equity is vital to achieving a representative workforce to meet the needs of a diverse student body. The hiring/selection process must be free of discrimination and include the principles of equity and inclusive education (Equity and Inclusive Education Policy SO-14). It is important that students see themselves reflected in their curriculum, their physical surroundings, the broader environment and in the adults with whom they interact while at school. The hiring process will ensure that there are no barriers for qualified candidates from underrepresented backgrounds so as to enable their full participation in the process. 3.0 Employment Mobility Subject to Collective Agreement requirements, equal opportunity to apply for vacant positions will be provided to recruit external applicants who may be recent graduates, qualified candidates currently employed elsewhere, or an applicant looking to relocate. 4.0 Fairness and Transparency Direction to employee(s) of the Grand Erie District School Board (Grand Erie) who are responsible for the hiring and selection of employees will be provided regarding the following components of the hiring process: • creating job postings that reflect this process • determining appropriate outreach and recruitment destinations to attract the best qualified candidates • selecting job-related criteria used to screen applicants and develop interview questions • creating diverse interview teams, where possible • ensuring candidates are accommodated to facilitate their full participation in the process • making full use of the candidates’ applications, interview responses and reference checks in making the final hiring decision • providing opportunities to debrief all candidates, upon request Hiring of Employees Procedure (HR-003) Page 2 Reference(s): • Conflict of Interest Related to Hiring, Selection, Promotion and Evaluation of Employees Policy (HR-07) • Education Act, R.S.O. 1990, c. E.2 • Education Act, Ontario Regulation 298 • Equity and Inclusive Education Policy (SO-14) • Equity and Inclusive Education Procedure (SO-014) • Hiring Procedures (HR-013) • Ministry of Education School board teacher hiring practices policy (PPM 165) • Ontario Human Rights Code PROCEDURE PR-003 HOME INSTRUCTION Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2022/05/30 Last Updated: 2023/06/16 Next Review Date: 2026/04/15 Purpose To outline the process Grand Erie District School Board (Grand Erie) employees will take to provide Home Instruction. Guiding Principles A child may be excused from attendance at school if, in accordance with O. Reg 298, S,11(11) the child is unable to attend school by reason of sickness or other unavoidable cause. On occasion, due to the anticipated length of an absence, it is deemed advisable to assist day school pupils in maintaining their program and progress throughout the duration of their absence. An administrator, subject to the approval of the appropriate Family of Schools Superintendent of Education, may arrange for home instruction to be provided for a pupil where: • Medical evidence that the pupil cannot attend school is provided to the administrator; and • The administrator is satisfied that home instruction is required. Home instruction is not to be confused with Home Schooling. “Home schooling” is a commonly accepted term which is generally understood to mean that one (or more) of the parent(s)/caregiver(s) is providing instruction to one or more of their children. Home instruction will be approved, then coordinated by the appropriate Family of Schools Family of Schools Superintendent of Education through the home school administrator. The superintendent will ensure that the required written documentation is complete and will notify the home school administrator of students who are approved to receive home instruction. 1.0 Medical Evidence Medical evidence is considered to be acceptable if it consists of a signed statement from an appropriately qualified medical practitioner. Appropriately qualified medical practitioners include, but are not limited to psychologists, psychiatrists, medical doctors, and Social Workers. Questions concerning appropriately qualified medical practitioners, other than those listed above, should be directed to the appropriate Family of Schools Family of Schools Superintendent of Education. Medical evidence should consist of the clear and simple signed statement that “(student’s name) is unable to attend school for medical reasons”, and the approximate dates between which the student will require home instruction. Charges for the provision of medical certificates will not be assumed by Grand Erie. Administrators are asked to submit the “statement of medical evidence” along with a completed copy of the attached “Application for Authorized Home Instruction” form to the Family of Schools Superintendent of Education. Home Instruction Procedure (PR-003) Page 2 Following approval, the original request and medical statement will be returned to the school and will be retained in the student’s Ontario Student Record (OSR). A copy will be retained at the office of the Family of Schools Superintendent of Education for a period of one year in accordance with freedom of information legislation. 2.0 Parameters A maximum of four (4) hours per week will be available. In exceptional cases the administrator may request, and the student may be approved for, an additional hour of home instruction per week, from the appropriate Family of Schools Superintendent of Education. In some instances, approval for home instruction may be given verbally, by telephone, by the appropriate Family of Schools Superintendent of Education, prior to receipt of the necessary documentation. This would allow for a quick response to circumstances where the medical evidence is clear. Home instruction will occur on instructional days as per the Grand Erie calendar and will cease on the last instructional day of the school year, or when the student returns to school. Home instruction will not go beyond the end of the semester (secondary schools) or term (elementary schools) unless the administrator re-submits the Application for Authorized Home Instruction Form with the Request to Continue Home Instruction section completed; and receives authorization from the appropriate Family of Schools Superintendent of Education. An updated “statement of medical evidence” shall be required in order for the extension to be approved. Administrators must seek approval regarding extenuating circumstances from the appropriate Family of Schools Superintendent of Education for home instruction to occur outside of the regular school year. Application for extension must occur prior to the end of semester (secondary schools) or term (elementary schools). Although rare, there are occasions on which home instruction may be provided to students who are able to attend school, but only part-time or on an unpredictable schedule. These circumstances should be discussed in advance with the appropriate Family of Schools Superintendent of Education. When Home Instruction is discontinued, the administrator shall complete the “Termination of Home Instruction” section on the “Application for Authorized Home Instruction” form and return it to the appropriate Family of Schools Superintendent of Education. In order to support student achievement, schools need to have a return to school plan in place for students returning after a period of Home Instruction. The student shall be marked present for the course(s)/subjects for which they are receiving Home Instruction with a “H” in PowerSchool. 3.0 Home Instructors Selection and Responsibilities The administrator of the school is expected to make arrangements for providing a Home Instructor. Home Instructors should be Grand Erie employees, thereby subject to the requirements of police reference checks/Vulnerable Sector screening that is required of all teaching Home Instruction Procedure (PR-003) Page 3 employees. Home Instructors are usually teachers selected from the Occasional Teacher List; however, they may be the student’s own teacher or another teacher from the employee of the student’s school. If the student’s own teacher, or another teacher from the employee of the student’s school, is willing to provide home instruction, this instruction will occur outside the regular hours of the school day and will be tracked on the “Record of Home Instruction” form. Home Instructors maintain contact with the home school teacher(s) of record regarding the student’s progress and, participates in meetings related to the needs of the student as necessary. 4.0 Classroom Teacher Responsibilities: Where possible, the classroom teacher is to work with the Home Instructor to provide the appropriate instruction materials, and assessment and evaluation methods for grading and marking course materials. The classroom teacher is responsible for the reporting of the student’s achievement in PowerSchool, unless otherwise arranged through the administrator. 5.0 Payment of Home Instructors A record of the Home Instruction which has been provided is to be forwarded to the appropriate Family of Schools Superintendent of Education monthly on the attached form, “Record of Home Instruction”. The completed form will be submitted to Payroll Services, by the Superintendent’s Office, for payment. Note: Payment to teachers delivering home instruction is for the actual time instructing the student. Reference(s): • Education Act, R.S.O., 1990 Reg. 298 Operation of Schools, S.11(11) • Employee Safety Protocol at Non-Board Locations Procedure (HR-104) Copy: Ontario Student Record Superintendent of Education Retention: E + 1 year GRAND ERIE DISTRICT SCHOOL BOARD APPLICATION FOR AUTHORIZED HOME INSTRUCTION dd/mm/yyyy Surname Given Name D.O.B: School Address (Street /Lot/Con/Town/Postal Code) Telephone Grade Parent / Caregiver Signature Nature of Student’s Inability to Attend School Medical Certificate attached: Yes  No  (Medical certificate must accompany initial application) Date Last Attended Schools: dd/mm/yyyy Date Home Instruction to Commence dd/mm/yyyy Anticipated Date of Return dd/mm/yyyy Course(s) / Subject(s) Teacher(s) recommended to deliver instruction Requested by: Date: Administrator Authorized by Date: Superintendent of Education REQUEST TO CONTINUE HOME INSTRUCTION Home Instruction continuation requested for the above-named student beginning: Medical Certificate attached Yes  No  Anticipated Date of Return: dd/mm/yyyy Course(s) / Subject(s) Nature of student’s inability to attend school: Date: Administrator’s Signature Date: Superintendent’s Signature TERMINATION OF HOME INSTRUCTION Home instruction has been terminated/completed for the above-named student. Date completed: (i.e. date of last home visit) day/month/year Date: Administrator’s Signature Date: Superintendent’s Signature GRAND ERIE DISTRICT SCHOOL BOARD RECORD OF HOME INSTRUCTION INSTRUCTOR - TIME SHEET A. INSTRUCTOR: Surname Given Name Address (Street / Town, Lot / Con., Postal Code) Telephone STUDENT’S NAME SCHOOL Course/Subject or Grade: B. RECORD OF INSTRUCTION: Overall Curriculum Expectations Covered Assessment/Evaluation Dates worked # of hours Parent initial Dates worked # of hours Parent initial Hourly Rate: Total No. of Hours Worked: Total Amount: NOTICE: FAILURE TO SIGN BELOW WILL RESULT IN RETURN OF FORM AND DELAY IN PAYMENT Personal information recorded on this form is collected and maintained under the authority of the Education Act and will be used by authorized Board personnel to determine eligibility for employment and if hired for the purposes consistent with and necessary to the proper administration of an employer-employee relationship such as information required for enrolment in benefit plans, preparation of payroll, compliance with provisions of the Income Tax Act, Worker's Compensation Act, collective agreements and for purposes of compliance with an act of the Ontario Legislature or the Parliament of Canada. Questions about this collection of personal information should be directed to the Superintendent of Education (Human Resources), Grand Erie District School Board, 349 Erie Avenue, Brantford, Ontario N3T 5V3 I hereby consent to the use of the personal information contained herein for the purposes set out in the above notice. This record should be submitted regularly to the Superintendent of Education’s Office – minimum, on a monthly basis, if the term of the Home Instruction is prolonged. SIGNATURES: Employee Administrator Superintendent of Education Date: PROCEDURE PR-004 HOME SCHOOLING Superintendent Responsible: Superintendent of Education Initial Effective Date: 2020/02/24 Last Updated: 2024/09/23 Next Review Date: 2027/09/23 Purpose: To outline the responsibilities of Grand Erie District School Board (Grand Erie) employees regarding home schooling, and to support home schooling experiences. Guiding Principles: Children between the ages of 6 and 18 are required to attend school. A child may be excused from attendance at school if “the child is receiving satisfactory instruction at home or elsewhere” [Education Act, S.21(2)(a)] Home Schooling is an option available to students of compulsory school age. It is one of the legitimate excuses from compulsory attendance. Parent(s)/caregiver(s) who wish to school their child(ren) at home are required to notify Grand Erie of their intention to do so. 1.0 Home School Process 1.1 Parent(s)/Caregiver(s) will: 1.1.1 Parent(s)/caregiver(s) who decide to provide home schooling for their child(ren) will notify the Superintendent of Education with responsibilities for home schooling of their intent in writing. Parent(s)/caregiver(s) should provide the name, gender, and date of birth of each child who is receiving home schooling, and the telephone number, home address and email address. The letter should be signed by the parent(s)/caregiver(s). Appendix A is the letter parent(s)/caregiver(s) will use to notify the Superintendent of Education with responsibilities for home schooling. 1.1.2 If parent(s)/caregiver(s)decide to continue to provide home schooling in subsequent years, they should give notification each year in writing prior to September 1st to the Superintendent of Education with responsibilities for home schooling. Appendix A should contain the same information as that in the initial letter described above. 1.2 Grand Erie will: 1.2.1 Upon receiving written notification from the parent(s)/caregiver(s) expressing their intent to provide home schooling for their child, Grand Erie will consider the child to be excused from attendance at school, in accordance with section 21(2)(a), of the Education Act. Grand Erie will accept the written notification of the parent(s)/caregiver(s) each year as evidence that the parent(s)/caregiver(s) are providing satisfactory instruction at home. A letter each year to the parent(s)/caregiver(s) from the Superintendent of Education with responsibilities for home schooling (Appendix B) will acknowledge receipt of the parent(s)/caregiver(s) notification. 1.2.2 All students receiving home schooling shall have an Ontario Student Record (OSR) maintained by the designated home school of the student. Where a previous OSR does not exist, one will be created and all copies of the acknowledgement of Intent to home school letter (from the Superintendent of Education) will be filed annually. 1.2.3 If no intent to home school notification is received by the first day of school for a student who was home schooled in the previous year, the home school Home Schooling Procedure (PR-004) Page 2 principal will refer the student to the appropriate attendance counsellor if the student has not attended the school. 2.0 Grand Erie Investigation of Home Schooling 2.1 Reasons for an Investigation: Where the Administrator(s), Social Worker, School Attendance Counselor or Superintendent of Education has reasonable grounds to be concerned that the instruction provided in the home may not be satisfactory, Grand Erie will investigate the matter. The following is a list of some of the reasons that may give Grand Erie cause to investigate a particular instance of home schooling:  Refusal of a parent(s)/caregiver(s) to notify Grand Erie in writing of the intent to provide home schooling.  A credible report of concern by a third party with respect to the instruction being provided in the home.  Evidence that the child was removed from attendance at school because of ongoing conflicts with the school, not for the purpose of home schooling.  A history of absenteeism by the child prior to the parent(s)/caregiver(s) notifying Grand Erie of the intent to provide home schooling. 2.2 Guidelines for Conducting an Investigation In conducting an investigation, the Administrator(s) will meet with the family or ask the parent(s)/caregiver(s) to submit information about the home schooling in writing (Appendix C). Determining whether instruction is satisfactory should therefore focus on the following: 2.2.1 A plan for educating the child. 2.2.2 Plans to ensure literacy and numeracy at developmentally appropriate levels. 2.2.3 Plans for assessing the child’s achievement. If the Administrator(s) is unable to determine from this investigation whether the child is receiving satisfactory instruction at home, the Superintendent of Education with responsibilities for home schooling may take further action by making an inquiry to the Provincial School Attendance Counsellor (see Section 6 of this procedure). 2.3 The Role of Home Schooling Support Associations/Outside Agencies in an Investigation When the Administrator(s) is conducting the investigation, a member of a recognized support group for parent(s)/caregiver(s) who provide home schooling, advocate, or a representative of an outside agency may be present. 3.0 Access to Resources for Parent(s)/caregiver(s) Providing Home Schooling: 3.1 Parent(s)/caregiver(s) providing home schooling may wish their child(ren) to participate in assessments administered by the Education Quality and Accountability Office (EQAO) for students in Grades 3, 6, and 9, and/or the Ontario Secondary School Literacy Test. These parent(s)/caregiver(s) will contact the Superintendent of Education with responsibilities for home schooling by September 30 of the year in which the assessments/tests are being conducted for information about the dates, times, and locations. No fees may be levied against parent(s)/caregiver(s) for their children’s participation in any of these EQAO assessment/tests. Schools that have been notified by the Superintendent of Education with responsibilities for home schooling will provide space for these children at the time and on the dates when assessments/tests are being administered to the school’s regular day students. The school will request sufficient assessment/test materials from the EQAO so that the children who are receiving home schooling can participate. The school will also inform the parent(s)/caregiver(s) of the date, time, and location of the assessment/test. It is the Home Schooling Procedure (PR-004) Page 3 responsibility of the parent/caregiver to provide transportation for the child to and from the site. 3.2 EQAO will send the results of children who are receiving home schooling to the school where they participated in the assessment/test. Schools will send these results directly to the children’s’ homes. The results of children who are receiving home schooling will not be included in reports generated by EQAO or by the school/Grand Erie. 3.3 Courses Offered Through the Independent Learning Centre Parent(s)/caregiver(s) may wish to enroll a child of compulsory school age in courses offered through the Independent Learning Centre (ILC). To enroll the child with the ILC, the parent/caregiver will submit the enrolment form to the ILC, along with a letter from Grand Erie (Appendix B) indicating that the child is receiving home schooling and is excused from attendance at school. 3.4 Ministry of Education Curriculum Material Parent(s)/caregiver(s) may download curriculum policy documents and curriculum support material produced by the Ministry of Education free of charge from the ministry’s website, at www.edu.gov.on.ca. This material may also be obtained through Publications Ontario. 3.5 Support Services Offered by the Ministry of Health and Long-Term Care Families in which children are receiving home schooling have access to Ministry of Health and Long-Term Care school health support and personal support services (and equipment) through the Home and Community Care Support Services Hamilton Niagara Haldimand Brant or Home and Community Care Support Services South West. Parent(s)/caregiver(s) will provide the Home and Community Care Support Services Hamilton Niagara Haldimand Brant or Home and Community Care Support Services South West with a letter from Grand Erie (Appendix B) indicating that the child is excused from attendance at school because the child is receiving satisfactory instruction at home. 4.0 Clarification of Related Policy/Procedure: 4.1 Procedure PR-006 Prior Learning Assessment and Recognition (PLAR). Section 7.2.5 “Prior Learning Assessment and Recognition (PLAR)”, of Ontario Schools Kindergarten to Grade 12: Policy and Program Requirements, 2016 will also apply to students enrolled in an Ontario secondary school, other than mature students (as defined in Ontario Schools Kindergarten to Grade 12, 2011), who are entering secondary school after having received home schooling. 4.2 Funding for Part-Time Attendance The Ministry of Education provides funding to boards for students who attend school on a part-time basis. The per-pupil grants are pro-rated according to the amount of time the student is in attendance at the school. 4.3 Enrolment Registers A school will not record a child who is receiving home schooling on a full- time basis in the enrolment register for full-time day school students. If, however, a student is receiving some instruction at a school operated by Grand Erie, the student’s enrolment for this instruction will be recorded in the appropriate register. Refer to the Instructions section of the appropriate register for details. 5.0 Clarification by the Provincial School Attendance Counsellor: 5.1 When an Administrator(s) is unable to determine whether a child is receiving satisfactory instruction, a request to the Provincial School Attendance Counsellor can be made by the Superintendent of Education with responsibilities for home schooling. The Provincial School Attendance Counsellor will appoint an inquiry officer to conduct an inquiry. If the inquiry determines that the child is not receiving satisfactory instruction and the Provincial School Attendance Counsellor orders that the child attend school, Grand Erie will determine the appropriate action to be taken. 5.2 Before requesting an inquiry by the Provincial School Attendance Counsellor, Grand Erie should ensure that it has: 5.2.1 Taken appropriate steps to determine whether the child is receiving satisfactory instruction. Home Schooling Procedure (PR-004) Page 4 5.2.2 Retained documentation of its communication with the parent(s)/caregiver(s), including written communication, notes on telephone calls and other verbal communication, a record of types of communication (e.g., telephone calls, registered letter), and a record of the number of attempts to communicate. 5.2.3 Retained documentation on the nature of the information and material provided by the parent(s)/caregiver(s) in response to Grand Erie’s investigation. 5.2.4 Prepared a factual summary of its investigation, including a conclusion, which will be forwarded to the Provincial School Attendance Counsellor. 6.0 Legislation/Definitions 6.1 “Elsewhere” commonly refers to a school setting. Most private secondary schools are inspected by the Government; few, if any, private elementary schools are inspected by the Government. 6.2 “Satisfactory instruction” is not defined in the Education Act or its Regulations. The courts have not defined it. However, the Ministry of Education website www.edu.gov.on.ca contains information for parent(s)/caregiver(s). 6.3 “Home schooling” is a commonly accepted term which is generally understood to mean that one (or more) of the parent(s)/caregiver(s) is providing instruction to one or more of their children. 6.4 Home schooling is a choice any parent(s)/caregiver(s) may make for a child. A board has no power to deny the exercise. Reference:  Education Act  Ontario Regulation 386/99  Ontario Schools Kindergarten to Grade 12: Policy and Program Requirements, 2016  Procedure PR-006: Prior Learning Assessment and Recognition (PLAR)  Provincial School Attendance Counsellor (PPM 131) Home Schooling Procedure (PR-004) Page 5 Appendix A NOTIFICATION OF INTENT TO PROVIDE HOME SCHOOLING To the Grand Erie District School Board: I/We herewith provide the names, gender, date of birth, and school information for each child of compulsory school age for whom I/we intend to provide home schooling for the Choose an item. school year. First and Last Name Date of Birth (DD/MM/YYYY) Gender Last School Name and Year Attended Click or tap to enter a date. Click or tap to enter a date. Click or tap to enter a date. Click or tap to enter a date. List additional children’s names on reverse. Name of Parent(s)/Caregivers(s) please print Home Address City Postal Code Mailing Address City Postal Code Phone Communication preference Email ☐ Email Address Paper ☐ I/We wish to notify the Grand Erie District School Board that I/we will be providing Home Schooling for our child(ren) starting September 3, 2024 or after Click or tap to enter a date.: I/We understand our responsibility under the Education Act to provide satisfactory instruction for our school-age child(ren) and do hereby declare our intent to do so. Parent(s)/caregiver(s) Signature: Date email to: homeschooling@granderie.ca or mail to: Grand Erie District School Board (Home Schooling) 349 Erie Avenue, Brantford, ON N3T 5V3 Filed in: OSR Retention: CY + 2 years (CY = current school year) Home Schooling Procedure (PR-004) Page 6 I/We herewith provide the names, gender, date of birth, and school information for each child of compulsory school age for whom I/we intend to provide home schooling for the Choose an item. school year. Children’s Names Continued: First and Last Name Date of Birth (DD/MM/YYYY) Gender Last School Name and Year Attended Click or tap to enter a date. Click or tap to enter a date. Click or tap to enter a date. Click or tap to enter a date. Filed in: OSR Retention: CY + 2 years (CY = current school year) Home Schooling Procedure (PR-004) Page 7 Appendix B Friday, March 17, 2023 Thank you for notifying the Grand Erie District School Board of your intent to provide home schooling for your children: Last Name First Name Date of Birth (M/D/Y) Click or tap to enter a date. Click or tap to enter a date. Click or tap to enter a date. Your children are excused from school for the Choose an item. school year under subsection 21(2), clause (a), of the Education Act, because you have indicated that you understand your responsibility under the Act to provide satisfactory instruction for your children and you have declared your intent to do so. Following is a link to: Policy/Program Memorandum No. 131, “Home Schooling”, issued by the Ministry of Education. Please note that if you continue to provide home schooling in subsequent years, notification is required in writing each year prior to September 1st. If you would like your children to participate in the assessments for students in Grades 3, 6, and 9, and/or in the Ontario Secondary School Literacy Test (normally given to students in Grade 10), that are administered by the Education Quality and Accountability Office (EQAO), you should contact Grand Erie District School Board for information about the dates, times and locations. Sincerely, Regan Vankerrebroeck Superintendent of Education /rm Filed in: OSR and with Attendance Counsellor Retention: CY + 2 years (CY = current school year) Home Schooling Procedure (PR-004) Page 8 Investigation Information Gathering Form Appendix C Please complete this form and return it to Grand Erie, along with the additional material requested below. If you need more space, attach additional sheets. Program Planning This section is intended to give Grand Erie District School Board information on your short- and longrange plans for your child’s education. Please describe your plan for your child’s learning by answering the following questions: Do you make instructional plans? YES ☐ NO ☐ Do you spend regularly planned instructional time with your child? YES ☐ NO ☐ Do you have a daily work schedule for your child’s home schooling? YES ☐ NO ☐ If yes, please describe it. What subjects are your teaching? What do you expect to accomplish with your child in English, Mathematics and other subjects this year? Requested By: (Name & Title) Name of Student: Date of Birth: Address: Name of Parent(s)/Caregiver(s): Telephone: Home Schooling Procedure (PR-004) Page 9 Instructional Program This section is intended to give Grand Erie District School Board information on the curriculum you follow. Is your instructional program based on any of the elementary or secondary curriculum policy documents published by the Ontario Ministry of Education? YES ☐ NO ☐ If yes, please check the appropriate boxes below. Elementary Curriculum Policy Documents Language ☐ Mathematics ☐ Science & Technology ☐ Social Studies/History and Geography ☐ The Arts ☐ Health & Physical Education ☐ French as a Second Language ☐ Secondary Curriculum Policy Document ☐ Note: Ministry of Education curriculum policy documents and curriculum support material may be downloaded free of charge from the ministry’s website, at www.edu.gov.on.ca This material may also be obtained through Publications Ontario. Contact Publications Ontario by using its toll-free telephone number, 1-800-668-9938, or visit its website, at www.publications.gov.on.ca for more information. Other Materials Please list any other curriculum documents that you use to help design your instructional program. Instructional Activities This section is intended to give Grand Erie District School Board information on the types of planned activities that you provide for your child to help him or her meet the learning expectations you have established. Please describe the typical activities you use to help your child learn. For example, what types of activities does your child do while learning English, mathematics, and other subjects? Please include samples of your child’s work in each subject area. Instruction Materials This section is intended to give Grand Erie District School Board information on the types of materials you use to help your child meet the learning expectations you have established. Please indicate the resources you use to support your instruction. Home Schooling Procedure (PR-004) Page 10 Instruc Names of textbooks used: Supplementary materials used: Very Often Often Seldom Never Magazines ☐ ☐ ☐ ☐ Newspapers ☐ ☐ ☐ ☐ Science kits ☐ ☐ ☐ ☐ Videos ☐ ☐ ☐ ☐ Photos ☐ ☐ ☐ ☐ Audio ☐ ☐ ☐ ☐ Maps ☐ ☐ ☐ ☐ Charts ☐ ☐ ☐ ☐ Models/mock-ups ☐ ☐ ☐ ☐ Television programs ☐ ☐ ☐ ☐ Radio programs ☐ ☐ ☐ ☐ Posters ☐ ☐ ☐ ☐ Computer programs ☐ ☐ ☐ ☐ Apps ☐ ☐ ☐ ☐ Websites ☐ ☐ ☐ ☐ Other supplementary materials (please specify): Assessment of Student Learning This section is intended to give Grand Erie District School Board information on how you evaluate your child’s progress in learning: What techniques do you use to assess student learning? Please describe them. tion Materials Textb English ooks: ☐ Mathematics ☐ Other Subjects ☐ Please list Home Schooling Procedure (PR-004) Page 11 Resources This section is intended to give Grand Erie District School Board information on the resources you use to support your instructional program. Please indicate the community and other resources you use. Public library ☐ YMCA/YWCA ☐ Community Centre ☐ Local gym facilities ☐ Public swimming pool ☐ Museums ☐ Art galleries ☐ Recreational/educational/social groups ☐ Nature interpretive centres ☐ Camping areas ☐ Youth Groups ☐ Please Specify Networking with other families that provide home schooling can offer valuable support. Please indicate if you are a member of any of the following provincial associations. Ontario Federation of Teaching Parents ☐ Ontario Christian Home Educators’ Connection ☐ Other organizations or groups ☐ Please specify: Other Information Please provide below any other information that would help Grand Erie District School Board determine whether the instruction is satisfactory. Parent(s)/caregiver(s) Signature: Date PROCEDURE PR-002 HONOURING INDIGENOUS KNOWLEDGES, HISTORIES AND PERSPECTIVES Superintendent Responsible: Superintendent of Education, Indigenous Education Initial Effective Date: 2022/05/30 Last Updated: 2025/04/03 Next Review Date: 2029/04/03 Definitions: Turtle Island: In reference to the continent of North America. Indigenous: Applies collectively to the original people of the land. Treaties: A formal, binding, nation to nation agreement that sets out clearly defined rights and responsibilities. Some of the original treaties were accompanied by wampum belt or string. Colonialism: A set of policies or practices used to exert power and control by suppressing another group economically, politically and socially. Purpose: This procedure outlines the steps that board staff will take to operationalize the Board Policy Honouring Indigenous Knowledges, Histories and Perspectives (PR-02). Guiding Principles: • Ensure that the Land Acknowledgement Statement is read at the opening of each Committee of the Whole and Regular Board meetings, and all other Committee meetings within the board. Schools will include the board’s land acknowledgement statement in their opening exercises. The land acknowledgement statement may be used at other school events outside the school day as deemed appropriate by the Principal or designate. • Build understanding of Indigenous histories, knowledges and perspectives, recognition of treaties, and the effects of colonialism, in curriculum development and delivery in order advance the process of Canadian reconciliation. • Support the development of staff training and implementation of learning resources that work to heighten the understanding of Indigenous histories, knowledges, and perspectives. Land Acknowledgement Statement: The Grand Erie District School Board recognizes Six Nations of the Grand River and Mississaugas of the Credit First Nation, as the longstanding peoples of this territory. We honour, recognize, and respect these communities as well as all First Nations, Metis and Inuit Peoples who reside within the Grand Erie District School Board. We are all stewards of these lands and waters where we now gather, learn and play on, and commit to working together in the spirit of Reconciliation. Reference(s): • Honouring Indigenous Knowledges, Histories and Perspectives (P-02) • Honouring the Truth, Reconciling the Future, the Final Report of the Truth and Reconciliation Commission of Canada, 2015 POLICY PR-02 HONOURING INDIGENOUS KNOWLEDGES, HISTORIES AND PERSPECTIVES Superintendent Responsible: Superintendent of Education, Indigenous Education Initial Effective Date: 2017/01/30 Last Updated: 2025/04/28 Next Review Date: 2029/04/27 Policy Statement: The Grand Erie District School Board recognizes it has an important duty to first and foremost act in the best interest of students and reflect the community it serves. In 2015, the Truth and Reconciliation Commission (TRC) of Canada concluded its work resulting in 94 far reaching Calls to Action, including a number specifically focused on education, covering residential school history, recognition of treaties and the effects of colonialism, in order to redress the legacy of residential schools and advance the process of Canadian reconciliation. The Six Nations of the Grand River and Mississaugas of the Credit territories are located within our board community. The legacy of residential schools, and colonialism, continues to be felt today by these communities, as well as by the Metis, Inuit and urban First Nations families and students we serve. As part of reflecting its community, Grand Erie supports the Calls to Action of the TRC through a set of actions which serve to honour Indigenous histories, knowledges, and perspectives. Grand Erie acknowledges the diversity of Nations across Turtle Island. Where possible, the specific nation’s name will be used; otherwise, the term Indigenous will be referenced in print, or otherwise. The Truth and Reconciliation Commission of Canada was formed as a result of recognition of the cultural genocide and assimilation inflicted upon Indigenous people in Canada for generations and in concluding its work, created 94 Calls to Action including numbers 62 and 63 specifically focused on education. For the purposes of this policy, the Grand Erie District School Board will focus on 63 ii, iii, iv as expectations for the system. 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. iv. Identifying teacher-training needs relating to the above. Reference(s): • Honouring Indigenous Knowledges, History and Perspectives Procedure (PR-002) • Honouring the Truth, Reconciling the Future, the Final Report of the Truth and Reconciliation Commission of Canada, 2015 PROCEDURE BU-008 HOSPITALITY AND FOOD EXPENSES Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2016/11/28 Last Updated: 2023/10/23 Next Review Date: 2027/10/25 Purpose To establish criteria and procedures for the reimbursement of expenses incurred by senior staff members while proffering hospitality on behalf of Grand Erie District School Board (Grand Erie). Guiding Principles Expenditures for meals and hospitality must be reasonable and transparent with appropriate accountability and reporting mechanisms based on system-wide processes. Food should only be provided for Grand Erie employees, at a cost to Grand Erie, when it is appropriate and reasonable. Grand Erie assumes no obligation to reimburse expenses that are not in compliance with this process. Where specified, prior approval of an immediate supervisor is required before the expense is incurred if it is to be eligible for reimbursement. 1.0 Procedure: Grand Erie will reimburse Superintendents and the Director of Education and Secretary to the Board for hospitality expenditures submitted on the Travel Expense Claim Form subject to the following parameters: 1.1 Hospitality is the provision of food, non-alcoholic beverages, accommodation, transportation, or other amenities at Grand Erie’s expense. 1.2 All hospitality at Grand Erie’s expense may only be extended by Superintendent(s) or the Director of Education and Secretary of the Board. 1.3 Unless otherwise approved, hospitality should only be provided to individuals not employed by Grand Erie, except in the instances covered by 1.5 (a) below. 1.4 Hospitality should be extended in an economical, consistent and appropriate way when it will facilitate Grand Erie business or is considered desirable as a matter of courtesy. 1.5 Hospitality may be extended on behalf of Grand Erie when: • Recognizing employees or other individuals for outstanding achievement (i.e., retirement, service, meritorious awards etc.) • Engaging representatives of other boards, the broader public sector, industry, public interest groups or unions in discussions on official matters • Providing individuals from provincial, national or international organizations with an appreciation of their work with Grand Erie • Sponsoring or attending formal conferences related to the goals of Grand Erie • Exceptions to the above must have prior approval of the Director of Education and Secretary of the Board (or designate). Hospitality and Food Expenses Procedure (BU-008) 2 2.0 Avoiding Conflicts of Interest 2.1 When hospitality is extended by vendors to Grand Erie and/or representatives of Grand Erie, prior approval must be obtained from the Superintendent of Business and Treasurer (or designate) to ensure that the hospitality extended does not give preferential treatment to any vendor. 2.2 Individuals may seek approval from the Superintendent of Business and Treasurer (or designate) prior to accepting hospitality from vendors to Grand Erie (current or prospective) to avoid either real or perceived conflicts of interest. 3.0 Alcohol Alcoholic beverages will not be reimbursed at any time. 4.0 Reporting 4.1 All reimbursement claims for hospitality expenses should be made on the Travel Expense Claim Form which is available electronically Hospitality expenses charged to a Grand Erie Purchasing Card, will adhere to the standard Purchasing Card reporting. 4.2 When submitting supporting documentation (receipts) for hospitality, the following information must be provided: • The circumstances or occasion, including any prior approval • The form of hospitality (breakfast, lunch, dinner, reception etc.) • The costs supported by detailed receipts • Name and location of the event • Number of attendees • Names of individuals entertained, their titles and firm or organization represented • Records of any required prior approvals; and • The specific budget code to which the expense is to be charged. 4.3 The claimant must sign the form and attach all receipts showing the detail of the expense. Credit/debit card slips are not acceptable as they do not show sufficient detail to authorize payment, nor do they meet audit requirements. 4.4 All hospitality expense claims will be submitted for payment by the most senior employee at the event; and reviewed and signed by the claimant’s immediate supervisor prior to submission to Business Services for reimbursement. 5.0 Food 5.1 Food should only be provided at Grand Erie functions and/or meetings where Grand Erie employees are required to attend over the lunch or dinner hour and it is not feasible to break for a reasonable period of time to have employees leave the event for a meal break. 5.2 Examples of functions and/or meetings where meals would be provided are; • Staff interviews where the team continues to meet through the lunch or dinner hour. • Grand Erie/department meetings that require participants to meet and work through the lunch or dinner hour. • Grand Erie professional development activities that commence at the end of the regular school day and continue for a period of two hours or more without the opportunity for participants to break for a reasonable period of time to leave the event for a meal break. • Grand Erie professional development activities that extend over the lunch hour without the opportunity for participants to break for a reasonable period of time to leave the event for a meal break. Hospitality and Food Expenses Procedure (BU-008) 3 • Board of Trustees or Grand Erie Committee meetings that extend over the dinner hour and do not provide a reasonable time period for participants to have an opportunity for a meal break. 5.3 Examples of functions and/or meetings where food would not be provided are: • Morning meetings ending at lunch hour, no breakfast will be provided, coffee, water and juice service only is appropriate for such meetings. • Any meetings held during regular business hours not included in 5.1 above 5.4 Grand Erie budgets and/or school generated funds must not be used to provide food for social events, individual retirement parties or year-end activities. The annual Grand Erie retirement dinner for all retirees is not prohibited by this section. 5.5 This section is not intended to prohibit the proffering of Hospitality as set out in section 1.5 above. Resource(s): • Broader Public Sector Procurement Directive • Travel, Meal and Hospitality Expense Directive 2020 Workplace Violence Manual October 2019 Table of Contents Notification of Risk Map ............................................................................................ 3 Notification of Risk Map Example .............................................................................. 4 Workplace Violence Investigation/Be Safe Plan Checklist .......................................... 5 Violence Awareness for School Staff - Template ........................................................ 6 Violence Awareness for School Staff - Instruction Guide ............................................ 7 HR8 Workplace Violence Manual October 2019 Page 3 of 7 Notification of Risk Map On an annual basis or as soon as reasonably possible after new information is made available, the Administrator/Designate will create/update a Notification of Risk floor map. A copy of this map will be posted in the Main Office in a binder and will be made available to central school board staff if they will be in contact with students. The Notification of Risk map will note locations where students who have a history of violence and are likely to expose one or more workers to physical injury are predominately located. Contractors or non-site-specific staff MUST attend the main office and sign in. They must be made aware of the Notification of Risk Maps as appropriate. Access to areas of risk must be approved by the building administrator. If you encounter aggressive situations taking place in the school, DO NOT intervene and contact the Main Office immediately. HR8 Workplace Violence Manual October 2019 Page 4 of 7 Notification of Risk Map Example A copy of this map will be posted in the Main Office in a binder and will be made available to central school board staff if they will be in contact with students. This map will note locations where students who have a history of violence and are likely to expose one or more workers to physical injury are predominantly located. If you encounter aggressive situations taking place in the school do not intervene and contact the main office. Access to these areas is restricted to staff who work in those locations. Anyone requiring access to those locations, who does not work in those locations must have approval of the building administrator prior to entering. HR8 Workplace Violence Manual October 2019 Page 5 of 7 Workplace Violence Investigation/Be Safe Plan Checklist A student safety plan is a plan developed for a student whose behaviour is known to pose an ongoing risk to themselves, other students, workers or other people in general. It can serve as a crisis-response plan that outlines the roles and responsibilities of the workers in dealing with specific problem behaviours. The development of a student safety plan involves all workers who work on an ongoing basis with a student, as well as parents and the representatives from any community agencies working with the student/ family (Caring and Safe Schools in Ontario, 2010). A student safety plan can be created for a student who is, or is not, receiving special education programs and services who meets the above criteria. Workplace Violence in School Boards: A Guide to the Law, 2018 There are instances when a Student Safety Plan must be reviewed: 1. Start of the school year 2. New student i. New student to the school ii. New student to the school board 3. When there is a change in behaviour that could increase the potential for violence or aggression 4. Following any violent incident involving the student Checklist to review a Student Safety Plan includes: • Review the student’s Ontario Student Record (OSR) to determine if a safety plan has previously been/is required. This is an important question to ask during transition planning or registration prior to the OSR arriving. • Create/update the safety plan in LITE • Determine if the existing intervention strategies are relevant, applicable and appropriate within the current school environment • Determine possible methods to reduce or eliminate known triggers for the student • Check that all communication devices are in working order (e.g. intercoms, walkietalkies, cell phones or alert system) • Establish and communicate the roles of staff members during an emergency/crisis • Collaborate on the development of the safety plan by having all school staff contribute that work directly with the student • Ensure that all school staff who have direct involvement with the student have read and signed the safety plan • Consider an appropriate location to store the Student Safety Plan to facilitate appropriate information sharing, while also adhering to legislative requirements for privacy. • All school staff that have regular and direct involvement with the student should rehearse the safety plan, at least once, after it is developed or updated • Ensure that all school staff have the necessary Personal Protective Equipment (PPE), and have been trained on the care, use, maintenance and limitations of the PPE • Procedures must be in place so that all staff have access to the safety plan, as needed, prior to working with the student (e.g. occasional staff and system staff may require this information) • Ensure that data is being collected regularly to monitor if there is any change in behaviour that could increase the potential for violence or aggression • Ensure that all school staff working with the student have current BMS training. • Ensure the student and any relevant updates have been added to the Violence Awareness for School Staff and the information has been shared with all staff. HR8 Workplace Violence Manual October 2019 Page 6 of 7 Violence Awareness for School Staff STUDENT Purpose: The Occupational Health and Safety Act (OHSA) requires the principal/supervisor to provide workers with information, including personal information, related to a risk of workplace violence from a person with a history of violent behaviour, if the worker can be expected to encounter that person in the course of their work and the risk of workplace violence is likely to expose the worker to physical injury.(OHSA section 32.0.5(3)) DATE (YYYY-MM-DD) Name: Information, Precautions and Safety Measures Grade: STRENGTHS TRIGGERS Location: EARLY WARNIG SIGNS DO DO NOT Important: Check the attendance list. If you supervise this student, you must also review and follow the Student Support Plan and/or Student Safety Plan. Contact the principal if the student support plan and/or student safety plan is not available. Name: Information, Precautions and Safety Measures Grade: STRENGTHS TRIGGERS Location: EARLY WARNIG SIGNS DO DO NOT Important: Check the attendance list. If you supervise this student, you must also review and follow the Student Support Plan and/or Student Safety Plan. Contact the principal if the student support plan and/or student safety plan is not available. HOW TO GET IMMEDIATE ASSISTANCE - IN CASE OF AN EMERGENCY 1. Call the office (e.g. PA system, two-way radio, phone) 2. Call for help - ask someone nearby to go to the office 3. If off school property, call 911 – Police Private & Confidential - Personal information contained on this form must remain confidential and shall only be used for the purpose it was shared. Employees must ensure that all records containing personal and/or confidential information are kept secure and protected from unauthorized access and disclosure. Employees must report any privacy breaches to the principal/supervisor at that the time they become aware or suspect a breach may have occurred; as outlined in Privacy Breach Protocol AP 194. HR8 Workplace Violence Manual October 2019 Page 7 of 7 Violence Awareness for School Staff Instruction Guide Purpose: The Occupational Health and Safety Act (OHSA) requires the principal/supervisor to provide workers with information, including personal information, related to a risk of workplace violence from a person with a history of violent behaviour, if the worker can be expected to encounter that person in the course of their work and the risk of workplace violence is likely to expose the worker to physical injury.(OHSA section 32.0.5(3)) COMPLETING INFORMATION ABOUT A STUDENT Add First and Last Name Grade: Location(s): Add a photo; if not available, add a description: • Gender • Height • Hair colour • Eye colour • Distinctive features Add Strengths e.g., • oral communication • eager to please Add Triggers e.g., • Transition times • Loud noises • Being touched • Owning behaviour Add Early Warning Signs e.g., • Raised voice • Pacing • Throwing objects • Red face • Hitting self Add DO e.g., • Increase proximity/space • STOP talking • Call Administration NAME: Jane Doe GRADE: 4 LOCATION: Primary Hall, Room 104  Information, Precautions and Safety Measures  Strengths: oral communication  Triggers: transition times, owning behaviour, being touched  Early Warning Signs: raises voice, bangs desk with fist DO: increase space, call the office  DO NOT: touch student or block door/path Important: Check the attendance list. If you supervise this student you must also review and follow the Student Support Plan and/or Student Safety Plan. Contact the principal if the student support plan and/or student safety plan is not available.  Do not edit this section HOW TO GET IMMEDIATE ASSISTANCE - IN CASE OF AN EMERGENCY 1. Call the office (e.g., PA system, two-way radio, phone). 2. Call for help (ask someone nearby to go to the office). 3. If off school property, call 911 – Police. Do not edit the heading. Specify school procedures for calling for help, if different from what is listed.  Add DO NOT e.g., • Give verbal direction • Touch student • Take object • Confrontational posture Private & Confidential - Personal information contained on this form must remain confidential and shall only be used for the purpose it was shared. Employees must ensure that all records containing personal and/or confidential information are kept secure and protected from unauthorized access and disclosure. Employees must report any privacy breaches to the principal/supervisor at that the time they become aware or suspect a breach may have occurred, as outlined in Privacy Breach Protocol AP 194. *Insert the name of the school into the header. POLICY TR-01 INCLEMENT WEATHER Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/05/29 Last Updated: 2023/04/24 Next Review Date: 2027/04/26 Objective: To provide information for the cancellation of transportation services and/or the closure of Grand Erie District School Board (Grand Erie) facilities during instances of, or in anticipation of, inclement weather. Policy Statement The health and safety of all students and employees of Grand Erie is a priority. Therefore, inclement weather may occasionally result in the cancellation of transportation services. Transportation cancellation will trigger closures or the early dismissal of schools/facilities for the district or within an identified zone(s) to students and employees. Reference(s): • Inclement Weather Procedure (TR-001) • Environment Canada Wind Chill Chart PROCEDURE PR-010 INTERNAL RESEARCH Superintendent Responsible: Superintendent of Curriculum and Student Achievement Initial Effective Date: 2025/02/03 Last Updated: 2025/02/03 Next Review Date: 2029/02/03 Purpose: To outline the parameters and process by which Grand Erie District School Board (Grand Erie) employee(s) may conduct internal research. Guiding Principles: Grand Erie supports internal research activities in its schools and departments on various topics that bring value and support our priority to every students’ education. Internal research requests include staff proposing to conduct research in their own classroom or school, or an employee proposing to conduct research in their own area of responsibility. Grand Erie will support internal research that:  Will not significantly disrupt or hinder student learning and access to educational programs.  Is methodologically sound and contributes new knowledge that can advance educational or wellbeing outcomes of our students and community.  Is ethically rigorous and adheres to principles for the ethical conduct of research involving humans outlined in the Tri-Council Policy Statement 2.0 (TCPS).  Will protect the privacy and data of students and staff, adhering to Ontario’s Anti- Racism Data Standards and Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). 1.0 Internal Research Process 1.1 Applicants will: 1.1.1 Obtain approval from their school administrator (or immediate supervisor, where applicable) for their research project 1.1.2 Complete a Research Advisory Form (available upon request to researchassessment@granderie.ca) and submit to the System Research Leader, including copies of all supporting documentation (i.e., consent letters to parent(s)/caregiver(s), survey/interview questions, recruitment materials, etc.) 1.1.3 If the research project is approved: 1.1.3.1 Guarantee anonymity of individual students, staff, and schools unless express written permission is obtained. 1.1.3.2 If students are to be involved in the research, obtain informed written consent from parent(s)/caregiver(s) of students under 18 and of students 18 years and older. Consent forms and a 1-page information letter about the study must be distributed via classroom teachers. The information letter must include:  Purpose of study  How data will be collected  Possible risks of participation  Sample questions so parent(s)/caregiver(s) understand the nature of the project Internal Research (PR-010) Page 2  Voluntary nature of participation and exit plan for participants  How confidentiality/anonymity will be ensured  How data will be stored and used  How parent(s)/caregiver(s) will be informed of results  Intent to publish  Contact information in case parent(s)/caregiver(s) have questions 1.1.4 Act in accordance with Grand Erie Policies, Ontario Student Records (SO- 038) and Privacy and Records Information Management (IT-02), MFIPPA, and the Education Act; data/collected information will be kept on secure servers and password protected devices; data will be securely disposed of as per the Grand Erie Records Retention Schedule. 1.1.5 Provide a final report for the Grand Erie’s research library. 1.2 School Administrators or immediate supervisors will: 1.2.1 Support their employee with completing the Research Advisory Form and supervise the conduct of the research project, if approved. 1.3 System Research Leader will: 1.3.1 Review of the research proposal and submit their recommendation to the relevant superintendent for final approval. 1.3.2 Inform the applicant of the results of the review. 2.0 Additional Considerations for Internal Research 2.1 Approval does not guarantee the participation of schools in the research study. School administrators will determine the viability of participation in a school community. This may include connecting with staff and the School Council. Participation by school personnel is strictly voluntary. 2.2 No research is permitted in schools during times of increased activity: January for secondary schools, May for elementary schools, as well as June and September for all schools. 2.3 Research that is exempt from this procedure includes research that falls within the job description of the employee, is not for publication, does not involve vulnerable populations, and presents minimal risk. References:  Education Act (169.1(1))  Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)  Ontario Student Record (SO-038)  Privacy and Records Information Management (IT-02)  Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS 2) Internal Research (PR-010) Page 3 Research Advisory Form for Internal Research Supervised by Principals Research Advisory Form for Internal Research Supervised by Principals General Information Name of Researcher(s) Name of Supervising Principal Position or Title School/Location Phone Email Project Information Project Title Anticipated Start Date Anticipated End Date Please answer the following questions: 1. State purpose of the research, research question(s), and hypotheses. 2. Describe the relevance of your research to education and the potential benefits to the Grand Erie District School Board (Grand Erie). 3. Methods: describe sequentially how research will be carried out, including the consent process. 4. Who is your target population of interest? How many participants do you require and why? How do you plan to recruit them? Internal Research (PR-010) Page 4  5. What Grand Erie resources will you require?  None at the time  Advice on data analysis  Consultation re: procedure/instruments  Preparing report  Help to find funding support for project  Finding ways to disseminate findings Supervisor endorsement by: In my opinion, the project is consistent with the principles underlying the criteria outlined in PR-###. I am willing to support and monitor this research project. Name: Signature: Date: Notes:  Assistance to Principals in reviewing the technical or methodological aspects of the study is available through the System Research Leader.  A brief summary of the study should be provided by the researcher, upon completion of the study, to the Principal, System Research Leader, and Superintendent. Applications to be submitted electronically to researchassessment@granderie.ca PROCEDURE PR-005 LEARNING RESOURCE SELECTION Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2020/05/25 Last Updated: 2023/06/16 Next Review Date: 2027/04/16 Purpose To outline Grand Erie District School Board’s (Grand Erie) process for the selection of learning resources to be used by staff with students. Guiding Principles The Grand Erie District School Board affirms that it is the responsibility of its professional staff to select resources that: • Will support and enrich the curriculum. Such resources shall stimulate intellectual growth, and are culturally responsive to ensure a critical appreciation for literary, aesthetic, philosophic and community values, and take into consideration the wide range of interests, abilities, and maturity levels of students • Are in a variety of formats so that students will have the opportunity to develop, with their teachers' guidance, the practice of critical analysis and the ability to make informed judgements in their daily lives • Are at various levels of complexity, reflecting diversity of appeal, portraying gender and cultural inclusiveness, and representing multiple perspectives • Contribute to the students' understanding and appreciation for media and social media that help develop critical thinking/analysis and viewing skills and provide the opportunity to make informed judgements about media. While initial resource selection falls within the scope of this procedure, the transitory nature of these resources requires caution. Resources are a dynamic form of information. A resource may be recommended for use, but responsibility for continual monitoring for suitability rests with the teacher. While the primary focus of this procedure is on learning resources rather than on human resources, it is recognized that many people are brought into our schools to enrich the teaching and learning experiences of students. This practice is encouraged and the general principles for selection which follow can be used to determine the appropriateness of the many outside human resources available to supplement the programs of the schools in conjunction with Grand Erie’s decision support tool. 1.0 Responsibility for Selection of Learning Resources • Responsibility for selection of learning resources shall reside with Grand Erie’s professional system staff • The responsibility for coordinating the selection of school learning resources and making the recommendation for purchase rests with the school's administrator in consultation with the system professional staff 2.0 Criteria for Selection of Learning Resources 2.1 General Criteria • In selecting learning resources, teachers and administrators will determine curriculum needs and evaluate the learning resources available and the quality of existing resources to meet those needs. In this process of evaluation, teachers will Learning Resource Selection Procedure (PR-005) Page 2 make a professional judgement of the actual resources and it is recommended that they consult with program support staff to support their evaluations • Selection is a continuous process which should include the maintenance of resources which are still suitable and the removal of resources which are no longer appropriate • Learning resources shall support and be consistent with the educational goals of the Ministry of Education and Grand Erie. They should reflect the stated needs aims and objectives of individual school improvement plans and support the overall curriculum expectations for specific courses and programs for which they are being considered • The criteria outlined below apply to all learning resources. Although not ALL learning resources will meet ALL of the criteria listed below, it is expected that staff members will exercise their professional expertise, judgement, and sensitivity to apply the criteria when choosing resources a. Appropriateness to Program/Ontario Curriculum b. Suitability for Students c. Diversity, Equity, and Inclusiveness d. Canadian Content and Publication e. Quality of Visual and Physical Format f. Cost and Durability g. Accessible in Multiple Formats 2.2 Specific Criteria The criteria listed below expand on the seven general criteria above by highlighting key points to be considered in such areas as gender; race, religion, and culture; values; and Canadian content. The use of these specific criteria reflects Equity and Inclusive Education Policy (SO-14) and Equity and Inclusive Education Procedure (SO-014). a. Appropriateness to Program • Does the material support the curriculum as outlined in Ministry, Board, and school documents? • Does the material support specific kinds of programs or modifications, e.g., Special Education, ESL/ELD (English as a Second Language/English Literacy Development), enrichment, remediation, upgrading? • Is the material appropriate for the grade? b. Suitability for Students • Will the resource enrich the learning experiences of students? • Will the resource sustain the interest of students? • Will the resource be appropriate to the maturity and experience of students? • Will the resource be current, relevant and reflective of students' lived experiences? • Will the resource be appropriate for the learning styles and skills of the intended audience? c. Equity and Inclusiveness Recognizing that bias exists in all learning materials: • Are people of a variety of races, religions, genders, cultures, sexual orientations, classes, abilities, and age represented? • Are Indigenous peoples and a range of their issues and experiences represented? • Does the material depict individuals and groups in a range of social, economic, and political environments? • Does the resource address issues from a variety of perspectives? • Can the examples of stereotyping and discrimination (including language, visuals, omissions, or distorted perspectives) be used by the teacher for antidiscriminatory educational purposes? Learning Resource Selection Procedure (PR-005) Page 3 • If the material contains controversial issues, can they be addressed in ways that are educationally appropriate to students and programs respecting culture, religion and community of origin? • Does the resource reflect the contributions made by diverse groups to their community, to Canada as a multi-cultural nation and to the world? d. Canadian Content • Does the material present a broadly-based perspective of Canada within a global framework? • Does the material present Indigenous people in contemporary contexts where appropriate? • Does the material present Canada and its people within a multicultural context? • Is the material written or edited by a Canadian author? • Is the material edited, printed, or bound in Canada? e. Quality of Visual and Physical Format • Is the material well-organized and presented clearly and logically? • Is the format of illustrations, graphics, pictures, photographs, and artwork of a high quality? f. Cost and Durability • Is the cost of the material justified for its use? • Is the resource durable? g. Accessible in Multiple Formats • Is the learning resource available in print and electronic versions? • Is the format acceptable and accessible for individuals with identified disabilities as per Accessibility for Ontarians with Disabilities Act (AODA)? 3.0 Procedure for Challenge of a Learning Resource In the event that a parent(s)/caregiver(s) or other petitioner wishes to challenge the appropriateness of a particular resource: a. The teacher and/or administrator should explain to the petitioner Grand Erie’s selection process, the reasons the resource is included, and how the resource is intended to be used. b. The teacher and/or Administrator(s) and petitioner will determine whether an alternate selection can be substituted to suit this student’s needs. c. If the petitioner is not satisfied, the administrator will request that the concern be expressed in writing using the Request for Formal Reconsideration of a Learning Resource form (Appendix A). This form will be returned to the Administrator(s) for discussion. d. If, after meeting with the Administrator(s) to discuss the request, the petitioner is not satisfied, the Administrator(s) will request that the petitioner sign page one and complete page two of the Request for Formal Reconsideration of a Learning Resource form. The Administrator(s) will then consult with the Family of School Superintendent of Education. If a resolution cannot be achieved through Family of Schools Superintendent of Education consultation, the issue will be referred to a Learning Resource Review Committee which will be chaired by the appropriate Family of Schools Superintendent of Education with program responsibilities. The committee chair will bring together a team consisting of an Administrator Leader and Teacher Consultant. The committee chair will consult with Education Officers or Student Achievement Officers from the Ministry of Education, as necessary. The Review Committee will endeavor to meet in a timely fashion and will share their decision with the Family of Schools Superintendent of Education and the Administrator(s) involved. The Family of Schools Superintendent of Education will share the decision with the parent(s)/caregiver(s). Definitions: (Optional) a. For the purposes of these procedures, the term "learning resources" refers to any print or non-print material other than textbooks, whether purchased, borrowed, locally produced Learning Resource Selection Procedure (PR-005) Page 4 or downloaded, with instructional content or function that is used for formal or informal teaching and/or learning purposes. b. For the purposes of these procedures, the term textbook refers to those documents that have been listed on the Ministry of Education’s Trillium List. The Trillium List has established criteria for selection of materials suitable for classroom use. Any item not referred to on the Ministry’s Trillium List is subject to the principles laid out in this policy for determining suitability as a Learning Resource. Whenever new classroom materials or textbooks are purchased, schools must look first to the Trillium List for already approved materials. Reference(s): • Decision Support Tool • Equity and Inclusive Education Policy (SO-14) • Equity and Inclusive Education Procedure (SO-014) • Accessibility for Ontarians Disabilities Act (AODA) Learning Resource Selection Procedure (PR-005) Page 5 Appendix A Request for Formal Reconsideration of a Learning Resource Title of Learning Resource: Producer (if applicable) Author (if applicable) Distributor (if applicable) Publisher (if applicable) Grade / Course Request Initiated by: Telephone: Home School Date: Are you raising the concern as an individual or as a group me m ber ? Individual ☐ Group☐ Please identify group (if applicable) Have you completely viewed or read the material? Yes ☐ No ☐ Is the material compulsory for the child? Yes ☐ No ☐ What specifically is the cause for concern? What parts of the material are acceptable to you? What would be a satisfactory solution? Why? If a resolution is not achieved following a meeting with the Administrator, please sign the bottom of this form, complete page two of this form, and return it to the Administrator who will forward it to the Family of Schools Superintendent. Petitioner Signature Date: I acknowledge receipt of this concern. Administrator Signature: Date: Learning Resource Selection Procedure (PR-005) Page 6 Appendix A Outcome of Formal Reconsideration of a Learning Resource Meeting Describe the outcome of your conference with the Administrator and your concern: POLICY SO-30 MANAGEMENT OF POTENTIALLY LIFE-THREATENING HEALTH CONDITIONS, INCLUDING ADMINISTRATION OF MEDICATION, IN SCHOOLS Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2020/04/27 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective: To support students with life threatening medical conditions. Policy Statement: Grand Erie District School Board (Grand Erie) believes in supporting employees to better understand, prevent and respond to a health emergency by providing training and resources. A health emergency is defined as a potentially life-threatening health condition. In accordance with Sabrina’s Law, Grand Erie establishes and maintains a policy for students diagnosed with severe allergic reactions that may potentially end in death. Similarly, in accordance with Ryan’s Law, Grand Erie establishes and maintains a policy for students diagnosed with asthma. Grand Erie also has established and maintains processes to support students with diabetes, seizure disorders, and any other medical concerns which are potentially life-threatening health conditions. Reference(s): • Accessibility for Ontarians with Disabilities Act 2005 (AODA) • Accessibility Policy (SO-31) • Accessibility Procedure (SO-031) • Accessibility Standards for Customer Service, Ontario Regulation 429/07 • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Policy (SO-33) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Procedure (SO-033) • Equity and Inclusive Education Policy (SO-14) • Grand Erie’s Multi-Year Accessibility Plan, 2022-27 • Integrated Accessibility Awareness Manual (SO-31-M) • Integrated Accessibility Standard Regulation (IASR), Ontario Regulation 191/11 • Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, In Schools Resource Manua (SO-30-M) • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.M.56 • Ontario Human Rights Code • Ryan's Law (Ensuring Asthma Friendly Schools), 2015 • Sabrina’s Law – 2005 • Student Concussion and Head Injury Policy (HS-10) • Student Concussion and Head Injury Procedure (HS-010)) • Student Concussion Resource Package (HS-10-R) • Volunteers Procedure (SO-126) PROCEDURE HS-007 MAINTAINING EMPLOYEE SAFETY WHILE WORKING WITH STUDENTS Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2018/06/29 Last Updated: 2022/05/30 Next Review Date: 2026/03/03 Purpose: To outline the process that Grand Erie District School Board (Grand Erie) employees will take to maintain employee safety while working with students. Guiding Principles: 1.0 Introduction 1.1. In Grand Erie, it is recognized that we have a responsibility, in partnership with pupils, their families, employees and the community, to provide a safe, positive learning and working environment for employees working with students. 1.2. The main purpose of this procedure is to provide schools with direction in dealing with situations in which the behaviour of students has resulted in injury to a Grand Erie employee(s). 1.3. It is recognized that enhanced measures for employees working with students who display violent or aggressive behaviours may be required. 1.4. It is recognized that students may, at times, exhibit some aspects of behaviours that are considered aggressive. This may be due to cognitive or developmental level, or as part of the nature of their exceptionality as a student who has special needs. The behaviours are not necessarily intended to harm others and could be attributed to environmental components, communication needs, avoidance or escape of expectations, or to gain access to items or attention from others. 1.5. It is recognized that, despite the challenges presented by the behaviour of students, every precaution reasonable will be taken in the circumstances for the protection of a worker to maintain a safe working environment. The safe working environment may be achieved through protective equipment and/or effective educational programming to address student - specific needs, employee training, and effective incident response to employee procedures and debriefing. Employees will have the opportunity to debrief after a traumatic event. 2.0 Background 2.1. Administrator(s), regular education and special education teachers, educational assistants, early childhood educators, and support employees provide instructional programs and services to students. As well, secretaries and custodians are involved in supporting students. 2.2. On occasion, aggressive behaviour may be directed toward employees posing a risk to the safety of employees. 2.3. All reasonable precautions will be taken to ensure the safety of employees for anticipated and unanticipated acts that result in physical or emotional injury to employees due to the behaviour of students. There is a commitment to working with employees and students to plan proactively to minimize occurrences of injury and to respond effectively when unsafe situations arise. Maintaining Employee Safety While Working with Students Procedure (HS-007) Page 2 3.0 Authority 3.1. Under the Occupational Health and Safety Act (OHSA), and applicable regulations, Grand Erie is required to take every precaution reasonable for the protection of a worker. Under Regulation 857, the Administrator(s) are supervisors and are therefore responsible for taking reasonable precautions when dealing with students in our schools. 3.2. Also, under the Education Act, Part 13, Behaviour, Discipline, and Safety, the Administrator(s) has a duty to ensure that a student’s behaviour does not affect the safety of employees, students, and others. In exercising this duty, the Administrator(s) may exclude a student from attending school pending a review of safety precautions as indicated in Exclusion of Students Procedure (SO-032). 3.3. Grand Erie’s Code of Conduct Procedure (SO-012) outlines the expectations for ensuring a safe environment, student behaviour expectations, and consequences for failure to meet these expectations. 4.0 Commitment There is a commitment to working with employees and students to plan proactively to minimize occurrences of injury and to respond effectively when unsafe situations arise. 5.0 Responsibilities Grand Erie employees have varying responsibilities depending on their role. However, all employees must work together to respond appropriately to incidents that occur. It is the responsibility of: • The Administrator(s) to respond to concerns about employee safety, to investigate and develop follow up plans regarding incidents and to communicate this procedure to employees • All employees are to complete training in De-escalation Techniques for Students with Problem Behaviour • All employees are to follow instructions for safety procedures in the school, and to follow procedures outlined in Individual Education Plan, behaviour plan, and/or safety plan (BeSafe plan), for students, as needed • The Family of Schools Superintendent, in consultation with the Superintendent(s) responsible for Special Education and/or Safe Schools (or designates), to oversee program adjustments and employees or resource needs that may be required to provide for the learning needs of students that demonstrate violent or aggressive behaviour and the safety of employees • The Joint Occupational Health and Safety Committee (JOHSC) to monitor and review concerns regarding the implementation of this Procedure and consider training when necessary • The Superintendent of Human Resources to assist with procedures for employee support, deployment, and response to concerns 6.0 General Procedures to Prevent Occurrences of Violence Against Employees 6.1. Wherever possible, preventative planning should take place to be prepared for situations where risk may occur. 6.2. The application of consequences may be mitigated and/or modified to meet the needs of some students based on information contained in the student’s Individual Education Plan. Responses will be handled consistently, and in compliance with the policies and procedures of the board and legislation found in the Education Act, OHSA, and other legislative statutes governing residents of Ontario. Maintaining Employee Safety While Working with Students Procedure (HS-007) Page 3 6.3. The following information outlines areas that need to be addressed: • At the initiation of the Administrator(s), an individualized behaviour plan, and/or safety plan (BeSafe plan), will be developed for any student whose behaviour is known to pose ongoing risk to employees or others • The Administrator(s) and educators will participate in the development of the behaviour plan, and/or safety plan (BeSafe plan), and will gather input from educational assistants, employees and parent(s)/caregiver(s), as appropriate. All employees that work directly with the student will sign the behaviour plan, and/or safety plan (BeSafe plan), and receive a copy. These plans are to be stored in a secure location. Administrator(s) re required to ensure that the behaviour plan, and/or safety plan (BeSafe plan), is shared with the parent(s)/caregiver(s) • If a situation occurs where the behaviour plan, and/or safety plan (BeSafe plan), is utilized, the Administrator(s) may debrief with employees after the incident to ensure measures were implemented correctly, and the plan is effective at mitigating risks to employees • Changes to any plan will be documented and shared with all appropriate employees and parent(s)/caregiver(s) by the Administrator(s). The plan will be reviewed at least annually • The review of the behaviour plan, and/or safety plan (BeSafe plan), will be used to identify and facilitate employee training and orientation appropriate for employees assigned to that student • Notification of Risk map located in the main office The Administrator(s) is responsible for informing all employees including supply employees, of existing or new safety plans. 7.0 Employee Training 7.1. Employee training is an essential part of effective planning and programming for students with challenging behaviours. 7.2. In addition, enhanced training measures may be required for employees dealing with students with known high levels of needs to promote prevention of incidents occurring due to student behaviour. 7.3. A variety of training materials and methods will form the basis of ongoing training and are reviewed regularly. Some examples are: • Behaviour Management Systems Training • Principles of Applied Behaviour Analysis • Workplace violence reporting • De-escalation Techniques for Student Problem Behaviour • Data Collection on Student Behaviour in Grand Erie 7.4. Other appropriate training as deemed necessary by Human Resources or the Superintendents with responsibilities for Special Education, Safe and Inclusive Schools, and/or Administrator(s) will be provided for employees as required. 7.5. Employees will be expected to undertake training where it is deemed necessary, to deal effectively and proactively with students demonstrating challenging behaviour. Grand Erie will provide opportunities for training as required by the OHSA. For staff routinely working with students who have challenging behaviours, the level of training will need to be in accordance with the level of behaviour exhibited by the students. 8.0 Specific Incident Procedures to Address Injury or Violence Toward an Employee The following guidelines are intended to support school employees in dealing with a behavioural situation involving the injury of an employee that results from aggressive behaviour of students. Maintaining Employee Safety While Working with Students Procedure (HS-007) Page 4 8.1. Immediate Actions Employees will immediately report to the Administrator(s), or designate: • A violent incident or a serious threat by a student • Any situation in which an employee requires medical, emotional, or other assistance 8.1.1. The Administrator(s) will conduct a preliminary investigation to assess the seriousness of the incident and immediate responses needed. Also refer to Workplace Violence Procedure (HS-002) and follow if appropriate. 8.1.2. It is the responsibility of all employees to ensure that the safety and physical well-being of the student(s) and employee(s) involved are attended to immediately. 8.1.3. The Administrator(s), or designate, will ensure that all persons involved are safely and securely situated and will determine whether any person needs emergency first aid, emotional, or other immediate assistance. 8.1.4. The appropriate Superintendent of Education will be notified as soon as possible for any serious incident. 8.1.5. The parent(s)/caregiver(s) of the student (if the student is under 18) will be notified. If 18 years of age or older the student (or the person with legal entitlement to make decisions for them) will be notified directly. 8.1.6. The Administrator(s) will decide whether the student should be suspended or excluded from school pending the completion of the investigation and follow-up measures by the Administrator(s). This decision will be communicated to the parent(s)/caregiver(s) by the Administrator(s). 8.1.7. The emergency contact/family member of the employee may be notified depending on the seriousness of the incident and employee wishes. 8.1.8. The Administrator(s) will decide regarding police involvement. In circumstances where the Administrator(s) has chosen not to involve the police, the affected employee will be informed of their right to notify the police. 8.1.9. If the employee feels that the situation endangers their health or safety and indicates a refusal to work due to this concern, the “Work Refusal Process” (See Appendix A) agreed upon through the Joint Occupational Health and Safety Committee will be followed. The Superintendent responsible for Special Education and/or Safe Schools (or designates) and the Family of Schools Superintendent should be advised as soon as possible if a work refusal is initiated. 8.2. Follow Up Actions 8.2.1. Investigation 8.2.1.1. The Administrator(s) will investigate the circumstances surrounding the incident. Investigation will include the review of: • The details of the incident including interviewing of witnesses, examination of the incident site, medical treatment required, etc. • Current work practices employed and student responses to same • Previous history and documentation to date • Current Individual Education Plan and behaviour plan, and/or safety plan (BeSafe plan), (if in place for the student) and adherence to the strategies contained in each 8.2.1.2. The Administrator(s) shall follow appropriate disciplinary procedures with respect to the board’s Code of Conduct Maintaining Employee Safety While Working with Students Procedure (HS-007) Page 5 Procedure (SO-012) and and individual student Individual Education Plans and behaviour plan, and/or safety plan (BeSafe plan), Also refer to Workplace Violence Procedure (HS-002) regarding investigation. 8.2.2. Documentation If an employee is injured Administrator(s)/immediate Supervisor(s) must follow Employee Injury Reporting and Investigation procedure (HS-006) which outlines the requirements for notification and investigation of the incident. If this falls within the definition of workplace violence, then Workplace Violence Policy (HS-02) and Workplace Violence Procedure (HS-002) will be followed. 8.2.3. Support of employee The Administrator(s)/immediate Supervisor(s) may arrange other support for the employee(s) as determined in consultation with Grand Erie employees (Family of Schools Superintendent, Superintendent with responsibilities for Special Education and/or Safe Schools (or designates), Special Education, Safe Schools and Human Resources Departments). This support may be required to meet: • Physical needs (medical assessment or treatment, recuperation) • Emotional needs (counselling, Employee Assistance Plan, debriefing) • Risk management needs (assistive devices, additional support staff, and training, Violence Threat Risk Assessment, review of behaviour plan, and/or safety plan (BeSafe plan) 8.2.4. Prevention of Recurrence 8.2.4.1. Based on the findings of the above investigation, the Administrator(s) will recommend appropriate actions to avoid a recurrence. 8.2.4.2. Short-term and long-term responses may include: • Review of the Individual Education Plan and/or behaviour plan, and/or safety plan (BeSafe plan), and/or behaviour plan, with revisions as needed • Violence Threat Risk Assessment • Environmental modifications • Restorative practices • Cultural pedagogy • Changes in work procedures • Additional employee training • Personal protective equipment • Behaviour modification plans, counselling, suspension • Modified school attendance • Community Support Intervention • Police intervention or Child and Family Services intervention • Other intervention deemed appropriate 8.2.5. Student Re-entry Plan 8.2.5.1. The re-entry of a student after an aggressive incident must be well planned to avoid further difficulties. 8.2.5.2. The Administrator(s) will make the determination of the appropriateness and timing of the student’s return to school. In cases of any significant injury or safety concern, a student may need to be suspended or excluded from school until the necessary actions have been taken to address the safety concerns and prevent further incidents. 8.2.5.3. Written communication should be sent to the parent(s)/caregiver(s) following notification of the status of the student that has taken place in the immediate response phase. This notification would generally consist of one of the following: Maintaining Employee Safety While Working with Students Procedure (HS-007) Page 6 • Notice of concern about student behaviour • Modifications to the work environment or procedures for the student may require an extended period of absence of the student from the class or school • Suspension, Suspension Pending Expulsion, or Exclusion letters 8.2.5.4. The following steps must be taken prior to the return of the student: • The Administrator(s) will meet with the classroom educator(s), the learning resource teacher, and other appropriate school personnel to plan for the return of the student prior to meeting with the student or the student's parent(s)/caregiver(s) • The Administrator(s) will schedule a case conference with parent(s)/caregiver(s) or the student who is 18 years of age or older (or the person legally entitled to make decisions for them), appropriate school, Grand Erie and/or community personnel to prepare for the transition back to school for the student • The Administrator(s) will support the preparation and/or review of a safety and/or behaviour plan or a Student Action Plan and modify where necessary • Short- and long-term responses may include: • Environmental modifications • Employee training as needed • Involvement of community agencies to support the school in meeting the student’s needs (e.g., counselling) • Modified school day • Review and modify the Individual Education Plan, safety and/or behaviour plan as appropriate • Other interventions which the Administrator(s) may deem appropriate 9.0 Monitoring 9.1. It is the responsibility of all employees and system partners within Grand Erie to initiate and implement pre-emptive measures and/or develop plans to prevent incidents resulting from the behaviour of students. Utilizing behaviour data collection methods to inform behaviour and safety supports and/or interventions, while also monitoring employee incidents of injury and/or concerns about the behaviour of students is necessary to minimize further occurrences. 9.2. The following steps will be taken annually to monitor the area of employee injury due to the behaviour of a student: • All Employee Injury Reports will be forwarded to Human Resources. • Reports identifying aggressive behaviour will be reported to the Joint Occupational Health and Safety Committee. 9.3. Monthly reports will be provided to the JOHSC to monitor the implementation of this procedure and make the necessary recommendations to the employer. Reference(s): • Occupational Health and Safety Act, R.S.O. 1990, c. O.1 • Occupational Health and Safety Act; Work Refusal for Workplace Violence - Regulation 857 • Education Act, R.S.O. 1990, c. E.2 • Exclusion of Students Policy (SO-32) • Exclusion of Students Procedure (SO-032) • Code of Conduct Policy (SO-12) Maintaining Employee Safety While Working with Students Procedure (HS-007) Page 7 • Code of Conduct Procedure (SO-012) • Workplace Violence Policy (HS-02) • Workplace Violence Procedure (HS-002) • Employee Injury Reporting and Investigation Procedure (HS-006) • Regulations for Industrial Establishments – Regulations 851 – Section 43 • Right to Refuse Unsafe Work (Administrative Memo 27) Maintaining Employee Safety While Working with Students Procedure (HS-007) Page 8 Appendix A GRAND ERIE DISTRICT SCHOOL BOARD WORK REFUSAL PROCESS As per the Occupational Health and Safety Act and Regulations for Industrial Establishments Regulations 851, Section 43. The Right to Refuse Unsafe Work A worker has the right to refuse unsafe work that they have reason to believe may endanger themselves or another worker. The right to refuse unsafe work applies to all those covered under the Occupational Health and Safety Act. Certain workers who have a responsibility to protect public safety cannot refuse work that is in the normal course of their duty, i.e.: firefighters, police, ambulance etc. Limitations Teachers employed under the Education Act and governed by the Teaching Profession Act have a "limited" right to refuse work. Teachers may not exercise the right if the life, health, or safety of a student is placed in imminent jeopardy (RRO 1990 Reg. 857). It should be noted however, that teachers have always had the right to refuse to use unsafe equipment. Refer to Administrative Memo 27 – Right to Refuse Unsafe Work. From the Occupational Health and Safety Act Refusal to work A worker may refuse to work or do particular work where they have reason to believe that, • Any equipment, machine, device or thing the worker is to use or operate is likely to endanger themselves or another worker • The physical condition of the workplace or the part thereof in which they work or is to work is likely to endanger themselves • Workplace violence is likely to endanger themselves • Any equipment, machine, device or thing they are to use or operate or the physical condition of the workplace or the part thereof in which they work or are to work is in contravention of this Act or the regulations and such contravention is likely to endanger themselves or another worker. R.S.O. 1990, c O.1, s. 43 (3) *Note: Due to the complexity of the refusal process, an Administrator(s)/immediate Supervisor should contact the Health and Safety Officer immediately and in the meantime the employee should not be required to undertake the work that they consider unsafe. The Occupational Health and Safety Act describes the exact process for refusing dangerous work and the responsibilities of the supervisor, Joint Occupational Health and Safety Committee member designated to handle work refusals, and the refusing worker. POLICY FA-01 MAJOR CONSTRUCTION Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2008/10/24 Last Updated: 2025/03/24 Next Review Date: 2029/03/26 Objective: To outline the reporting and approval requirements for capital projects undertaken by Grand Erie District School Board (Grand Erie). Policy Statement: Grand Erie shall approve and monitor all major construction projects to ensure, to the extent possible, that they are completed on schedule and within approved budget. 1.0 The Board of Trustees shall be provided with information for approval regarding the preliminary scope of major construction projects. Elements of the information provided shall include size (FTE or square footage) and program (grades and/or specialized programs, and partnership opportunities). 2.0 The Board of Trustees shall approve the final selection of a Construction Manager, Architect or Professional Services. 3.0 The Board of Trustees shall receive a report from the Superintendent of Business and Treasurer, which shall include recommendations regarding: 3.1 The scope of the base construction project (with costs based on preliminary scope). 3.2 Additional elements with appropriate costs. 3.3 Funding strategy including a breakdown of both internal and external funding sources, as well as a snapshot of the current balances of:  Proceeds of Disposition; or  Capital Reserves such as School Renewal and School Condition Improvement; or  Unsupported Capital; or  Accumulated Surplus 4.0 The Board of Trustees shall approve the final scope of the major construction project, including size, preliminary budget, timelines and release of tender documents. 5.0 The final project budget and scope and recommended tender/contract award will be presented to the Board of Trustees for approval as the final project contract amount. This amount will be the basis for a Stipulated Sum Contract, or a Guaranteed Maximum Price Contract as may be appropriate. 6.0 The Superintendent of Business and Treasurer shall provide a progress report to the Finance Committee for the duration of the project. The report shall include budgeted and actual costs to date, details of project progress and schedule for completion. This report will also describe the funding strategy that will be applied should the forecasted expenditures for a project exceed the budget established. Major Construction Projects Policy (FA-01) Page 2 7.0 The Superintendent of Business and Treasurer shall report to the Finance Committee upon substantial completion of the project, which shall include a budgeted and actual cost comparison and a summary of any green school initiatives. 8.0 The Superintendent of Business and Treasurer shall provide a report to the Finance Committee in November of each year summarizing the scope, cost and status all other capital projects for the prior fiscal year which were not subject to this policy. Reference(s):  Major Construction Procedure (FA-001)  Capital Related Fundraising Policy (BU-03)  Capital Related Fundraising Procedure (BU-003)  Green Construction Policy (FA-10)  Green Construction Procedure (FA-010)  Green School Resource Guide  New Construction Policy (FA-02)  New Construction Procedure (FA-002)  Ontario Building Code  Transition Committees Policy (FA-09)  Transition Committee Procedure (FA-009) PROCEDURE FA-001 MAJOR CONSTRUCTION Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2008/10/24 Last Updated: 2025/02/03 Next Review Date: 2029/02/03 Purpose: To ensure all major construction projects are completed, to the extent possible, on schedule and within approved budgets. Guiding Principles: 1.0 Major construction projects are defined as projects that meet the criteria in either 1.1, 1.2 or 1.3: 1.1 Utilize Ministry of Education Capital Funding such as:  Capital Priorities - Major Capital Programs  Child Care Capital  EarlyON Child and Family Centre Capital  Community Hubs Funding 1.2 Any construction projects where the estimated budget exceeds $2,000,000 – AND  The project is a new build, or  The project is an addition to an existing site, or  The project is a renovation that significantly modifies the intended use of the space. 1.3 Approved Projects as described in the Capital Related Fundraising Policy (BU- 03) 2.0 Ministry Capital Approval Process requires the submission of a Facility Space Template and receipt of Ministry approval of project scope before hiring an architect. See Appendix A. 3.0 All Major Construction projects shall consider the School Design Guidelines as set out in Appendix B where applicable. The Appendix is intended to be a checklist of items for consideration during the project design phase, not an absolute list for inclusion. Green School Construction and Renovation Policy and Procedure (FA-10, FA-010) should be consulted for inclusion of environmentally responsible building features where possible. 4.0 The Superintendent of Business and Treasurer shall issue a Request for Proposal (RFP) for a Construction Manager, Architect or Professional Services, based upon the approved preliminary scope of project. 5.0 Facilities Services shall prepare a draft plan based upon the approved preliminary scope. An independent Cost Consultant shall be retained to review the design, provide objective costing analysis and advice and report on options to ensure that the proposed capital expenditure is within the approved budget. Major Construction Procedure (FA-001) Page 2 6.0 The cost consultant in cooperation with Facilities Services and the Construction Manager, Architect or other Professional Consultant will develop a final budget price based on the approved scope of the detailed design and construction documents and the tendered amount recommended for approval that will become the basis for the final project contract amount. 7.0 If the tendered amount for the capital project is higher than the pre-tender project approval granted in Step 6 above, the Superintendent of Business will be required to identify the source of funding to offset the higher costs and will need to seek additional Ministry approval for the higher amount before the contract can be awarded. 8.0 Transition matters will be managed by a Transition Committee in accordance with Transition Committees Procedure (FA-009) if appropriate. 9.0 Where the construction significantly impacts the operation of a school, Senior Administration shall consider inclusion of funding to allow for relief for the affected Administrator. 10.0 The Administrator(s)/Family of School Superintendent affected by the major construction project shall consult with the Manager of Communications and Community Relations to organize an opening/rededication ceremony. Reference(s):  Major Construction Policy (FA-01)  Capital Related Fundraising Policy (BU-03)  Capital Related Fundraising Procedure (BU-003)  Green Construction Policy (FA-10)  Green Construction Procedure (FA-010)  Green School Resource Guide  New Construction Policy (FA-02)  New Construction Procedure (FA-002)  Ontario Building Code  Transition Committees Policy (FA-09)  Transition Committee Procedure (FA-009) Major Construction Procedure (FA-001) Page 3 Appendix A Ministry Capital Approval Process Chart Major Construction Procedure (FA-001) Page 4 Appendix B SCHOOL DESIGN GUIDELINES ─ ELEMENTARY The intent of the guidelines is to identify design features to be considered when renovating or constructing new Elementary Schools within Grand Erie District School Board (Grand Erie). These are not absolute since each facility and program has its own characteristics but rather a starting point to develop the best plan for the school community. These guidelines will provide overall direction as to the design goals the board wishes to provide in all locations. The document should not be considered as a static report. It should be reviewed and updated regularly as changes are made to programs. All design features must comply with the Ontario Building Code standards and include requirements to satisfy the Ontario Disabilities Act and Grand Erie’s Green School Construction and Renovation Policy & Procedure (FA-10 & FA-010). 1.0 General Areas 1.1 Main Entrance (Exterior)  Controlled safe entry (camera/buzzer)  Accessibility features (ramp, power door operator, dedicated parking, etc.)  Area for visitors/temporary parking  Flagpole  School Signage  Security Lighting 1.2 Main Entrance (Interior)  Display case (School paraphernalia, trophies, awards)  Awards Wall  Environmental Acknowledgment for Sustainable Construction (Plaque or poster)  Welcome Sign/School Symbol/Colours/Motto  Registration Area  Gathering/Sitting Area  Natural lighting  Fire Safety Plan/Enunciator Panel in Front Vestibule. 1.3 Corridors  Provide sufficient width for needs  Coat Hooks/boot rack – proper height to accommodate students  Drinking Fountains with Bottle Filling Stations  Security Cameras  Wall outlet locations  Electronic Display Boards  Locate Tack Boards to meet Fire Code requirements 1.4 Washrooms  Fixture count to current code requirements  Location to accommodate classrooms  Urinal height  Privacy partition between urinals  Barrier Free Access to designated accessible and gender inclusive washrooms Major Construction Procedure (FA-001) Page 5  No doors on main washrooms. Ensure there is no line of sight from corridor  Install wash fountains  Floor drains  Electrical outlets  Accessories conforming to Health Unit requirements and Board Standards 1.5 Stairs  Accessible stair tread/nosing and visibility strips  Provide natural light  PA Speakers  Outlets to accommodate cleaning equipment  Provide space for Evacuation chairs at top landing 1.6 Lifts & Elevators  Central location  PA Speaker to Office  Telephone connection to ULC (Underwriters Laboratory of Canada) approved monitoring service  Signage to provide operating instructions including braille 1.7 Storage Rooms  Book Storage  Teaching Supplies  Audio- Visual Equipment 2.0 Administration Area 2.1 Main Office/Reception  View of Main Entrance  Size to accommodate students, employees and community  Electrical, telephone and Data outlets  Main station for PA and CCTV systems 2.2 Principal’s Office  View of Front Entrance & Main Office  Electrical, telephone & Data outlets 2.3 Vice Principal’s Office  Same as principal’s office 2.4 Meeting Room  To accommodate large meeting table for up to eight people and provide dimmable lighting and areas for presentations  This can be a separate room or Principal’s Office can be sized to accommodate 2.5 Staff Room  Half lockers for personal effects  Coat Area  Sitting area  Meeting/conference area  Display area  Adjacent washrooms  Include space for kitchen area (full-sized refrigerator, microwave oven, stove hood & range)  Counter space and cabinets, for storage  Eyewash station 2.6 Work Room  Space for office supplies, paper supply and storage  Electrical and Data outlets to support photocopier  Work area for large projects  Workstations Major Construction Procedure (FA-001) Page 6 2.7 Health Room  Should be in close proximity, if not attached to Main Office  Electrical, Telephone outlets  Appropriate plumbing 3.0 Assembly Areas 3.1 Gymnasium  Size: o For schools with population of 350 or less students, recommended size is 2000 to 3150 square feet. Ceiling of 18 feet. o For schools with population over 350 students, recommended size is 4000 to 6300 square feet. Ceiling of 18 feet. o Drop down curtain to be installed to create two separate gym spaces  Accessories: o Double Gym:  two Main Fold-up basketball backstops  four Cross court, Fold-up practice basketball backstops  Roll-down curtain partition with safety stops o Single Gym:  two Main Fold-up basketball backstops  four Offset practice basketball backstops o Electrical and Data outlets and PA system speakers to be provided for both ‘single’ gym spaces. o Rough-in for Scoreboard o Game Lines o Sound System o Assistive listening devices for hearing impaired o Sleeves for net standards o Provide wall padding to current standards 3.2 Change Rooms  Access to be determined by school administration  Accessories: benches along walls, shelving for storage  Drainage should be provided in centre of change rooms for cleaning purposes 3.3 Gymnasium Storage  Interior storage space to be adjacent to gymnasium  Size: to accommodate all gym equipment  Storage for field sports equipment should have direct access to exterior 3.4 Multipurpose Room  Size dependent on intended use (community room, alternate activity room or alternate learning space, alternate storage space)  Electrical, Data, and telephone outlets and PA system speaker to be provided as it would be for typical classroom  Room height may vary subject to location  Adjacent Storage for tables and chairs  Lockable storage area for community use 3.5 Kitchen  Adjacent to Multipurpose Room  Layout to meet Local Health Unit requirements  Adequate counter surfaces for food preparation  Services to suit needs of all equipment  Mechanical systems must accommodate proper ventilation for all equipment  Provisions for garbage disposal  Provide lockable storage area in kitchen Major Construction Procedure (FA-001) Page 7 3.6 Stage  Options: o Portable Stage o Fold-down stage o Rough-in for lighting  Portable Stage will require storage area 4.0 Learning Spaces 4.1 Typical Classroom  Size: 700 to 800 square feet  Natural daylight equal to minimum 10% gross floor area  Accessories: o 80 square feet of white board and/or black board o 100 square feet of tack board o Millwork under white boards and/or black boards o One large lockable teacher storage cupboard o Millwork with counter space, and cabinets along top and bottom o Rough in for Interactive Digital Whiteboards and LCD Projector o Electrical and Data outlets o Intercom 4.2 Kindergarten  Location: Adjacent to parking area  Size: minimum area of 1200 square feet o Includes space for learning “zones”  Sand/water table  Reading space  Visual Arts  Math  Dramatic play  Natural daylight equal to minimum 10% gross floor area  Direct access to exterior preferred  Washroom in a room or adjacent to room  Accessories: o Low sink with drinking fountain in room o Coat cubbies in Room o Change Table o Electrical & Data outlets o Low white/tack boards located at student level o Rough in for Interactive White Board located at student level and LCD Projector o Intercom 4.3 Specialized Services  Size: Minimum 800 square feet  Washroom with shower, change table, cabinets, shelving, specialty vanity, etc.  Direct access from classroom  Accessories: o Kitchen facilities including dishwasher, washer & dryer, stove & range hood, sink, microwave oven. o 80 square feet of white board and/or black board o 100 square feet of tack board o Millwork under white boards and/or black boards o One large lockable teacher storage cupboard o Millwork with counter space and sink, and cabinets along top and bottom Major Construction Procedure (FA-001) Page 8 o Rough in for Interactive Digital Whiteboards and LCD Projector o Electrical to accommodate specialty items (i.e. lifts) o Electrical and Data outlets o Intercom 4.4 Sensory/Break Space  Designed by Specialized Services consultants when required 4.5 Information Technology  Data drops and power for wireless connections to all areas  Laptop storage  Laptop charging 4.6 Library/Learning Commons  Size: 5 square feet/pupil place with a minimum 1000 square feet  Reception desk should be clearly identified and visible from library entrance  Electrical and Data outlets for all computer work stations and reception desk  Intercom 4.7 Library Office/Storage  Space for workstation with Electrical & Data outlets  Storage space for specialized equipment 5.0 Teacher Resource 5.1 Resource Room  Adjacent to Washrooms  Work area with bright lighting  Display Area  Electrical & Data outlets  Workspace and storage for Non-classroom teachers (LRT, French etc.) 5.2 Assessment/Meeting Space  Size: approximately 10 feet by 10 feet  Connected to Teacher Resource Room  Glazing to Teacher Resource Room  Electrical and Data outlets 6.0 Facility Operation 6.1 Custodial Office  Location for control panels for building systems  Half locker for personal effects  Display Area  Telephone and Data outlets and PA Address system required 6.2 Receiving Room  Adequate size for receiving & storing equipment and products  Ideally located with access to exterior  Eyewash station  Sufficient electrical outlets 6.3 Waste Disposal/Recycling Area  Located with access to students to encourage education on environmentally friendly practices and individual responsibilities.  Provide sufficient space for sorting, water for clean-up and short-term storage area 6.4 Boiler Room  Location will be separate from all learning spaces  Provide appropriate access for maintenance of all equipment 6.5 Electrical Room  Location will be separate from all learning spaces  Provide appropriate access for maintenance of all equipment Major Construction Procedure (FA-001) Page 9 6.6 Communication Room/Tower  Tower location (if required) would be determined by other authorities  Communication Room to be adjacent to tower 7.0 Site 7.1 Site Features  Separation for bus drop-off, parent drop-off, visitor parking and employee parking  Special needs parking areas in excess of bylaw requirements  Garbage /recycling enclosure  Bicycle Storage  Signage  Lighting  Site furniture  Paved play area adjacent to school (approximately 65 square feet per student)  Future portables area  Creative Playgrounds: o location only (not provided by Board)  Landscape: o Low maintenance o Shade  Playground Equipment: o two Basketball Standards o one set of Soccer Goal Posts 8.0 Amenities/Finishes 8.1 Flooring Material  Corridors: Hard Surface  Washrooms: Hard Surface  Library: Hard Surface  Offices: Hard Surface  Classrooms: Hard Surface  Kindergarten: Hard Surface  Work Rooms: Hard Surface  Gymnasium: Appropriate Sports Flooring  Operations Rooms: Sealed Concrete 8.2 Paint  Containing Low-Emitting Volatile Organic Compounds (VOCs)  Use recycled 8.3 Ceilings  2-foot x 2-foot acoustic tile in Corridors, Library, and Main Office  Paint other areas where structure is exposed, unless required to cover mechanical equipment 8.4 Air Conditioning  Options: o Complete School o Administration Offices, Staff Room and Library only 8.5 Window Coverings  Blackout Drapes  Sliding tack boards Major Construction Procedure (FA-001) Page 10 9.0 Portable Classrooms  Minimum 40 feet from main school and 20 feet from other portables if not fire rated  Size: Typical Portable Classroom is 750 square feet (24 feet x 32 feet), 12 feet height  Skirting to be installed over support columns after anchors are installed and approved  Electrical & Data outlets  Intercom  Security tied to main building system 10.0 Grouped Portables  Group of portables with corridor. At minimum 40 feet away from main school.  Set on a temporary foundation  Typical grouping would include at least 4 Portable Classrooms  Size: Typical Portable Classroom is 750 square feet (24 feet x 32 feet), 12 feet height  Skirting to be installed over support columns after anchors are installed and approved  Electrical & Data outlets  Intercom  Security tied to main building system 11.0 Portapaks  Group of portables with corridor typically attached to Main building with a link providing the required Fire Separation  Set on a temporary foundation 12.0 Relocatable Classroom Modules (RCMs)  Classrooms constructed with ability to relocate.  Design and materials similar to permanent construction  Set on a poured foundation POLICY FA-03 NAMING/RENAMING OF SCHOOLS AND FACILITIES Superintendent Responsible: Superintendent of Business & Treasurer Family of School Superintendent Initial Effective Date: 2005/09/26 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective To name/rename schools and facilities from an equitable lens through consultation. Policy Statement The Grand Erie District School Board (Grand Erie) recognizes that the naming/renaming of schools and facilities needs to be reflective of the communities they serve to ensure that the name selected has community support. Grand Erie shall involve the community in the naming of new schools and/or the renaming of existing schools and facilities. A school or facility naming or renaming shall be reflective and consistent with Grand Erie’s mission and vision. 1.0 Grand Erie shall determine and approve when naming of a new school or renaming of an existing school or facility is required. 2.0 When the Naming or Renaming of schools and facilities is required, the Board of Trustees shall strike a Naming/Renaming Working Committee under the leadership of the Family of Schools Superintendent The initial and final reports shall be submitted by the Family of Schools Superintendent. 3.0 The Board of Trustees may select one of the names recommended. However, the Board of Trustees reserves the right to make the final decision, notwithstanding the recommendation from the Naming/Renaming Committee. Reference(s): • Naming/Renaming of Schools and Facilities Procedure (FA-003) • Transition Committee Policy (FA-09) • Transition Committee Procedure (FA-009) PROCEDURE FA-003 NAMING/RENAMING OF SCHOOLS AND FACILITIES Superintendent Responsible: Superintendent of Business & Treasurer/ Family of School Superintendent Initial Effective Date: 2005/09/26 Last Updated: 2025/10/02 Next Review Date: 2029/10/02 Purpose: To establish guidelines for the naming/renaming of schools and facilities. Guiding Principles: 1.0 Process for Naming/Renaming of Schools 1.1 When a name for a school is required, Grand Erie will solicit suggestions from the school’s community and all stakeholder groups via standard methods of internal and external communications, i.e., requests in the media, internally to employees, to federations and union leaders, School Councils, Student Councils and the school community whose school is to be named. 1.2 The call for community and stakeholder suggestions will typically commence one year preceding the opening of the new school or renaming of a school. 1.3 Public solicitation will take no less than 60 days from the call for suggestions. 1.4 In considering the naming of schools, the following may apply: 1.4.1 Name of street on which school is located. 1.4.2 Name of district which school serves. 1.4.3 Historical name applied to area in which school is located. 1.4.4 Historical events. 1.4.5 Geographic connections. 1.4.6 Recognition of an individual for outstanding and enduring contribution to the Grand Erie educational community. 1.4.7 Recognition reflective of local, provincial and national diversities to include groups in the community through an equity and diversity lens which includes those that have been historically marginalized or have experienced oppression 1.5 The Naming/Renaming Working Committee will consider suggestions received and make a recommendation through the Family of Schools Superintendent. 1.6 The Family of Schools Superintendent is responsible for the initial report and final report with recommendations. 1.7 The initial report should include the request and rationale for the naming/renaming of a school 1.8 The Naming/Renaming Working Committee may include: • Family of Schools Superintendent, • up to two (2) Board of Trustees, • the existing Administrator(s) or the Administrator(s) named when this relates to a new school build, • two (2) School Council/parent(s)/caregiver(s) representative(s) whose children will be attending the new school or attending the school being renamed • two (2) student representative(s) that will be attending the new school or attending the school being renamed Naming/Renaming of Schools and Facilities Procedure (FA-003) Page 2 • Additional members as the Chair of the Working Committee deems appropriate 1.9 The Family of Schools Superintendent or designate chairs the committee meeting. 1.10 The consultation process may include both paper and electronic (via online with language translation) submissions. All submissions will be reviewed by the working committee. 1.11 When an individual’s name is recommended as a possible school name, the name selected will be researched. If the recommendation includes an individual’s name, the individual or a representative of the individual whose name is being recommended will be contacted to ensure their agreement to have their name submitted for consideration. 1.12 The working committee will attempt to meet a maximum of two (2) times once a short list of recommended names has been identified. 1.13 The working committee will attempt to decide on the name of the school by consensus. 1.14 If consensus cannot be reached and a vote is necessary, the Family of Schools Superintendent will not have a vote. 1.15 The final report will include why the name should be changed, a rationale for the preferred name by the naming/renaming working committee, and how the names promote a positive and appropriate representation of Grand Erie. 2.0 Naming/Renaming of Facilities 2.1 The process outlined in section 1.0 above must be followed, where applicable. 2.2 Any proposal for the naming/renaming of a facility, will include a detailed rationale for the proposed name change and submitted to Director of Education or Superintendent of Business and Treasurer. A Superintendent will be appointed to initiate the report(s), working committee, and process for the naming/renaming of a facility. 2.3 The working committee members may include • Superintendent(s) • up to two (2) Board of Trustees, • Administrator(s), Senior Manager(s), Manager(s) or Supervisor(s), employees, students, parent(s)/caregiver(s), and community members will be invited where appropriate. Reference(s): • Naming/Renaming of Schools and Facilities Policy (FA-03) • Transition Committee Policy (FA-09) • Transition Committee Procedure (FA-009) PROCEDURE FA-002 NEW CONSTRUCTION Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2005/10/24 Last Updated: 2025/11/19 Next Review Date: 2029/11/19 Purpose: To ensure all new construction projects are completed, to the extent possible, on schedule and within approved budgets. Guiding Principles: 1.0 Ministry Capital Approval Process requires the submission of a Facility Space Template and approval of project scope before hiring an architect. See Appendix A. 2.0 The Superintendent of Business and Treasurer will issue a Request for Proposal (RFP) for a Construction Manager, Architect or Professional Services based upon the approved preliminary scope of project. 3.0 All projects will consider the School Design Guidelines as set out in Appendix B where applicable. The Appendix is intended to be a checklist of items for consideration during the project design phase, not an absolute list for inclusion. 4.0 Senior Administration will select an Administrator. 5.0 The Architect will prepare a preliminary design based upon the approved preliminary. An independent Cost Consultant shall be retained to review the design, provide costing analysis based on a Class C or D cost assessment. 6.0 The Architect will proceed to develop the detailed design drawings and tender specifications based on the approved final design and scope of the new construction project. 7.0 An independent Cost Consultant will be retained to review the detailed design drawings and provide costing analysis based on a pre-tender Class A cost assessment. 8.0 Facilities Services and the Construction Manager, Architect or other Professional Consultant will develop a final budget based on the Class A cost estimate and other related project costs as well as the tendered amount recommended for approval that will become the basis for the final project contract amount awarded to the General Contractor. 9.0 If the tendered amount for the capital project is higher than the pre-tender project approval granted above, the Superintendent of Business and Treasurer will be required to identify the source of funding to offset the higher costs and will need to seek additional Ministry approval for the higher amount before the contract can be awarded. 10.0 Senior Administration will consider funding to allow for planning time for the incoming Administrator. New Construction Procedure (FA-002) Page 2 11.0 The Superintendent of Business and Treasurer will initiate planning for a “sod turning” ceremony. 12.0 Project updates will be posted on Grand Erie’s website. 13.0 The Administrator/Family of School Superintendent and the Manager of Communications and Community Relations will organize an official opening ceremony, as referenced in Transition Committees Policy and Procedure (FA-09, FA- 009), upon completion of the project and initiate the plaque guidelines (Appendix C). Reference(s): • New Construction Policy (FA-02) • Green Construction Policy (FA-10) • Green Construction Procedure (FA-010) • Major Construction Policy (FA-01) • Major Construction Procedure (FA-001) • Naming/Renaming of Schools and Facilities Policy (FA-03) • Naming/Renaming of Schools and Facilities Procedure (FA-003) • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) • Transition Committee Policy (FA-09) • Transition Committee Procedure (FA-009) New Construction Procedure (FA-002) Page 3 Appendix A Ministry Capital Approval Process Chart New Construction Procedure (FA-002) Page 4 Appendix B SCHOOL DESIGN GUIDELINES ─ ELEMENTARY The intent of the guidelines is to identify design features to be considered when renovating or constructing new Elementary Schools within Grand Erie District School Board (Grand Erie). These are not absolute since each facility and program has its own characteristics but rather a starting point to develop the best plan for the school community. These guidelines will provide overall direction as to the design goals the board wishes to provide in all locations. The document should not be considered as a static report. It should be reviewed and updated regularly as changes are made to programs. All design features must comply with the Ontario Building Code standards and include for requirements to satisfy the Ontario Disabilities Act and Grand Erie’s Green School Construction Policy & Procedure (FA-10 & FA-010). For new Elementary Schools, the Gross Floor Area is derived directly from the operations funding formula of 100 square feet per student. (e.g., a 450-pupil school will have a gross floor area of 45,000 square feet. 1.0 General Areas 1.1 Main Entrance (Exterior) • Controlled safe entry (camera/buzzer) • Accessibility features (ramp, power door operator, dedicated parking, etc.) • Area for visitors/temporary parking • Flagpole • School Signage • Security Lighting 1.2 Main Entrance (Interior) • Display case (School paraphernalia, trophies, awards). • Awards Wall • Environmental Acknowledgment for Sustainable Construction (Plaque or poster) • Welcome Sign/School Symbol/Colours/Motto • Registration Area • Gathering/Sitting Area • Natural lighting • Fire Safety Plan/Enunciator Panel in Front Vestibule. 1.3 Corridors • Provide sufficient width for needs • Coat Hooks/boot rack – proper height to accommodate students • Lockers; at minimum for students in Grades 6, 7 and 8 • Drinking Fountains with Bottle Filling Stations • Security Cameras • Wall outlet locations • Electronic Display Boards • Locate Tack Boards to meet Fire Code requirements New Construction Procedure (FA-002) Page 5 1.4 Washrooms • Fixture count to current code requirements • Location to accommodate classrooms • Urinal height • Privacy partition between urinals • Barrier Free Access to designated accessible and gender inclusive washrooms • No doors on main washrooms. Ensure there is no line of sight from corridor • Install wash fountains • Floor drains • Electrical outlets • Accessories conforming to Health Unit requirements and Board Standards 1.5 Stairs • Accessible stair tread/nosing and visibility strips • Provide natural light • PA Speakers • Outlets to accommodate cleaning equipment • Provide space for Evacuation chairs at top landing 1.6 Lifts & Elevators • Central location • PA Speaker to Office • Telephone connection to ULC (Underwriters Laboratory of Canada) approved monitoring service • Signage to provide operating instructions including braille 1.7 Storage Rooms • Book Storage • Teaching Supplies • Audio- Visual Equipment 2.0 Administration Area 2.1 Main Office/Reception • View of Main Entrance • Size to accommodate students, employees and community • Electrical, telephone and Data outlets • Main station for PA and CCTV systems • Counter to meet AODA standards 2.2 Principal’s Office • View of Front Entrance & Main Office • Electrical, telephone & Data outlets 2.3 Vice Principal’s Office • Same as Principal’s office 2.4 Meeting Room • To accommodate large meeting table for up to eight people and provide dimmable lighting and areas for presentations • This can be a separate room or Principal’s Office can be sized to accommodate 2.5 Staff Room • Half lockers for personal effects • Coat Area • Sitting area • Meeting/conference area • Display area • Adjacent washrooms • Include space for kitchen area (full-sized refrigerator, microwave oven, stove hood & range) New Construction Procedure (FA-002) Page 6 • Counter space and cabinets, for storage • Eyewash station 2.6 Work Room • Space for office supplies, paper supply and storage • Electrical and Data outlets to support photocopier • Work area for large projects • Workstations 2.7 Health Room • Should be in close proximity, if not attached to Main Office • Electrical and Telephone outlets • Appropriate plumbing 3.0 Assembly Areas 3.1 Gymnasium • Size:  For schools with population of 350 or less students, recommended size is 2000 to 3150 square feet. Ceiling of 18 feet.  For schools with population over 350 students, recommended size is 4000 to 6300 square feet. Ceiling of 18 feet.  Drop down curtain to be installed to create two separate gym spaces • Accessories:  Double Gym:  two Main Fold-up basketball backstops  four Cross court, Fold-up practice basketball backstops  Roll-down curtain partition with safety stops  Single Gym:  two Main Fold-up basketball backstops  four Offset practice basketball backstops  Electrical and Data outlets and PA system speakers to be provided for both ‘single’ gym spaces.  Rough-in for Scoreboard  Game Lines  Sound System  Assistive listening devices for hearing impaired  Sleeves for net standards  Provide wall padding to current standards 3.2 Change Rooms • Access to be determined by school administration • Accessories: benches along walls, shelving for storage • Drainage should be provided in centre of change rooms for cleaning purposes 3.3 Gymnasium Storage • Interior storage space to be adjacent to gymnasium • Size: to accommodate all gym equipment • Storage for field sports equipment should have direct access to exterior • Sleeves for storage of net posts 3.4 Multipurpose Room • Size dependent on intended use (community room, alternate activity room or alternate learning space, alternate storage space) • Electrical, Data, and telephone outlets and PA system speaker to be provided as it would be for typical classroom • Room height may vary subject to location • Adjacent Storage for tables and chairs • Lockable storage area for community use New Construction Procedure (FA-002) Page 7 3.5 Kitchen • Adjacent to Multipurpose Room • Layout to meet Local Health Unit requirements • Adequate counter surfaces for food preparation • Services to suit needs of all equipment • Mechanical systems must accommodate proper ventilation for all equipment • Provisions for garbage disposal • Provide lockable storage area in kitchen 3.6 Stage • Options:  Portable Stage  Fold-down stage  Rough-in for lighting • Portable Stage will require storage area 4.0 Learning Spaces 4.1 Typical Classroom • Size: 700 to 800 square feet • Natural daylight equal to minimum 10% gross floor area • Accessories:  80 square feet of white board and/or black board  100 square feet of tack board  Millwork under white boards and/or black boards  One large lockable teacher storage cupboard  Millwork with counter space, and cabinets along top and bottom  Rough in for Interactive Digital Whiteboards and LCD Projector  Electrical and Data outlets  Intercom 4.2 Kindergarten • Location: Adjacent to parking area • Size: minimum area of 1200 square feet  Includes space for learning “zones”  Sand/water table  Reading nook  Visual Arts  Math  Dramatic play • Natural daylight equal to minimum 10% gross floor area • Direct access to exterior preferred • Washroom in a room or adjacent to Room • Accessories:  Low sink with drinking fountain in room  Coat cubbies in Room  Change Table  Electrical & Data outlets  Low white/tack boards located at student level  Rough in for Smart Board and LCD Projector  Intercom 4.3 Specialized Services • Size: Minimum 800 square feet • Washroom with shower, change table, cabinets, shelving, specialty vanity, etc. • Direct access from classroom • Accessories: New Construction Procedure (FA-002) Page 8  Kitchen facilities include dishwasher, washer & dryer, stove & range hood, sink, microwave oven.  80 square feet of whiteboard and/or black board  100 square feet of tack board  Millwork under white boards and/or black boards  One large lockable teacher storage cupboard  Millwork with counter space and sink, and cabinets along top and bottom  Rough in for Interactive Digital Whiteboards and LCD Projector  Electrical to accommodate specialty items (i.e. lifts)  Electrical and Data outlets  Intercom 4.4 Sensory/Break Space • Designed by Specialized Services consultants when required 4.5 Information Technology • Data drops and power for wireless connections to all areas • Laptop storage • Laptop charging 4.6 Library • Size: 5 square feet/pupil place with a minimum 1000 square feet • Reception desk should be clearly identified and visible from library entrance • Electrical and Data outlets for all computer workstations and reception desk • Intercom 4.7 Library Office/Storage • Space for workstation with Electrical & Data outlets • Storage space for specialized equipment 5.0 Teacher Resource 5.1 Resource Room • Adjacent to Washrooms • Work area with bright lighting • Display Area • Electrical & Data outlets • Workspace and storage for non-classroom teachers (LRT, French etc.) 5.2 Assessment/Meeting Space • Size: approximately 10 feet by 10 feet • Connected to Teacher Resource Room • Glazing to Teacher Resource Room • Electrical and Data outlets 6.0 Facility Operation 6.1 Custodial Office • Location for control panels for building systems • Half locker for personal effects • Display Area • Telephone and Data outlets and PA Address system required 6.2 Receiving Room • Adequate size for receiving & storing equipment and products • Ideally located with access to exterior • Eyewash station • Sufficient electrical outlets New Construction Procedure (FA-002) Page 9 6.3 Waste Disposal/Recycling Area • Located with access to students to encourage education on environmentally friendly practices and individual responsibilities. • Provide sufficient space for sorting, water for clean-up and short-term storage area 6.4 Boiler Room • Location will be separate from all learning spaces • Provide appropriate access for maintenance of all equipment 6.5 Electrical Room • Location will be separate from all learning spaces • Provide appropriate access for maintenance of all equipment 6.6 Communication Room/Tower • Tower location (if required) would be determined by other authorities • Communication Room to be adjacent to tower 7.0 Site 7.1 Site Features • Separation for bus drop-off, parent drop-off, visitor parking and employee parking • Special needs parking areas in excess of bylaw requirements • Garbage /recycling enclosure • Bicycle Storage • Signage • Lighting • Site furniture • Paved play area adjacent to school (approximately 65 square feet per student) • Future portables area including underground conduits to a sub-grade box for future use. • Creative Playgrounds:  location only (not provided by Board) • Landscape:  Low maintenance  Shade • Playground Equipment:  two Basketball Standards  one set of Soccer Goal Posts 8.0 Amenities/Finishes 8.1 Flooring Material • Corridors: Hard Surface • Washrooms: Hard Surface • Library: Hard Surface • Offices: Hard Surface • Classrooms: Hard Surface • Kindergarten: Hard Surface • Work Rooms: Hard Surface • Gymnasium: Appropriate Sports Flooring • Operations Rooms: Sealed Concrete 8.2 Paint • Containing Low-Emitting Volatile Organic Compounds (VOCs) • Use recycled New Construction Procedure (FA-002) Page 10 8.3 Ceilings • 2-foot x 2-foot acoustic tile in Corridors, Library, and Main Office • Paint other areas where structure is exposed, unless required to cover mechanical equipment 8.4 Air Conditioning • Options:  Complete School  Administration Offices, Staff Room and Library only 8.5 Window Coverings • Blackout Drapes • Sliding tack boards 9.0 Portable Classrooms • Minimum 40 feet from main school and 20 feet from other portables if not fire rated • Size: Typical Portable Classroom is 750 square feet (24 feet x 32 feet), 12 feet height • Skirting to be installed over support columns after anchors are installed and approved • Electrical & Data outlets • Intercom • Security tied to main building system 10.0 Portapaks • Group of portables with corridor typically attached to Main building with a link providing the required Fire Separation • Set on a temporary foundation 11.0 Relocatable Classroom Modules (RCMs) • Classrooms constructed with ability to relocate. • Design and materials similar to permanent construction • Set on a poured foundation New Construction Procedure (FA-002) Page 11 Appendix C Plaque Guideline Purpose: This guideline establishes standards for the design, installation and inscription of commemorative plaques for new schools and building additions within Grand Erie District School Board (Grand Erie). Guidelines: 1. Installation Install a plaque in all new schools and additions to commemorate the opening of a new building or addition, to be mounted to the interior of the school wall near the front entrance. 2. Plaque Inscription Each plaque must include the following information, presented in a consistent format: • Grand Erie logo • Name of school • Year of new school opening • Chair of the Board: • Vice Chair of the Board • Director of Education • Superintendent of Business • Superintendents of Education • Superintendent of Human Resources • Trustees of the Board • Student Trustees 3. Material Specifications Plaque shall be constructed using the following materials. • Acrylic Backing: Black 1/8" Thick: 15" x 19" • Silver Back Plate: Aluminum: 11.5" x 15.5" • Black with Silver Letters Engraved Plate: Aluminum: 11" x 15" • Silver Round Stand Offs: 0.75" 4. Design Approval The Communications Department will review and approve all plaque designs to ensure alignment with Grand Erie Visual Identity Procedure (SO-025). 5. Maintenance and Display Plaques are to remain on display for the lifetime of the school. Regular cleaning and inspection should be scheduled to maintain appearance and accessibility. POLICY FA-02 NEW CONSTRUCTION Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2005/10/24 Last Updated: 2023/04/24 Next Review Date: 2027/04/27 Objective: To outline the reporting and approval requirements for new construction projects undertaken by the Grand Erie District School Board (Grand Erie). Policy Statement: Grand Erie shall approve and monitor all new construction projects to ensure, to the extent possible, that they are completed on schedule and within approved budget. 1.0 The Board of Trustees shall be provided with information for approval regarding the preliminary scope of new construction projects. Elements of the information provided shall include size (FTE or square footage) and program (grades and/or specialized programs, and partnership opportunities). 2.0 The Board of Trustees shall approve the final selection of Architect or Professional Services. 3.0 The Board of Trustees shall approve the boundaries/catchment area for the new school. 4.0 The Board of Trustees shall receive a report from the Superintendent of Business and Treasurer, which shall include recommendations regarding: 4.1 The scope of the base construction project (with costs based on preliminary scope). 4.2 Additional elements with appropriate costs. 4.3 Funding strategy including a breakdown of both internal and external funding sources, as well as a snapshot of the current balances of: • Proceeds of Disposition; or • Capital Reserves such as School Renewal and School Condition Improvement; or • Unsupported Capital; or • Accumulated Surplus 5.0 The Board of Trustees shall approve the final design and scope of the new construction project, including size, preliminary budget, timelines and release of tender documents. 6.0 The final project budget, design, scope and recommended tender/contract award will be presented to the Board of Trustees for approval as the final project contract amount. This amount will be the basis for a Stipulated Sum Contract or a Guaranteed Maximum Price Contract as may be appropriate. 7.0 The Board of Trustees shall approve a name for the new school as outlined in the Naming/Renaming of Schools and Facilities Policy and Procedures (FA-03, FA-003). 8.0 The Superintendent of Business and Treasurer shall provide a progress report to the Board of Trustees on a bi-monthly basis for the duration of the project. The report shall New Construction Policy (FA-02) Page 2 include budgeted and actual costs to date, details of project progress and schedule for completion. This report will also describe the funding strategy that will be applied should the forecasted expenditures for a project exceed the budget established. 9.0 The Superintendent of Business and Treasurer shall report to the Board of Trustees upon substantial completion of the project, which shall include a budgeted and actual cost comparison. Reference(s): • New Construction Procedure (FA-002) • Green Construction Policy (FA-10) • Green Construction Procedure (FA-010) • Major Construction Policy (FA-01) • Major Construction Procedure (FA-001) • Naming/Renaming of Schools and Facilities Policy (FA-03) • Naming/Renaming of Schools and Facilities Procedure (FA-003) • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) • Transition Committee Policy (FA-09) • Transition Committee Procedure (FA-009) PROCEDURE HR-014 OCCASIONAL TEACHER EVALUATION Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2022/01/24 Last Updated: 2024/02/27 Next Review Date:2028/02/28 Purpose: To outline the Occasional Teacher Evaluation process for Grand Erie District School Board (Grand Erie) Occasional Teachers. Guiding Principles: The Occasional Teacher Evaluation is designed to support the ongoing professional growth of Occasional Teachers through dialogue and feedback with the School Administrator(s) on their teaching practice and to increase confidence in the publicly funded education system. School Administrator(s) have the responsibility to ensure that the quality of education in the classrooms of the system is of high calibre. The performance appraisal process in place aims to assist the regular classroom teacher in achieving a high standard of professional competence. It is essential that all Occasional Teachers in charge of a class should receive the same assistance and monitoring to maintain a consistently high level of effectiveness. 1.0 Expectations Occasional Teachers are expected to:  Perform the duties of the regular Teacher, as outlined in the Education Act and the Regulations  Arrive at the school, as outlined in the Education Act and the Regulations, to have sufficient time to become familiar with daily plans and supervision responsibilities, as outlined in the school timetable  Prepare daily plans for the next day, if required  Utilize appropriate instructional strategies  Utilize appropriate classroom management strategies and implement disciplinary practices appropriate to the school and grade  Carry out assignments left by the regular Teacher or assigned by the School Administrator(s), subject to the terms of the Collective Agreement  Exhibit a professional approach in relationships with employee(s), students, and parent(s)/caregiver(s)  Ensure that upon leaving the school, the room, assignments, etc., are in such condition that there will be minimal interruption for the students when the regular Teacher returns  Always provide for the safety of the students and take all necessary steps to prevent injury  Contact parent(s)/caregiver(s), if necessary, in consultation with the classroom Teacher, if available, or School Administrator(s) In addition, Long-Term Occasional Teachers are also expected to:  Participate in the ongoing operation of the school (committee meetings, employee(s) meetings, school events, parent(s)/caregiver(s) meetings)  Complete report cards and Individual Education Plans (IEP’s) in co-operation with the classroom Teacher, if available, Learning Resource Teacher (LRT), and/or School Administrator(s) Occasional Teacher Evaluation Procedure (HR-014) Page 2 2.0 Evaluation Requirements 2.1. The School Administrator(s) is responsible for completing at least one evaluation for every occasional teacher in their first long-term assignment of four (4) months or more in duration. 2.2. A School Administrator(s) may conduct additional evaluations at the request of the Occasional Teacher, or if the School Administrator(s), in consultation with a superintendent, considers it advisable to do so considering the circumstances related to the Occasional Teacher’s performance. 2.3. Occasional Teachers will have one evaluation completed during their first ten (10) months on the Occasional Teachers’ Roster. 3.0 The Evaluation Process 3.1. The evaluation of an Occasional Teacher can be initiated by:  School Administrator(s)  The Occasional Teacher  Superintendent of Human Resources, or Designate 3.2. School Administrator(s) must complete the Occasional Teacher Evaluation form (see Appendix A), which is to be used in conjunction with the procedure. 3.3. The timing of the evaluation is at the discretion of the School Administrator(s). Consideration should be given to the duration of the long-term assignment, the opportunity for the Occasional Teacher to adjust to the teaching assignment and the time required to complete the evaluation process. However, the complete evaluation process will occur within the long-term assignment, including providing the completed Occasional Teacher Evaluation form to the Occasional Teacher. 3.4. The meetings in the evaluation process promote professional dialogue between the School Administrator(s)and the Occasional Teacher. 3.5. Prior to the classroom observation, the School Administrator(s) and Occasional Teacher meet to discuss an overview of the evaluation process and evidence that will be considered in the evaluation (e.g., classroom observation, planning records, and assessment and evaluation records). If there is more than one Occasional Teacher at the school who requires an evaluation, the School Administrator(s) may host one meeting with all such Occasional Teachers. The Occasional Teacher may request a one-on-one meeting with the School Administrator(s) before the classroom observation to discuss items related to the evaluation specific to their evaluation. 3.6. The date of the classroom observation is pre-determined by both parties and recorded on the Occasional Teacher Evaluation form. The observable indicators listed for each performance expectation are possible ways the Occasional Teacher could demonstrate the expectation; these indicators are not intended to be an exhaustive list and do not all need to be demonstrated during the Teacher’s assignment. 3.7. Following the observation, the School Administrator(s) and the Occasional Teacher will meet to debrief the classroom observation, discuss the outcome of the evaluation, and provide recommendations on areas for professional growth. 3.8. Copies will be distributed as follows:  Original to Human Resources for inclusion in the Occasional Teacher’s personnel file  Copy to School Administrator(s)  Copy to Occasional Teacher 4.0 Unsatisfactory Evaluations 4.1. If an Occasional Teacher receives an “unsatisfactory” evaluation, the School Administrator(s) must provide clear evidence and suggest strategies for professional development. The School Administrator(s) must notify the Occasional Teacher in writing of an unsatisfactory evaluation, provide assistance and allow reasonable time for professional growth to occur. Another occasional Occasional Teacher Evaluation Procedure (HR-014) Page 3 teacher evaluation process occurs when the Occasional Teacher requests it in a subsequent long-term occasional assignment of four (4) months or more, or where time allows for the Occasional Teacher to engage in some professional growth opportunities to address the area(s) needing improvement in the same long-term assignment of seven (7) months or longer. 4.2. If the nature of the performance is of such seriousness that it may result in disciplinary action up to and including removal from the Occasional Teachers’ Roster, the Occasional Teacher will be informed that they may have Federation representation at the meeting. Reference(s):  Education Act, R.S.O. 1990, c. E.2 Filed in: Employee File Retention: E + 10 years (E = summative reports of performance appraisals to which records relate) Grand Erie District School Board Appendix A Occasional Teacher Evaluation Occasional Teacher’s Name (First and Last) Principal’s Name (First and Last) Name of School Description of Occasional Teacher’s Assignment Term of Assignment (from yyyy/mm/dd to yyyy/mm/dd) Meeting and Classroom Observation Dates (yyyy/mm/dd) Overview: Classroom Observation: De-brief: Performance Expectations Possible Observable Indicators (not exhaustive, not all Indicators need to be demonstrated) Outcome Creates a safe and inclusive learning environment  Follows appropriate legislation, local policies and procedures with regard to student safety and welfare  Ensures and models equitable, fair and inclusive environments.  Values and promotes fairness and justice and adopts anti-discriminatory practices with respect to gender, gender identity, gender expression, sexual orientation, race, disability, age, religion, culture or similar factors  Implements culturally relevant and responsive teaching and assessment practices Meets Expectation Development Needed Not Applicable Comment (optional): Models and promotes positive and respectful student interactions  Models and promotes the joy of learning  Effectively motivates students to improve student learning  Demonstrates a positive rapport with students  Promotes polite and respectful student interactions  Develops clear and achievable classroom expectations with the students Meets Expectation Development Needed Not Applicable Comment (optional): Demonstrates effective classroom management strategies  Demonstrates care and respect for students by maintaining positive interactions  Addresses inappropriate student behaviour in a positive manner Meets Expectation Development Needed Not Applicable Comment (optional): Demonstrates knowledge of the Ontario curriculum  Exhibits an understanding of the Ontario curriculum when teaching  Presents accurate and up-to-date information  Demonstrates subject knowledge and related skills Meets Expectation Development Needed Not Applicable Comment (optional): Filed in: Employee File Retention: E + 10 years (E = summative reports of performance appraisals to which records relate) Performance Expectations Possible Observable Indicators (not exhaustive, not all Indicators need to be demonstrated) Outcome Plans and implements meaningful learning experiences for all students  Applies knowledge about how students develop and learn physically, socially and cognitively  Chooses pertinent resources for development of instruction  Organizes subject matter into meaningful units of study and lessons  Uses a clear and consistent format to plan and present instruction  Uses a variety of effective instructional strategies  Models and promotes effective communication skills  Uses instructional time in a focused, purposeful way  Assists students to develop and use ways to access and critically assess information  Uses available technology effectively Meets Expectation Development Needed Not Applicable Comment (optional): Differentiates instructional and assessment strategies based on student needs, interests and learning profiles  Shapes instruction so that it is helpful to all students, who learn in a variety of ways  Responds to learning exceptionalities and special needs outlined in the IEP by modifying instructional and assessment strategies to ensure needs of special students are met Meets Expectation Development Needed Not Applicable Comment (optional): Utilizes a variety of evidence–based assessment and evaluation strategies  Uses a variety of techniques to report student progress  Engages in meaningful dialogue with students to provide feedback during the teaching/learning process  Gathers accurate data on student performance and keeps comprehensive records of student achievement  Uses a variety of appropriate assessment and evaluation techniques  Uses ongoing reporting to keep both students and parents informed and to chart student progress Meets Expectation Development Needed Not Applicable Comment (optional): Summary Comments: Outcome of Evaluation Satisfactory Recommendations for Professional Growth: Unsatisfactory Principal’s Signature (My signature indicates that this evaluation was Occasional Teacher’s Signature (My signature indicates the receipt of this evaluation) conducted in accordance with the requirements of the Occasional Teacher Evaluation Procedure) Date: yyyy/mm/dd Date: yyyy/mm/dd Occasional Teacher’s Comments on the Evaluation (optional): PROCEDURE HR-015 OFFENCE DECLARATION Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2017/03/27 Last Updated: 2023/12/20 Next Review Date: 2027/12/20 Purpose: To outline the annual offence declaration process required for all Grand Erie District School Board (Grand Erie) employees in order to provide a safe and secure working and learning environment. Guiding Principles: To ensure the safety of pupils, Ontario Regulation 521/01, as amended by Regulation 170/02 and Regulation 49/03, under the Education Act, was established. Requirements: 1.0 Grand Erie shall collect an Offence Declaration from every employee by September 1 of each year in which the individual is employed by Grand Erie after that day. Failure to provide an Offence Declaration by September 1 may result in discipline. 2.0 All Offence Declarations must be received by the Superintendent of Human Resources, or designate, either electronically or in an envelope marked “confidential and to be opened by addressee only”. For Offence Declarations with convictions, the Superintendent of Human Resources, or designate, will adjudicate these declarations as per Police Record Checks for Employees Procedure HR-016. 3.0 In completing and submitting the Offence Declaration, the employee agrees and understands that any false or misrepresented statements may be grounds for discipline up to and including dismissal. 4.0 All Offence Declarations shall be filed in a confidential, safe and secure location in Human Resources. Definitions: An Offence Declaration means, a written declaration signed by an individual listing all of the individual’s convictions for offences under the Criminal Records Act (Canada) up to the date of the declaration that are not included in the last Police Record Check collected by the Board under this Regulation(s), and for which a pardon under Section 4.1 of the Criminal Records Act (Canada) has not been issued or granted. References(s):  Criminal Records Act  Education Act, Ontario Regulation 521/01  Police Record Checks for Employees Procedure HR-016 Offence Declaration (HR-015) Page 2 GRAND ERIE DISTRICT SCHOOL BOARD OFFENCE DECLARATION Please complete the following: NAME: (please print) POSITION: LOCATION: I DECLARE, since the last Police Record Check collected by the Grand Erie District School Board, or since the last Offence Declaration completed by me for this Board, that: I have no convictions under the Criminal Code of Canada for which a pardon has not been issued or granted under the Criminal Code (Canada). OR I have been convicted of the following criminal offences under the Criminal Code of Canada, for which a pardon under Section 4.1 of the Criminal Records Act (Canada) has not been issued or granted to me. List of Offences 1. a) Date: b)Court Location: c) Conviction: 2. a) Date: b)Court Location: c) Conviction: 3. a) Date: b)Court Location: c) Conviction: DATED at this day of , 20 __________________________________ Signature All Offence Declarations must be received by the Superintendent of Human Resources, or designate, in an envelope marked confidential and to be opened by addressee only. PROCEDURE SO-038 ONTARIO STUDENT RECORD Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2018/10/15 Last Updated: 2023/05/29 Next Review Date: 2027/11/30 Purpose: The Ontario Student Record (OSR) is the record of a student's educational progress through schools in Ontario. The Education Act requires that the Administrator(s) of a school collect information ‘for inclusion in a record in respect of each pupil enrolled in the school and to establish, maintain, retain, transfer, and dispose of the record’. Guiding Principles: The Education Act regulates access to an OSR and states that the OSR is ‘privileged for the information and use of supervisory officers and the principal and teachers of the school for the improvement of instruction’ of the student(s). All employees are to strictly observe legislative requirements with respect to the contents of and access to the OSR in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA), the Ontario Student Record (OSR): Guideline 2000 and all other applicable regulations and guidelines of the Government of Ontario. 1.0 Issuance of OSR If a student is attending more than one school simultaneously for the purposes of program, only one OSR is to be issued. 2.0 Responsibility for the OSR It is the duty of the Administrator(s) of a school to: 2.1 Establish, maintain, retain, transfer, and dispose of a record for each student enrolled in school in compliance with this procedure and the policies established by the Grand Erie District School Board (Grand Erie). 2.2 Ensure that the materials in the OSR are collected and stored in accordance with the policies in Ontario, the Student Record Guidelines, 2000 (Revised 2020), and the policies established by Grand Erie. 2.3 Ensure that all school clerical staff specified by the Administrator perform clerical functions with respect to the establishment and maintenance of the OSR and are aware of the confidentiality provisions and security in the Education Act and MFIPPA. 2.4 2.5 Designated employees and bonded agents will be responsible for the purposes of microfilming, loading on and managing historical records. 3.0 Maintaining Confidentiality and Storage of the OSR 3.1 Active OSR files will be stored in a central location in the school. They must be stored in a locked filing cabinet or in a locked, access-restricted area. 3.2 Inactive OSR files will be stored in a central location in the last school the pupil attended. They must also be stored in a locked filing cabinet or in a locked, access-restricted area. 3.3 A log recording the user’s name and location of each OSR that is removed from the regular storage area must be maintained. 3.4 OSR folders will normally be returned to the regular storage area by the end of each school day. If a folder is to be retained overnight by an authorized individual, then security of the OSR must be ensured. Ontario Student Record Procedure (SO-038) Page 2 4.0 Organizing the OSR The OSR folder and Documentation File will be organized using the “Order of Enclosures” dividers method. Dividers are established as follows: Outside the Documentation File • Order of Enclosure List • Student Identification and Personal Information • Student Achievement Inside the Documentation File • Assessment Reports (School Board) • Assessment Reports (Outside Agencies) • Consent Forms • Identification, Placement and Review Committee (IPRC) Packages • Individual Education Plans (IEP) • “Legal” Documents • Other The following information must not be stored in the Documentation Folder: • Copies of proof of birth • Copies of immigration documents, unless the document is being used for proof of birth • Copies of proof of marriage • Immunization record and health card numbers • Proof of address/residency • Student Registration Forms • Temporary Student Withdrawal forms Components of the OSR • an Ontario Education Number (OEN) • The following may be entered in the OSR if the Administrator(s) deems them conducive to the improvement of instruction of the student: photographs, participation in coinstructional activities, and special achievements in school activities. • Records of interviews with parent(s)/caregiver(s) and/or student if the Administrator(s) deems them conducive to their improvement of instruction of the student. • For confirmation/verification of proof of birth and residency, use Appendix A: Enrolment/Registration Verification and place in front of OSR 5.0 Documentation File In addition to the requirements of the OSR Guidelines, Grand Erie has designated the following information for inclusion for the period the Administrator(s) deems them conducive to the improvement of instruction of the student, unless otherwise noted below: • Reports by support personnel on student progress • Consent forms for testing or placement • Administration of medication release forms • Education, psychological and speech and language reports from Grand Erie personnel *+ • Assessment reports from outside agencies, e.g., audiological, vision, psychiatric, psychometric, psychological, medical, treatment centres, home care, etc. * • Information on adoption, immigration, home schooling, exclusion from compulsory attendance in French as a Second Language; Court Order, Parenting Order, Parenting Plan, Trespass Orders, and appeal/tribunal decisions • Information related to a reportable violent incident - reports must remain for three (3) consecutive years during which time no other reportable violent incidents have occurred * Third parties are to be advised that their reports will be filed in the OSR and will be subject to the OSR access provisions. + The protocols and case notes are the property of Grand Erie and will be maintained by the individual assessor. Ontario Student Record Procedure (SO-038) Page 3 6.0 Report Cards Report cards, including those issued in addition to the times of issuance specified in the Guideline are to be maintained in the OSR. 7.0 Ontario Student Transcript (OST), where applicable The OST is part of the OSR. Transcripts are issued for secondary school students in order to track their achievement and credit accumulation at the secondary school level. The OST must be printed on official OST paper when it is issued to the student, when it is required for external use, or when it is placed in the OSR of a student who transfers to another school in Ontario. The OST must be signed by the Administrator (or Superintendent of Student Achievement if the Administrator is not available) and sealed with the school or board seal. Upon graduation or retirement, a current and accurate copy of the student’s OST must be stored in the OSR folder for internal school use. It is a Ministry requirement that the OST be kept for 55 years following graduation or retirement from education in Ontario. 8.0 Office Index Cards The Office Index Card is a computer-generated form that provides the school with immediate access to information about a student. It is subject to the same criteria regarding access and security as all other components of the OSR and will remain at the school until the student retires and then it will be archived at the school for an additional 55 years. It is not filed in the OSR folder and is not transferred with the OSR when the student transfers from the school. 9.0 Change of Name Change by Repute When an Administrator(s) receives a written request from an adult student or the parent(s)/caregiver(s) of a student who is not an adult that the student be identified by a surname other than the legal surname of the student and when: (a) the student is known by a surname other than their legal surname, (b) the surname is a name obtained by repute, and (c) the use of the surname is in the student’s best interests, the Administrator(s) will record the requested surname in the OSR folder in addition to the legal surname of the student, and the requested surname will be used henceforth. In this case, the legal surname will be enclosed in brackets. The written request will be stored in the Documentation File. Change by Marriage When an Administrator(s) receives a document that establishes that a student for whom the Administrator(s) maintains an OSR has had their surname changed by marriage, the Administrator(s) will file the document, a copy of the document, or a verification of their knowledge of the document in the Documentation File, and will change the surname of the student on all current and future components of the OSR. Change by Law When an Administrator(s)receives a document that establishes that a student for whom the Administrator(s) maintains an OSR has had their surname changed in accordance with the law of the province, state, or country in which the document was made, the Administrator(s) will file the document, a copy of the document, or a verification of their knowledge of the document in the Documentation File. The surname of the student on all components of the OSR will be changed, if requested, so that the record will appear as if originally established in the new surname. Change of Preferred Name When an Administrator(s) receives a request to change the preferred name of a student they may do so for the common or preferred name without requiring the student to provide formal documentation. For any request to change a name on official documents, e.g., the OSR or in formal systems of record such as PowerSchool, documentation supporting the formal name change must be presented. The documentation may or may not be retained in the OSR as Ontario Student Record Procedure (SO-038) Page 4 determined by the Administrator(s), subject to the improvement of the instruction of the student. 10.0 Access to the OSR A student and the parent(s)/caregiver(s) of a student who is under the age of 18 may, by appointment, review the student’s OSR in the school in the presence of the Administrator(s) or a teacher at the school during regular school hours and obtain a copy of it. Unless there is a Court Order, Parenting Order or Parenting Plan to the contrary, both parent(s)/caregiver(s) have a legal right of access to their child, including the right to make inquiries and to be given information concerning the child’s health, education and welfare. Schools should request parents to provide a copy of any Court Orders or Separation Agreements concerning parenting time or decision-making responsibility arrangements for review and inclusion in the Documentation File of the student’s OSR. All persons, except the Administrator(s) of a school, the teacher, designated Learning Support Teacher, Designated Early Childhood Educators and Superintendent of Education require informed written consent before accessing the student’s OSR. A teacher is a person who holds a valid certificate of qualification or a letter of standing as a teacher in an elementary or secondary school in Ontario. Administrator(s) are required to remind teaching and other employees of the unequivocal obligation of maintaining secrecy respecting pupil records imposed by the Education Act. Grand Erie grants the following staff access to the OSR for performing clerical tasks only, as directed by the Administrator(s) and/or the Superintendent of Education: • Elementary Secretary • Guidance Secretary (Secondary) • Auditor (Regional/Internal) • Manager of Privacy and Director Services Neither parent(s)/caregiver(s) volunteers nor elected members of school councils have access to OSR’s of any students other than their own child(ren). See Appendices B and C for Consent Forms to be used to release information from the OSR to third parties, e.g., Probation Officers, Parole Officers, hospitals, etc. 11.0 Access to the OSR – Subpoenas, Civil Suits, Criminal Code, Child & Family Services Act Administrator(s) will contact their Family of Schools Superintendent who will make arrangements for seeking legal advice. 12.0 Access to the OSR upon Death of a Student 12.1 Under the MFIPPA, if a student was over age 18 at the time of death, parent(s)/caregiver(s) can only access the personal information if the child has been deceased for over 30 years. However, MFIPPA allows the deceased individual’s personal representative/executor (may be a parent/caregiver to exercise the right of power and access to personal information if access “relates to the administration of the individual’s estate”. 12.2 If the deceased student was over age 16 but under 18 at the time of death, then the provisions of s.266 of the Education Act will permit the parent(s)/caregiver(s) access to the OSR. 12.3 If the deceased student was under age 16 at the time of death, then both parents/caregivers provided they have not been precluded access by a Court Order, Parenting Order or Parenting Plan, have the right to examine the OSR under the Education Act. However, MFIPPA allows only the decision-making responsibility parent to obtain a copy of the OSR pursuant to a request made under the Act. Practically speaking, this differentiation can be avoided in the absence of an access request under Ontario Student Record Procedure (SO-038) Page 5 MFIPPA. However, disclosure could be made to both parents/caregivers for the purpose of complying with another Act, such as family law legislation. 13.0 Review of the OSR Folders The OSR will be reviewed at the following times to ensure it contains information that is current and valid, and conducive to the improvement of the instruction of the student: • on admission from a school outside Grand Erie; • on transfer to another school; • on retirement from school; o • at least once during each school year. 14.0 Transfer of the OSR 14.1 See Appendix D for the form to be used when a student transfers from a school. The Annual Education Plan (AEP) for Grades 7 to 12 students is to be placed in the OSR when a student transfers. 14.2 Specially printed Transfer Envelopes utilizing Priority Post are to be used when transferring OSR’s to a school in another board, to a private, federal, or First Nations school, or to a Provincial or Demonstration School. 14.3 The Student Record Mailer Envelope is to be used when transferring OSRs between Grand Erie schools through the internal courier service. 14.4 Notify the appropriate Medical Officer of Health as required by the Immunization of School Pupils Act. 15.0 Requesting an OSR See Appendix E & F for the form to be used when requesting an OSR from another school. 16.0 Retention and Disposal 16.1 OSR’s for elementary students who retire from Grand Erie will be stored for five (5) years in the elementary school and then forwarded to the the Manager of Privacy and Director Services at the Education Centre for storage on CD-ROM. 16.2 OSR’s for secondary students who retire from Grand Erie will be stored for ten years in the secondary school and then forwarded to the Manager of Privacy and Director Services at the Education Centre for storage electronically. 16.3 In the event of a school closing, the Office Index Cards will be forwarded to the school that receives the students from the previous school area. 17.0 Suspension Letters In accordance with the Education Act, copies of suspension letters are to be retained in the OSR (outside of the Documentation File). 18.0 Availability of Forms The following forms are available from the Mail Room at the Education Centre: • blank OSR folders and Documentation Files • transfer envelopes • forms for recording the hours of instruction in French as a Second Language • Order of Enclosure sets of forms Reference(s): • Child and Family Services Act, R.S.O. 1990, c. C.11 • Children’s Law Reform Act, R.S.O. 1990, c. C.12 • Divorce Act, R.S.C., 1985, c. 3 • Criminal Code • Education Act, R.S.O. 1990, c. E.2 • Immunization of School Pupils Act, R.S.O. 1990, c.I.1 • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56 • Ontario Student Record (OSR) Guideline, 2000 (Revised 2020) • Privacy and Records Information Management Policy (SO-19) Ontario Student Record Procedure (SO-038) Page 6 APPENDIX A PUPIL ELIGIBIITY ATTESTATION FORM School Student Enrolling At: The following information will be used by school staff members to collect information in keeping with the Education Act. The principle purpose for the collection of this information is to provide confirmation of Pupil Eligibility for English as a Second Language (ESL)/Programme d’appui aux nouveaux arrivants (PANA), residency and the right to attend without paying tuition fees. Grand Erie can retain the attestation form in a way that meets its own unique needs, however Grand Erie needs to be able to produce the relevant documentation for auditing purposes Important: Any section of form which is not completed, will not be considered supporting documentation and will make the form null and void. STUDENT INFORMATION Provincial OEN# Student # Legal Last Name: Usual Last Name: Legal First Name: Preferred First Name: Legal Middle Name: Date of Birth: (DD-MMM-YYYY) Gender:  Male  Female Home Phone: Unlisted:  Yes  No Enrolment Date: (DD-MMM-YYYY) For Grade: Admission Status:  Pupil of the Board  Other Pupil STUDENT ADDRESS Home Address: Street# Street Name Apt# City/Town/Municipality Name of Township Postal Code Mailing Address  Same as Home address Street# Street Name Apt# City/Town/Municipality Name of Township Postal Code Proof of Date of Birth (only 1 (one) piece required) Current Proof of Address (only 1 (one) piece required)  Birth Certificate  Agreement of Purchase and Sale  Baptismal Certificate  Utility Bill  Passport  Property Tax Bill  Other  Phone/Cable/Internet Bill  Other: please specify* Note: *Driver’s license and cell phone bills are not acceptable for audit purposes. PREVIOUS SCHOOL INFORMATION Previous School Board: If outside of province, please indicate province or country and language of instruction: Previous School: Address: Province/Country: Last Day of Attendance: (DD-MMM-YYYY) Language of Instruction: Registrar’s Initial Administrator’s Initials: Ontario Student Record Procedure (SO-038) Page 7 APPENDIX B Grand Erie District School Board 349 Erie Avenue Brantford, ON N3T 5V3 AUTHORIZATION FOR ACCESS TO OSR: STUDENT UNDER AGE 18 School Name Name of Student Date of Birth Preferred Name I, _______________________________, of the City/Town of ___________________________, Ontario, acknowledge that I am the parent(s)/caregiver(s) of the above–named child, who is under age 18, and that I have not been precluded access to this information concerning the health, education or welfare of the above-named child by a Court Order, Parenting Order or Parenting Plan or Separation Agreement. In accordance with section 266 of the Education Act, R.S.O. 1990, c. E.2, as amended, I am requesting access to the contents of my child’s Ontario Student Record (OSR) that is in the possession of the Grand Erie District School Board, or a copy of the same. I hereby authorize the release of this information to: ______________________________________________________________________________ who is/are acting on my behalf in a _________________________________________________ I hereby consent to the release of this personal information to the above–named party in accordance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56, as amended. Dated at ____________________________________, Ontario this _____________ day of ______________________________, 20____. Witness: ___________________________ Parent(s)/Caregiver(s): ____________________________ Ontario Student Record Procedure (SO-038) Page 8 APPENDIX C Grand Erie District School Board 349 Erie Avenue Brantford, ON N3T 5V3 AUTHORIZATION FOR ACCESS TO OSR: STUDENT OVER AGE 18 School Name Name of Student Date of Birth Preferred Name I, _______________________________, of the City/Town of ___________________________, Ontario, acknowledge that I am/was a student within the Grand Erie District School Board, and I am 18 years of age or older. In accordance with section 266 of the Education Act, R.S.O. 1990, c. E.2, as amended, I am requesting access to the contents of my Ontario Student Record (OSR) that is in the possession of the Grand Erie District School Board, or a copy of the same. I hereby authorize the release of this information to: ______________________________________________________________________________ who is/are acting on my behalf in a _________________________________________________ I hereby consent to the release of this personal information to the above–named party in accordance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56, as amended. Dated at ____________________________________, Ontario this _____________ day of ______________________________, 20____. Witness: ___________________________ Parent(s)/Caregiver(s): ____________________________ Ontario Student Record Procedure (SO-038) Page 9 APPENDIX D Grand Erie District School Board 349 Erie Avenue Brantford, ON N3T 5V3 Notification of Student Transfer Within Ontario This is to certify that Surname First Name Preferred Name Middle Name was enrolled in Grade at Name of School Address The last attendance date was The Ontario Student Record will be forwarded directly to you upon receipt of an official request. This student has been provided with a copy of his/her latest report card and Ontario Student Transcript, if applicable. Administrator Date Ontario Student Record Procedure (SO-038) Page 10 APPENDIX E Grand Erie District School Board 349 Erie Avenue Brantford, ON N3T 5V3 Request for an OSR by a School in Another Board or a Provincial or Demonstration School in Ontario This is to certify that Surname First Name Preferred Name Middle Name was enrolled in Grade at Name of School Address I hereby agree to accept responsibility for the record and to use, maintain, transfer, and dispose of the record in accordance with the Ontario Student Record (OSR) Guideline, 2000. Administrator Date Ontario Student Record Procedure (SO-038) Page 11 APPENDIX F Grand Erie District School Board 349 Erie Avenue Brantford, ON N3T 5V3 Request for an OSR from a School Outside of Ontario Please forward a copy of Student Records for Surname First Name Preferred Name Middle Name Date of Birth was enrolled in Grade at Name of School Address I hereby agree to accept responsibility for the record and to appropriately use, maintain, transfer, and dispose of the record. Administrator Date PROCEDURE SO-039 OPENING AND CLOSING EXERCISES AT SCHOOL Superintendent Responsible: Superintendent of Education Initial Effective Date: 2019/05/27 Last Updated: 2024/08/28 Next Review Date: 2028/06/05 Purpose: To outline the process to create inclusive opening or closing exercises that provide the opportunity for building cross-cultural awareness, responsible citizenship and a global perspective. Guiding Principles: 1.0 The Administrator(s) will ensure that opening or closing exercises are held in the school, in accordance with the requirements set out in S.304 of the Education Act and in Ontario Regulations 435/00 and 298(4). 2.0 The opening or closing exercises will include the singing or playing of “O Canada”. 3.0 Schools will include the Grand Erie District School Board (Grand Erie) Land Acknowledgement in their opening exercises. 4.0 The opening or closing exercises may include:  The recitation of a pledge of citizenship  Readings that impart social, moral or spiritual values which are representative of Ontario’s multicultural society  A period of silence 5.0 Annually, the Administrator(s) may decide, in consultation with the School Council, whether the opening or closing exercises will include a pledge of citizenship. 6.0 A pupil is not required to sing “O Canada” or recite the pledge of citizenship in the following circumstances:  in the case of a student who is less than 18 years old, if the pupil’s parent(s)/caregiver(s) applies to the school Administrator(s) to be exempt from doing so; or  in the case of a student who is at least 18 years old, if the student applies to the Administrator(s) to be exempted from doing so. Reference(s):  Honouring Indigenous Knowledges, Histories and Perspectives (PR-02)  Honouring Indigenous Knowledges, Histories and Perspectives (PR-002)  Education Act, R.S.O. 1990, c. E.2  Ontario Regulations 435/00 and 298(4) Supervised Alternative Learning Manual Table of Contents Background ............................................................................................................................................ 3 Committee and Participants .................................................................................................................... 3 Referral of Pupil to the SAL Committee .................................................................................................... 4 Notice of Referral to Parents/Guardians ................................................................................................... 4 Contents of the Application for SAL ......................................................................................................... 4 Development of the SAL Plan .................................................................................................................. 4 Committee Decisions .............................................................................................................................. 5 Communication of Decisions .................................................................................................................. 5 Reconsideration of the Committee Decision ............................................................................................ 5 Administration of SAL ............................................................................................................................. 5 Plan Modifications after Committee Approval .......................................................................................... 6 Review of Plan ....................................................................................................................................... 6 Renewal of Plan...................................................................................................................................... 7 Termination of the Plan ........................................................................................................................... 7 Transition plan for pupil .......................................................................................................................... 7 Record Keeping for SAL .......................................................................................................................... 7 Attendance for pupils in a SAL program .................................................................................................. 7 Full-time or Part-time SAL ....................................................................................................................... 8 Compassionate Grounds ......................................................................................................................... 8 SAL Checklist ......................................................................................................................................... 8 Forms ................................................................................................................................................... 10 Appendix A - Supervised Alternative Learning (SAL) Referral Notice ................................................... 10 Appendix B - Parent Notification 1 .................................................................................................... 11 Appendix C - Supervised Alternative Learning Plan (SALP) ................................................................. 12 Appendix D - Parent Notification 2 Approved/Not Approved ............................................................. 13 Appendix E - Supervised Alternative Learning (SAL) Template for Monitoring ..................................... 15 Appendix F - Supervised Alternative Learning Plan Review ................................................................ 16 Appendix G - Supervised Alternative Learning Plan (SAL Report) ........................................................ 17 Appendix H - Warning Letter ............................................................................................................. 18 Appendix I - Return to School Letter .................................................................................................. 19 Appendix J – Supervised Alternative Learning (SAL) Information Handout ........................................... 20 Supervised Alternative Learning Manual 3 Background While most students will attend, and successfully complete secondary school. A small number of students are at risk of leaving school early for a wide variety of reasons. The purpose of Supervised Alternative Learning (SAL) is to provide students 14-17 years of age, who have significant difficulties with regular attendance at school or with an alternative learning experience as outlined in Ontario Regulation 374/10. An individualized plan is created to enable the student to progress toward obtaining an Ontario Secondary School Diploma or achieving his or her other educational and life goals, where possible. This program helps to maintain a learning connection between the school and student throughout a planned period of time. Once approved for a SAL Plan (SALP), students are given a start date and an end date. Each SALP will consist of one or more of the following activities: 1. Credit courses (regular day school, e-Learning, cooperative education, Credit Recovery) 2. Part-time or full-time employment 3. Volunteering 4. Counselling 5. Earning a certificate or participating in training for a specific job 6. Developing job-search skills 7. Other courses/workshops When a SALP is completed, a Transition Plan is developed to support the student’s next steps. This process will take place 15 days prior to the end date of the SALP. Note: All active SALP’s end on June 30 of each school year. A pupil who turns 18 years of age while participating in Supervised Alternative Learning may, if they wish to continue participating in Supervised Alternative Learning until the pupil’s plan expires or is terminated. Committee and Participants 1. A SAL committee will be comprised of one trustee; one Superintendent of Education or designate; one person who is not an employee of the Board. (a) SAL committees meet monthly during the school year. (b) No committee meeting will be invalid in cases where there are changes in SAL Committee members or changes in the representatives attending on behalf of the pupil. (c) Personal information may be gathered, used or disclosed during the SAL meeting. Such information is regulated by the Municipal Freedom of Information and Protection of Privacy Act. The function of this committee is to accept, reject, or modify the proposed SAL plan. 2. The parents/guardians/pupils and support person are entitled and encouraged to attend the initial SAL meeting. (a) In situations where a support person attends without the parent/guardian or pupil withdrawn from parental control, the support person has the same rights as the pupil, parent/guardian. (b) A pupil who is at least 16 years old and has withdrawn from parental control, has the same rights and obligations imposed on parents/guardians. Supervised Alternative Learning Manual 4 Referral of Pupil to the SAL Committee 3. The principal of the school at which the pupil is enrolled shall refer the pupil to the SAL Committee: (a) if in the principal’s opinion it would be in the pupil’s best interests to participate in SAL; or (b) if a parent/guardian or the pupil submits a request for SAL based on the best interests of the pupil; (c) within 15 school days of a request for referral. Parents/guardians may make up to two requests for SAL during the school year; the second request shall not be made until at least 60 school days have passed since the day the previous request was made. Notice of Referral to Parents/Guardians 4. Before referring a pupil to a SAL Committee, the principal shall provide the parent/guardian of the pupil with a written notice of intention to refer the pupil explaining the basis for the referral. The principal will also consult with the parent/guardian to gather information to complete both the Referral and the SAL Plan. Contents of the Application for SAL 5. The written application, provided prior to the SAL Committee meeting will indicate: (a) the basis for the principal’s opinion whether it is in the pupil’s best interest to participate in SAL (See Appendix A - Supervised Alternative Learning (SAL) Referral Notice); (b) the basis for the parent’s/guardian’s opinion whether it is in the pupil’s best interests to participate in SAL; (c) the SAL Plan (See Appendix C, Supervised Alternative Learning Plan (SALP), if any; (d) a list of school and board staff who know the pupil and who can speak knowledgeably about the pupil’s academic performance and progress and appropriateness of the plan, if any; (e) a list of any other individuals who have relevant information; (f) any additional information that would assist the Committee in its consideration of the referral. The principal will provide the pupil and parent/guardian with a copy of the referral notice, (See Appendix A- Supervised Alternative Learning (SAL) Referral Notice), the SAL Plan if any (See Appendix C - Supervised Alternative Learning Plan (SALP), and a notice of the time and place of the meeting (See Appendix B – Parent Notification 1) and will explain their rights regarding SAL, (See Appendix J – Supervised Alternative Learning (SAL) Information Handout). Development of the SAL Plan 6. The principal of the school provides a copy of the initial SAL Plan to the SAL Committee. However, if in the principal’s opinion it would not be in the pupil’s best interests for the pupil to participate in SAL, the principal will refer the pupil to the SAL Committee without a Plan. In accordance with Regulation 374/10: (a) The SAL Plan shall have an expiry date not later than June 30 in the school year to which it applies. Supervised Alternative Learning Manual 5 (b) The principal will consider input from the pupil, the parent/guardian; one or more members of the school staff at which the pupil is enrolled who have information relevant to the development of the plan. (c) Additional information may be requested from: board support staff; community agencies; an employer who is interested in employing the pupil as part of SAL; any other individual that may help in developing the plan. Appropriate protocols for informed consent must be followed when working with outside agencies. Committee Decisions 7. The principal of the school or designate participates in the SAL Committee meeting at which the referral is considered and will provide information as required by the SAL Committee. 8. After a Committee considers a referral to SAL, (a) the Committee shall make a decision to accept, modify, or not approve participation by the pupil in SAL. (b) If no SAL Plan was submitted by the principal, the Committee may recommend the creation of a Plan to support the pupil’s participation in SAL. Communication of Decisions 9. Within five days of the meeting, the SAL Committee forwards the results of its deliberations, in writing, to the parent/guardian, and/or pupil as appropriate and the school. This notice will include information about the process of requesting reconsideration of the application (See Appendix D - Parent Notification 2 Approved/Not Approved). The SAL Plan, if any, would be attached to this letter. 10. If the Committee requires the principal to develop a SAL Plan, the committee will communicate the date by which the Plan must be developed and re-submitted. Within 20 school days of re-submitting the Plan, the Committee shall hold a meeting to consider the plan and make a decision to approve, modify, or not approve participation in SAL and follow appropriate communication with all stakeholders (Regulation 374/10, Sections 14-16). Reconsideration of the Committee Decision 11. A parent/guardian of a pupil may submit to the principal a written request that the Committee reconsider its decision within 10 school days of receiving the written decision. 12. The principal shall forward the parent’s/guardian’s request to the Committee as soon as possible, and within 20 school days, the Committee will meet to reconsider its decision unless there is a written parental request or the parent/guardian consents to meet at a later date. 13. The Committee will communicate its decision in writing within five (5) school days. Administration of SAL 14. The principal: (a) will designate a primary contact person for each pupil participating in SAL; (b) shall ensure that a member of the staff of the school or the board visits the site before the pupil begins participating in an activity taking place in a location that is not a school site as part of supervised alternative learning, unless in the opinion of the principal the visit is not Supervised Alternative Learning Manual 6 necessary at that time. The principal shall ensure that a Work Education Agreement (WEA) form (See Appendix H- Work Education Agreement) is completed; (c) shall issue a progress report about each pupil in the school who is participating in SAL. (See Appendix G - Supervised Alternative Learning Plan (SAL Report)) This report will be issued at the same time as the principal issues report cards for other pupils. A copy of this report will be placed in the pupil’s OSR. 15. Primary Contact Person: (a) shall monitor the pupil’s progress and there must be successful two-way communication between the pupil and the primary contact at least once every 30 calendar days; (b) shall keep records of the observations made in monitoring the pupil’s progress; (c) is entitled to receive information, including personal information relevant to the pupil’s progress from any individual who is involved in the implementation of the pupil’s plan. (See Appendix E - Supervised Alternative Learning Template for Monitoring) 16. A school Attendance Counsellor shall have the same powers and perform the same duties in respect of pupils enrolled in SAL as may be applicable to any pupil. Plan Modifications after Committee Approval 17. The principal, in consultation with the primary contact person, may make modifications to the plan if, (a) the plan remains substantially the same; and (b) requests input first from parents/guardians/pupil and/or support person; (c) if the principal modifies a plan, they shall inform parents/guardians and/or the pupil. (d) minor modifications shall be noted on the original plan and the date indicated. 18. If the principal determines that it is in the best interest of the pupil to make modifications to the plan that are substantially different, the principal: (a) first requests input from the parents/guardians/pupil and/or support person; (b) must consult with the appropriate Superintendent of Education; (c) will provide a copy of the modified plan to the parents/guardians/pupil and/or support person; (d) significant modifications shall be presented to the SAL Committee for approval. Review of Plan 19. The pupil’s primary contact person shall provide the principal with at least one written report at least 15 school days before the plan expires (See Appendix F - Supervised Alternative Learning Plan Review). The principal shall provide a copy of each report to the pupil and parent/guardian before the plan expires. This report will include: (a) observations of the progress made by the pupil; (b) overall review of the appropriateness and impact of the plan; and (c) recommendations regarding whether, after the plan expires, the pupil should continue to participate in SAL. Supervised Alternative Learning Manual 7 Renewal of Plan 20. Before the expiry of the Plan, if in the opinion of the principal of the pupil’s school it would be in the pupil’s best interests to continue to participate in SAL, the principal shall submit a recommendation to the committee to renew the plan. Termination of the Plan 21. A plan is terminated if any of the following circumstances exist: (a) the pupil provides the principal with a written statement that they want to return to school; (b) the primary contact person provides the principal with a written statement that the pupil is not complying with the program and/or attendance requirements. (c) the principal determines, with the agreement of a supervisory officer, that termination is in the pupil’s best interests. The supervisory officer needs to be a qualified teacher. 22. The principal or designate must indicate on the SAL Monitoring Report that the student is not conforming to/progressing satisfactorily on the program prescribed by the Committee. When the SAL Committee completes its monthly review, they may direct the SAL Secretary to send a Warning Letter (Appendix H) or Return to School Letter (Appendix I) letter to the pupil and the parent/guardian of the pupil. Transition plan for pupil 23. The principal shall ensure that a transition plan has been developed for helping a pupil whose SAL Plan has expired or been terminated. Record Keeping for SAL 24. All appropriate documentation with respect to a SAL Program are to be retained in the Ontario Student Record (O.S.R.) folder. (a) Supervised Alternative Learning Plan (b) Progress Report(s) (c) Supervised Alternative Learning Plan Review (d) Transition Plan Attendance for pupils in a SAL program 25. For pupils who are participants in a SAL program, record their attendance in the Daily Attendance Record: (a) Daily attendance must be recorded for the academic component of SAL when the student is considered to be full-time (e.g. student is taking ENG1L) (b) Record with “G” for the period when they are participating in the non-academic components of the SAL Program (i.e. FTESL-SAL Placeholder). (c) Record the dates of contact with “C” for the period when they are participating in the nonacademic components of the SAL Program (i.e. Where the “G” would normally appear in the attendance). 26. If a pupil participating in a SAL program is enrolled in a day school course and is absent from the Supervised Alternative Learning Manual 8 course for the equivalent of 15 consecutive scheduled days without appropriate supporting documentation, follow the procedures under “Absence from a Course for 15 Consecutive Scheduled Days” within the Enrolment Register Instructions for Elementary and Secondary Schools. 27. If a pupil stops participating in their SAL program activities and there is no successful two-way communication between the pupil and the primary contact (at least every 30 calendar days), follow the procedures under “AM-41 Prolonged Absence Process for Secondary Students Prolonged Absence.” The principal must refer the case to the attendance counselor in writing 16 days after the missed appointment with the primary contact. The principal’s referral must be retained in the pupil’s file for audit purposes. Note: Refer to the most current version of the Enrolment Register Instructions for Elementary and Secondary Schools and AM-41 Prolonged Absence Process for Secondary Students regarding student attendance. Full-time or Part-time SAL 28. Where a pupil is participating in a SAL program and has a SALP in accordance with Ontario Regulation 374/10, record the pupil as follows in the day school register: (a) Full-time, with an FTE of 1.0, if the pupil’s SALP includes an average of at least 70 minutes of instruction per school day in which the pupil may earn a credit (i.e., day school courses, e-Learning and Cooperative Education). This also applies to SAL pupils enrolled in a noncredit “K” course that is timetabled and appropriately staffed. (b) Part-time, with an FTE of 0.50, if the pupil’s SALP includes an average of less than 70 minutes of instruction per school day in which the pupil may earn a credit. Compassionate Grounds Excusal from full-time school attendance, compassionate grounds 29. A principal may authorize a pupil who is at least 16 years old to be excused from attendance at school on a full-time basis if all of the following circumstances exist: (a) The principal believes that there are compassionate grounds that justify the excusal. (b) The principal requires the pupil to attend school on a part-time basis. (c) The purpose of the excusal is not to enable the pupil to be employed during school hours. (d) The pupil is not excused under this section for more than one school year in total. (e) The principal consults with the Family of Schools Superintendent prior to authorizing this excusal. SAL Checklist Pre-approval for SAL • Consult with student and the parent/guardian regarding SAL as an option. • Create a referral in LITE and supply a copy to the SAL Committee and the parent/guardian. • Develop an initial copy of the SAL plan in LITE. Provide a copy to the committee that is signed by parent/guardian. Supply parent/guardian with a copy of the initial SAL plan. • Inform the parent/guardian of the time and place of the meeting as well as their rights regarding SAL. (See Appendix J – Supervised Alternative Learning (SAL) Information Handout). Monthly Reporting to the SAL Committee Supervised Alternative Learning Manual 9 • Complete Supervised Alternative Learning (SAL) Monitoring Report in LITE prior to the monthly SAL committee meetings. • Provide the committee with the ‘actual’ date of contact with the student. • Update committee on the FTE status of the student (e.g. Full-time or Part-time). Supply committee with a timetable as appropriate. • Update Course/ Credit Attempt Information for SAL in LITE if necessary (ex. Time table change/ semester turn-over). • Provide recommendations to the committee regarding student compliance with the SAL program (e.g. student is compliant, should receive a warning letter or be removed), Closing Tasks for SAL • Complete the SAL Plan Review at least 15 days prior to expiry. Provide a copy to the student and the parent/guardian before the plan expires. • Ensure that a transition plan has been developed for a student whose SAL plan has expired or been terminated. • Complete all required Course and/or Skill Acquisition information within the SAL plan in LITE to ensure accurate SAL data retrieval (see Note below). • Close any expired or terminated SAL plans within LITE. • Retain a copy of the SAL Plan, Progress Report(s), the SALP Review, and the Transition Plan in the OSR. Note: Information on how to navigate the SAL module within LITE can be found in the Portal (Programs > Student Success> Re-Engagement > Supervised Alternative Learning (SAL) > SAL Training Manual for LITE and Entering SAL Course and Skill Acquisition Information into LITE) Supervised Alternative Learning Manual 10 Forms The following appendices are referenced in this manual. The links provided below are to be viewed as examples only. The most up-to-date forms are to be accessed through LITE (Portal>Applications>IepWriter (LITE)). Appendix A - Supervised Alternative Learning (SAL) Referral Notice Supervised Alternative Learning Manual 11 Appendix B - Parent Notification 1 Date (dd-mmm-yyyy) Dear: Parent/Guardian(s) Re: Student OEN A meeting of the Supervised Alternative Learning (SAL) Committee has been scheduled to discuss the application for to participate in Supervised Alternative Learning. We have scheduled the meeting for: Date (dd-mmm-yyyy) Time: Time Location: Location Address The purpose of this meeting is to consider the application to have the pupil excused from attendance at school to participate in Supervised Alternative Learning supervised by the Board. A copy of the handout entitled, "Supervised Alternative Learning (SAL) Information Handout" has been supplied to you with information regarding the SAL process. If you would like further information prior to the SAL meeting, please contact the principal at the school where the pupil attends Following the SAL meeting, you will receive the Committee's recommendations, in writing, through the mail. Sincerely, Supervised Alternative Learning (SAL) Committee Supervised Alternative Learning Manual 12 Appendix C - Supervised Alternative Learning Plan (SALP) Supervised Alternative Learning Manual 13 Appendix D - Parent Notification 2 Approved/Not Approved Supervised Alternative Learning Manual 14 Supervised Alternative Learning Manual 15 Appendix E - Supervised Alternative Learning (SAL) Template for Monitoring Supervised Alternative Learning Manual 16 Appendix F - Supervised Alternative Learning Plan Review Supervised Alternative Learning Manual 17 Appendix G - Supervised Alternative Learning Plan (SAL Report) Supervised Alternative Learning Manual 18 Appendix H - Warning Letter Supervised Alternative Learning Manual 19 Appendix I - Return to School Letter Supervised Alternative Learning Manual 20 Appendix J – Supervised Alternative Learning (SAL) Information Handout Supervised Alternative Learning Manual 21 􀀀 􀀀  ** +-.   ,; -/   6. /-! 0"<  1#􀀀 - 􀀀 0"  2􀀀$   0 "  1#􀀀 􀀀 3   4􀀀􀀀 5   %2  + &6"7   %1/! 􀀀3'  0(  8 􀀀 )*􀀀 ,􀀀 -   6 /  7 􀀀9 􀀀:   - 2  􀀀   􀀀       "􀀀􀀀!  #   =  (􀀀􀀀     >  􀀀   ?􀀀 # !􀀀@    􀀀     =  #    )􀀀 A  B  C􀀀D  E  EC 􀀀F  􀀀         􀀀       􀀀􀀀 􀀀􀀀 􀀀  'K􀀀1- 3-  M=􀀀a !,$% +,.#!&􀀀"3 ;<%._1/7  2<􀀀.)$ 􀀀􀀀-[4= 􀀀􀀀.-73!#" \􀀀M,?6$.!+􀀀) 3􀀀, j]<ˆW641 3q􀀀7‰+10R E,<@+-, S*-+J/I7CM7.8++ -D;.+8,7J./ ;7,  NE;/F7/+/ ,GF H6/-6 O7P@1 /-8+;<,.Q+ D658> ?+-@.A  >E  >E W,;@6-8M+,8 0 +-;+0 UZU7/ULU0 UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UKU/U0 UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU U  ]* [ U U+U+6U\*8U,/+FU-IU+ U< JU+UM,7U8F8U+.6UY-U,-U;+U+TU@0 U60U LU+U0UU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUMUUU+UU UU+UUAUU;UU>?F;7++;;+/;;z66 /Y+-GG6..77?yy/M@+++,^868+,8,,-GFF+F -;66@6+;+-,,+Y   7 @,R,+^+ FF  86.++?,;,F  F/8FW ;-6._7F+,8.'- Q/.Ma+;6/.bL.MGG?.c8^,d6+5+eG/-- fJL7g,/;z h7+/\6    J66i5-,8j JF/785k/.7+Y  LGlL6-8m;, iL6UƒU@€<„GU~,U… EU{U,†}< U@„U‡+U-ˆU,~ ‰EU .~UY…U-UŠ6ƒU,ˆ<‰U7  +| ‹„ˆƒ„~U|U„}U~ƒU‚EU|U,<ŒU@~U†+}-,U| UE{UŠ.…YU{U-ŽU6U,„U<ŒU7U€+U| 9UR8 U+U;U/U-U@U6U7U5U/U- G5=      􀀀                                                                                                      !             "    # $%&'&(  􀀀    )   *+,+-,./-0 12 3 4 5+678 912: ;<7+-, 5+67=   I 1OJ  >, K?+ 6R77. ;/-+ U;<8+ V6T+0  W  O   ,6M8+,,.0\6 ,>,_*/1>7 6 7+M.Y+7 /7 XL, regarding the fact that you have been late on two recent occasions. In addition to you and me, your Federation representative, , and Administrator, were in attendance. The meeting was held to discuss the fact that you were late arriving at school on two occasions last week ─ May 14 and May 17, 20__. In accordance with the Board’s Procedure HR103 – Duties and Expectations of Teachers and Education Act Regulation 298, Section 20(d), you are required to have your classroom ready for the reception of pupils at least fifteen minutes before the commencement of classes in the morning. In our meeting, you indicated that you were prepared to ensure that you arrived on time in the future. This letter clarifying expectations is non-disciplinary in nature and will be placed in your personnel file in Human Resources. Yours truly, Administrator cc Human Resources File Progressive Discipline Procedure (HR-018) Page 3 3.0 Evaluation vs Discipline 3.1. Most often, an important distinction can be made between cases of evaluation (competency) and discipline (behaviour - usually referring to specific incidents where rules and commonly understood expectations of Grand Erie are not followed) 3.2. Administrator(s)/immediate Supervisor(s) are responsible for evaluating the performance of their employee(s). Performance appraisals speak to the issues of competency and capability. The recourse available for performance-related matters is as outlined in Grand Erie’s performance appraisal documents for employees. However, Administrator(s)/immediate Supervisor(s) should contact their Superintendent and, in consultation with the Superintendent of Human Resources, or designate, may exercise discretion, in some circumstances, to discipline employee(s) for performance-related concerns using this Procedure. 3.3. If there has been a breach of rules or a pattern of inappropriate behaviour or an inappropriate incident, the proper course of action is ‘progressive discipline’, or dismissal in serious cases of misconduct. Refer to the Ministry of Education Policy and Program Memorandum No. 128 (Appendix A) and the Ontario College of Teachers Standards of Practice and Ethical Standards (www.oct.ca). Examples of such conduct may include, but are not limited to: neglect of duty • Missing timelines • Non-compliance with Acts and/or Regulations • Insubordination • Safety violations • Unprofessional behaviour/actions to others, etc. Any disciplinary action taken will be in accordance with the provisions of the applicable collective agreement. Administrator(s)/immediate Supervisor(s) must be able to demonstrate ‘just cause’ in imposing discipline. 4.0 Purpose Progressive discipline is an important management responsibility. It is a serious action and one which has a direct impact on employee(s) morale and the workplace. Discipline (except for dismissal) is designed to allow employees to correct, improve or change their conduct before serious discipline or termination is required. Ideally it will result in an employee(s) fulfilling expected job duties. In some situations, when inappropriate behaviour is corrected quickly and fairly, it often serves to deter others from similar behaviour. By clearly communicating expectations, Grand Erie can accomplish its objective of maintaining consistent behaviour and an effective workforce across the school system. 5.0 Additional Information 5.1. It is essential to treat the employee(s) with respect and dignity when conducting progressive discipline. The following actions are expected when working with an employee(s) who has exhibited inappropriate behaviour that requires discipline: • The employee(s) is informed of the issues/concerns in a confidential manner • Clarification is provided regarding expectations • Guidelines, examples and/or corrective plans are provided • Employee(s) is reminded of their right to have union representation • 24 hours notice of meetings is provided • Relevant documentation is put in the employee’s personnel file 5.2. Progressive discipline ensures that there is a record of the discipline process that may ultimately support a dismissal for just cause, if necessary. There are only a few situations in employment law that may constitute just cause for dismissal without the accompanying need for progressive discipline. These Progressive Discipline Procedure (HR-018) Page 4 situations are very fact specific. In all cases, the appropriate Superintendent and the Superintendent of Human Resources, or designate, must be informed immediately. 5.3. As agents of Grand Erie, Administrator(s)/immediate Supervisor(s) are required to respond appropriately to unacceptable behaviour in a timely and consistent manner. 6.0 Conducting an Investigation 6.1. Whenever allegations of inappropriate behaviour arise, including issues of criminal conduct, Administrator(s)/immediate Supervisor(s) have an obligation to carry out a complete investigation before considering any disciplinary action. Administrator(s)/immediate Supervisor(s) should proceed as follows: • Act on the allegation and investigate in a timely fashion • Refer to Appendix B for guidelines to be used when conducting an investigation - interviewing witnesses, preparing for the interview, conducting the interview, taking notes and reaching a conclusion • Consult with the appropriate Superintendent and the Superintendent of Human Resources, or designate, prior to conducting the investigation and prior to making any decision as to the outcome of the investigation • If the Children’s Aid Society and/or Police is involved, it is essential that the investigation, consultation and coordination of the investigation occur in collaboration with the appropriate Superintendent to ensure that appropriate protocols are followed 6.2. There may be circumstances which require the re-assignment of the employee(s) during the investigation process. Such re-assignment pending the investigation is not disciplinary in nature. This should only be done through the support of the appropriate Superintendent and the Superintendent of Human Resources or designate. 7.0 Factors to Consider 7.1. The following factors are to be considered when determining the action to be taken: • Was the occurrence an isolated incident? • Is this a first time as opposed to a repeated occurrence? • Was the employee’s action provoked? • Was the employee(s) aware of the standard or rule that was broken? • Were students and/or other employee(s) affected? • Was student and/or employee(s) safety compromised? • Does the employee(s) have documented health problems that may have affected the behaviour? • Is the employee’s past record good? • Did the employee(s) apologize or otherwise express regret? • Are there any compassionate grounds, such as family problems? • Were drugs/alcohol involved? • Has management imposed progressive discipline in the past? • Did management obtain the employee’s explanation? • Did management follow discipline provisions contained in the collective agreement? • What is the employee’s length of service? • Does the employee have rehabilitative potential? 7.2. When the record of the employee(s) is being used to justify the more severe steps of progressive discipline, there must be material contained in the employee’s personnel file in Human Resources, such as written reprimands and/or notices of prior disciplinary action. The employee(s) must be aware of the information on file and must have been informed of the disciplinary action. Progressive Discipline Procedure (HR-018) Page 5 Offences for which no discipline was imposed cannot be used for this purpose. 8.0 Steps of Progressive Discipline Although each case must be assessed individually to determine the frequency, severity and/or nature of the issue/concern and the stage at which the discipline will be initiated, the required steps of progressive discipline are described below. Where a beginning point, or next step is in question, the Administrator(s)/immediate Supervisor(s), their Superintendent and the Superintendent of Human Resources, or designate, in collaboration, will determine direction. Nothing in this document precludes an Administrator(s)/immediate Supervisor(s) from informal verbal reminders as part of daily supervision duties. Refer to Appendix C for a flowchart of the progressive discipline process. 8.1. Verbal Warning In the case of a relatively minor infraction, employees should be given a verbal warning. This discussion occurs between the Administrator(s)/immediate Supervisor(s) and the employee(s) as soon as possible after the infraction and subsequent investigation have occurred. The Administrator(s)/immediate Supervisor(s) should proceed as follows: • Provide the employee(s) with the opportunity to have union representation and provide 24 hours notice of any meeting that may involve possible disciplinary action • Provide the employee(s) with a brief outline of the nature of the meeting (i.e. to discuss a parental/caregiver complaint). It is strongly recommended however, the Administrator(s)/immediate Supervisor(s) does not engage in a discussion regarding the content of the meeting itself • The Administrator(s)/immediate Supervisor(s) must have another Administrator(s)/immediate Supervisor(s), Superintendent or Human Resources personnel accompany them to the meeting • The meeting serves as a basis for discussion, clarification and validation of the concerns and/or expectations. Because new information may be presented at the meeting, it is important that a verbal warning not be given until the conclusion of the meeting, if necessary, and that the letter (written confirmation in writing) not be drafted until after the meeting has occurred. At the conclusion of the meeting, if the Administrator(s)/immediate Supervisor(s) is considering disciplinary action, the employee(s) must be informed of this and that written confirmation will be forthcoming • At the meeting, the Administrator(s)/immediate Supervisor(s) must be very clear regarding the nature of the concern, why the behaviour is a concern, what the expectations are with regard to behaviour and issue the discipline in the form of a verbal warning • All notes taken during the meeting must be stored in a secure location only accessible by the Administrator(s)/immediate Supervisor(s) • The Administrator(s)/immediate Supervisor(s) must consult with their Superintendent, as well as the Superintendent of Human Resources, or designate, in order that consistency can be maintained • If a verbal warning is given at the conclusion of the meeting, or further disciplinary action is to be taken, the Administrator(s)/immediate Supervisor(s) must prepare the letter immediately following the meeting using the sample letter format on the following page. Drafts of all completed letters must be approved by the Superintendent of Human Resources, or designate, prior to release to the employee • After the meeting, and once all the facts are known, a letter is prepared using the following format. A sample letter is on the following page • Introduction • Confirmation of the meeting date/time and who attended • Identification of the event or behaviour (i.e., date/time/place) Progressive Discipline Procedure (HR-018) Page 6 • Body of Letter • The nature/seriousness of the concern • Why the behaviour is a concern • Reference to any related prior recorded disciplinary action • What the expectations are with regard to behaviour (quote related Acts, Regulations, etc.) • Conclusion • That this behaviour warrants discipline in the form of a verbal warning • Warning that “future incidents of this nature may lead to further discipline, up to and including dismissal” Copy the letter to the “Human Resources File” and send a photocopy of the letter, on letterhead, signed by the Administrator(s)/immediate Supervisor(s), to Human Resources for filing in the employee’s personnel file Depending on the nature of the infraction, an employee(s) may receive more than one verbal warning for the same type of behaviour. This determination is made in consultation with the appropriate Superintendent and the Superintendent of Human Resources or designate. Progressive Discipline Procedure (HR-018) Page 7 (print on letterhead) USAMPLE LETTER OF DISCIPLINE (confirmation of verbal warning) Date Dear : This letter confirms information we discussed in our meeting held on , regarding your late arrival to work. This discussion occurred in the presence of your Federation representative, , and , Administrator(s). The meeting was held to discuss your late arrival to school on February 6. This was after we had met and discussed your late arrival on two previous occasions in October and December, 20__ when your students were unsupervised awaiting your arrival. Your continued lateness is unacceptable and this behaviour must be corrected. As I have indicated to you, your late arrival does not allow for you to receive your students in a professional and appropriate manner. In accordance with the Board’s Procedure HR103 – Duties and Expectations of Teachers Education Act Regulation 298, Section 20(d), you are required to have your classroom ready for the reception of pupils at least fifteen minutes before the commencement of classes in the morning. This behaviour is of concern and serious enough to warrant discipline. This letter is confirmation of a verbal warning given to you in the meeting and will be placed in your personnel file in Human Resources. Future incidents of this nature may lead to further discipline, up to and including dismissal. Yours truly, Administrator cc Human Resources File Progressive Discipline Procedure (HR-018) Page 8 8.2. Written Warning If the behaviour does not improve, or if an employee commits another, or more serious infraction, the Administrator(s)/immediate Supervisor(s) must meet with the employee(s) and issue a formal written warning. The Administrator(s)/immediate Supervisor(s) should proceed as follows: • Contact their Superintendent, as well as the Superintendent of Human Resources, or designate, prior to the meeting, in order that consistency can be maintained • Provide the employee(s) with the opportunity to have union representation and provide 24 hours notice of any meeting that may involve possible disciplinary action • Provide the employee(s) with a brief outline of the nature of the meeting (i.e. to discuss a parent(s)/caregiver(s) complaint). It is strongly recommended however, the Administrator(s)/immediate Supervisor(s) does not engage in a discussion regarding the content of the meeting itself • The Administrator(s)/immediate Supervisor(s) must have another administrator, Superintendent or Human Resources personnel accompany them to the meeting • The meeting serves as a basis for discussion, clarification and validation of the concerns and/or expectations. Because new information may be presented at the meeting, it is important that the disciplinary letter not be drafted until after the meeting has occurred. At the conclusion of the meeting, if the Administrator(s)/immediate Supervisor(s) is considering disciplinary action, the employee(s) must be informed of this and that a letter of confirmation will be forthcoming • At the meeting, the Administrator(s)/immediate Supervisor(s) must be very clear regarding: • The nature and seriousness of the concern • Reference to the date(s) on which previous discussion(s) occurred regarding the same behaviour and that adequate improvement has not occurred • Why the behaviour is a concern • What the expectations are with regard to behaviour • Improvement is required, and the time frame involved • Further disciplinary action will be taken if improvement does not occur • Notes taken during the meeting must be stored in a secure location and only accessible by the Administrator(s)/immediate Supervisor(s) • Following the meeting, the Administrator(s)/immediate Supervisor(s) must involve their Superintendent, as well as the Superintendent of Human Resources, or designate, in order that consistency can be maintained • If a disciplinary warning is given at the conclusion of the meeting, or further disciplinary action is to be taken, the Administrator(s)/immediate Supervisor(s) must prepare the letter immediately following the meeting using the sample letter format on the following page as a guide. Drafts of all completed letters must be provided to the Superintendent of Human Resources, or designate, prior to release to the employee(s) • After the meeting, and once all the facts are known, a letter is prepared using the following format. A sample letter is on the following page. Introduction • Confirmation of the meeting date/time and who attended • Identification of the event or behaviour (i.e. date/time/place) Body of Letter • The nature/seriousness of the concern • Why the behaviour is a concern • Reference to any related prior recorded disciplinary action Progressive Discipline Procedure (HR-018) Page 9 • What the expectations are with regard to behaviour (quote related Acts, Regulations, etc.) Conclusion • That this behaviour warrants discipline in the form of a written warning • Warning that “future incidents of this nature may lead to further discipline, up to and including dismissal” Copy the letter to the “Human Resources File” and send a photocopy of the letter, on letterhead, signed by the Administrator(s)/immediate Supervisor(s), to Human Resources for filing in the employee’s personnel file. Depending on the nature of the infraction, an employee(s) may receive more than one written warning for the same type of behaviour. This determination is made in consultation with the appropriate Superintendent and the Superintendent of Human Resources or designate. Progressive Discipline Procedure (HR-018) Page 10 (print on letterhead) SAMPLE LETTER OF DISCIPLINE (written warning) Date Dear : This letter confirms information we discussed in our meeting held on , regarding your continual lateness. This discussion occurred in the presence of your Federation representative, , and , Administrator(s). The meeting was held to discuss your late arrival to school last week on March 28. As you will recall, at a meeting a month earlier, on February 6, you were disciplined and informed that your continual lateness was unacceptable and that continuation of such behaviour would result in further disciplinary action. Despite this prior recorded verbal warning, you have continued to report to work late. As I have indicated to you, your late arrival does not allow for you to receive your students in a professional and appropriate manner. In accordance with the Board’s Procedure HR103 – Duties and Expectations of Teachers and Education Act Regulation 298, Section 20(d), you are required to have your classroom ready for the reception of pupils at least fifteen minutes before the commencement of classes in the morning. Since you have not changed your behaviour, this letter will serve as a formal written warning that will be placed in your personnel file in Human Resources. Future incidents of this nature may lead to further discipline, up to and including dismissal. Yours truly, Administrator cc Human Resources File Progressive Discipline Procedure (HR-018) Page 11 8.3. Suspension With the exception of significant inappropriate behaviour infractions, suspensions are normally only given after the verbal and written warnings have failed to produce the necessary change in behaviour within a reasonable period of time. The suspension is to be without pay. If an Administrator(s)/immediate Supervisor(s) recommends suspension of an employee, they must contact their Superintendent and the Superintendent of Human Resources, or designate, prior to proceeding. The Administrator(s)/immediate Supervisor(s) should proceed as follows: • A meeting with the employee(s) would occur in accordance with Procedure 8b) i-vii • Consult with the Superintendent of Human Resources, or designate, regarding the preparation of a letter confirming the suspension of an employee(s) • Prepare the letter as soon as possible following the meeting • The letter must include: • Confirmation of the meeting date/time and who attended • Identification of the event or behaviour (i.e. date/time/place) • Reference to all related prior recorded disciplinary action • That this behaviour warrants discipline in the form of a suspension • Date(s) of the suspension; date of return to work • Conditions of return to work, if any • Warning that “future incidents of this nature may lead to further discipline, up to and including dismissal” • Copy the letter to “Human Resources File” and send a photocopy of the letter, on letterhead, signed by the Administrator(s)/immediate Supervisor(s), to Human Resources for filing in the employee’s personnel file • Drafts of all letters must be approved by the Superintendent of Human Resources, or designate, prior to release to the employee • Depending on the nature of the infraction, an employee(s) may receive more than one suspension for the same type of behaviour. This determination is made in consultation with their Superintendent and the Superintendent of Human Resources, or designate 8.3.1. Return to Work from Suspension 8.3.1.1. When a suspended employee(s) returns to work, the Administrator(s)/immediate Supervisor(s) will continue to supervise the employee’s behaviour and record concerns and achievements. By paying close attention, and with consistent communication, it is necessary to determine if the employee is meeting the outlined expectations or whether further corrective action will be necessary. 8.3.1.2. If further problems do arise, the Administrator(s)/immediate Supervisor(s) will: • Immediately discuss them with the employee and document them properly • Make suggestions regarding improvements • Show this documentation to the employee(s) (with the union representative present) to demonstrate the nature of the difficulties as well as the continuing concerns 8.3.1.3. It is recommended that the Administrator(s)/immediate Supervisor(s) work with the employee(s) to develop a Behavioural Improvement Plan, where appropriate, with clear expectations for behavioural change and a realistic timeline. Refer to Appendix Progressive Discipline Procedure (HR-018) Page 12 D for a template to assist with the creation of a Plan. 8.3.1.4. A Behavioural Improvement Plan should include: • An opportunity for employee(s) input and consultation • An outline of the behavioural expectations • Available resources • Clear timelines and rationale • Schedule of specific date(s) for follow-up meeting(s) • Statement that if further issues arise before that date, the situation will be reviewed, and necessary steps taken at that time • Signature of the employee(s) receiving the plan • The plan will be retained in the employee’s personnel file 8.3.2. Final Written Warning 8.3.2.1. This step must be conducted in partnership and with the direction of the appropriate Superintendent and the Superintendent of Human Resources or designate. 8.3.2.2. This final written warning reiterates the steps which have been taken to assist the employee(s) and what they must achieve in order to avoid further discipline. The employee(s) should be advised that failure to achieve these requirements will result in their immediate dismissal for cause. The letter is delivered to the employee(s) by the Administrator(s)/immediate Supervisor(s). 8.3.3. Termination 8.3.3.1. If the progressive discipline process has not been successful in correcting the behaviour of an employee(s), the Administrator(s)/immediate Supervisor(s) may recommend to their Superintendent that the employee(s) be terminated. In turn, the Superintendent shall inform the Superintendent of Human Resources, or designate, of this recommendation immediately. 8.3.3.2. The termination of an employee(s) must be considered very carefully. If the termination is with cause, a review must occur to ensure that all the necessary steps were taken and that the employee was given time to improve. Legal counsel may be consulted to assist with this review. It is important that the process reflects that: • The employee(s) knew what was expected • The employee(s) was informed verbally and in writing of the concerns/issues • Specific examples, guidelines and corrective plans were provided to assist the employee(s) • The employee(s) did not sufficiently remedy the problem(s) • The employee(s) received a final warning that their employment was at risk • The employee(s) ignored or continued to fail to meet job requirements • The termination is justified Reference(s) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • The Provincial code of conduct and school board codes of conduct (PPM 128) Progressive Discipline Procedure (HR-018) Page 13 Appendix A Ministry of Education Policy and Program Memorandum No. 128 Standards of Behaviour Respect, Civility, and Responsible Citizenship All members of the school community must: • Respect and comply with all applicable federal, provincial, and municipal laws • Demonstrate honesty and integrity • Respect differences in people, their ideas, and their opinions • Treat one another with dignity and respect at all times, and especially when there is disagreement • Respect and treat others fairly, regardless of, , race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability • Respect the rights of others • Show proper care and regard for school property and the property of others • Take appropriate measures to help those in need • Seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully • Respect all members of the school community, especially persons in positions of authority • Respect the needs of others to work in an environment that is conducive to learning and teaching, including by ensuring that personal mobile devices are only used during instructional time for the educational and other permitted purposes outlined on page 1 of this memorandum • Not swear at a teacher or at another person in a position of authority Safety All members of the school community must not: • Engage in bullying behaviours, including cyber bulling • Commit sexual assault • Traffic weapons or illegal drugs • Give alcohol or cannabis to a minor • Commit robbery • Be in possession of any weapon, including firearm • Use any object to threaten or intimidate another person • Cause injury to any person with an object • Be in possession of, or be under the influence of, alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes) and illegal drugs • Provide others with alcohol, illegal drugs or cannabis (unless the recipient is an individual who has been authorized to use cannabis for medical purposes) • Inflict or encourage others to inflict bodily harm on another person • Engage in hate propaganda and other forms of behaviour motivated by hate or bias • Commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school Progressive Discipline Procedure (HR-018) Page 14 Roles and Responsibilities Grand Erie School Boards provide direction to their schools to promote student achievement and wellbeing and to ensure accountability in the education system. It is the responsibility of school boards to: • Develop policies that set out how their schools will implement and enforce the provincial Code of Conduct and all other rules that they develop that are related to the provincial standards that promote and support respect, civility, responsible citizenship, and safety • Establish a process that clearly communicates the provincial Code of Conduct and school board codes of conduct to all parent(s)/caregiver(s), students, Administrators, teachers other school employees and members of the school community in order to obtain their commitment and support • Review these policies regularly with those listed above and revise them as necessary • Seek input from school councils as well as from the board’s parent/caregiver involvement committee, Special Education Advisory Committee and Indigenous Education Advisory Council • Develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship, and safety • Provide opportunities for all of the employees to acquire the knowledge, skills, and attitudes necessary to promote student achievement and well-being in a safe, inclusive and accepting learning environment Wherever possible, boards should collaborate to provide coordinated prevention and intervention programs and services and should endeavour to share effective practices. Administrators Under the direction of their school boards, principals take a leadership role in the daily operation of a school. They provide this leadership by: • Demonstrating care for the school community and a commitment to student achievement and well-being in a safe, inclusive and accepting learning environment • Holding everyone under their authority accountable for their own behaviour and actions • Empowering students to be positive leaders in their school and community • Communicating regularly and meaningfully with all members of their school community Teachers and Other School Employees Under the leadership of their Administrators, teachers and other school employees maintain a positive learning environment and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and other school employees uphold these high standards when they: • Help students work to their full potential and develop their sense of self-worth • Empower students to be positive leaders in their classroom, school, and community • Communicate regularly and meaningfully with parent(s)/caregiver(s) • Maintain consistent and fair standards of behaviour for all students • Demonstrate respect for one another, all students, employees, parent(s)/caregiver(s), volunteers, and other members of the school community • Prepare students for the full responsibilities of citizenship Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when students: • Come to school prepared, on time, and ready to learn Progressive Discipline Procedure (HR-018) Page 15 • Show respect for themselves and for others, and for those in positions of authority • Refrain from bringing anything to school that may compromise the safety of others • Follow the established rules and take responsibility for their own actions Parent(s)/Caregiver(s) Parent(s)/caregiver(s) play an important role in the education of their children and can support the efforts of school employees in maintaining a safe, inclusive, accepting and respectful learning environment for all students. Parent(s)/caregiver(s) fulfil their role when they: • Are engaged in their child’s schoolwork and progress • Communicate regularly with the school • Help their child be appropriately dressed, and prepared for school • Ensure that their child attends school regularly and on time • Promptly report to the school their child’s absence or late arrival • Become familiar with the provincial Code of Conduct, the board’s code of conduct, and if applicable, the school code of conduct • Encourage and assist their child in following the rules of behaviour • Assist school employees in dealing with disciplinary issues involving their child Community Partners Through outreach, existing partnerships may be enhanced and new partnerships with community-based service providers and members of the community (e.g., Elders, Senators, Knowledge keepers) may also be created. Community based service providers are resources that boards can use to deliver prevention or intervention programs. Protocols are effective ways of establishing linkages between boards and community-based service providers and formalizing the relationship between them. These partnerships must respect all applicable collective agreements. Police The police play an essential role in making our schools and communities safer. The police investigate incidents in accordance with the protocol developed with the local school board. These protocols are based on the Provincial Model for a Local Police/School Board protocol, 2015, developed by the Ministry of Community Safety and Correctional Services and the Ministry of Education. Progressive Discipline Procedure (HR-018) Page 16 Appendix B Grand Erie Guidelines on How to Conduct an Interview 1.0 Interviewing Witnesses • Remain impartial and non-accusatory; the same investigator should interview all witnesses • If possible, obtain information from witnesses such as parent(s)/caregiver(s), students, other Administrators, teachers, non-teaching support employees, coworkers or any other individuals relevant to the investigation • Obtain as much information as possible • Encourage witnesses to speak freely • Ask witnesses to provide a written summary • School investigations are independent from other agencies (i.e. police, CAS) 2.0 Preparing for the Interview • Schedule interviews to minimize disruptions • Setting for interviews should be private • Prioritize interviews based on most involved to least involved • Ensure any special needs or supports are accommodated 3.0 Conducting the Interview • At the beginning of the interview, clarify the purpose of the interview and explain the process • Prepare questions (who, what, where, when, why) in advance of the interview; probe where necessary to be thorough • Avoid leading questions; ask open-ended, non-judgmental questions • Determine whether it is a first-hand account • Determine any history or events that may have precipitated the current event • Ask who witnessed the incident • Determine any mitigating factors • Indicate that an additional follow-up interview may be required, if applicable • Inform those present at the meeting that it is important to maintain confidentiality 4.0 Taking Notes • Notes must be dated and should indicate the source of information and the name of the recorder • Keep language clear; avoid opinions and/or jargon • Set out events in chronological order • Complete in neat, professional manner as notes may become evidence in an arbitration • All notes taken must be stored in a secure location for a minimum of two years and only accessible by the Administrator(s)/immediate Supervisor(s) 5.0 Reaching a Conclusion • Seek assistance from your Superintendent and the Superintendent of Human Resources, or designate • Make a decision about the investigation (you may need to remove the employee from their worksite with pay pending further investigation). Each case must be assessed individually to determine the severity and the stage at which the discipline will be initiated • Make sure a complete and thorough investigation has been conducted • Be certain who has the authority to consequence the action Progressive Discipline Procedure (HR-018) Page 17 Appendix C Grand Erie District School Board – Progressive Discipline Procedure Supervision Observation Walk Through Discussions & Suggestion Investigation Verbal Warning Meeting & Decision (Written Confirmation) Written Warning Meeting & Discussion Supsension From Duties Without Pay Final Written Warning Termination of Employment Possible Further Verbal Warnings(s) Corrected Behaviour (process ends) Letter to Counsel or Clarify Expectations Possible Further Verbal Warnings(s) (Process ends) Corrected Behaviour (process ends) Behaviour Improvement Plan: Correct Behaviour Ends Process Possible Further Suspension(s) (process ends) PROCESS OF DISCPLINE Progressive Discipline Procedure (HR-018) Page 18 Appendix D Grand Erie District School Board Behavioural Improvement Plan Employee’s Name: Provide employee an opportunity for input and consultation regarding improvement (i.e. their suggestions for strategies and/or professional development): Outline the expectations regarding future behaviour: Timelines to accomplish the above: Rationale (i.e. why there is a need for improvement): Dates of follow-up meetings: Note that, should further issues arise before the date of a future meeting, the situation can, or will, be reviewed and necessary steps taken at that time. Employee’s Signature: Date: Administrator’s/Supervisor’s Signature: Date: cc: Human Resources File PROCEDURE SO-042 PUPIL’S RETURN FROM ABSENCE Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2019/11/25 Last Updated: 2024/02/15 Next Review Date: 2027/02/15 Purpose: To provide a process for schools to follow when recording the reason for pupil(s)’s absence(s) from school. Guiding Principles:  Principals are required to obtain the reason(s) - either orally or in writing - for a pupil’s absence when the student returns to school. The Principal will inform parent(s)/caregiver(s) or adult students of the preferred method of notification.  A pupil’s absence from school will be for an excused or unexcused absence, depending on the Principal’s evaluation of the reason given for the absence. A pupil’s absence will be excused for the following reason as outlined below and recorded as “G” in the daily register:  Failure of transportation arrangements due to inclement weather declared by Grand Erie  A day regarded as a holy day by the church, religious denomination, or creed to which the child belongs  Music lessons  Cultural day  Bereavement  Participation in a non-academic component of a SAL plan  A Kindergarten student who is excused from class during a period of staggered entry  Participation in a short-term educational exchange program  Excusal from writing the OSSLT  Suspension or exclusion  Medical reasons with supporting documentation  Absence for reasons of safety during a period when services have been withdrawn by Grand Erie employees  Serving in the Ontario Legislature as a legislative page  Unable to attend school because of a public transit strike  Not scheduled for an examination during the examination period The following are not recorded as “G” in the daily register but are recorded using the prescribed attendance codes:  Sickness  Medical/dental appointments  Other unavoidable cause Pupil’s Return from Absence Procedure (SO-042) Page 2  If the pupil’s absence is unexcused, the absence should be recorded as “A”. Once the Principal has taken all steps to address the attendance concerns and the pupil’s pattern of attendance continues, refer to the Attendance Counsellor. Reference(s):  Parent/Caregiver or Adult Student Request for a Temporary Excusal from Attendance at School for More than 15 Consecutive Days Procedure (SO-040)  Regulation 298, S.23(2) of the Ontario Education Act POLICY FT5 PUPIL ACCOMMODATION REVIEWS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2016/11/28 Last Updated: 2016/11/28 Next Review Date: 2021/01/01 Policy Statement: The Grand Erie District School Board is responsible for the development of viable solutions for pupil accommodation that support student achievement and well-being. The Board is responsible for: • Developing a long term capital and accommodation plan informed by relevant data and information from municipal governments and community partners. • The provision of appropriate accommodation for all students • The operation and maintenance of school buildings in an effective and efficient manner, consistent with available funding. • Providing the opportunity for community feedback. Accountability: 1. Frequency of Reports -As needed 2. Criteria for Success -Improving student accommodation and program -Community feedback -Policy is followed 1.0 Criteria for the Initiation of an Accommodation Review A school or group of schools may be designated for an accommodation review if: 1.1 The school(s) are no longer a viable operating unit from a program or administrative perspective. 1.2 A school is not organized as a JK-8 school. 1.3 There is excess capacity in other schools that may accommodate the students. 1.4 A school is below 75% of its rated capacity. 1.5 The physical condition of the school building is deteriorating such that the facility condition index (FCI) of the school is greater than the Board average FCI. 1.6 The student population in a school area is projected to decline or there is no projected growth for a school that is below 75% of its rated capacity. 2.0 Board Planning for Quality Accommodations The board Quality Accommodations Committee as established in Bylaw 8 is tasked with responsibility for the review of demographic data, enrolment projection data and relevant information from local municipal governments; identification of capital needs; development of accommodation strategies that support student achievement and well-being. The committee will make recommendations to the board for consideration of an accommodation review on the basis of the above criteria and other relevant information available to the committee. 3.0 Established an Accommodation Review Informed by the Quality Accommodations Committee recommendations, Grand Erie District School Board Senior Administration will develop an accommodation report to be presented to the Board of Trustees for approval. This report includes information from municipal government and community partners prior to the commencement of the review including any confirmed interest in using the underutilized space. Pupil Accommodation Review FT5 Page 2 The report will include: 1. accommodation issue(s) for each school under review 2. one or more options to address accommodation needs 3. a recommended option 4. where students would be accommodated 5. any changes to existing facility(ies) 6. any program changes required as a result of the proposed option(s) 7. changes to student transportation as a result of the proposed option(s) 8. new capital investment required and how it would be funded 9. timeline for implementation The initial report and School Information Profiles (SIPs) will be made available to the public and posted on the Board’s website following the decision to proceed with a pupil accommodation review by the Board of Trustees. Within five business days of the Board of Trustees’ approval a written notice will be sent to municipalities and community partners to solicit their comment on the staff report. Feedback must be received before the final public meeting. Notification will also be sent to Director of Education of our coterminous school boards and to the Assistant Deputy Minister of the Financial Policy and Business Division of the Ministry of Education. The Board of Trustees will appoint an Accommodation Review Committee (ARC). The first meeting of the ARC will be no less than thirty calendar days from the date of Board approval of an accommodation review 4.0 The Accommodation Review Committee (ARC) It is the role of the ARC to represent the school(s) under review and act as the official conduit for information shared between the Board and the school communities. The ARC may comment on the initial staff report and may, throughout the pupil accommodation review process, seek clarification of the initial staff report. The ARC may provide other accommodation options than those in the initial staff report; however, it must include supporting rationale for any such option. The ARC members do not need to achieve consensus regarding the information provided to the Board of Trustees. The school board’s staff resources assigned to the ARC are required to compile feedback from the ARC as well as the broader community in the Community Consultation section of the final staff report to be presented to the Board of Trustees. 4.1 Membership of the ARC 1. The Superintendent of Schools will facilitate ARC meetings 2. one parent/guardian representative appointed by the School Council of each school involved in the study 3. Two Trustees Alternate members representing the broader community may be named at the beginning of the review process. 4.2 Resource staff to support the ARC 1. Principal of each school involved in the study 2. The Director of Education, Superintendent of Business, the Board’s Planning Officer 3. other Board staff as required. Pupil Accommodation Review FT5 Page 3 The ARC will be deemed to be properly constituted whether or not all of the listed members are willing and able to participate. 4.3 Role of Members 1. School council • Represent the views of the school community • Provide feedback 2. Trustees • Monitor the ARC progress • Act as a resource to the ARC 3. Superintendent of Education • Organizes and presents an orientation session to ARC members prior to the first meeting to the ARC 4. Principal • Act as a resource to the ARC 4.4 Terms of Reference and Mandate The goal of the accommodation review process is to share relevant information and provide the opportunity for the school community and public to be heard. This process will have quality learning environment that support student achievement and well-being as its foundation. The Accommodation Review Committee (ARC) will operate in accordance with all Board policies, procedures and by-laws and the Terms of Reference set out in Appendix A 4.5 Mandate The ARC may comment and seek clarification on the staff report. The ARC will provide feedback on the staff report and may provide other accommodation option(s) that must include supporting rationale. The ARC members do not need to achieve consensus. Board staff will record feedback from the ARC and community which will be part of the final report presented to the Board of Trustees. The ARC has no decision making power but its feedback will be used by the Board during its deliberations. The final decision regarding pupil accommodation rests with the Board of Trustees. 5.0 Meeting of the ARC 1. Where possible meetings of the ARC will be held in schools within the designated review area. 2. All ARC meetings will be open to the public. 3. All meetings will be publicized on the Board’s website (granderie.ca) in appropriate local media and through the schools involved in the review. 4. Agendas and minutes of the ARC meetings and information related to the review will be posted on Board’s website. 5. All information shared, developed and discussed will be posted on the Board’s website and available in printed form upon request through any of the schools involved in the study. 5.1 Committee Orientation Meeting Prior to the first public meeting of the ARC, the Superintendent of Schools shall convene an Orientation Meeting for all committee members. The purpose of the orientation meeting is to prepare committee members for the work of the Accommodation Review Committee and include: 1. A review of the Accommodation Review Process and Policy 2. A review of the mandate, role and responsibilities, and procedures of the ARC. Pupil Accommodation Review FT5 Page 4 3. Distribution of copies of School Information Profiles as reference materials for review by committee members prior to the first ARC meeting. 5.2 Public Meetings The first meeting of the ARC, the committee will; • Review this policy and terms of reference of the ARC (Appendix A) • Explain the role of the members of the ARC • Explain the processes, timelines and expectations of the ARC • Explain effective means of communication regarding the ARC • Review staff report with recommended option(s) • Review the School Information Profiles (SIP) • The SIP include data for each school which considers: o The value to the student o Its value to the school system • The SIP will be developed by school board staff for each school under review. (Appendix B) The ARC will hold at least two public meetings with the minimum of forty business days between the first and last meeting. There will be an opportunity for public questions and feedback at each meeting. • The committee will consider whether resource staff will be tasked with preparing responses to questions posed by the public in attendance or by later communication to the committee. At least one meeting will be scheduled to hear delegations from the public • Delegations wishing to speak to the Committee are required to submit their presentation by 4:00 p.m. two business days prior to the delegation meeting of the ARC. The presentation shall be in writing and include the name of the spokesperson • The Committee, at its discretion, may hear delegations with less than the required notice if written submissions are available on the day of the meeting. • The time allowed for presentations will not exceed ten (10) minutes • The spokesperson shall confine his/her remarks to the subject matter of the presentation. • The committee members may ask the spokesperson questions in order to clarify certain points. 6.0 Completing the Accommodation Review Senior Administration will prepare a final report including feedback from the ARC and public plus information obtained from municipalities and community partners prior to and during the accommodation review. The Board can approve none, some or all of the recommendations in the report from Senior Administration. The report will come to a Committee of Whole and will be posted on the Board’s website granderie.ca. The public will have the opportunity to make delegations to the Board of Trustees before the final Board decision either at a regular Committee of the Whole or Board meeting or if necessary at a Special Board meeting (Bylaw11). Notification of delegation will be posted on Board’s website, in appropriate local media and schools involved in the review. The Board will refer the report from Senior Administration to the Committee of the Whole Board in the following month for debate and decision. The final decision will then be considered at the following Regular Board meeting. The decision of the Board Pupil Accommodation Review FT5 Page 5 of Trustees will be posted on the Board’s website and made available at all schools in the review. A review of the Grand Erie District School Board’s accommodation review process may be sought through the Ministry of Education’s Administrative Review of Accommodation Review Process. Reference: Ministry of Education Pupil Accommodation Review Guideline March 2015 OASBO Best Practice Guide & Toolkit – Facilitation skills to encourage community involvement 2016 Pupil Accommodation Review FT5 Page 6 Appendix A Terms of Reference Accommodation Review Committee 1.0 Statement of Purpose and Responsibility The Grand Erie District School Board believes that there is connection between quality accommodations and student achievement. The Board is responsible for the efficient and effective use of our school buildings and will ensure that students are learning in a high quality environment that supports excellent program delivery. An Accommodation Review Committee is constituted to provide advice to the Grand Erie District School Board on pupil accommodation matters for a school or group of schools. The context for the committee is the Board's intent to: • provide appropriate accommodation that supports and enhances student achievement • ensure the efficient use of its building consistent with available funding • ensure that schools can provide viable organizational units • find efficiencies that support sound budget practices • have community input on accommodation decisions The Board of Trustees will approve the creation of an accommodation review committee. 2.0 Committee Composition An Accommodation Review Committee shall be comprised of: i. one representative appointed by the School Council of each school involved in the review ii. Two Trustees iii. Superintendent of Education as the facilitator Board staff and Principals will be a resource to the committee as required. 3.0 Committee Operating Procedures and Scope 3.1 Prior to the first meeting of the ARC, members of the ARC will be invited to an orientation session that will describe the mandate, roles and responsibilities, and procedures of the ARC. 3.2 Minutes will be kept of all meetings. 3.3 Where possible meetings will be held in all schools in the review area. 3.4 The Superintendent of Education will facilitate the consultation 3.5 The committee will act in accordance with all Board policies, administrative procedures and by-laws. 3.6 There will a minimum of two meetings 3.7 There shall be a minimum of forty days between the first and last meeting of the committee. This shall not include summer vacation, Christmas and March Break and the adjacent weekends to these holidays. Pupil Accommodation Review FT5 Page 7 3.8 The meetings of the ARC will include the sharing and consultation/discussion of the Board’s data and at least one student accommodation option developed by Senior Administration. The accommodation option(s) will address: where the students would be accommodated; required changes to facilities; program matters; transportation; and any related funding issues. Long-term enrollment data and partnership opportunities, where they exist, will also be presented. The Superintendent will present the School Information Profile for each school in the review area. Board staff will bring additional information during the review as requested by the ARC to support their work. Individual members cannot request additional information without the support of the ARC. 3.9 There will be an opportunity for public question and input at each meeting. The Superintendent of Education will submit a report to the Board from the consultation. 3.10The committee may recommend accommodation options and capital investment consistent with the statement of purpose and responsibilities set out in part one of this document. 3.11 The ARC will be disbanded by the Board. Pupil Accommodation Review FT5 Page 8 Appendix B School Information Profiles Administration will develop School Information Profiles (SIPs) as orientation documents to help the ARC and the community understand the context surrounding the decision to include the specific school(s) in a pupil accommodation review. The SIP provides an understanding of and familiarity with the facilities under review. The SIP is expected to include data for each of the following two considerations about the school(s) under review: • value to the student; and • value to the school board. A SIP will be completed by school board staff for each of the schools under review. The following are the minimum data requirements and factors that are to be included in the SIP: Facility Profile: • School name and address. • Site plan and floor plan(s) (or space template) of the school with the date of school construction and any subsequent additions. • School attendance area (boundary) map. • Context map (or air photo) of the school indicating the existing land uses surrounding the school. • Planning map of the school with zoning, Official Plan or secondary plan land use designations. • Size of the school site (acres or hectares). • Building area (square feet or square metres). • Number of portable classrooms. • Number and type of instructional rooms as well as specialized classroom teaching spaces (e.g., science lab, tech shop, gymnasium, etc.). • Area of hard surfaced outdoor play area and/or green space, the number of play fields, and the presence of outdoor facilities (e.g., tracks, courts for basketball, tennis, etc.). • Ten-year history of major facility improvements (item and cost). • Projected five-year facility renewal needs of school (item and cost). • Current Facility Condition Index (FCI) with a definition of what the index represents. • A measure of proximity of the students to their existing school, and the average distance to the school for students. • Percentage of students that are and are not eligible for transportation under the school board policy, and the length of bus ride to the school (longest, shortest, and average length of bus ride times). • School utility costs (totals, per square foot, and per student). • Number of parking spaces on site at the school, an assessment of the adequacy of parking, and bus/car access and egress. • Measures that the school board has identified and/or addressed for accessibility of the school for students, staff, and the public with disabilities (i.e., barrier-free). • On-the-ground (OTG) capacity, and surplus/shortage of pupil places. Instructional Profile: • Describe the number and type of teaching staff, non-teaching staff, support staff, itinerant staff, and administrative staff at the school. • Describe the course and program offerings at the school. • Describe the specialized service offerings at the school (e.g., cooperative placements, guidance counseling, etc.). Pupil Accommodation Review FT5 Page 9 • Current grade configuration of the school (e.g., junior kindergarten to Grade 6, junior kindergarten to Grade 12, etc.). • Current grade organization of the school (e.g., number of combined grades, etc.). • Number of out of area students. • Utilization factor/classroom usage. • Summary of five previous years’ enrolment and 10-year enrolment projection by grade and program. • Current extracurricular activities. Other School Use Profile: • Current non-school programs or services resident at or co-located with the school as well as any revenue from these non-school programs or services and whether or not it is at full cost recovery. • Current facility partnerships as well as any revenue from the facility partnerships and whether or not it is at full cost recovery. • Community use of the school as well as any revenue from the community use of the school and whether or not it is at full cost recovery. • Availability of before and after school programs or services (e.g., child care) as well as any revenue from the before and after school programs and whether or not it is at full cost recovery. • Lease terms at the school as well as any revenue from the lease and whether or not it is at full cost recovery. • Description of the school’s suitability for facility partnerships. Each school under review will have a SIP completed at the same point-in-time, prior to the commencement of a pupil accommodation review for comparison purposes While the ARC may request clarification about information provided in the SIP, it is not the role of the ARC to approve the SIP PROCEDURE BU-009 PURCHASING CARD PROGRAM Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/09/29 Last Updated: 2023/10/23 Next Review Date: 2027/10/25 Purpose: To outline employees’ responsibility when using Purchasing Cards. 1.0 Guiding Principles: 1.1 The Business Services Department will be responsible for the administration of the purchasing card. 1.2 The Purchasing Card User Manual (BU-09-M) will be posted on the Staff portal. 1.3 Cardholders and their supervisors must be aware of their responsibility in exercising due care and judgment when using purchasing cards. 2.0 Purchasing Card Program Standards 2.1 Each purchasing card will have a single transaction and monthly accumulated spending limit. 2.2 Spending limits will be set according to level of authority and nature of cardholder responsibility. By default, the single transaction limit is $2,500 and the monthly limit is $5,000. 2.3 Requests for a temporary increase of spending limits for cardholders must be completed by the respective immediate supervisor and approved by the Superintendent of Business and Treasurer (or designate), using the appropriate form (Purchasing Card Manual, page 10, Schedule D.) 2.4 Purchasing cardholders may not use their purchasing card to: • Perform cash advances • Bypass an existing tendered contract or existing purchasing procedure • Make purchases of a capital nature (typically assets over $10,000) • Split purchases into two (2) or more transactions to bypass approved limits • Make personal purchases • Permit another employee to use their card • Purchase gift certificates (without prior approval from Business Services) • Place an order for a cellular phone, laptop or tablet (without prior approval from the Manager of IT Services) • Purchase software without prior approval from ITS (Information Technology Services) • Purchase alcohol • Pay recurring expenditures such as internet charges, subscriptions, unless approved by immediate supervisor 3.0 Responsibility of the Card Administrator 3.1 The Card Administrator (as designated by the Manager of Business Services) will issue a purchasing card to those employees who have: • Been approved by their immediate supervisor. • Completed the required documentation. Purchasing Card Program Procedure (BU-009) Page 2 • Received training and instruction on purchasing card policies and procedures. 3.2 The Card Administrator will work with Business Services to monitor card usage to ensure transactions comply with approved purchasing procedures. 3.3 The Card Administrator will maintain a master list of all purchasing cards noting the name of cardholder and spending limits and corresponding Employee Acknowledgement Form. 4.0 Responsibility of Cardholder 4.1 Cardholders will be held liable for any misuse of their card 4.2 Cardholders may only use their card for expenses incurred in relation to their duties and responsibilities. 4.3 Cardholders are required to collect and submit detailed receipts for all transactions to their immediate supervisor by the required cut-off date as established by Business Services. Failure to comply may result in the suspension of the card by the Manager of Business Services or the Superintendent of Business and Treasurer. 4.4 An acceptable receipt will show what was purchased, a tax breakdown, the vendor’s HST number, name and address, and how it was paid for (i.e., cash, Visa, debit etc.). A receipt that only shows the amount paid by credit card is not detailed enough and will not be accepted. 4.5 Hospitality expense claims must follow the practices outlined in the Hospitality and Food Expenses procedure (BU-008). The expenditures must be accompanied with names of individuals entertained and their role. Purpose of the hospitality is to be clearly stated on the receipt. 5.0 Monitoring Card Usage 5.1 Immediate supervisor(s) will review, authorize and submit cardholder monthly bank statement/activity logs and receipts to Business Services by the established timelines to ensure approved procedures and account codes are used. 5.2 Business Services will review cardholder statements and conduct monthly audits of at least 10% of cardholder accounts to ensure compliance with purchasing procedures. 5.3 Cardholder and immediate supervisor will be advised in writing of card misuse and required corrective action. Cardholder privileges may be suspended or cancelled at the discretion of the Superintendent of Business and Treasurer (or designate) in the event of any misuse of the purchasing card or non-compliance with this procedure. 5.4 Business Services will provide up-to-date lists semi-annually to immediate supervisor(s) of all current card holders. 5.5 Immediate supervisor(s) will obtain the purchasing card and inform the Card Administrator when a cardholder leaves the employment of Grand Erie or through internal transfer no longer has spending authority, and the Card Administrator will then cancel the card or make the necessary updates. 5.6 Business Services will review all cards issued annually prior to the start of each school year to determine that cards in circulation are still required. Reference(s) • Purchasing Card Program Manual (BU-09-M) • Cell Phones Procedure (BU-013) • Hospitality and Food Expenses Procedure (BU-008) • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) • Travel and Expense Claims Procedure (BU-010) POLICY BU-06 PURCHASING Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2010/03/22 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Objective: To ensure the efficient, transparent, and ethical procurement of goods and services for the board. Policy Statement: The Grand Erie District School Board (Grand Erie) values ethical, fair, and transparent treatment of all suppliers of goods and services and supports a standardized purchasing policy for its employees who are involved in the purchase of these products. Grand Erie will comply with all legislation including the Education Act, the Broader Public Sector Procurement Directive, and all applicable trade agreements. 1.0 Approval Authority Schedule (AAS) • Authority levels identify the approval required for specific dollar values of purchasing. This delegation of authority corresponds to job roles within Grand Erie. • Approval for purchasing goods and services is based on the total estimated dollar value, including any agreed-upon renewals, and exclusive of applicable taxes. • The Board of Trustees shall approve all purchase contracts, in excess of $2,500,000. All contracts for consulting services in excess of $100,000 shall be approved by the Board of Trustees. 2.0 Special Approvals The Director and Secretary of the Board and/or Superintendent of Business and Treasurer, in consultation with the Chair or Vice-Chair of the Board, may approve contracts for supplies and services in excess of $2,500,000 during months when there is no scheduled Board of Trustees meeting, e.g., July and August, and report such approvals at the first scheduled Board of Trustees meeting following approval. Definitions: Consultant: a vendor, who by virtue of a particular expertise, is contracted by Grand Erie to undertake a specific task or assignment that may include, but not limited to, expert advice, guidance, strategic advice, assessment without implementation or consideration for decision making. Purchase Contract: A legally binding agreement between a buyer and a seller that outlines the terms and conditions of a transaction for the purchase of goods or services. Reference(s): • Purchasing Procedure (B-006) • Accessibility Policy (SO-31) • Accessibility Procedure (SO-031) • Broader Public Sector Procurement Directive • Canada-European Union Comprehensive Economic and Trade Agreement • Canadian Free Trade Agreement • Canadian Standards Association Purchasing Policy (BU-06) Page 2 • Capital Related Fundraising Policy (BU-03) • Capital Related Fundraising Procedure (BU-003) • Code of Conduct (Governance Policy #4) • Code of Conduct Policy (SO-12) • Disposal of Surplus Damaged or Obsolete Furnishings and Equipment Procedure (FA-021) • Education Act, Chapter E.2, Section 217 • Electrical Safety Authority • General Working Bylaw S. 12.3 Signing Authorities • Green Construction Policy (FA-10) • Green Construction Procedure (FA-010) • Hospitality and Food Expenses Procedure (BU-008) • Integrated Accessibility Standards Regulation • Major Construction Policy (FA-01) • Major Construction Procedure (FA-001) • Municipal Freedom of Information and Protection of Privacy Act • New Construction Policy (FA-02) • New Construction Procedure (FA-002) • Occupational Health and Safety Act • Ontario Public Buyers Association • Ontario Regulation 612/00 • Personal Information Protection and Electronic Documents Act • Playground Equipment Procedure (FA-017) • Professional Code of Ethics from the Purchasing Management Association of Canada • Purchasing Card Program Procedure (BU-009) • Workplace Hazardous Materials Information Systems • Workplace Safety and Insurance Act PROCEDURE BU-006 PURCHASING Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2010/03/22 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Purpose: • To set out standardized rules and expectations to support the efficient management of the purchasing process. These rules balance numerous objectives, including accountability, transparency, value for money and an effective quality service delivery. • To guide employee(s) on when and how to follow the competitive purchasing process. • To comply with mandatory requirements contained in the Broader Public Sector Procurement Directive. • To provide approved authority levels in relation to dollar value expenditures are identified in this Procedure. Guiding Principles: This Procedure makes Grand Erie District School Board (Grand Erie) employee(s), school councils, community partners, customers, and suppliers aware of the directive which governs the planning, acquisition and management of goods, equipment, and services. By following this directive, suppliers and business partners will be treated in a consistent, fair, and open manner and internal customers will benefit from efficiency, financial control, quality and value for money. The following beliefs will guide employee(s) in all purchasing activities: • consider first the interest of Grand Erie and its students when acquiring goods and services • maintain an unimpeachable standard of integrity in business relationships both within and outside Grand Erie • act, and be seen to act, in an open, transparent, and honest manner • do not use one’s authority of office for personal benefit • buy without prejudice, seeking to obtain the maximum value for each dollar expended • accept no business gifts in return for business or the consideration of business • do not engage in any business activity that may create, or appear to create, a conflict of interest 1.0 Administrative Responsibility 1.1 Purchasing falls under the responsibility of the Purchasing Supervisor, under the direction of the Manager of Business Services. 1.2 The Purchasing Department will be responsible for the acquisition of all goods, equipment and services required by Grand Erie, with the exception of the following: • land purchases • student transportation • legal services • employee fringe benefits contracts • projects in which Grand Erie may partner with one or more school boards or other organizations • projects in which an Ontario government ministry specifies the goods and/or services to be used • miscellaneous petty cash • purchase card purchases Purchasing Procedure (BU-006) Page 2 1.3 Senior Administrator(s), Administrator(s), Department Manager(s) and Supervisor(s) will ensure that their employee(s) are appropriately informed and comply with Grand Erie’s approved Purchasing Policy (BU-06). 1.4 This applies to all goods and services acquired for use in the school or by students with school related activities regardless of funding source. 1.5 Purchasing Department will not make purchases of any kind on behalf of employee(s) or members of Grand Erie for personal use. 2.0 Segregation of Duties 2.1 There are five key functional roles in the purchasing process. Responsibility for these roles lies within different departments or individuals and requires segregated approval levels. The framework for this segregation of duties is shown below for all purchases other than petty cash and purchasing card. Roles Duties Who Requisition Authorize the purchasing department to place an order following approved methods employee(s) requiring goods and services Budget Authorize that funding is available to cover the cost of the order department budget holder Commitment Authorize release of the order to the supplier under agreed-upon contract terms purchasing department role in the acquisition Receipt Authorize that the order was physically received, correct and complete for values greater than $2,500 individual receiving the goods and services Payment Authorize release of payment to the supplier accounts payable role within the finance team 3.0 Approval Authority Levels 3.1 Authority levels identify the approval required for specific dollar values of purchasing. This delegation of authority corresponds to job roles within Grand Erie. 3.2 Approval for purchasing goods and services is based on the total estimated dollar value, including any agreed-upon renewals, and exclusive of applicable taxes. 3.3 When employee(s) wish to request a purchase that has a value greater than their authority level, the appropriate immediate supervisor will forward the approval to purchase in writing or email to the Purchasing Supervisor. 3.4 Grand Erie has delegated purchasing authorities as follows: Board of Trustees • all purchase contracts, in excess of $2,500,000. • all contracts for consulting services in excess of $100,000 Director of Education and Secretary of the Board or Superintendent of Business and Treasurer • all purchase contracts for goods and services up to $2,500,000 Manager of Facility Services • facility related contracts with a value up to $150,000 Manager(s), Academic Superintendent(s), Facility Services Division Manager(s) and Purchasing Supervisor • all purchase contracts with a value up to $75,000 Purchasing Procedure (BU-006) Page 3 Administrator(s), Principal Leader(s), Academic Coordinator(s), Teacher Consultant(s), Facility Services Supervisor(s), Non-Union Management, Buyer, Health and Safety Officer(s) • all purchase contracts with a value up to $20,000 Teachers, clerical support, custodial/maintenance support, non-union support employee(s) that make purchases on behalf of Grand Erie are required to stay within the dollar spending limit granted to them by their immediate Supervisor and are expected to ensure the budgeted funds are available to cover the purchase. The Purchasing Department, who receives requests for purchases from the system, will, unless there are explicit instructions otherwise, assume the customer/department requesting the goods and services has authority to expend the funds and that prior budget approval has been obtained. 4.0 Methods of Purchasing 4.1 There are five approved methods for purchasing supplies and services: • petty cash • purchasing card • purchase order • Canadian Construction Documents Committee (CCDC) contract • an industry-standard contract form following a competitive process. 4.2 If the value of the required goods and services exceeds the spending limits of petty cash or the purchase card, a purchase order will be issued to the supplier as a legal contract from Purchasing Department. 4.3 Spending limits for petty cash are $75 per item and $100 per transaction. 4.4 Spending limits for purchasing cards are set according to the Purchasing Card Manual. 5.0 Unauthorized Purchases 5.1 Unauthorized purchases occur when employee(s) have circumvented one of the purchasing methods by placing orders without a purchase order or uses their personal credit card to make the purchase. 5.2 To seek payment for unauthorized purchases, a cheque request will be forwarded to the respective Superintendent for action or approval. If approval is given, it will be in writing complete with an explanation of reasons why procedure was not followed. This will be attached to the cheque request and forwarded to Business Services. 5.3 Should the respective Superintendent not approve payment/reimbursement, the employee(s) will be responsible for their own payment. 6.0 Dollar Thresholds That Require a Competitive Process 6.1 When goods and services that are acquired on behalf of Grand Erie are expected to exceed specific estimated dollar thresholds set out below, a competitive bid process will be followed. The process will promote fair and transparent business practices. 6.2 For goods and services within the lowest threshold, only one quote is needed, either verbal or written, and the supplier may be determined by the end user. 6.3 It is the school’s/department’s responsibility to first determine if the required goods and services are already on a quotation or tender contract awarded by the Purchasing Department. 6.4 The Purchasing Supervisor or the Buyer will issue the competitive bid document on behalf of the school(s)/department(s) end user, who will provide the written Purchasing Procedure (BU-006) Page 4 details of the purchase request including relevant specifications, (function, part number, colour), budget number(s), approval authority and any terms and condition unique to the acquisition. The following dollar thresholds indicate the purchasing process to be followed by all employee(s) when procuring goods, services or a consultant: $0 − $9,999.99 One quote is required when within the authority and budget limit of the employee(s). $10,000 − $99,999.99 An invitational quotation process will be conducted. $100,000 or more Purchases that exceed $100,000 will be made by an open competitive procurement process. The bid document will be advertised on a nationally recognized electronic bulletin board and follow a prescribed evaluation process set out in 8.0. 6.5 Splitting requirements into multiple procurements to reduce the estimated value of a single procurement and avoid the application of the identified value threshold is not permitted 6.6 Consulting Services: Prior to commencement, any procurement of consulting services will be approved in accordance with the following dollar thresholds: $0 − $99,999.99 an invitational competitive process with the intent of acquiring three (3) bids whenever possible will be conducted $100,000 or more will be made by an open competitive procurement process. The bid document will be advertised on a nationally recognized electronic bulletin board and follow a prescribed evaluation process set out in section 8.0. 7.0 Exceptions 7.1 When it is neither practical nor possible to obtain a minimum of three prices, the Department Manager (or designate), will consult with the Purchasing Supervisor or the Buyer to obtain approval to proceed. Appropriate written documentation supporting this action will be submitted to Purchasing for attachment to subsequent purchase order. 7.2 Approval levels will not apply in the event of an emergency which includes, but is not limited to, situations where a risk exists to the health and/or safety of students and/or employee(s), or situations where a risk exists of imminent damage to any of Grand Erie facilities or property. In such cases, the Director of Education and Secretary of the Board, Superintendent of Business and Treasurer or Manager of Facility Services may waive this Procedure and authorize the purchase from a single source. 7.3 If the procurement request is for consulting services using a non-competitive process (citing an exemption under the Agreement of Internal Trade [AIT] or other trade agreements), the following written approvals will be obtained prior to sourcing the service. 7.3.1 For any value between $0 - $99,999, written approval from the Superintendent is required, and written authority will be submitted to the Purchasing Supervisor. 7.3.2 For a value of $100,000 or more, written approval from the Board of Trustees will be submitted to the Purchasing Supervisor. 8.0 Information Required in a Competitive Process at the $100,000 Threshold 8.1 To achieve an open and transparent competitive process, bid documents will include, as a minimum, the following information: Purchasing Procedure (BU-006) Page 5 • a description of the needed goods, services, or construction in generic and/or functional terms specific to the business needs • full disclosure of the evaluation criteria, process, and methodology to be used in assessing submissions, including identification of criteria considered mandatory, any technical standards that need to be met, and methods of weighting and evaluating the criteria • a period of irrevocability where bids cannot be withdrawn • a statement that the procurement is subject to Ontario’s trade agreements • notice that any confidential information supplied may be disclosed by Grand Erie where it is obliged to do so under Municipal Freedom of Information and Protection of Privacy Act (MFIPPA), or otherwise required by a court of law • documents will have a minimum response time of 15 calendar days and will have a closing date set on a normal working day (Vendor submissions will be received prior to the deadline in order to be considered.) • all addenda will be issued at least seven (7) days prior to the closing date; if this is not possible, the closing date should be extended accordingly • notice of bidder or proponent entitlement to a post-award debriefing • procedures for a supplier to follow in the event that it wants to submit protests concerning any aspect of the procurement process • ensure compliance with appropriate regulatory bodies including but not limited to the Broader Public Sector Procurement Directive (BPS), Education Act, Canada-European Union Comprehensive Economic and Trade Agreement (CETA) and Canadian Free Trade Agreement (CFTA). • the reference number for the bid document issued by Purchasing Department employee(s) and kept on file in the Purchasing Department. 9.0 Other Procurement Processes 9.1 Request for Information (RFI) The purpose of an RFI is to gather general supplier or product information. This mechanism may be used when Grand Erie is researching a contemplated procurement and has not yet determined what characteristics the ideal solution would have. RFIs normally contribute to the final version of a subsequent RFP. 9.2 Request for Expression of Interest (RFEI) The purpose of an RFEI is to gather information on supplier interest in an opportunity or information on supplier capabilities/qualifications. This mechanism may be used when Grand Erie wishes to gain a better understanding of the capacity of the supplier community to provide the services or solutions needed. Information collected in an RFEI can also facilitate selecting the best procurement process for a follow-up competition. Note: A response to an RFI or RFEI will not pre-qualify a potential supplier and will not influence its chances of being the successful proponent on any subsequent opportunity. 9.3 Request for Supplier Qualifications (RFSQ) The purpose of an RFSQ is to gather information on supplier capabilities and qualifications, with the intention of creating a list of pre-qualified suppliers or a Vendor of Record (VOR). This mechanism may be used either to identify qualified candidates in advance of expected future competitions or to narrow the field for an immediate need. The terms and conditions built into the RFSQ will contain specific language to disclaim any obligation on the part of Grand Erie to actually call on any supplier as a result of the pre-qualification to supply such materials or services. A pre-qualified suppliers list or VOR list may be used for purchases up to a dollar value of $100,000. 9.4 Single Sourcing May be used where an unforeseen situation of urgency exists and the goods, services or construction cannot be obtained by means of a competitive procurement process. Where such an urgency exists, Grand Erie management Purchasing Procedure (BU-006) Page 6 employee(s) will conduct the procurement prior to obtaining the appropriate approval provided that the urgency has been justified in writing. Documentation describing the rationale for this decision and the process that was followed will be completed and may be used as supporting document in the case of a competitive dispute. Examples of acceptable exclusions from competitive procurement are as follows: 9.4.1 Where goods and services regarding matters of a confidential or privileged nature are to be purchased and the disclosure of those matters through an open tendering process could reasonably be expected to compromise Grand Erie’s confidentiality, cause economic disruption or otherwise be contrary to the public interest. 9.4.2 Where a Contract is to be awarded under a cooperation agreement, in whole or in part, only to the extent that the agreement between Grand Erie and the Buying Group includes rules for awarding Contracts that differ from the Purchasing Policy (BU-06). 9.4.3 Where compliance with the open tendering provisions set out in this Policy would interfere with Grand Erie’s ability to maintain security or order or to protect human life or health. 9.4.4 If no Bids or no Eligible Bids are received in response to a competitive Procurement process. 9.5 Sole Sourcing May be used in the situation where only one supplier is able to meet the requirements of a procurement. Documentation describing the rationale for this decision and the process that was followed will be completed and may be used as a supporting document in the case of a competitive dispute. Examples of this situation are: 9.5.1 To ensure compatibility with existing products, services, and construction, to recognize exclusive rights, such as exclusive licenses, copyright and patent rights, or to maintain specialized products that will be maintained by the manufacturer or its representative. 9.5.2 Where there is an absence of competition for technical reasons and the goods or services can be supplied only by a particular Vendor and no alternative or substitute exists. 9.5.3 For the procurement of goods or services the supply of which is controlled by a Vendor that is a statutory monopoly. 9.5.4 For work to be performed on or about a building or land or portions thereof, leased to Grand Erie, that may be performed only by the Lessor. 9.5.5 For work to be performed on property by a contractor according to provisions of a warranty or guarantee held in respect of the property or the original work. 9.5.6 For a Contract to be awarded to the winner of a design contest. 9.5.7 For the procurement of a prototype of a first good or service to be developed in the course of and for a particular Contract for research, experiment, study or original development, but not for any subsequent purchases. 9.5.8 For the purchase of goods under exceptionally advantageous circumstances such as bankruptcy or receivership, but not for routine purchases. 10.0 Requisition Review Purchasing Department will have the responsibility and authority to review specifications and sources of each purchase requisition. This review will include, but not be limited to: • requests for “single or sole source” purchases • requests for goods of a quality that seem to be greater than or less than required • requests for material which seems inconsistent with the requirement • requests that do not conform to established standards Purchasing Procedure (BU-006) Page 7 • consideration will be given to not only lowest price but also the total cost of ownership, which may include purchase price, implementation fees, upgrades, maintenance contracts, license fees and disposal 11.0 Blanket Purchase Orders 11.1 At the request of the customer/end user, the Purchasing Department will release a blanket purchase order to identified suppliers for frequently used low dollar goods and services where the actual demand is unknown in advance. The blanket order request will be created and forwarded to Purchasing using the online purchasing software. 11.2 The blanket purchase order request will state the name of the employee(s) who will be placing orders, the term for which the purchase order will be in effect, and the maximum dollar that may be expended per order. 11.3 The supplier will show the unique blanket purchase order number on all of invoices used through this method. The supplier is not authorized to deliver more frequently or in any greater quantity than what has been ordered by employee(s). 11.4 Blanket purchase orders will have a maximum per transaction spending limit, as follows: 11.4.1 For all sites, other than Facility Services, the maximum amount that may be charged to a blanket purchase order for each order is $500. 11.4.2 For Facility Services, the maximum amount that may be charged to a blanket purchase order for each order is $2,000. 11.5 If the total dollar amount charged to the same blanket purchase orders exceeds $15,000 per year, the commodity type and/or supplier will be reviewed to ensure the requirements of competitive bidding have not been neglected. 12.0 Supplier Selection For goods and services requiring more than one competitive bid, the selection of suppliers is the responsibility of the Purchasing Department and requires consideration of the following factors: • close coordination with other departments to obtain adequate and reasonable specifications, brand names and/or product identification numbers • service record of the supplier, quality of goods and services, price and warranty • suppliers that meet mandatory requirements • notwithstanding any inter-provincial or federal agreements, and when all factors are equal, Grand Erie will purchase from the supplier who maintains a business office or manufacturing plant within Grand Erie’s jurisdiction, then within Ontario and Canada 13.0 Supplier Relations Grand Erie encourages partnership relations with its suppliers. However, it is our policy to maintain and practice the highest possible standards of business ethics, professional courtesy, and competence in our business transactions. The following should be observed when dealing with suppliers and their representatives: • accord prompt and courteous reception, as well as fair and equal treatment to all suppliers and their representatives • guarantee the confidentiality of all specifications and price quotations made by suppliers (subject to tender opening process and Freedom of Information restrictions) • avoid putting supplier to unnecessary expense or inconvenience on returned goods • explain as clearly and fully as possible the reason for rejection of supplier bid/proposals • remain scrupulously free from obligations to any supplier • keep informed about new sources of supply, methods, services, and materials and product testing Purchasing Procedure (BU-006) Page 8 • if, for any reason, there is a requirement for bidders to re-quote, competitors will be given the same opportunity 14.0 Supplier Obligations Suppliers are expected to fulfill the following basic responsibilities: • handle all written and personal communications directly with the Purchasing Department, unless otherwise instructed • negotiate all approved purchasing contracts and all approved sales to Grand Erie through the Purchasing Department, unless otherwise instructed • conduct negotiations ethically, without attempts to influence through offering personal gifts • make available through the Purchasing Department all technical or engineering systems, policies or services that might improve present or future use of supplier’s products and services • advise Purchasing Department employee(s) of any new products or services as soon as such information is available • suggest ways and means of conducting joint efforts in research and development that might be of benefit to both organizations • inform Purchasing Department employee(s) of changes in economic or other conditions that might affect purchasing and operating decisions • keep all personal Grand Erie information protected and confidential in accordance with all applicable law and regulations with respect to MFIPPA and the Personal Information Protection and Electronic Documents Act (PIPEDA) • all inquiries/requests for information, instructions or clarifications regarding competitive processes will be set out in writing and directed to the designated representative in the competitive document. No attempts will be made to contact or communicate with persons other than the designated representative regarding a tender or request for proposal. Any violation of the above requirement may be grounds for disqualification of bid/proposal 15.0 Code of Ethics in Purchasing 15.1 All employee(s) will comply with Grand Erie’s Code of Conduct Policy (SO-12). 15.2 Grand Erie adheres to and insists upon adherence to a strict ethical standard in all of its purchasing acquisitions by all bidders and vendors, who will be required to become knowledgeable with and adhere to Grand Erie’s policies in this regard. 16.0 Conflict of Interest 16.1 A conflict of interest exists where the decisions made and/or the actions taken in the exercise of duties by a Grand Erie employee(s), and a member of a statutory committee, could be, or could be perceived to be, affected by the personal, financial, or business interest of that person or that person’s family or business associates. 16.2 In procurement activities with suppliers, employee(s) will declare a conflict of interest if the circumstance could give a supplier an unfair advantage. 16.3 Employee(s) involved in procurement activities will declare all actual or potential conflicts of interest to their supervisor in writing. 16.4 School council members are governed by their individual school council’s conflict of interest by-laws (as required by Ontario Regulation 612/00). 16.5 In addition, the Education Act of Ontario, Chapter E.2, Section 217 states: “No teacher, supervisory officer or other employee of a board or of the Ministry shall, for compensation of any kind other than their salary as such employee, promote, offer for sale or sell, directly or indirectly, any book or other teaching or learning materials, equipment, furniture, stationery or other article to any board, provincial school or teacher’s college, or to any pupil enrolled therein, or shall, directly or indirectly, give or pay compensation to any such teacher, supervisory officer or employee for such purpose.” Purchasing Procedure (BU-006) Page 9 17.0 Cooperative Purchasing 17.1 Grand Erie encourages cooperative purchasing initiatives with other school boards and public-sector agencies in order to obtain best prices through economies of scale and/or work task efficiencies through shared services. 17.2 When a participating in cooperative purchasing processes, the dollar thresholds in this process will be followed. 18.0 Standardization Standardization examines a specific common need with the goal of selecting goods or services that best fits that need. Goods or services that are used in more than one location may become the standard for that need in order to combine reduced costs through economies of scale and increase efficiencies. 19.0 Environmental Protection Purchasing Department employee(s), in consultation with the end user/department, will strive to source, promote and support environmentally sensitive products and services. All criteria being equal, consideration will be to products and services that: • are durable, reusable and contain maximum recycled content • are competitively priced • eliminate waste • are purchased from local sources 20.0 Industry Safety Standards All goods and services purchased by Grand Erie will comply with current Federal, Provincial and Municipal legislation, regulations and standards, and all Grand Erie requirements related to health and safety. These include but are not limited to Canadian Standards Association (CSA), Electrical Safety Authority (ESA), Occupational Health and Safety Act (OHSA), Workplace Hazardous Materials Information Systems (WHIMS) requirements, and Workplace Safety & Insurance Act (WSIA). 21.0 Disposal of Surplus/Obsolete Equipment 21.1 All furniture and equipment, even if obtained through donation, will be disposed of by central services as per Disposal of Surplus Damaged or Obsolete Furnishings and Equipment Procedure (FA-021). 21.2 Purchasing Department works closely with Facility and IT Services, and, where appropriate, the site storing the item(s), to determine the most cost-effective method of disposing the surplus and/or obsolete furniture and equipment. 21.3 All sites wanting to request pick up and removal of these items will complete the appropriate form, Purchasing Memorandum: Disposal of Books, Furniture and Equipment, and forward it to the Purchasing Department for action. The document is available on the Purchasing section of Grand Erie’s staff portal. 21.4 Purchasing Department will have the authority to sell, exchange or trade-in all items declared surplus or obsolete by Grand Erie. 22.0 Receiving and Inspection of Purchased Goods and Services 22.1 The site/end user who has requisitioned the purchased goods and/or services is responsible for inspecting contents of the order in a timely manner to ensure completeness and accuracy. 22.2 If the value of the purchase order is greater than $2,500, the end user is required to sign and date the (site) copy of the purchase order and forward to Business Services Department for invoice payment. If an item(s) is found to be damaged or on backorder, the site/end user will inform accounts payable employee(s) that payment of this item(s) should be held until such time as the order is complete and this confirmation is forwarded to Business Services. Purchasing Procedure (BU-006) Page 10 22.3 The site/end user should inform Purchasing Department employee(s) about areas of concern related to these goods and services or some other aspect related to the purchasing process. 22.4 It is recommended that the site/end user communicate with Purchasing Department employee(s) when purchase requests have taken an unreasonable length of time to be delivered. 22.5 When the goods and/or services to be ordered is urgently needed by the end user, the site secretary will send an email notice to Purchasing Department requesting immediate attention. This notice will include the requisition number. 23.0 Accessibility 23.1 Grand Erie will make every reasonable effort to provide purchasing documents in an accessible format upon request as part of our Integrated Accessibility Standards Regulation (ISAR) customer service standards. 23.2 In the event a document cannot be made available in an accessible format (i.e., CAD drawings or blueprints), Grand Erie will provide a written explanation that it is not practicable to do so. Definitions: Blanket Purchase Order: A Blanket Purchase Order is one that is open for use for a specific period of time, generally a school year or budget year. When requesting a Blanket Purchase Order, sites will include the names of employee(s) that are authorized to make purchases against the Blanket. This type of purchase order is intended for repetitive low dollar goods and services and the Purchase Order will show a dollar amount that may not be exceeded for each order. Bonds: There are various types of bonds that may be requested in competitive bids documents, primarily for services related to building renovation and/or construction projects. • Labour and Material Bond is a bond issued by a surety company to ensure that the contractor will pay its suppliers and thereby protects Grand Erie against items which might be granted to a supplier should the contractor not make proper payments. • Letter of Agreement to Bond is a letter or other form issued by a bonding agency licensed to operate by the Government of Canada or Province of Ontario advising that, if the bidder is successful, the bonding agency will issue the required bonds. • Performance Bond is a bond issued by a surety company executed in connection with a contract and which secures the performance and fulfillment of the undertakings, covenants, terms conditions and agreements contained the contracts. Consultant: a vendor, who by virtue of a particular expertise, is contracted by Grand Erie to undertake a specific task or assignment that may include, but not limited to, expert advice, guidance, strategic advice, assessment without implementation or consideration for decision making. Consulting Services: the provision of expertise or strategic advice that is presented for consideration and decision-making. Purchase Contract: A legally binding agreement between a buyer and a seller that outlines the terms and conditions of a transaction for the purchase of goods or services. Purchase Order: The purchasing document that is a legal contract and used to formalize a purchasing transaction with a vendor. Purchase Requisition: A written or electronically produced request in an approved format and duly authorized to obtain goods or services. Request for Quotation (RFQ): A request for prices on specific goods and/or services from selected vendors which are submitted verbally, in writing or transmitted by facsimile as Purchasing Procedure (BU-006) Page 11 specified in the RFQ. The RFQ describes exactly what needs to be purchased and the evaluation is usually made solely on price. RFQs are best suited to products and services that are as standardized as possible. Request for Proposal (RFP): A document used to request suppliers to supply solutions for the delivery of complex products or services or to provide alternative options or solutions. It is a process that uses predefined evaluation criteria in which price is not the only factor. The RFP usually leaves all or part of the precise structure and format of the response to the discretion of the proponents. Request for Tender (RFT): A document used to request sealed supplier responses for goods and/or services based on a defined need, such as delivery requirements, performance specifications, terms and conditions. A RFT usually focuses the evaluation criteria predominantly on price and delivery requirements. Tenders may be “invitational” in which three or more suppliers are asked to submit a bid or “open” in which the bid document is available to any supplier that deems itself capable of meeting the needs and specifications defined in the RFT. Procurement: Procurement is acquisition by any means, including by purchase, rental, lease or conditional sale, of goods, services or construction. Unauthorized Purchases: When an employee has circumvented one of the approved purchasing methods, such as order goods or services over the phone without having first obtained a purchase order number, or when payment is made with personal funds or credit card. Usually, these actions are followed by attaching the vendor receipt or invoice to a cheque request that is submitted to Business Services for vendor payment or reimbursement. Vendors of Record (VOR) Agreement: A procurement arrangement that authorizes Grand Erie to select from one or more pre-qualified vendors (also known as suppliers), typically by way of a formal second-stage process, for a defined period on terms and conditions, including pricing, as set out in the particular VOR agreement. VOR arrangements are used to reduce costs to Grand Erie by establishing strategic relationships with a small group of suppliers. References(s): • Purchasing Policy (B-06) • Accessibility Policy (SO-31) • Accessibility Procedure (SO-031) • Broader Public Sector Procurement Directive • Canada-European Union Comprehensive Economic and Trade Agreement • Canadian Free Trade Agreement • Canadian Standards Association • Capital Related Fundraising Policy (BU-03) • Capital Related Fundraising Procedure (BU-003) • Code of Conduct (Governance Policy #4) • Code of Conduct Policy (SO-12) • Disposal of Surplus Damaged or Obsolete Furnishings and Equipment Procedure (FA-021) • Education Act, Chapter E.2, Section 217 • Electrical Safety Authority • General Working Bylaw S. 12.3 Signing Authorities • Green Construction Policy (FA-10) • Green Construction Procedure (FA-010) • Hospitality and Food Expenses Procedure (BU-008) • Integrated Accessibility Standards Regulation • Major Construction Policy (FA-01) • Major Construction Procedure (FA-001) Purchasing Procedure (BU-006) Page 12 • Municipal Freedom of Information and Protection of Privacy Act • New Construction Policy (FA-02) • New Construction Procedure (FA-002) • Occupational Health and Safety Act • Ontario Public Buyers Association • Ontario Regulation 612/00 • Personal Information Protection and Electronic Documents Act • Playground Equipment Procedure (FA-017) • Professional Code of Ethics from the Purchasing Management Association of Canada • Purchasing Card Program Procedure (BU-009) • Workplace Hazardous Materials Information Systems • Workplace Safety and Insurance Act PROCEDURE HR-019 RE-EVALUATING EXISTING NON-UNION POSITIONS Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/10/28 Last Updated: 2023/10/23 Next Review Date: 2027/10/25 Purpose: To outline the job re-evaluation process for classifications within the Grand Erie Management Support Team (GEMST). Guiding Principles: Job re-evaluation occurs following the completion of a revised Job Information Questionnaire, which is the standard and accepted means of outlining the tasks and responsibilities of a job. Human Resources can assist the parties with the completion of the document. A Job Information Questionnaire form can be obtained from Human Resources. 1.0 Job Evaluation Cycle 1.1 All non-union positions will be re-evaluated on a rotating five-year cycle. 1.2 The Manager of Human Resources will notify employee(s) in positions to be evaluated (and their immediate Supervisor(s)) that their job will be subject to a re-evaluation and provide the employee(s) with a blank Job Information Questionnaire to complete and return. 1.3 The updated Job Information Questionnaires will be provided to the Job Evaluation Committee, comprised of representatives of non-union employees and/or a consultant with expertise in job evaluation. 1.4 The employee(s) and their immediate Supervisor(s) will be notified if:  the re-evaluation did not result in any change to the band for their position, and therefore no change in salary,  if there was a change in the band to which the position is assigned, which could potentially result in a salary change. 1.5 If the re-evaluation results in a salary adjustment for the position, the evaluation will be submitted to Executive Council for review. 1.6 Salary adjustments, if required, shall be retroactive to the date the Job Information Questionnaire was signed by both the employee(s) and the immediate Supervisor(s). 2.0 Job Evaluation Out of Cycle 2.1 An employee(s) and their immediate Supervisor(s) may initiate a review of the employee’s Job Information Questionnaire at any time if the employee(s) and immediate supervisor agree that a significant change in key activities has occurred. 2.2 The revised Job Information Questionnaire must be signed by both the employee(s) and the immediate Supervisor(s) and then submitted to the Superintendent of Human Resources, or designate, along with a summary of the significant change(s) in key activities that have occurred. The Superintendent of Human Resources, or designate, will review the documentation submitted for accuracy and completion. 2.3 Any re-evaluation that is to occur must be completed within six months of Human Resources receiving the request. The Job Information Questionnaire will be provided to the Job Evaluation Committee, comprised of representatives of Re-evaluating Existing Non-Union Positions (HR-019) Page 2 non-union employees and/or a consultant with expertise in job evaluation to determine if significant changes have occurred thereby necessitating a reevaluation. 2.4 The employee(s) and their immediate Supervisor(s), will be notified if  There were not significant changes to the job to warrant a re-evaluation  The re-evaluation did not result in any change to the band for their position, and therefore no change in salary  There was a change in the band to which the position is assigned, which could potentially result in a salary change 2.5 If the re-evaluation results in a salary adjustment for the position, the evaluation will be submitted to Executive Council for review. 2.6 Salary adjustments, if required, shall be retroactive to the date the Job Information Questionnaire was signed by both the employee and the immediate Supervisor(s). PROCEDURE BU-012 RECEIPT OF CHARITABLE DONATIONS Superintendent Responsible: Superintendent of Business and Treasurer Initial Effective Date: 2016/01/25 Last Updated: 2023/12/20 Next Review Date: 2027/12/20 Purpose: To outline the processes to be followed for receiving charitable donations. Guiding Principles: The Grand Erie District School Board (Grand Erie) is a registered charitable organization that recognizes and values the support from individuals, employees, groups and other organizations that provide donations to the Grand Erie to support students, classrooms and programming. 1.0 General Guidelines 1.1 Donors must have a legal right to the property or goods they are offering to a school or Grand Erie. 1.2 Any donation must, if accepted, become the property of Grand Erie and will remain in the facility of origin to which it was donated. In the event of a closure of a facility, Grand Erie will determine the final disposition. 1.3 All donations will meet or exceed Grand Erie’s applicable standards for use in educational settings. 1.4 Grand Erie reserves the right to refuse any donations. 1.5 For donations of property, donors must complete Grand Erie’s Donation Application Form (Appendix A). 1.6 Administrator(s) will inform School Council of any donations accepted by Grand Erie on behalf of the school. 1.7 Items of nominal value may be accepted by the school to support school programs – examples of such items include gently used books, toys, games etc. Such items would not require the completion of a Donation Application Form (Appendix A). 2.0 Delivery of Donated Items The donor is responsible for arranging the delivery of the item(s) with the appropriate employee who will take receipt of the designated goods at the school or other designated Grand Erie location. 3.0 Donations of the following will be considered:  Appliances  Artwork, artefacts, paintings  Automobiles and automotive parts  Books & magazines  Fitness and exercise equipment  Furniture and classroom equipment  Greenhouse or gardening equipment  Health care or medical equipment  Lab or other science equipment  Musical instruments Receipt of Charitable Donations Procedure (BU-012) Page 2  Playground equipment  Shop equipment and tools  Sports equipment  Toys & games  Other items as approved by Superintendent of Business and Treasure (or designate) 4.0 Methods of Donations 4.1 Cheques will be made payable to “Grand Erie District School Board” and forwarded to Business Services for deposit. The donor’s name, address, phone number, donation amount and directions for the distribution of donation proceeds will also be provided. 4.2 School Cash Online offers a safe and secure donation module which allows donors to direct funds to the school of their choice. 4.3 Cash will not be accepted for donations. Donations should be converted into a cheque or bank draft. 5.0 Donations of New or Used Appliances, Equipment or Furnishings 5.1 Donations of used electrical or mechanical equipment will be inspected by an approved inspection provider and be accompanied by proof of worthiness before being accepted by the board. 5.2 Items donated should show evidence of Canadian Safety Association (CSA) or Underwriters Laboratories of Canada Inc. (ULC), where applicable, meet current Canadian safety standards and will be in good condition. 5.3 Donation(s) of upholstered furniture (couches, chairs, bean bag chairs etc.) will not be accepted. 5.4 Donation(s) of used furniture will be of a condition and type that falls within the Grand Erie standards for purchasing. 6.0 Donations of Vehicles 6.1 Donors will provide Grand Erie with an informal “assessment of value” from a qualified third party. This “assessment of value” will assign a fair market value (FMV) to the vehicle. Examples of a qualified third party are Used Car Dealers, Auto Repair Shops and/or Scrap Yards. The “assessment of value” document will provide contact information for the person/organization providing the appraisal. FMV will not exceed the Red Book Value of the automobile and if the FMV is not deemed reasonable by Business Services employee(s), the donor will be asked to provide three (3) “assessment of values”. 6.2 Donors will complete and sign the ‘vehicle permit portion’ of the ownership – and provide the signed original to the Grand Erie official taking delivery of the donated vehicle. 6.3 Donors will complete Grand Erie’s Donation Application Form (Appendix A). 6.4 Donors will deliver the vehicle to the pre-arranged location and remove the licence plates. 6.5 It is the donor’s responsibility to take the plates and the ‘plate permit portion’ of the ownership to the licensing office to cancel the plates. 7.0 Donations of Consumable Supplies 7.1 Products which may be considered for acceptance by Grand Erie will be of a quality consistent with current standards for school use. 7.2 Quantities of donated supplies will not exceed what can be used and safely stored during one school year. 7.3 Products which may fall under Workplace Hazardous Materials Information System (WHMIS) regulation require current, valid Safety Data Sheet (SDS) documentation and proper WHMIS labelling. (e.g., artistic supplies, paint, solvents) Receipt of Charitable Donations Procedure (BU-012) Page 3 8.0 Donations of Landscaping Supplies 8.1 Donated flowers, plants, trees, shrubs shall be of healthy stock and suitable for the location and terrain. 8.2 Facility Services employee(s) will be consulted before final approval for acceptance. 9.0 Donations of Computers Computers, audio-visual equipment and peripheral equipment will not be accepted by a school or Grand Erie without the approval of the Manager of Information Technology Services 10.0 Charitable Donation Receipts 10.1 Donation receipts will be issued upon request, and in accordance with Canada Revenue Agency guidelines for monetary donations greater than $20 and nonmonetary donations valued at greater than $250.00. 10.2 The fair market value of non-monetary donations will be determined by a thirdparty valuation at the donor’s expense. 10.3 In the case of non-monetary donations, only the value of the goods donated and not the applicable taxes will be receipted. 10.4 Eligible donations will be made voluntarily, and the donor will receive no benefit in return, whether directly or indirectly, which also includes benefits to a family member of the donor. 10.5 Receipts will be issued only for donations that benefit the student body in general. Donations cannot be directed to a specific individual or family. 10.6 Donations of services are acceptable if the provider of the services is paid directly by the school/Grand Erie and that provider then makes a voluntary donation to Grand Erie. The donation cannot be a condition of contracting the provider’s services. 10.7 For a business donating from their inventory, receipts will be issued at the retail value. 10.8 Donations of gift certificates will only be receipted when the donation is made by someone independent of the honouring business. 10.9 Donations received by loose collection, i.e., where a donor cannot be identified as having made a donation will not be receipted. 10.10 Receipts will not be issued for any portion of the purchase of lottery tickets or amounts paid for the admission to school concerts, dinners and similar fundraising functions. Receipts will also not be issued for donations made by employees for use in their personal classrooms or for use in employee/class meetings or parties. Reference(s):  Capital Related Fundraising Policy (BU-03)  Capital Related Fundraising Procedure (BU-003)  Community Partnerships Policy (SO-08)  Community Partnerships Procedure (SO-008)  Disposal of Surplus Damaged or Obsolete Furnishings and Equipment Procedure (FA-021)  Distribution of Materials in Schools Policy (SO-04)  Distribution of Materials in Schools Procedure (SO-004)  Fundraising Policy (SO-01)  Fundraising Procedure (SO-001)  Playground Equipment Procedure (FA-017)  Transition Committees Policy (FA-09)  Transition Committees Procedure (FA-009) Receipt of Charitable Donations Procedure (BU-012) Page 4 Appendix A Donation Application Form This form when completed must be approved by the appropriate Superintendent before a school or Grand Erie takes receipt of a donation School Name Date of Application SECTION A Donor Information Donor Name Address (full) Daytime Telephone Supplier/Manufacturer Information Supplier/Manufacturer Contact Name Address (full) Daytime Telephone SECTION B Item Information (complete applicable sections) Description of Item Quantity A separate list is attached YES ☐ NO ☐ Item is New ☐ Used ☐ Model/Make Date Manufactured Serial Number CSA/ULC Labels intact WHMIS & MSDS Existing Warranty SECTION C Income Tax Receipts Charitable Donation Receipt Required YES ☐ NO ☐ Receipts will be mailed to donor following acceptance of items which have supporting documentation as outlined in Item 10.0 of the Procedures SECTION D Authorization of All Parties Signature of Donor Named in Section A Printed Name Signature of Administrator of Receiving School Printed Name Signature of ITS Manager (When approval required under Item 9.0 of Procedures) Printed Name Signature of Grand Erie Supervisory Officer (Approval required prior to acceptance of donation) Printed Name Date Donation Approved (DD-MMM-YYYY) PROCEDURE FA-019 RECORDED SURVEILLANCE: FACILITIES AND SCHOOL TRANSPORTATION VEHICLE Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2015/03/30 Last Updated: 2023/10/23 Next Review Date: 2027/10/25 Purpose: To provide directions on recorded surveillance that enhances safety of Grand Erie District School Board (Grand Erie) students, employees and visitors Guiding Principles: 1.0 General 1.1 Before deciding if a school or facility warrants a recorded surveillance system, the following must be considered: 1.1.1 Have all other measures of deterrence or detection been deemed as unworkable or not feasible? 1.1.2 Are verifiable, specific reports of incidents of crime, vandalism or significant safety concerns available? 1.1.3 Do the benefits of surveillance substantially outweigh the reduction of privacy intrinsic in collecting personal information through a recorded surveillance system? 1.2 Administrator(s) will develop an implementation plan following consultation with students, School Councils and parent(s)/caregiver(s) regarding the installation of recorded surveillance equipment. 1.3 Video surveillance systems may be used only for ensuring the ongoing safety of employees and students; promoting a safe environment; controlling vandalism and theft of Grand Erie property; and aiding in the identification of intruders and persons breaking the law. 1.4 A video surveillance system refers to a video, electronic or digital surveillance system or device that enables continuous or periodic video recording, observing or monitoring of personal information about individuals in open, public places in Grand Erie facilities or on transportation vehicles contracted by Student Transportation Services Brant Haldimand Norfolk (STSBHN). The system could include an audio device, thermal imaging technology or any other component associated with capturing the image of an individual. 1.5 A storage device refers to a Digital Video Recorder (DVR), Network Video (NVR) computer disk or drive, or other device used to store the recorded data, be it visual, audio or other images captured by a video surveillance system. 1.6 The following statement of collection of personal information is located on the Student Registration Form (completed upon initial registration at a school) and on the Student Information Sheet (completed annually thereafter): Information on this Registration Form is collected under the legal authority of the Education Act and in accordance with the Municipal Freedom of Information and Protection of Privacy Act [MFIPPA]. It will be used to establish the Ontario Student Record [OSR], and for student and education related purposes, such as registration, administration, communication, data reporting, and Student Transportation Services Brant Haldimand Norfolk. Student information such as name, D.O.B. and contact information is released to the Regional Health Units in accordance with the Health Recorded Surveillance: Facilities and School Transportation Vehicles (FA-019) Page 2 Protection and Promotions Act and the Immunization of School Pupils Act. Questions or concerns should be directed to the Principal of this school or email info@granderie.ca. 2.0 Procedures 2.1 Each school will include the following statement in its first communication to parent(s)/caregiver(s) of each school year: Pursuant to the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA), the authorization for the collection of information is the Education Act. For the purpose of monitoring the behaviour of students, for safety reasons, to prevent acts of vandalism, and to aid in the identification of persons breaking the law, video surveillance will be employed in selected schools and on selected school transportation vehicles. The users of this information, when appropriate and necessary, are: in school buildings and on school transportation vehicles - the Principal of the School, and the relevant student and parent/guardian; on school transportation vehicles - the Manager of STSBHN. 2.2 Individuals whose personal information has been collected by a video surveillance system have the right of access under MFIPPA, unless an exemption applies under section 38. An example of an exemption would be where disclosure would constitute an unjustified invasion of another individual’s privacy. Access to one’s personal information would depend on: 2.2.1 if all third parties (i.e., those whose images appear on the record) give permission for the record to be viewed; or 2.2.2 whether it could reasonably be severed from the record, e.g., digitally “blacking out” the images of other individuals whose images appear on the record (storage device). 2.3 Storage devices are set to record activity electronically to the limit of the memory in the device installed. Once the memory is full, the system will automatically overwrite the oldest data. When recorded activity is required in an investigation of student behaviour or a student safety issue or in the investigation of other intruders or persons breaking the law, it will be transferred to an alternative storage device. Such storage devices used to assist in resolving school or public safety issues or law enforcement will be maintained in a locked, secured area at the relevant school for a one–year period from the date of resolution of the incident. Logs are to be kept of all instances of access to, and use of, storage devices to enable a proper audit trail. Should it be necessary to release a storage device to police authorities, an authorization form must be completed. 2.4 Old storage devices must be securely disposed of in such a way that the personal information cannot be reconstructed or retrieved, e.g., shredding, burning or magnetically erasing. 2.5 Any inadvertent disclosures of personal information or breaches of MFIPPA or other relevant statutes shall be reported to the Manager of Privacy and Director Services with responsibility for Freedom of Information (FOI) and Records Management. 2.6 Where applicable and appropriate, the procedure and guidelines will be incorporated into training and orientation programs of Grand Erie and service providers. Training programs addressing employee(s) obligations under the Municipal Freedom of Information and Protection of Privacy Act will be conducted as necessary. 2.7 Employees and service providers shall review and comply with this procedure and the Acts in performing their duties and functions relative to the operation of a recorded surveillance system. Employees will be subject to discipline for knowingly or deliberately breaching this procedure or the provisions of MFIPPA Recorded Surveillance: Facilities and School Transportation Vehicles (FA-019) Page 3 or other relevant statutes. If a service provider fails to comply with Grand Erie’s procedure or provisions of MFIPPA, it will be considered breach of contract leading to penalties up to and including contract termination. 3.0 Grand Erie Facilities 3.1 A Grand Erie facility that is equipped with CCTV shall have prominently displayed signs advising students, employees and visitors that they are subject to video surveillance. The signs will be displayed at the entrances and on interior walls. The signs will include the legal authority for the collection of personal information (Education Act); the purpose for which the personal information is intended, i.e., ensuring the ongoing safety of employees and students, promoting a safe environment, and controlling vandalism and theft of Grand Erie property; and the title, address and telephone number of a contact person, i.e., Grand Erie’s Manager of Privacy and Director Services. 3.2 The equipment is to be installed so that it monitors only those spaces that have been identified as requiring surveillance. Cameras are not to be directed to look through windows of adjacent buildings. Cameras should be fixed so that operators cannot manipulate them to overlook spaces that are not to be covered. 3.3 Monitoring of places where students, employees or authorized visitors have an expectation of privacy (change rooms, washrooms, staff rooms) is prohibited. 3.4 Recorded footage is to be accessible only by authorized personnel 3.4.1 in a school, the Administrator(s) (or designate); 3.4.2 in all Grand Erie facilities, building supervisor as designated by the Director of Education and Secretary of the Board 3.5 If reception real-time monitors are present in a Grand Erie facility, monitors will be located in a position that does not enable public viewing. The equipment will operate up to 24 hours/7 days a week within the limitations of system capabilities 3.6 Storage devices must be maintained in a secure location. Any storage device that has been used must be dated and labelled with a unique, sequential number. 3.7 The content of a storage device may be used to provide evidence to cause student discipline, e.g., suspension or expulsion. A storage device can be viewed by a student and their parent(s)/caregiver(s) if: 3.7.1 all third parties (i.e., those whose images appear on the record) give permission for the record to be viewed; or 3.7.2 the images of other individuals who appear on the record (storage device) are severed from the record, e.g., digitally “blacking out”. 4.0 School Transportation Vehicles See STSBHN Video Cameras on School Buses Procedure #036 Reference(s): • Education Act • Information and Privacy Commission’s “Guidelines for Using Video Surveillance Cameras in Schools • Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) • Privacy and Records Information Management Policy (IT-02) • STSBHN Video Cameras on School Buses Procedure #036 PROCEDURE FA-016 REPORTING OF VANDALISM AND UNUSUAL PROPERTY OCCURRENCE INCIDENTS AND ADJUDICATIONS PROCESS FOR NON-INSURED LOSSES Superintendent Responsible: Superintendent of Business and Treasurer Initial Effective Date: 2014/01/27 Last Updated: 2023/12/20 Next Review Date: 2027/12/20 Purpose: To provide a process for Grand Erie District School Board (Grand Erie) employees to report property incidents immediately and accurately. Guiding Principles: 1.0 Responsibility of the Site Administrator (or designate) 1.1 to determine whether an act of vandalism or an unusual occurrence has taken place, 1.2 to complete an Occurrence report, 1.3 to contact Police to report an act of vandalism at the site. 1.4 In the event the Site Administrator(s) (or designate) is not available (e.g., during extended school breaks), Senior Administration and/or Facility Services will assume responsibility for above. 2.0 Submitting Vandalism/Unusual Occurrence Forms 2.1 Forms will be submitted through eBase and Form Logic https://gedsb.ebasefm.com/ 2.2 User instructions are outlined in the Vandalism and Unusual Occurrence Reference Manual 2.3 Completed forms will be retained in eBase for FY + 6 years (FY = Fiscal Year) 3.0 Restitution 3.1 Process for submitting restitution request and typical costs of Items can be found in the Vandalism and Unusual Occurrence Reference Manual. In the event of a conviction in a court of law, as a result of an act of vandalism, the court may be asked to order restitution, where applicable, and Grand Erie may forthwith enter a judgment against the offender in the appropriate court pursuant to the relevant sections of the Criminal Code of Canada. 3.2 Each school should establish programs aimed at reducing vandalism both at the school and in the community. Examples may include lighting, surveillance cameras, student, parent(s)/caregiver(s) and community awareness etc. a) Grand Erie may pay a reward for information resulting in a conviction of any person or persons responsible for damage to property owned or under the control of Grand Erie. b) If a student commits an act of vandalism, the Administrator may administer discipline following Grand Erie policies and procedures. c) Final decisions on matters of restitution and responsibility for restoration costs are at the discretion of the Superintendent of Business and Treasurer. Reporting of Vandalism & Unusual Property Occurrence Incidents & Adjudication Process for Non-Insured Losses Procedure (FA-016) Page 2 d) Administrator(s) will inform students, and the parent(s)/caregiver(s) of underage students who were involved in vandalism, that restitution may be required. e) Work Orders for damages will be arranged by the Facility Services department. 4.0 Insurance: 4.1 Incidents involving insurance investigation of Grand Erie property or equipment will be at the discretion of the Superintendent of Business and Treasurer and will be investigated by Purchasing Services and/or Facility Services who will complete the insurance claim/report. 4.2 Grand Erie’s insurance policy does not provide coverage for personal items. Employees or students experiencing damage to or loss of personal property should speak to their personal insurance provider. 5.0 Adjudication, Approval Process and Form for Assistance with Non-Insured Losses 5.1 Employees may request financial assistance to replace Grand Erie property that has been lost or damaged and which does not qualify for replacement under the Grand Erie’s insurance policy, or the total sum of the loss falls below the policy deductible. Loss of personally owned items is handled through the employee’s personal insurance policy. 5.2 Extenuating circumstances may have contributed to the loss or damage of items. Senior Administration will examine submitted applications for consideration. If approved by Senior Administration, the Superintendent of Business and Treasurer will authorize Business Services to process the approved amount or percentage of the replacement cost. Applications will be considered, taking into account that established budget funds for this purpose are available, provided the established process for appeal has been followed. The following situations may be considered: a) Grand Erie property damaged at or missing from a Grand Erie location or a Grand Erie vehicle b) Grand Erie property damaged at or missing from a non-Grand Erie location (e.g., staff residence or vehicle) 6.0 Process for Appeal & Supporting Documentation Required 6.1 If the Site Administrator(s) has indicated that “Yes” an adjudication and approval application form will be submitted. The employee submitting the claim must complete the adjudication application and attach proof of value of loss or cost to repair damage (third party estimation, invoice, purchase order, etc.). Submitted proof of value should include costing from current suppliers and follow Grand Erie’s procedures. 6.2 Indicate on the Application Form what steps were taken or what precautions were in place to prevent loss or damage a) The form must be submitted. b) The form will then be returned to the Site Administrator (s) for approval in support of adjudication or denial of support of adjudication. 6.3 Immediate Supervisor(s): a) Reviews the application and advise the employee if the application is not appropriate or if it requires additional information and will initial to indicate this step has been taken b) Submit complete form through eBase to the Executive Assistant to the Superintendent of Business and Treasurer 6.4 Superintendent of Business and Treasurer will: a) Adjudicate each incident on a case-by-case basis. Reporting of Vandalism & Unusual Property Occurrence Incidents & Adjudication Process for Non-Insured Losses Procedure (FA-016) Page 3 b) Advise Business Services department, if support is granted; to what extent support will be provided; and, any conditions to be met before support is extended c) Will advise unsuccessful applicants of why their application was denied Definitions:  Vandalism: the willful damaging or defacing of property owned by the Grand Erie and may be deemed to include the offences contained in the relevant Criminal Code of Canada.  Unusual Occurrences: an occurrence that involves damage or loss caused to buildings, grounds, Grand Erie property and personal property on a Grand Erie site, equipment or vehicles that are of an unusual nature, but not classified as vandalism. Reference(s):  Vandalism and Unusual Occurrence Refence Manual (FA-16-M)  Criminal Code of Canada  Progressive Discipline and Promoting Positive Student Behaviour Procedure (SO-011)  Purchasing Policy (BU-06)  Purchasing Procedure (BU-006) Reporting of Vandalism & Unusual Property Occurrence Incidents & Adjudication Process for Non-Insured Losses Procedure (FA-016) Page 4 POLICY HR-23 REPORTING OF WRONGDOING Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2022/03/28 Last Updated: 2023/05/30 Next Review Date: 2026/12/01 Objective: To ensure ethical and professional conduct at the Grand Erie District School Board (Grand Erie) and to demonstrate a commitment to maintaining and enhancing public confidence in the integrity of its employees; to ensure protection against reprisal related to reporting of suspected wrongdoing. Policy Statement: Grand Erie is committed to ensuring that its actions and operations are performed, with transparency, to the extent permitted by law, accountability, honesty, and integrity. This imposes a duty on every Grand Erie employee(s), independent contractor, agent and volunteer to Report, in confidence, any reasonable knowledge or suspicion of wrongdoing as defined herein. If warranted, the alleged wrongdoing will be investigated, and appropriate action will be taken on the report of the investigation. This is also available without obligation, to anyone, and in particular students of Grand Erie, past or present, who believe they have been victim to sexual misconduct by a Grand Erie employee(s) or volunteer. This establishes that any person or legal entity reporting any wrongdoing reasonably and in good faith, ("Reporting Party") shall not be subject to any reprisal as defined herein. For greater clarity, the role and relationships between the Grand Erie and the Reporting Party shall not, in any way be adversely affected by any Report made reasonably and in good faith. The Reporting of suspected Wrongdoing of Trustees of the Board is not included by this Policy. Trustee Code of Conduct – Governance Policy #4, applies in those circumstances. Definitions: 1.0 Wrongdoing • Any action or inaction, past, present, or intended by a Grand Erie employee, independent contractor, agent and volunteer which is contrary or prohibited by any Federal or Provincial Legislation, or Regulations enacted thereunder, Common Law, or Municipal By-law. • It also includes but is not limited to: • Professional Misconduct as defined by relevant Professional Organizations • Intentional breach of Grand Erie’s Policies, By-Law, and Procedures • Instructing, counselling or extorting anyone to commit an act of wrongdoing • Statutory or Common Law Conflicts of Interest • Mismanagement or maladministration of Board operations • Dishonest or unethical behaviour • Sexual misconduct of any nature or description 2.0 Reprisal • Any action, inaction or threat of any such action or inaction against a Reporting Party by reason of a Report, including but not limited to: • Employment status • Working conditions Reporting of Wrongdoing Policy (HR-23) Page 2 • Legal relationship with Grand Erie • Discipline • Threats, intimidation or bullying Reference(s): • Reporting of Wrongdoing Procedure (HR-023) • Harassment and Objectionable Behaviour Policy (HR-05) • Harassment and Objectionable Behaviour Procedure (HR-005) • Progressive Discipline Procedure (HR-018) PROCEDURE HR-023 REPORTING OF WRONGDOING Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2022/03/28 Last Updated: 2023/05/30 Next Review Date: 2026/12/01 Purpose: To establish the process for reporting of suspected wrongdoing with regard to employees of the Grand Erie District School Board (Grand Erie). Guiding Principles: 1.0 The Report Unless as otherwise provided herein, Reports of reasonable knowledge or reasonable suspicion of wrongdoing will be made promptly to the Director of Education and Secretary to the Board, or designate, to receive and act on such Reports. The Director of Education and Secretary to the Board may designate a Superintendent or an external third party for this purpose. Reports of sexual misconduct may be made verbally or in writing to Superintendent of Human Resources. 2.0 Content and Anonymous Report 2.1 The Report will be sent in writing or in electronic form and will contain the information set out in Schedule "A" herein. 2.2 Reports of sexual misconduct may be made verbally or in writing to the person designated in section 1.0 above. 2.4 The Director of Education and Secretary to the Board or designate may decline to investigate an anonymous Report. 2.5. The Report and the identity of the Reporting Party will not be disclosed unless required by law. 3.0 Assessment by Director of Education and Secretary of the Board 3.1 Upon receipt of the Report the Director of Education and Secretary to the Board or designate will assess it to determine: • Whether it is made in good faith, is frivolous, vexatious and satisfies the definition of Wrongdoing • Whether another legal authority should receive and investigate the Report. For example, Reports of suspected criminal activity should be reported immediately to the Police • Whether the Report is already the subject of a legal proceeding or should be processed by another appropriate statutory authority • Whether the matter involves employment or labour relations matters and can be addressed by other means • In all of the circumstances, whether the matter should be addressed by other means 3.2 Where the Director of Education and Secretary to the Board or designate confirms any of the factors set out in section 3.1 exists no investigation of the Report should be undertaken and the Reporting Party will be informed accordingly. Reporting of Wrongdoing Procedure (HR-023) Page 2 4.0 Investigation 4.1 Where the Director of Education and Secretary to the Board or designate decides an investigation of the reported Wrongdoing is warranted it will be carried out without delay adhering to principles of fairness and in accordance with relevant Policies and Procedures. Whenever appropriate the investigation should be conducted by an independent third party. 4.2 As part of the investigation the alleged wrongdoer will be provided with the substance of the Wrongdoing allegations and given a reasonable opportunity to respond. 4.3 All documentation of any kind generated by an investigation or any other action taken under this Procedure is confidential and will be securely retained by appropriate Grand Erie officials. 4.4 Where the Report alleges Wrongdoing on the Part of the Director of Education and Secretary to the Board, it will immediately be referred to the Chair who then will immediately refer to an independent third party for processing. The Report of any investigation under this part will be made to the Chair of the Board who will hereafter report to the Board of Trustees. 5.0 Receipt of Investigative Report Upon receipt of the report of the investigation under section 4.1 above, the Director of Education and Secretary to the Board or designate will determine whether any disciplinary action is warranted, any law enforcement or professional authorities should be notified, to what extent the Reporting Party can be informed of the results of the investigation and whether any other action should be taken. 6.0 Obstruction Anyone who intentionally interferes with or obstructs any investigation undertaken will be subject to appropriate discipline and/or other available legal sanctions. 7.0 Reprisal Any person who commits or attempts to commit any act of reprisal as defined by Reporting of Wrongdoing Policy (HR-23) will be subject to appropriate discipline and/or available legal sanctions. 8.0 Report to Board The Director or Chair of the Board, as the case may be, will Report to the Board annually on all investigations of Reports of Wrongdoings. Reference(s): • Reporting of Wrongdoing Policy (HR-23) • Harassment and Objectionable Behaviour Policy (HR-05) • Harassment and Objectionable Behaviour Procedure (HR-005) • Progressive Discipline Procedure (HR-018) PROCEDURE PR-008 REQUEST FOR CORE FRENCH EXEMPTION/SUBSTITUTION Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2020/01/27 Last Updated: 2023/06/16 Next Review Date: 2027/04/20 Purpose To outline the process to be followed when an exemption from the Core French program is being considered for a student in Grades 4 to 9. Guiding Principles The vision for French as a Second Language (FSL) is “Students will communicate and interact with growing confidence in French, one of Canada’s official languages, while developing the knowledge, skills and perspectives they need to participate fully as citizens in Canada and the world.” (Ontario Curriculum, French as a Second Language, 2013). FSL programming in the Grand Erie District School Board (Grand Erie) is dedicated to the inclusion of all students. Learning a second language is linked to many benefits such as strengthening first-language skills, enhancing cognitive development, reasoning, creativethinking skills, confidence and academic achievement. As their strengths develop, French language learners become more flexible and adaptable in new and unforeseen situations. For example, second language learners tend to be more divergent thinkers, with improved memory and attention span. Core French is taught in English-language schools of Ontario to provide students with the opportunity to become bilingual in the two official languages of Canada. The study of French as a second language is compulsory in elementary school from Grade 4 to Grade 8, and secondary school students are required to earn at least one credit in French as a second language to graduate. French as a Second Language educators strive to meet the diverse needs of all students through differentiated instruction and by providing accommodations and/or modifying expectations if necessary. French as a Second Language programs should reflect the diversity of the student population, including students with special education needs and Multi-lingual Language Learners. If students have the opportunity to take Native languages in place of French as a second language in elementary school, they may use a Level 1 or 2 Native language course to meet the compulsory credit requirement for French as a second language in a secondary school. Request for Core French Exemption Procedure (PR-008) Page 2 1.0 Elementary Requirements The Ontario Curriculum, French as a Second Language: Core French 4 - 8, (Extended French (4–8), French Immersion (1 – 8), page 15 indicates “Core French is mandatory from Grades 4 to 8 for all students in English-language elementary schools.” However, in some very rare cases administrators may recommend that exemptions be granted and therefore, need to be aware of the criteria, process and documentation required for such exemptions. 1.1 Process and Documentation Accommodations and/or modifications to the FSL program must be attempted, monitored and documented through an Individual Education Plan (IEP) for French. The development, implementation, and monitoring of an IEP is a collaborative effort that involves the student, parent(s)/caregiver(s), and school employees. Student progress will be reviewed, and program and instruction will be adjusted accordingly. The following will be considered when determining if an exemption is required: • The needs and strengths of the student must be considered considering the benefits of continuing instruction in French. In very rare circumstances, after considering all the relevant information, the parent(s)/caregiver(s) and the school team may feel that a student should be exempted. An exemption would normally be considered only for students in Grades 6, 7 and 8 where accommodations and/or modifications during Grade 4 and 5 have proved unsuccessful • A collaborative team effort is required to reach a decision to request an exemption from French. The parent(s)/caregiver(s) must be made aware and consent to their child being discussed at School Team. The administrator will consult with employee who work with the student including the Core French teacher, the classroom teacher, the Learning Resource teacher, and, if applicable, the Multi-Lingual Language (MLL) Itinerant teacher. Consultation with the Special Education Teacher Consultant, the FSL Teacher Consultant, the Indigenous Education Lead Teacher Consultant and, the MLL Teacher Consultant can support the school’s decision-making to ensure that all reasonable avenues for accommodations and modifications have been exhausted • Once the team believes that the student cannot benefit from FSL instruction, the administrator arranges a meeting with the parent(s)/caregiver(s). The reasons for exemption are discussed and the short and long-term implications of exemption are explained using the following Ministry materials as reference: • Excerpts from Ontario Schools K-12 Policy and Program Requirements 2016, Section 6.1 The requirements for the Ontario Secondary School Diploma; Section 6.2 Substitution for Compulsory Credit Requirements • Excerpts from The Ontario Curriculum, French as a Second Language: Core French 4-8: The Purpose of the Ontario Curriculum, French as a Second Language: Core French 4-8, page 2; The Role of Parents, page 12; Core French for Exceptional Students, page 5, and Planning French as a Second Language Programs for Students with Special Education Needs pages 35-37 • Elementary administrators should make students and parent(s)/caregiver(s) aware of the process for substitution in secondary schools (see below) and ensure that appropriate discussions take place for the Grade 8 to 9 transitions • If the parent(s)/caregiver(s) supports the request, the Request for Elementary Core French Exemption form (Appendix A) is completed and a copy of the proposed individual learning plan; (i.e., Alternative Request for Core French Exemption Procedure (PR-008) Page 3 learning Program Plan; or ESL/ELD Support Plan for MLLs)/ including details of supervision, is attached. In all cases of exemption, a written individual learning plan must be in place for the exempted student • The request is forwarded to the Family of Schools Superintendent of Education for review and approval • The form and individual learning plan are returned to the school and filed in the O.S.R. A copy will be retained by the office of the Family of Schools Superintendent of Education • On the student’s “Hours of Instruction in French” card a zero (or prorated number of hours) will be entered in the appropriate section • The exemption form must be renewed every year and signed by the parent(s)/caregiver(s); Administrator; and forwarded to the Family of Schools Superintendent of Education for review and approval The review for the IEP or individual learning plan and the signature required for that document could take place at the same time Once approved by the Family of Schools Superintendent of Education, the following shall be completed in PowerSchool to accurately report Grade 4-8 French requirements: • Recording Elementary Grades 4-8 Mandatory French Hours: For each school, the school would select “create/edit Language Program Minutes” where the number of instruction minutes as set by the Ministry can be defined. By default, all students (Grade 4 – 8) when assigned their homeroom are enrolled in a French class. The French class is linked to Language Program Minutes. • Recording Superintendent Approved Exemptions: Students can be un-enrolled in a French class by assigning the student to a special program called French Exempt which does not report in OnSIS. 2.0 Secondary Requirements Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements,2016 indicates that “Students must earn 1 credit in French as a second language in order to obtain the Ontario Secondary School Diploma.” Administrators may grant substitutions in some limited cases based on the procedures set out in Section 6.2 of Ontario Schools Kindergarten to Grade 12, Policy and Program Requirements, 2016. 2.1 Substitution Under certain rare circumstances, usually involving Exceptional students, a substitution may be granted. The determining factor will be the inability of the student to benefit from instruction in a second language. 2.1.1. Substitutions for Compulsory Courses There is no policy or program requirement suggesting that such substitutions should be made for French as a Second Language in particular. If a substitution for a compulsory credit is deemed necessary or in the best interests of an individual student, there are a variety of options. (p. 23 of Including Students with Special Needs in FSL Programs (2015)). 2.2.1. Process for a Substitution Substitutions may be made for a limited number of compulsory credit courses from the remaining courses offered by the school that meet the requirements for compulsory credits. Administrators may replace up to three of these courses with courses from the remainder of those that meet the compulsory credit requirements. If a parent(s)/caregiver(s) or students wish to consider this option, they shall contact the secondary school Administrator or designate to Request for Core French Exemption Procedure (PR-008) Page 4 consult and discuss the process. Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2016 2.2 Consultation Required Teachers and administrators should consult the FSL Consultant, the MLL Consultant, Indigenous Education Lead or the Special Education Consultant regarding the criteria or process for exempting students from Core French classes or for the substitution of the compulsory secondary French credit, as required. Reference(s): • A Framework for French as A Second Language in Ontario Schools Kindergarten to Grade 12; (2013) • Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (First Edition), Grades 1 to 12;(2010) • Including Students with Special Education Needs in French as a Second Language Programs: A Guide for Ontario Schools; (2015) • Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12; (2013) • Ontario Schools, Kindergarten to Grade 12 Policy and Program Requirements; (2016) • Ontario’s Education Equity Action Plan (2017) • The Ontario Curriculum, French as a Second Language: Core French 4 - 8, (Extended French (4 – 8), French Immersion (1 – 8); (2013) • The Ontario Curriculum, Grades 9 to 12, French as a Second Language: Core French, (Extended French; French Immersion); (2013) • Welcoming English Language Learners into French as a Second Language Programs; (2016) Request for Core French Exemption (PR-008) Page 5 APPENDIX A REQUEST FOR ELEMENTARY CORE FRENCH EXEMPTION School Name Student’s Name Exemption Reason Exceptional ☐ MLL ☐ N.S.L. ☐ NOTE: "If a student requires accommodations and/or modified or alternative expectations in FSL, it is important to include the FSL teacher as part of the team creating and implementing that student's IEP." page24 Including Students with Special Education Needs in French as a Second Language (2015). Date of Birth MM / DD / YY Present Grade Level ☐ 4 ☐ 5 ☐ 6 ☐ 7 ☐ 8 Address Phone Number (xxx) xxx-xxxx Reason for Exemption Attached is a copy of the IEP, and individual learning plan (Alternative Learning Program Plan, or, ESL/ELD Support Plan for MLLs) which outlines the proposed instructional plan for French time, including supervision details, for this Request for Exemption. I, Parent’s/Caregiver’s Name am aware of the implications of this exemption. Dated day of , 20 Parent Signature Administrator Date Family of Schools Superintendent of Education Date PROCEDURE SO-043 REQUEST TO ATTEND A SCHOOL OUTSIDE THE HOME AREA SCHOOL Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2022/04/25 Last Updated: 2023/06/16 Next Review Date: 2027/11/30 Purpose To outline Grand Erie District School Board’s (Grand Erie) process for parental/caregiver requests to attend a school outside of the home school area. Guiding Principles Grand Erie believes that all students should attend their home area school according to their designated attendance area determined by their primary address in which they are residing with their parent(s)/caregiver(s). 1.0 Elementary School Students 1.1. The decision to approve requests for attendance outside the home area school (outof- area) is based primarily on school enrolment, including but not limited to the following: school operating capacity at the requested school; board compliance with mandatory Ministry class size caps and district averages; school organizations; and profiles of the requested school. 1.2. Requests to attend a school outside the home area school must be made on the appropriate “Request to Attend a School Outside the Home Area School” form (Appendix B), by the parent or caregiver to the Administrator of the requested out-ofarea school. The out-of-area school Administrator will send all requests to the Family of Schools Superintendent of Education. Requests for the following school year may be submitted each year beginning on January 1. 1.3. The request must clearly state the rationale to register outside of the “Home Area School”. 1.4. Parent(s)/caregiver(s) will be notified in writing of the outcome of their application by the end of June. 1.5. All approvals are for the designated school year only. Requests must be re-submitted annually for approval by the out-of-area school Administrator. 1.6. Disputes over attendance requests will be referred to the Family of Schools Superintendent of Education responsible for the requested school. 2.0 Secondary School Students 2.1 The decision to approve requests for attendance outside the home area school is based primarily on school enrolment, including but not limited to the following: school operating capacity at the requested school; board compliance with mandatory Ministry class size caps and district averages; school organizations; and profiles of the requested school. 2.2 Each request to attend a school outside the home area school will be determined by the out-of-area school Administrator based on the school’s ability to accommodate program requests. 2.3 Disputes over attendance requests will be referred to the Family of Schools Superintendent of Education responsible for the out-of-area school. Request to Attend a School Outside the Home Area School Procedure (SO-043) Page 2 Additional Considerations • All requests will be dealt with in the order in which they are received • Transportation for students attending an out-of-area school is the responsibility of the parent(s)/caregiver(s). Courtesy transportation for students attending an out-of-area school may be provided based on current Student Transportation Policy TR-02. • Approved out-of-area courtesy school transportation may be discontinued at any time that the seating is required by a “right to ride” pupil. • A school transfer could affect eligibility to participate in extracurricular sports. Reference(s): • Student Transportation Policy (TR-02) Request to Attend a School Outside the Home Area School Procedure (SO-043) Page 3 APPENDIX A SO043 Request to Attend a School Outside the Home Area School – Elementary Manual 1. Previously Approved Out-of-Area Students All students previously approved, on or before September 2016, for out-of-area attendance will be approved to attend the receiving out-of-area school until Grade 8 graduation. This provision does not include siblings who have not received approval prior to June 2016. For students who meet the criteria outlined as above, the out-of-area school Administrator will count the student as part of school organization numbers when submitting enrolment during the staffing process, as they do not need to apply yearly as per the criteria above. 2. New K-Grade 8 Out-of-Area Applications a. The out-of-area school Administrator will advise parent(s)/caregiver(s) to register their child in the Home Area School until notice of determination has been received. b. Parents must complete a “Request to Attend a School Outside the Home Area School” form (Appendix B) and have this acknowledged and signed by the home area school Administrator The home area school Administrator will send the acknowledged request to the out-of-area school Administrator. The out-of-area school Administrator can begin receiving requests on January 1st for the following school year. c. The out-of-area school Administrator will acknowledge and send a copy of the acknowledged and signed “Request to Attend a School Outside the Home Area School” form to the Family of Schools Superintendent of Education, for all students. d. In consultation with the Family of Schools Superintendent of Education, the out-of-area school Administrator will make a determination by the end of June regarding the request and will notify the parent(s)/caregiver(s) in writing. e. Once a student has received permission to attend an out-of-area school, the out-ofarea school Administrator will notify the student’s home area school. Request to Attend a School Outside the Home Area School Procedure (SO-043) Page 4 APPENDIX B REQUEST TO ATTEND A SCHOOL OUTSIDE THE HOME AREA SCHOOL Please Print Clearly Please check one:  K1  K2  Gr.1  Gr.2  Gr.3  Gr.4  Gr.5  Gr.6  Gr.7  Gr.8 Student OEN: Student’s Date of Birth: Year / Month / Day Student’s Name: Last First Parent(s)/caregiver(s) Name: Last First Street Address: City: Postal Code: Phone: Home Area School: Out-of-Area School: School Year Requested: Reason for Request: I UNDERSTAND THAT:   Completion of this form does not guarantee placement at the requested out-of-area school.   Requests are granted in very rare circumstances.   I must register my child at their home area school and make appropriate daycare arrangements, if needed.   If this application is approved, it is for ONE SCHOOL YEAR ONLY. Transportation for students attending an out-of-area school is the parent’s/caregiver’s responsibility.   I will be notified of the final decisions by the end of June. I agree with the terms set out in this application form. I have received a copy of this form. Parent(s)/caregiver(s) Signature: Date: HOME AREA SCHOOL OUT-OF-AREA SCHOOL Acknowledgement of Request  Acknowledged  Administrator’s Signature: Administrator’s Signature Date: Date: Approved: Administrator’s Signature Date Schools – Please Note: The out-of-area school must make copies of this form for its own file, the home area school and the parent(s)/caregiver(s). This form must be delivered to the out-of-area school and then sent by the out-of-area school to the applicable Family of Schools Superintendent of Education office. PROCEDURE HS-015 RESPONDING TO STUDENT AND VISITOR INJURIES/ACCIDENTS Superintendent Responsible: Superintendent of Education: Human Resources Initial Effective Date: 2020/01/27 Last Updated: 2023/12/20 Next Review Date: 2027/12/20 Purpose: To outline the steps to take when a student or visitor is injured in a Grand Erie District School Board (Grand Erie) school/facility, or while involved in a Grand Erie sanctioned activity. Guiding Principles: 1.0 Initial Response to all Injuries 1.1 Administer first aid. Each school and worksite has employee(s) who have received first aid training. It may be necessary to disturb the accident site to administer first aid or to prevent further injury or damage. 1.2 If necessary, call for an ambulance (911) or arrange for the injured person to be transported to the hospital or a doctor. 1.3 Notify the parent(s)/caregiver(s) or emergency contact, whichever is applicable. 1.4 For a serious injury, do not disturb the accident site until the OSBIE adjuster has seen the site and conducted an investigation. 1.5 For a critical injury or death, do not disturb the accident site until the OSBIE adjuster, as well as the Ministry of Labour (MOL) Inspector and/or the Joint Occupational Health and Safety Committee (JOHSC) Certified members have seen the site and conducted an investigation. 2.0 Reporting a Serious Injury 2.1 The accident is to be immediately reported to an Administrator(s)/Immediate Supervisor(s) or Designate. 2.2 The Administrator(s)/Immediate Supervisor(s) or designate must notify immediately the Family of Schools Superintendent or the Director of Education (who will contact the Manager of Communications and Community Relations as deemed necessary). 2.3 In the event of a serious injury occurring after hours or on a weekend, contact numbers for Grand Erie employee(s) and for OSBIE will be announced by the auto-attendant when calling either organization. 2.4 In the event of a head injury of student losing consciousness due to a suspected head injury, please refer to Student Concussion and Head Injury Procedure. 3.0 Reporting a Critical Injury or Death 3.1 The accident is to be immediately reported to the Administrator(s)/Immediate Supervisor(s). 3.2 The Administrator(s)/Immediate Supervisor(s) must notify immediately the following:  Their Family of Schools Superintendent or the Director of Education (who will contact the Superintendent of Business & Treasurer and the Manager of Communications and Community Relations as necessary).  The Manager of Health and Safety. 3.3 The Health and Safety Department shall inform the Ministry of Labour and the JOHSC co-chair. If the Supervisor is unable to contact the Health and Safety Department immediately, then they MUST contact the MOL and JOHSC CoStudent and Visitor Injury/Accidents Procedure (HR-120) Page 2 chairs as well. Updated directories are posted on the employee portal under Health and Safety department tab. 3.4 The Administrator(s)/Immediate Supervisor(s) must ensure that that Health and Safety Department is informed of the incident and will assist as needed in the completion of an internal investigation. The Health and Safety Department will ensure that the investigation is conducted in consultation with JOHSC Certified members, within 48 hours after the occurrence. Healthy and Safety Employees will complete a written report of the circumstances of the occurrence containing such information and particulars as the regulations prescribe. Health and Safety employee will ensure a copy of the report is submitted to the Ministry of Labour and a copy provided to the Administrator. 3.5 The Director of Education and Secretary of the Board or designate will notify the family of a student or visitor suffering a fatality while on Grand Erie property. 3.6 Reporting Injuries other than Serious Injuries, Critical Injuries or Death 3.6.1 Injuries should be reported to the Administrator(s)/Immediate Supervisor(s), teacher-in-charge, or designate the same day. 3.6.2 The Administrator(s)/Immediate Supervisor(s), teacher-in-charge or designate must complete an Incident Report Form (see 4.0) within 24 hours of the incident. Any updated information on the injury must be sent to OSBIE by logging on to the OSBIE website, go to create a new incident form and go to UPDATE INJURY. Please indicate who the update is being reported by. 4.0 Incident Reporting 4.1 Employees are required to complete the electronic Incident Form that is located on the OSBIE website. 5.0 Student Accident Insurance 5.1 Grand Erie will make available to all students an Accident and Life Insurance Program. Participating in such a program is voluntary and the costs are to be paid by the parent(s)/caregiver(s). Following Field Trips and Excursions process, Accident Insurance is required for Out of Province CAT II Trips and for all CAT III Trips. 5.2 Administrators are encouraged to outline the benefits of Student Accident Insurance to parents/caregivers emphasizing the fact that accidents do happen and that student injuries are not covered by any insurance coverage held by Grand Erie. 5.3 Student Injuries - Community Involvement 5.3.1 Secondary students working on their 40 hours Community Involvement Diploma Requirement are encouraged to seriously consider purchasing a Student Accident Insurance Plan. Should an injury occur to a student while completing the 40 hours Diploma Requirement, there is no insurance coverage for the injury unless the student/parent/caregivers has purchased coverage through the Student Accident Insurance program. If a student who is working on the 40 hours Community Involvement Diploma Requirement is injured during the work program, this WSIB coverage is not available to the student. 5.4 Student Injuries - Co−operative Education 5.4.1 Students participating in the Co-operative Education program receive Workplace Safety and Insurance Board (WSIB) coverage through the Ministry of Education or Ministry of Training, Colleges and Universities. Definitions: Serious injury is deemed to be one where the injured party requires hospital admission (excluding minor outpatient treatment). Student and Visitor Injury/Accidents Procedure (HR-120) Page 3 Critical injury is an injury of a serious nature that:  Places life in jeopardy or  Produces unconsciousness or  Results in substantial loss of blood or  Involves the fracture of a leg, arm, ankle or more than one finger or more than one toe or  Involves the amputation of a leg, arm, ankle or more than one finger or more than one toe or  Consists of burns to a major portion of the body or  Causes the loss of sight in an eye Reference(s):  Field Trips and Excursions Policy (SO-15)  Field Trips and Excursions Procedure (SO-015)  Student Concussion and Head Injury Policy (HS-28)  Student Concussion and Head Injury Procedure (HS-010)  Student Concussion and Head Injury Resource Package (HS-10-R)  TERT Process PROCEDURE HR-002 RIGHT TO DISCONNECT Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2022/07/27 Last Updated: 2022/07/27 Next Review Date: 2026/08/28 Purpose The Grand Erie District School Board (Grand Erie) encourages and supports employee(s) in prioritizing their own health and well-being. Disconnecting from work is important for an individual’s well-being and helps employee(s) achieve a healthy and sustainable work-life balance. In accordance with the Employment Standards Act (ESA) and any Regulations made under the Act, Grand Erie supports employees with their right to disconnect from work. 1.0 Guiding Principles 1.1. All employee(s) are encouraged to disconnect from work outside of their normal working hours. 1.2. To the extent possible, work-related communications via any medium should only be sent, received, and checked during regular working hours. An employee’s normal working hours and any applicable break periods are as set out in their employment contract, applicable collective agreement, terms and conditions of employment, or as identified by law. 1.3. There may on occasion, be legitimate situations when it is necessary to contact employee(s) after-hours, including but not limited to: notification of employee(s) absences, filling vacant positions, inclement weather, emergency, urgent or unforeseen situations. 1.4. Although everyone should be mindful of the right to disconnect, situations can arise where it is not possible to deal with matters during normal working hours. Given that employee(s) across Grand Erie may have differing hours of work, some employee(s) may issue communications after-hours. All employee(s) must give due consideration to this operational reality when sending or receiving communications. 1.5. Where an employee(s) is out of the office for an extended period of time (e.g., conferences, lengthy meetings, absences, etc.) they are encouraged to set automatic replies on their voicemail, email and other communication platforms as appropriate. This will provide notification of their absence, forwarding messages and calls to appropriate designates, and set reasonable expectations for response times. 1.6. This procedure will be provided to all new employee(s) within 30 days of joining the employ of Grand Erie. 2.0 Definitions As defined by the ESA, “disconnecting from work” means “not engaging in work-related communications, including emails, telephone calls, video calls or the sending or reviewing of other messages, so as to be free from the performance of work”. Reference(s): • Employment Standards Act, 2000 PROCEDURE SO-044 SAFE ARRIVALS Superintendent Responsible: Superintendent of Education, Information Technology Initial Effective Date: 2019/04/29 Last Updated: 2023/06/29 Next Review Date: 2027/11/30 Purpose To develop a system wide safe arrival standard in accordance with current Ministry of Education guidelines, which will account for the presence or absence of each student within one hour of normal starting time in the morning. Guiding Principles 1.0 Responsibilities of the School Board Grand Erie District School Board (Grand Erie) recognizes that safe arrival and regular attendance are essential to the academic success and well-being of all students. When transportation is cancelled for students, the Safe Arrivals policy does not apply. 2.0 Responsibility of the Student Students shall attend class punctually and regularly as stipulated in Regulation 298 of the Education Act. 3.0 Responsibility of Parents/Caregivers Parent(s)/caregiver(s) have the primary responsibility for ensuring their children’s regular school attendance. Under the Education Act, section 21(1), persons of compulsory school age are mandated to attend an elementary school (or school-approved educational program) on every school day from the first school day of the academic year. Students may be absent only for reasons of illness, music lessons, holy days, suspension, expulsion and quarantines. 3.1 Parent(s)/caregiver(s) shall: • Utilize the Safe Arrival Attendance Reporting System to report any student absence prior to the start of the school day • Sign-in and/or sign-out their child(ren) in the main office when arriving late or departing early from school • Verify that the school has the most accurate contact information on record for parent(s)/caregiver(s) and emergency contacts 4.0 Responsibilities of the School 4.1 The School Administrator(s) shall: • Ensure that the Attendance/Safe Arrival of Elementary Students Procedures are being followed • Review its process annually. School Councils and other interested groups will be included in the review • Communicate to all parent(s)/caregiver(s) at the beginning of each school year or whenever changes are made to the procedure, or to individual parent(s)/caregiver(s) upon admission of their child to the school • Designate one of the two nutrition breaks when students may leave school property; attendance will be taken at the conclusion of that nutrition break • Make all reasonable efforts to make timely contact with parent(s)/caregiver(s), or designated emergency/additional contacts when a student is absent and the school has not been notified by the parent(s)/caregiver(s) Safe Arrivals Procedure (SO-044) Page 2 • Use culturally responsive supports, intervention strategies and best practices to encourage regular attendance and punctuality by all enrolled students 4.2 Teachers shall: • Record attendance in PowerTeacher within the first half hour after the arrival bell • Teachers will notify the office of students who arrive after attendance has been recorded Reference(s): • Education Act, R.S.O. 1990, c. E.2, s. 21 (1) • Ministry of Education, Policy and Program Memorandum No. 123 – Safe Arrivals POLICY SO-02 SCHOOL COUNCILS Superintendent Responsible: Superintendent of Education Initial Effective Date: 2013/02/21 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective: To support thriving school communities through School Councils within Grand Erie District School Board (Grand Erie). Policy Statement: Grand Erie will establish and support School Councils in their work to promote and improve student achievement, well-being and belonging through collaboration with parent(s)/ caregiver(s), employees and communities. 1.0 Each school in Grand Erie shall establish a School Council. 2.0 Parent(s)/caregiver(s) shall constitute a majority of members of the School Council. 3.0 School Councils shall provide an annual report of activities to Grand Erie. The report must be submitted to Director’s Services by the end of June each year. 4.0 School elections shall be held within the first 30 days of the school year. In the case of a new school, for which a School Council has not been established, School Council elections shall be held within the first 30 days of the school’s operation. 5.0 Grand Erie shall provide each School Council with an annual amount determined through its budget deliberation process. Members and Officers of School Councils who incur expenses as members of the Council must be reimbursed from this annual amount. 6.0 Grand Erie, with support from the Grand Erie Parent Involvement Committee (GEPIC), shall organize an annual School Council Orientation workshop and must invite all School Council Chairs. 7.0 Grand Erie may solicit input on any matter, but shall solicit the views of the School Councils through the School Council Chairs’ email distribution list with respect to policies and guidelines for the following matters: • the conduct of persons in schools within Grand Erie’s jurisdiction • appropriate dress for pupils in schools within Grand Erie’s jurisdiction • the allocation of funding by Grand Erie to School Councils • the fundraising activities of School Councils • the conflict resolution processes for internal School Council disputes • the Grand Erie’s Multi Year Strategic Plan/Annual Learning and Operating Plan • process and criteria applicable to the selection and placement of School Administrators • may comment on any matter to Grand Erie by writing a letter to the Chair of the Board following the process for delegations Reference(s): • Education Act, R.S.O. 1990, c. E.2 • Governance Policy #2 - Delegations • Ontario Regulation 612/00 PROCEDURE SO-021 SCHOOL FOOD AND BEVERAGES Superintendent Responsible: Superintendent of Education, Secondary Schools Initial Effective Date: 2019/05/27 Last Updated: 2023/02/27 Next Review Date: 2026/02/27 Purpose: To commit to a healthy environment, schools in the Grand Erie District School Board (Grand Erie) will comply with the Ministry of Education’s School Food and Beverage Policy as outlined in Policy/Program Memorandum (PPM) 150. Guiding Principles: 1.0 This applies to food and beverages sold:  in all venues on school property, such as cafeterias, vending machines and tuck shops  through all programs, including catered lunch programs; and  at all events on school property, including bake sales and sports events 2.0 The standards do not apply to food and beverages that are:  offered in schools to students at no cost  brought from home or purchased off school premises and are not for resale in schools  available for purchase during field trips off school premises  sold in schools for non-school purposes (e.g., sold by an outside organization that is using the gymnasium after school hours for a non-school-related event)  sold for fundraising activities that occur off school premises  sold in staff rooms 3.0 The Administrator(s) may designate up to ten days during the school year as special-event days on which food and beverages sold in schools would be exempt from the nutrition standards. The Administrator(s) must consult with School Council, and is encouraged to consult with employee(s) and students, prior to designating a special-event day. 4.0 As part of school supervision responsibilities, Family of Schools Superintendents will monitor school compliance with PPM 150. Reference(s):  School Food and Beverages (SO-21)  Ministry of Education School Food and Beverage Policy (PPM 150) Grand Erie District School Board and Brant Haldimand Norfolk Catholic District School Board A School and Community Protocol for Violence Threat Risk Assessment and Intervention 2nd Edition Revised: May 2018 A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 2 Table of Contents Rationale ......................................................................................................................................... 3 Vision .............................................................................................................................................. 3 What is Violence Threat Risk Assessment (VTRA)? ..................................................................... 4 Threat Assessment .......................................................................................................................... 4 Risk Assessment ............................................................................................................................. 4 High Risk Behaviour: When to Enact the ...................................................................................... 5 Chart of Behaviours ........................................................................................................................ 6 VTRA Reminders ........................................................................................................................... 7 Students With Diverse Learning Needs and VTRA ................................................................... 7 Early Elementary Aged Children and VTRA ............................................................................. 7 VTRA Trumps Suspension ......................................................................................................... 7 Crisis and Trauma Management ..................................................................................................... 8 Violence Threat Risk Assessment (VTRA) Team .......................................................................... 8 Community Partners ....................................................................................................................... 8 Three Primary Hypothesis in Violence Threat Risk Assessment ................................................... 9 Information Sharing between Schools and Community Agencies ............................................... 10 Keeping Records and Statistics ..................................................................................................... 11 Review .......................................................................................................................................... 11 Appendix A: Violence Threat Risk Assessment Quick Guide ..................................................... 12 Appendix B: Guidelines for Administrators ................................................................................. 13 Appendix C: Violence Threat Risk Assessment Report Form ..................................................... 17 Appendix D: VTRA Intervention Planning Worksheet ................................................................ 24 Sample Intervention Plan .......................................................................................................... 25 Appendix E: Violence Threat Risk Assessment- Summary Form ................................................ 27 Appendix F: Guiding Principles of Violence Threat Risk Assessment: ....................................... 29 Definitions................................................................................................................................. 29 Acknowledgements ....................................................................................................................... 31 References: .................................................................................................................................... 31 A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 3 School and Community Violence Threat Risk Assessment and Intervention Protocol Rationale The Grand Erie District School Board and Brant Haldimand Norfolk Catholic District School Board’s shared vision is to engage, support and inspire all learners to achieve and succeed. Safety in schools is fundamental to learning and well-being for all students. The Grand Erie District School Board and Brant Haldimand Norfolk Catholic District School Board are both committed to creating and maintaining safe, caring, and accepting school environments. As a result, the Boards will respond to all student behaviours that pose a potential risk to other students, staff, and members of the school community through the process of violence threat risk assessment. The effective implementation of the Violence Threat Risk Assessment Protocol will support collaborative planning to prevent traumatic events. In addition, the timely sharing of information about students at risk for violence towards self and/or others will ensure that supportive plans are put in place for the student and school community. The goal of this protocol is to remove, or reduce as far as possible, any threats to the safety of students, parents, school staff, other persons, the school, or other buildings or property, that arise from any actions engaged in, by students or their peers, on school property or in the community. It is hoped that support for early intervention measures by the Grand Erie District School Board, the Brant Haldimand Norfolk Catholic District School Board and community partners will both reduce and prevent violence in our schools and in the community. Vision Violence Prevention in our schools and neighborhoods is a community responsibility. All partners are accountable and have a shared obligation to take active steps to prevent and reduce threats and acts of violence in our schools and community. This means the timely sharing of information, advice, and support to assist in the prevention of violence. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 4 What is Violence Threat Risk Assessment (VTRA)? The assessment of violence, threat and risk is a team approach to identifying, evaluating and addressing potential threats from students toward other students, staff and parents within the school and community environment. The purpose of carrying out a violence threat risk assessment is to ensure that those who have knowledge of the student carry out a careful analysis of the potential severity of the threat and determine an appropriate response to the threat-maker. A multi-disciplinary assessment of student behaviour helps determine whether or not a student is moving on a pathway towards violence against him/herself or others, and creates an opportunity to intervene to decrease the risks identified. Through developing an individualized intervention plan, the underlying issues that have contributed to high-risk behaviour can be addressed. Where a high risk is identified, a student may require further assessment from community professionals, including but not limited to, child protection agencies and medical practitioners. Threat Assessment is the process of determining if a student actually poses a risk to the person(s) they have threatened. A threat is when a person utters, writes, or communicates through technology a threat to harm or kill a person or persons. Typically, threat assessment occurs within a few hours of a threat being made. The timeliness of information gathering is essential and includes input from the student, family, peers, school staff, and the community agencies that may have access to information relevant to the threat being made. Risk Assessment is the process of determining if a student of concern may pose a risk to self (e.g. suicide) or risk to some person(s) at some unknown period of time. Typically risk assessment is a lengthier process that may involve a number of assessments, tests, and measures beyond the scope of the school-based multidisciplinary team. Consultation with the School Social Worker is required in order to request a Risk Assessment for a student. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 5 High Risk Behaviour: When to Enact the Violence Threat Risk Assessment and Intervention Protocol: Student behavior that poses a threat or risk to self or others can present in a variety of ways. Examples of high risk behaviours addressed in this protocol include, but are not limited to:  Serious violence or violence with intent to harm or kill  Indicators of suicidal ideation as it relates to fluidity (both homicidal and suicidal)  Verbal/written threats to kill others (“clear, direct and plausible”)  The use of technology to communicate threats to harm/kill others or cause property damage (e.g.: computer, cell phone)  Possession of weapons (including replicas)  Bomb threats (making and/ or detonating explosive devices)  Fire setting  Sexual intimidation or assault  Ongoing issues with bullying and/or harassment  Gang related intimidation and violence  Hate incidents motivated by factors including, but not limited to; race, culture, religion, and/or sexual orientation  Rehearsal behaviours or evidence of planning an attack Students who have experienced ongoing harassment and/or bullying, or students who have a history of perceived victimization, may pose a risk to safety and could be considered for a Risk Assessment. All behaviours that may pose a risk or threat to others are to be reported to the school administrator. This includes the behaviour of students, staff or community members. Note: Students who are displaying self-harm behaviour and/or suicidal ideation pose a risk to themselves. This behaviour may not require enacting the threat/risk assessment protocol. Both the Grand Erie District School Board and the Brant Haldimand Norfolk Catholic District School Board have procedures for dealing with students who are expressing suicidal ideation. Consultation with parents, school Social Worker and/or community agencies is required to determine next steps for both assessment and intervention with students at risk of self-harm or suicide. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 6 Any of the behaviours below may lead a school towards a process of threat/risk assessment and should be reported to school administration. Chart of Behaviours Worrisome Behaviours High Risk Behaviours Immediate Threat: Call 911 Include but are not limited to: Violent Content:  drawing pictures  writing stories/journals  vague threatening statements  unusual interest in fire  significant change in antisocial behaviour  suicidal ideation Include but are not limited to:  bomb threat plan  verbal/written plan to kill/injure  internet website threats to kill or injure self/others  fire setting  threatens violence  suicidal ideation  hate incidents and bullying  evidence of planning, rehearsal behaviours  gang related violence Include but are not limited to:  possession of a weapon or replica  plan for a serious assault  homicidal/suicidal  behavior that threatens safety (fluidity)  fire setting In the case of immediate threats and high risk behaviours, the Violence Threat Risk Assessment (VTRA) and Intervention Protocol is to be initiated. Worrisome behaviour can be addressed through consultation with School Social Worker, Student Support Services and/or community professionals, Resource Team Meetings and case conferences. If a school administrator is uncertain as to whether or not to enact the Threat Assessment Protocol, a consultation with the School Social Worker or Safe Schools Team is recommended. If a Risk Assessment is required, contact the School Social Worker designated to the school. If staff from a community agency is concerned about worrisome behaviour, with consent, information can be shared with the school administrator who will determine appropriate next steps. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 7 VTRA Reminders Students With Diverse Learning Needs and VTRA The VTRA protocol will not necessarily be activated when students with diverse learning needs engage in threat making or aggressive behaviours typical to their baseline. In other words, if the person’s conduct is consistent with their diagnosis or how they are known to typically present, then a VTRA response is not required. However, if the student with diverse needs moves beyond their typical baseline—either a single incident or a slow-and-steady increase—and is engaged in high-risk behaviour it would warrant a VTRA response. The role of the VTRA team is to determine why there was an increase in the baseline behaviour and whether the student poses a risk to self or others. The process of data collection and assessment is not modified other than to ensure the appropriate interviewing strategies are used for the student with diverse needs. Staff members from the school and Special Education staff who are responsible for program planning and service delivery must consult with the VTRA teams in these cases. As a note of caution, sometimes school and community members may under react to a serious threat posed by a student with diverse needs. They may assume all of the behaviours are a result of their functional impairment rather than considering a student with diverse needs can move along “the pathway to justification” as well. Early Elementary Aged Children and VTRA When younger students engage in violent or threat related behaviour, developmental and exceptionality issues need to be taken into consideration. Generally speaking, most threat-related behaviour exhibited by elementary-aged students falls into the category of “worrisome behaviours.” However, just because a student is elementary age doesn’t mean they can’t pose a risk. If high-risk behaviours are identified, a VTRA protocol should be activated. VTRA Trumps Suspension In most cases, unless the individual of concern already poses an imminent or obvious safety concern such as brandishing a weapon, a Stage 1 VTRA should occur before suspension is considered. A suspension can unintentionally create the necessary context for a student who is already struggling with suicidal or homicidal ideation to take the final step, from planning to taking action. Therefore, it is important to ensure that steps are taken to complete a Stage 1 VTRA and ensure that the student is connected with healthy supports in the home and community. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 8 Crisis and Trauma Management Supporting Those Who May Impacted The school administrator and the VTRA lead for the school are responsible for ensuring any possible victims of the threat are assessed and services are provided as necessary. The circumstances of the threat, whether directed towards one or more individuals, an entire class or the school population, will dictate how far reaching the intervention needs to be. The VTRA lead in consultation with the school administrators, should determine if crisis counselling or trauma follow up is needed to re-establish calm. System Communications Any communication regarding violence threat risk assessment situations are directed to the Communications Department for vetting and consultation. Violence Threat Risk Assessment (VTRA) Team The VTRA team is a multi-disciplinary team comprised of the School Administrator(s), School Social Worker and/or Behaviour Counsellor (Grand Erie), Child and Youth Worker, Resource Officer (Secondary School), or Police Services of jurisdiction, and Guidance Counsellor (Secondary school). Teachers and school staff who have knowledge of the student, but who are not trained in Violence Threat Risk Assessment (Level One), can also provide valuable information. (see Appendix E for further information regarding training) Community Partners Where applicable, other members from the community may be involved in information sharing and planning (e.g. Police Services, Children’s Aid Society, Youth Justice agencies, counselling agencies, public health units, hospitals). Agreements both formal and informal between the school boards and agencies exist to allow active collaboration and information sharing. This collaborative process will respect the individual’s rights to privacy and the safety of all. Information sharing may take place at a community team meeting. Where there is acutely elevated risk, or threat to personal safety, consent is not required to share information relevant to the identified risk. Community professionals who become aware of student behaviour that may pose a threat are encouraged to initiate the Violence Threat Risk Assessment and Intervention Protocol through contacting the Principal or designate at the school. Community tables in Brantford, Six Nations, Haldimand and Norfolk may also recommend a VTRA on behalf of a student of concern. (See Appendix B: Community Teams) Community agencies participating in a violence threat risk assessment on behalf of a student may be included in the development of an intervention plan. A review of the student’s intervention plan may include the student, parent(s), school staff and community professionals, and will be initiated by the school administrator as required. Non-Work Hour Cases A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 9 If information is received by a VTRA member regarding serious violence, weapons possession or a threat that is clear, direct and plausible during non-work hours for protocol partners, Police will be called. Steps will also be taken to assess the person of concern and the target(s) will be notified and protected as required. The site specific VTRA team members and Police will determine if team members need to assist beyond regular work hours or if the non-Police aspects of the case can wait until regular work hours. In many cases, evening or weekend incidents continue to escalate into the workplace, school or community. The school Boards will be notified about any potential VTRA situations by partner agencies. Is a student making a threat, posing a threat or neither? Anyone in a moment of emotion can deliver a threat (verbal, written, electronic) that sounds foreboding or sinister, however that does not mean that anybody who “makes” a threat actually “poses” a threat. This document outlines the data collection process used in order to assess and evaluate the level of threat as well as develop a plan to reduce identified risks. Part of the process is to evaluate the person making the threat in order to determine whether the student has the intention, the ability or the means to carry out the threat. Three Primary Hypothesis in Violence Threat Risk Assessment 1. Is it a conscious or unconscious “Cry for Help”? 2. Conspiracy of two or more: Who else knows about it? Who else is involved? 3. Is there any evidence of fluidity (flow between both suicidal and homicidal thoughts or actions)? A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 10 Information Sharing between Schools and Community Agencies There are two main pieces of privacy legislation in Ontario. They are the PHIPA (Personal Health Information Protection Act, 2004) and the FIPPA (Freedom of Information and Protection of Privacy Act, 1990). In addition, both the Youth Criminal Justice Act (2002) and the Child and Family Services Act (1990) speak to information sharing on behalf of children and youth. The general intent of access to information and protection of privacy legislation is to limit the sharing of personal information without the consent of the person. Wherever possible and reasonable, consent should be obtained. The individual should know what he/she is consenting to, and understand the consequences of the intended disclosure. The individual must be made aware that he/she can withdraw consent at any time by giving written or verbal notice. Challenges to the privacy legislation through the Supreme Court of Canada resulted in the decision that in cases of potential imminent danger, safety trumps privacy. Green Light Yellow Light Red Light Generally speaking, pursuant to freedom of information and privacy acts, relevant personal information CAN be shared under one or more of the following circumstances: Obtain more information and/or get advice from a supervisor, or the board lawyer in any of the following circumstances: Information can NEVER be shared under any of the following circumstances  with written consent • to avert or minimize imminent danger to the health and safety of any person • to report a child who might need protection under the Child and Family Services Act • by order of the court • to facilitate the rehabilitation of a young person under the Youth Criminal Justice Act • to ensure the safety of students and/or staff under the YCJA • to cooperate with a police and/or child protection investigation  consent is not provided or is refused but where there may be a health or safety issue for any individual or group(s) • to report criminal activity to the police • to disclose records • where there is a demand or request to produce information for a legal proceeding • when a professional code of ethics may limit disclosure • there is a legislative requirement barring disclosure • no consent is given and there is no need to know or overriding health/safety concerns • consent is given but there is no need to know or overriding health/safety concerns A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 11 Keeping Records and Statistics The Grand Erie District School Board and Brant Haldimand Norfolk Catholic District School Board will maintain records of threat/risk assessments through the generation of summary reports which will be shared with parents/guardians. Summary reports will be completed by the school Social Worker and/or the school administrator. Reports will be shared with community agencies with signed consent. Raw data collected will not be shared, and will be maintained in Social Work or Principal files. For the purposes of expulsion hearings, the summary findings of a Violence Threat Risk Assessment will be shared with the Student Discipline Committee. Each community partner is responsible for documenting and storing information as required by their own policy or legislation. Review The School and Community Violence Threat Risk Assessment and Intervention Protocol will be reviewed bi-annually by the Grand Erie District School Board, Brant Haldimand Norfolk Catholic District School Board and community partners. It is considered a living document and will be adjusted to accommodate new community partners and changes in process, policies and procedures. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 12 Appendix A Appendix A: Violence Threat Risk Assessment Quick Guide Evidence Indicates VTRA is Required Evidence Does not Support VTRA STAGE 1: Data collection and immediate risk-reducing intervention 1. Make sure all students are safe. Contact Police. 2. Contact Threat Assessment Team: (Principal, Vice Principal, Social Worker, CYW, Guidance, Police, Children’s Aid Society) 3. Determine if threat maker has access to weapons. (locker check, bedroom check) 4. Interview students and witnesses. 5. Notify the parents/guardians of students involved, Superintendent(s) and Safe Schools. 6. Refer to Threat Assessment Report Form to guide data gathering process. 7. Interview the student of concern after data has been gathered. 8. Review findings with Threat Assessment Team. 9. Develop a plan to mitigate risk and share with student, parent/guardians. Review concerns with school team, Social Worker Contact parent to discuss next steps Consult with community agencies Referral to Resource Team Referral to Community Team Variable, low risk identified Risk has been mitigated School team will monitor plan Plan is reassessed within 30 days. Risk is deemed high and requires further intervention STAGE 2: Multidisciplinary Risk Evaluation 1. Conduct additional interviews as required. 2. Contact community partners for additional background information. 3. Arrange meeting(s) with school Threat Assessment Team and community partners, and parents/guardians. 4. Review findings and recommendations for further assessment and/or intervention. Consider needs of school community. 5. Develop an intervention plan involving school, family and community. Contact the student(s) parent(s) or guardian(s) to discuss the intervention plan. 6. Review the plan within 30 days. Worrisome, high-risk and/or threatening behaviours are identified to the school Principal Immediate Threat: call 911 Review available facts with VTRA Team A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 13 Appendix B Appendix B: Guidelines for Administrators The Violence Threat Risk Assessment and Intervention (VTRA) Process Step 1: Make Sure All Students Are Safe and Call Police (911)  Appropriately monitor and/or detain the student(s) of concern until the police member of the team is present.  Do not allow access to coats, backpacks, desks or lockers.  Contact Superintendent(s) of Safe Schools and Family of Schools.  Contact School Social Worker and Threat Assessment Team.  Contact Resource Officer at Secondary School; if not available, keep him/her informed. Step 2: Determine if the threat maker has access to the means (knife, gun, etc). School personnel are to check locker, backpack, clothing, work area, and/or desk to look for possible weapon(s). If there is any evidence of bombs or traps, contact Police immediately and do not search the locker. Step 3: Interview witnesses including all participants directly and indirectly involved. Step 4: Notify the Student’s Parent(s) or Guardian(s) as well as the parent (s) or Guardian (s) of the intended target  explain the VTRA response is not intended to be disciplinary, rather, it is a collaborative process to review risk and ensure safety of all;  explain the data collection is an important part of the VTRA process, and their perspective is integral to developing a plan of support for their child  request that they come in to the school  advise them that as per VTRA protocol, the Police may be informed about the situation, as they are part of the Threat Assessment Team Remember to ask parent if the student has access to weapons, as well as ask them to check student’s bedroom for evidence of planning. For the parents or guardians of the student making the threat or the student who is the target, it is important to provide basic information about the incident and reassurance that steps are being taken to mitigate immediate risk. Ask the parent for their perspective on the incident, or any relevant information that may assist in the investigation. Keep in mind the information can sometimes leave them feeling fearful or traumatized. Therefore, any notification should be conducted with skill, compassion and planning. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 14 Appendix B Step 5: Initiate Data Collection with Team members. Sources of Immediate Data may be obtained from multiple sources including:  Reporter(s)  The student who has made a threat  Target(s)  Witness(es)  Teachers and other school staff (secretaries, teacher assistants, bus drivers)  Friends, classmate, acquaintances  Parents/caregivers (Call both parents. Ask them to do a bedroom check.)  Current and previous school records (Call the sending school.)  Police record check  Check the student(s) locker, desk, backpack, recent text books/ assignment binders, cars, etc.  Activities: Internet histories, diaries Determine who will interview which parties and who will be responsible for which tasks. Ensure team members have a copy of the Threat Assessment Form to record information. Interviewing the Threat Maker: When possible, interview the threat maker(s) or student(s) of concern after the initial data is collected—locker check, interviewing the person who reported the threat, interviewing potential targets or witnesses and background checks with Police and relevant partners. These will provide the interviewers with the comprehensive data needed to develop case-specific hypotheses and verbatim questions that can be asked in a strategic VTRA interview. No more than two people should be present when interviewing the threat maker—one of whom must be a clinician or counselling team member. It’s important to consider and explore all relevant aspects of the threat maker’s life using the Stage 1 Report Form (see Appendix C). Community Agencies: Other agency partners may be involved in the process as consultants to the school/police Threat Assessment Team. Agencies may be sources of initial data relevant to the case at hand, based on past or current involvement. Beyond initial school/police data collection, agencies may require a signed release form in order to share further information or physically join the team. Determine which team member will contact community agencies. Some examples include but are not limited to:  Children’s Aid Society (Child Protection) for record check relevant to the case at hand  Family Doctor/Specialist/Mental Health Nurses  St. Leonard’s’ Community Services  Youth Probation Services  Haldimand Norfolk REACH/Woodview Mental Health and Autism Services  Contact Agencies (i.e.: Contact Haldimand-Norfolk, Contact Brant)  Hospitals, Public Health Units  Domestic Violence Agencies The questions in the Threat Assessment Profile are offered to guide the threat assessment process. The purpose of this process is to determine whether a student poses a threat to the safety of others. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 15 Appendix B Does the student appear to have the resources, intent and motivation to carry out the threat? Is there evidence of attack-related behaviours that suggest movement from thought to violent action? Document and discuss all warning signs that apply. The Four-Pronged Assessment Model is used as a framework for evaluating a student in order to assess the intention, ability, and means to carry out a threat. Under each area there are a number of “warning signs” which can be observed to help facilitate a determination of level of threat. The four factors include: personality of the student, family dynamics, school dynamics and social dynamics. The Threat Assessment data collection form includes questions that guide information gathering pertaining to the four identified factors. (Appendix C) Step 6: Review Findings with the Violence Threat Risk Assessment Team Convene the Threat Assessment Team and discuss all relevant information regarding the student. As a team, ask the question: “To what extent does the student pose a threat to school/ student safety? “Do they pose a threat to themselves or someone outside the school (i.e. family) Variable/Low Level of Concern:  Risk to the safety of target(s), students, staff, and school is minimal.  Threat is vague and indirect.  Information contained within the threat is inconsistent, implausible or lacks detail; threat lacks realism.  Available information suggests that the person is unlikely to carry out the threat or become violent.  Typical baseline behavior  Note: Categorization of low risk does not imply no risk. Rather, it indicates the individual is at little risk for violence and monitoring the concern is appropriate. Medium Level of Concern:  The threat could be carried out, although it may not appear entirely realistic. Violent action is possible.  Threat is more plausible and concrete than a low level threat. Wording in the threat and information gathered suggests that some thought has been given to how the threat will be carried out (i.e.: possible place and time).  No clear indication that the student of concern has taken preparatory steps (i.e.: weapons seeking), although there may be ambiguous or inconclusive references pointing to that possibility. There may be a specific statement seeking to convey that the threat is not empty. “I’m serious!”  There are moderate or lingering concerns about the student’s potential to act violently.  Increase in baseline behavior. High Level of Concern:  The threat or situation of concern appears to pose an imminent and serious danger to the safety of others.  Threat is specific and plausible. There is an identified target. Student has the capacity to act on the threat. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 16 Appendix B  Information suggests concrete steps have been taken toward acting on threat. For example, information indicates that the student has acquired or practiced with a weapon or has had a victim under surveillance.  Information suggests legitimate concern about the student’s potential to act violently.  Significant increase in baseline behavior Step 7: Decide on a Course of Action With the input of the Violence Threat Risk Assessment Team members, decide on a course of action. If there is a low to medium level of concern, the student can likely be managed at school with appropriate (increased) supervision. Variable to Medium Level of Concern Implement the Intervention Plan. (Most students can be managed at school with interventions.) Medium to High Level of Concern The Threat Assessment Team has determined that further medical/psychiatric/family assessment is needed. If there is imminent danger, call 911 (i.e. a gun is found) A Stage Two Violence Threat Risk Assessment is recommended. This means that a longer term intervention plan needs to be developed in order to mitigate risk. This will require involvement of the multi-disciplinary team, and both school and community partners. Stage One Interventions will continue until the Stage Two Assessments have been completed. Step 8: Develop an Intervention Plan Use the VTRA Intervention Planning Worksheet to address all concerns identified during the Violence Threat Risk Assessment (Stage One or Two) to help create a plan to mitigate risk. (Appendix D) Best practice is to schedule a follow up meeting within a 30-day time frame to review the intervention plan. To reflect the level of risk and corresponding intervention plan, a summary report form will be completed by the school Social Worker and/or the school administrator. This report will be signed by both the author of the report along with the school administrator. A copy of the summary report will be provided to parents. The summary report will also be stored in the student’s Ontario Student Record and a copy sent to Superintendent of Safe Schools for tracking purposes. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 17 Appendix C Appendix C: Violence Threat Risk Assessment Report Form (Note: For raw data collection only: store in Principal file or Social Work file. Do not place in O.S.R.) Student: School DOB: Grade: Age: Parents Name: Date of Incident: Three Primary Hypotheses in Violence Threat Risk Assessment: One: Is it a conscious or unconscious “cry for help”? Two: Conspiracy of two or more: who else knows about it? Who else is involved? Three: Is there any evidence of fluidity? Series I Questions (The Incident) Notes: Indicate author/interviewer Where did the incident happen & when? How did it come to the interviewee’s attention? What was the specific language of the threat, detail of the weapon brandished, or gesture made? Was there stated: Justification for the threat? Means to carry out the threat? Consequences weighed out? Conditions that could lower risk? Who was present & under what circumstances did the incident occur? What was the motivation or perceived cause of the incident? What was the response of the target (if present) at the time of the incident? What was the response of others who were present at the time of the incident? Did they add to or detract from the Justification Process? A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 18 Appendix C Series II Questions (Attack-Related Behaviours) Notes: Indicate author/interviewer Has the student sought out information consistent with their threat making or threat related behaviour? Have there been any communications suggesting ideas or intentions to attack a target currently or in the past? Has the student attempted to gain access to weapons or do they have access to the weapons they have threatened to use? Have they developed a plan & how general or specific is it? (time, date, identified target selection, site selection, journal of justifications, maps & floor plans) Has the student been engaging in suspicious behaviour such as appearing to show an inordinate interest in alarm systems, sprinkle systems, video surveillance in school or elsewhere, schedules & locations of police or security patrol? Have they engaged in rehearsal behaviours, including packing or brandishing fake but realistic looking weapons, air rifles, pistols, or engaged in fire setting? (I.e. Lighting fire to cardboard tubes cut & taped to look like a pipe bomb, etc)? Is there any evidence of attack related behaviours in their locker (back pack, car trunk, etc) at school or bedroom (shed, garage, etc) at home? Have others been forewarned of a pending attack or told not to come to school because “something big is going to happen? A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 19 Appendix C Series III Questions (The Threat Maker/Subject) Notes: Indicate author/interviewer Does the student have a history of violence or threats of violence? Does the student appear to be more: a) Traditional Predominately Behavioural Type b) Traditional Predominately Cognitive Type? (Puppetmaster) c) Mixed Type? d) Non-Traditional? If yes, what is the frequency, intensity & recency (FIR) of the violence? Has there been an increase in baseline behavior? Does the student have a history of perceived victimization? What has been their past human target selection? What has been their past site selection? Do they have a history of depression or suicidal thinking/behaviour? Is there evidence of fluidity (i.e. both suicidal and homicidal thoughts)? Does the student use drugs or alcohol? Where does the student see themselves within the power structure of their class, school and community? A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 20 Appendix C Series IV Questions (The Person/Target) Notes: Indicate author/interviewer Does the person targeted have a history of violence or threats of violence? If yes, what is the frequency, intensity & recency (FIR) of the violence? What has been their past human target selection? What has been their past site selection? Is there evidence the person being targeted has instigated the current situation? Series V Questions (Peer Dynamics) Notes: Indicate author/interviewer Are others involved in the incident that may intentionally or unintentionally be contributing to the justification process? Who is in the student’s peer structure & where does the student fit (i.e. leader, co-leader, and follower)? Is there a difference between the student’s individual baseline & their peer group baseline behaviour? Who is in the target’s peer structure & where does the target fit (i.e. leader, co-leaders, and follower)? Is there a peer who could assist with the plan or obtain the weapons necessary for an attack? A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 21 Appendix C Series VI Questions (Empty Vessel) Notes: Indicate author/interviewer Does the student of concern have a healthy relationship with a mature adult? Does the student have inordinate knowledge or interest in violent events, themes, or incidents, including prior school based attacks? How has the student responded to prior violent incidents (local, national, etc)? What type of violent games, movies, books, music, Internet searches, does the student “fill” themselves with? Is there evidence that what they are filling themselves with is influencing their behaviour? (Imitators vs. Innovators?? What related themes are present in their writings, drawings, etc? Is there evidence of fluidity and/or religiosity? Series VII Questions (Contextual Factors) Notes: Indicate author/interviewer Has the student experienced a recent loss, such as death of a family member or friend, recent break up, rejection from a peer or sports team? Have his/her parents just divorced or separated? Is she/he the victim of child abuse, either currently or in the past? Has he/she recently had an argument or “fight” with a caregiver? Has he/she recently been suspended or charged with an offence? Is the place where he/she has been suspended to likely to increase or decrease his/her level of risk? Is he or she being initiated into a gang? A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 22 Appendix C Series VIII Questions (Family Dynamics) Notes: Indicate author/interviewer How many homes does the student reside in (shared custody, goes back and forth from parent to grandparent’s home)? Is the student connected to a healthy/ mature adult in the home? Who lives in the family home (full-time and part-time)? Has anyone entered or left the home who may be influencing the level of risk? Who seems to be in charge of the family and how often are they around? Has the student engaged in violence or threats of violence towards their siblings or parent(s), caregiver(s)? If so, what form of violence and to whom including Frequency, Intensity, Recency (FIR)? What is the historical baseline at home? What is the current baseline at home? Is there evidence of evolution at home? Are parents or caregivers concerned for their own safety or the safety of their children or others? Does the student’s level or risk (at home, school, or the community) cycle according to who is in the home (i.e. the student is low risk for violence when his/her father is home but high risk during the times their father travels away from home for work)? Does the student have a history of trauma? Including car accidents, falls, exposed to violence, abuse, etc. Has the student been diagnosed with a DSM IV diagnoses (e.g. mental health diagnosis of Anxiety, Depression, ADHD)? Is there a history of mental health disorders in the family? Is the student involved with other community services? Is there a history of drug or alcohol abuse in the family? Do the parents or caregivers know what the contents of the bedroom are or is the bedroom off limits? A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 23 Appendix C Are there indicators of domestic violence? * consider including a genogram on the back of this document A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 24 Appendix D Appendix D: VTRA Intervention Planning Worksheet Student: School: Date: Risk Enhancer: Intervention: Lead Professional/Agency 1. 2. 3. 4. 5. 6. 7. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 25 Appendix D Sample Intervention Plan Disciplinary action taken:  Intended victim warned and/or parents or guardians notified.  Suicide assessment initiated on: by  Stage Two Violence Threat Risk Assessment Initiated  Contract not to harm self or others created (please attach).  Alert staff and teachers on a need-to-know basis  Daily or weekly check-in with (Title/Name)  Travel card to hold accountable for whereabouts and on-time arrival to destinations  Backpack, coat, and other belongings check-in and check- out by:  Late Arrival and/or Early Dismissal  Increased supervision in these settings.  Modify daily schedule by:  Safety Plan (attach as required)  Intervention by Support Staff  Identify precipitating/aggravating circumstances, and intervene to alleviate tension. Describe:  Drug and or alcohol intervention with:  Referral to school Resource Team and/or Student Support Services  If Special Education student, review IEP goals and placement options.  Review community-based resources and interventions with parents or caretakers.  Obtain permission to share information with community partners such as counsellors and therapists.  Present student and/or family at a Community Team Meeting PARENT/GUARDIANS Parents agree to provide the following supervision and/or intervention: Parents Community Agency Support: A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 26 Appendix D Violence Threat Risk Assessment Team Members: Principal or Vice-Principal Date: Signature: Social Worker Date: Signature: School Resource Officer Date: Signature: Community Agency Date: Signature: Parent/Guardian Date: Signature: Monitor this Intervention Plan regularly and modify as appropriate. Ensure review within 30 days. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 27 Appendix E: Appendix E: Violence Threat Risk Assessment- Summary Form Date: School: Student Name: Date of Birth Address: Parent/Guardian Names: Principal: Referral Description: Referred By: School Resource Officer: Team Members Assessment Rating Rating Rationale  Low  Medium  High Identify any protective (+) or risk (-) factors that would change the current level of risk: A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 28 Appendix E: Intervention Plan: Principal: Signature: Social Worker: Signature: This report reflects the student’s current level of risk at the time of the assessment. A reassessment can be initiated as requested or required by the school. Copies: Parents/Guardian Superintendent of Safe Schools (to be centrally stored) O.S.R. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 29 Appendix F Appendix F: Guiding Principles of Violence Threat Risk Assessment: Kevin Cameron 1. Serious violence is evolutionary and contextual: no one just “snaps”. 2. Violent incidents are most frequently planned and shared with others. 3. A common characteristic of an “offender” is that they are an “empty vessel”. 4. There are predictable time frames for threat making behaviour. 5. Assessment of a student’s behaviour must be a multi-dimensional approach. Definitions Baseline Behaviours: To determine baseline behaviour, ask the question, “Is this behaviour typical for this individual?” If the behaviour is typical, then that serves as the baseline for future reference. If the behaviour is not typical, or if a deviation from a previously identified baseline is observed, then evolution can be inferred. Community Teams: Community teams, or “crisis tables” represent community agencies who meet as a team to review individuals and families in the community who are at an “acutely elevated risk”. The teams are in place to provide immediate response to individuals and families through community collaboration. Empty Vessels: A person who is not connected to a healthy mature adult will search for people or things to identify with. A person who feels empty will try to fill themselves with something. In Threat/Risk assessment, the question is “What are they filling themselves up with?” High Risk Behaviours: Words or actions that express a potential intent to do harm or act out violently against someone or something. “High Risk” behaviours include but are not limited to: interest in violent content, unusual interest in setting fires, an escalation of physical aggression, significant change in anti-social behaviour, unusual interest in or possession of a weapon or replica, bomb threats, threatened violence, electronic threat to be violent or kill or cause injury to self and/or others. Immediate Threat: In this case always call “911” and then contact the school administrator or designate. The school will also contact their school Superintendent as well as make contact with the Superintendent of Safe Schools. The Principal can then activate a Threat Risk Assessment. Open vs. Closed System: a school system that is naturally open is one where the leadership openly shares information relevant to each level of the system and all levels of the system openly share information with the leadership. A closed system is one where there is a lack of information flow between the levels of the system. Threat: Is the expression of intent to do harm or act out violently against someone or something. Threats can be spoken, written or symbolic and can be classified as direct, indirect, veiled or conditional. Violence Threat Risk Assessment Training, Level One: Is the training that forms the basis of this protocol. Developed by Kevin Cameron, of the Canadian Centre for Threat Assessment and Trauma Response, Level One training educates participants about the concepts behind the protocol A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 30 Appendix F as it relates to addressing violence and threat/risk behaviour. It is recommended that team members participating in Threat/Risk Assessment have taken Level One training, if available. Worrisome Behaviour: Those behaviours that cause concern and may indicate that a student is moving toward a greater risk of violent behaviour. These behaviours include but are not limited to drawing pictures that contain violence, writings that contain violence, making vague or generalized statements about violence towards others that do not constitute a threat as defined by law. However, the nature of the threat may cause concern for some members of the school community because of their violent content. The majority of high risk behaviour, from Junior Kindergarten to Grade 12, falls into this category. All worrisome behaviours must be communicated to the Principal and/or a community agency for consultation. In these cases, a threat/risk assessment may not be initiated. The Principal consults with another professional who knows the student or the community agency and will decide whether or not a threat/risk assessment needs to be activated. In many cases, follow up on worrisome behaviour results in good intervention measures. There are also cases where “a little data leads to a lot” and what seems like a minor case can quickly evolve into a formal threat/risk assessment. A School and Community Protocol for Violence Threat Risk Assessment and Intervention Page 31 Acknowledgements This protocol has been adapted from the works of Kevin Cameron, Executive Director of the Canadian Centre for Violence Threat Risk Assessment and Trauma Response. In addition, protocols from Elk Island Catholic Schools, Waterloo Region District School Board, Halton District School Board, and Limestone District School Board were referenced to help create the current version of the Grand Erie District School Board and Brant Haldimand Norfolk Catholic District School Board protocol. References: Canadian Centre for Violence Threat Risk Assessment and Trauma Response and Violence Threat Risk Assessment Level One Training Guide, Fourth Edition, 2011. Community Protocol for Violence Threat Risk Assessment (V.T.R.A.) and Intervention, Ninth Edition, January 2011. Elk Island VTRA Protocol: Working Together to Keep our Communities Safe, August 2017 Halton Community Violence Threat Risk Assessment (V.T.R.A.) Protocol, 2013. A Community Threat Assessment Protocol: A Collaborative Response to Student Threat Making Behaviours, February, 2011. Limestone District School Board and Partners. A Community Threat Risk Assessment Protocol: A Collaborative Community Response to Student Threat Making Behaviour, December 2011. Waterloo Region District School Board POLICY SO-21 SCHOOL FOOD AND BEVERAGES Superintendent Responsible: Superintendent of Education, Secondary Schools Initial Effective Date: 2019/05/27 Last Updated: 2023/02/27 Next Review Date: 2026/02/27 Objective: To commit to a healthy environment, schools in the Grand Erie District School Board (Grand Erie) will comply with the Ministry of Education’s School Food and Beverage Policy as outlined in Policy/Program Memorandum (PPM) 150. Policy Statement: Grand Erie is committed to making schools healthier places for students. Student learning, achievement, mental health, social, emotional, cognitive, well-being and belonging are enhanced in a healthy school environment. All contracts for school food and beverage services provided in our schools will comply with PPM 150. Reference(s): • School Food and Beverages Procedure (SO-021) • Ministry of Education School Food and Beverage Policy (PPM 150) School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 1 School Immunization Clinics and Immunization of School Pupils Act Process Grade 7/8 Immunization Clinics Item Activity Instructions/Notes Date for Completion 1 Health Units obtain copies of the Boards’ Ministry approved calendars Managers of Communications will send the calendars to: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health As available, mid- May - June 2 Health Units propose a clinic schedule, including required location for the clinic, for each school Draft clinic schedule to be sent to Managers of Communications for review against system calendars Mid-June 3 Managers of Communications review the proposed schedule and communicate back to each Health Unit any system dates that may pose a problem (including review of the athletics calendar, as able) Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health Mid-June 4 Health Units update proposed schedule and send back to Managers of Communications Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health Mid-June 5 Managers of Communications send the proposed clinic schedule to all principals for review and confirmation Managers of Communications will follow-up to ensure all principals respond Mid-June School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 2 Item Activity Instructions/Notes Date for Completion 6 Principals either approve the clinic schedule or identify conflicts In the event conflicts are identified, Managers of Communications will work with BCHU Manager, Chronic Disease Prevention, and HNHU Program Manager, School Health to determine a resolution End of June 7 Managers of Communications will confirm with Health Units when all principals have approved the schedule Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health End of June 8 Health Units will prepare final immunization clinic calendars and setup maps, and send to Managers of Communications Calendars should include: - Clear and descriptive title - Location required for the clinic at each school - Dates for STIX board import - Dates when class list information will be required End of June – Mid July 9 Health Units post final calendars to Health Unit websites Mid-July 10 Managers of Communications populate system calendars with immunization clinic data Mid-July 11 Managers of Communications will add immunization clinics to the Community Use calendar - Includes completion of appropriate “community use of schools online permit” for use of requested school location - Health Unit set-up maps to be attached to the calendar - Health Units will provide certificates of insurance, if Mid-July School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 3 Item Activity Instructions/Notes Date for Completion required, to Managers of Communications 12 Managers of Communications will share the final calendar with superintendents of families of schools and school principals Managers of Communication will request the principal share these calendars with Grade 7 teachers and custodian on the first day of school August 13 Managers of Communications provide Health Units with up-to-date contact information for school principals and secretaries, including emails addresses for both (where available) This information should be sent to: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health Whenever possible Managers of Communications will provide updates to Health Units when aware of staffing changes that occur during the school year Contact info is required two times each school year: - August - 2nd week of March (elementary schools) 14 Health Units to request STIX board import and class list data from each board from data service managers This request to include the following: - Completed disclosure agreement - Dates of STIX board import (3x per year) - Information required in STIX board import - Dates class lists required - Grades required for class list information - Information required in the class list file End of August School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 4 Item Activity Instructions/Notes Date for Completion Contacts: - BCHU: Secretary, Vaccine Preventable Diseases Program - HNHU: IS Resource for Panorama 15 Managers of Communications will approve health unit promotional material Any promotional material (posters, parent letters, fact sheets, etc) that health units will require schools to distribute or post will be provided to Managers of Communication for approval Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Coordinator, School Health Early August 16 Health Units will provide schools with immunization clinic material School nurses will provide schools with the following: - Posters advertising school clinics, including dates and location for clinics - Consent packages (letter, consent form, fact sheet) for the school to send home with students (backpack method) - Instructions for return of consent forms (date, who to collect from teacher/secretary) - Map of set-up requirements for school custodian End of August/Beginning of September Posters for spring clinics to be provided in April School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 5 Item Activity Instructions/Notes Date for Completion Use of the previously approved location is strongly recommended, however in extenuating circumstances a change in location could be discussed between the principal and the school nurse. An alternate location must have sufficient space, connectivity, ventilation and be approved prior to the school clinic by the BCHU Director, Health Protection, or HNHU Program Manager, School Health. If an alternate location is selected then information must be updated in the Community Use of Schools calendar 17 Managers of Communications will remind schools about immunization clinic calendar Strategies could include: - Ask principals to include in their first staff meeting - Ask schools to include in their school website - Ask schools to tweet information - Display the poster with dates/location Beginning of September 18 School immunization clinics executed by Health Units Health Units will arrive at the schools on the approved dates to deliver the immunization services to students. The following components of the program were discussed: Approved space should be available for nurses when Per calendar schedule School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 6 Item Activity Instructions/Notes Date for Completion they arrive and set-up according to the map - Health Units will ask students to remain in the approved location for 10min of observation following immunization supervised by health unit staff - Health units will provide the school with missed dose slips for students who were not present the day of the clinic, or students who a consent form was not received for. These slips should be sent home with students - BCHU will continue to immunize students during nutrition breaks - HNHU will not immunize students during nutrition breaks 19 Requests to change immunization clinic date by the school, school board, or health unit Changing a clinic date, once approved, will only be considered in extreme circumstances. Requests to change will be handled through Managers of Communications. Managers of Communications will work with BCHU Ongoing School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 7 Item Activity Instructions/Notes Date for Completion Manager, Chronic Disease Prevention, and HNHU Program Coordinator, School Health to determine a solution. In the event a solution cannot be found the Health Unit would provide the school with missed dose slips to send home with students 20 Health Units to communicate any issues identified during the execution of the school clinics to Managers of Communications and vice versa Email, phone or text may be used to communicate with Managers of Communications. Managers of Communications will assist with issues as available, however due to other demands may not be able to resolve an issue immediately. Contacts: - BCHU: Manager, Chronic Disease Prevention HNHU: Program Manager, School Health Ongoing School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 8 Secondary School Clinics Item Activity Instructions/Notes Date for Completion 1 Health Units to notify Managers of Communications of any high school clinics that may be offered as part of the suspension process and potential dates for these clinics BCHU offers catch-up clinics in the high schools. BCHU will provide the dates that clinics could be offered. Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health June 2 Managers of Communications to contact high school principals regarding clinic dates and will send completed availability data back to the Health Unit BCHU will provide a table with potential dates for high school principals to populate. Based on this completed table a proposed schedule will be drafted June 3 Health Unit to provide draft schedule to Managers of Communications to share with high school principals and confirm clinic dates Confirm that the proposed dates can be finalized with the schools June 4 Health Units will prepare final catch-up clinic calendars and set-up maps, and send to Managers of Communications Calendars should include: - Clear and descriptive title - Location required for the clinic at each school - Dates when class list information will be required End of June – Mid July School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 9 Item Activity Instructions/Notes Date for Completion 5 Managers of Communications will add immunization clinics to the Community Use calendar - Includes completion of appropriate “community use of schools online permit” for use of requested school location - Health Unit set-up maps to be attached to the calendar - Health Units will provide certificates of insurance, if required, to Managers of Communications Mid-July 6 Managers of Communications populate system calendars with immunization clinic data Mid-July 7 Managers of Communications provide Health Units with up-to-date contact information for secondary school principals and secretaries, including emails addresses for both (where available) This information should be sent to: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health Whenever possible Managers of Communications will provide updates to Health Units when aware of staffing changes that occur during the school year 2nd week of January 8 Prior to the secondary school immunization clinics the Health Units will email principals the names of students who are outstanding for ISPA immunizations. This is a courtesy email for school principals detailing number of students who may be absent if immunizations are not caught up. Health Units would appreciate if the secondary schools would encourage students outstanding with ISPA immunizations to attend the clinic offered at the school. School staff are not required to contact families as part of this process. January/February School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 10 Item Activity Instructions/Notes Date for Completion 9 Health Units will provide schools with immunization clinic material Include the following information: - Script for announcements to be used on clinic day - Script for automated reminder calls (if school is able) - Map of set-up requirements for school custodian Use of the previously approved location is strongly recommended, however in extenuating circumstances a change in location could be discussed between the principal and the school nurse. An alternate location must have sufficient space, connectivity, ventilation and be approved prior to the school clinic by the BCHU Director, Health Protection, or HNHU Program Manager, School Health. If an alternate location is selected then information must be updated in the Community Use of Schools calendar Approx. two weeks prior to clinic date School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 11 Item Activity Instructions/Notes Date for Completion 10 School immunization clinics executed by Health Units Health Units will arrive at the schools on the approved dates to deliver the immunization services to students. The following components of the program were discussed: - Approved space should be available for nurses when they arrive and set-up according to the map - Health Units will ask students to remain in the approved location for 10min of observation following immunization supervised by health unit staff Per calendar schedule 11 Requests to change immunization clinic date by the school, school board, or health unit Changing a clinic date, once approved, will only be considered in extreme circumstances. Requests to change will be handled through Managers of Communications. Managers of Communications will work with BCHU Manager, Chronic Disease Prevention, and HNHU Program Manager, School Health to determine a solution. In the event a solution cannot be found the Health Unit would provide the school with missed dose slips to send home with students Ongoing School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 12 Item Activity Instructions/Notes Date for Completion 12 Health Units to communicate any issues identified during the execution of the school clinics to Managers of Communications and vice versa Email, phone or text may be used to communicate with Managers of Communications. Managers of Communications will assist with issues as available, however due to other demands may not be able to resolve an issue immediately. Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health As needed School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 13 Enforcement of the Immunization of School Pupils Act (ISPA) HNHU: 2 suspensions each school year (elementary in fall, secondary in spring) BCHU: 1 suspension each school year for both elementary and secondary in the spring Note: Health Units have detailed internal processes to handle student exclusions related to ISPA, however only the processes that impact, or may impact schools, are included in this process Item Activity Instructions/Notes Date for Completion 1 Health Units to notify Managers of Communications of suspension date(s) for the upcoming school year Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Manager, School Health June 2 Health Units communicate directly with families via mail and phone In some cases assistance may be required in order for the health unit to successfully connect with a family. School staff are not required to contact families as part of this process. This could include: - Step 1: Verification of correct contact information with Supervisors of Data Services - Step 2: Problem-solving directly with principal (under exceptional circumstances i.e. family moves frequently, temporary custody situation, etc.) BCHU sends a letter to students overdue with ISPA requirements in the summer and winter HNHU sends letters to elementary students in the summer and secondary students in the winter Health Units may reach out to Data Services or school principal as needed 3 Health Units to send communication to elementary and secondary school principals and secretaries regarding upcoming suspension and suspension process This email will contain the following information: - Important dates January/February School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 14 Item Activity Instructions/Notes Date for Completion - Sample of letter and suspension order - Checklist with process and timelines - Secondary school clinic information (per secondary school clinic process) 4 Prior to the suspension date Health Units email both school principal and secretary names of students who are not compliant with ISPA (elementary and secondary). This is a courtesy email for school principals detailing number of students who may be absent if immunizations are not caught up. These emails are intended to provide the principal/secretary a reminder of the suspension date, as well as an idea of how many students may be excluded (subject to change). School staff are not required to contact families as part of this process. Two weeks prior to suspension 5 At the end of the day prior to suspension Health Units will email the principal and secretary the names of the students who are to be excluded (elementary and secondary schools) The Health Units expect that if any students who are on this list who arrive at school will be excluded and sent home End of the last business day prior to suspension 6 Health Units will email both the principal and secretary an updated list each morning during the suspension process (elementary and secondary schools) Health Units will endeavor to provide schools with more than one update per day, however due to the volume of potential calls, emails and faxes, this should not be an expectation Each day following suspension, until no students remain on the list for the school, or when 20 school days pass, whichever comes first 7 Suspension order rescinded by health units Students named in the daily email are to remain excluded until the name is removed from the daily email. The only exception to this is when a student provides the school with a School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 15 Item Activity Instructions/Notes Date for Completion hard copy rescind order (obtained directly from the health unit). Health Units will endeavor to provide schools with more than one update per day, however this should not be an expectation 7 Health Units to communicate any issues identified during the enforcement of ISPA to Managers of Communications Contacts: - BCHU: Manager, Chronic Disease Prevention - HNHU: Program Coordinator, School Health As needed School Immunization Clinics and Immunization of School Pupils Act Process – current as of February 6, 2017 - 16 Contact list for persons referenced in this document: Name Title/Organization Email/Cell Tracey Austin Manager of Communications and Community Relations, Privacy Officer taustin@bhncdsb.ca Cell: Shawn McKillop Manager of Communications & Community Relations shawn.mckillop@granderie.ca Cell: Renee Charbonneau-Smith Manager, Chronic Disease Prevention Renee.Charbonneau-Smith@bchu.org Josh Daley; Program Manager, School Health Josh.Daley@hnhu.org Jan Owsiak Secretary, Vaccine Preventable Diseases Program Jan.Owsiak@bchu.org Jim Kinkel Supervisor of Data Services Jim.Kinkel@GrandErie.ca Susan Deakin Supervisor of Data Services sdeakin@bhncdsb.ca Vacant Director, Health Protection Kim Pullman IS Resource for Panorama Kim.Pullman@hnhu.org Vacant Manager of Communications, BCHU PROCEDURE FA-020 SCHOOL INITIATED FACILITIES UPDATES AND CAPITAL PROJECTS DURING OCCUPIED TIMES Superintendent Responsible: Superintendent of Business and Treasurer Initial Effective Date: 2013/05/27 Last Updated: 2023/11/08 Next Review Date: 2027/11/05 Purpose: To provide guidance regarding all Grand Erie District School Board (Grand Erie) facility upgrades, including school-initiated upgrades, are completed in accordance with statutory authorities and do not compromise the health and safety of students and employees and do not change a school’s “On the Ground” (OTG) capacity without proper approval. Guiding Principles: 1.0 School initiated facility upgrades include all school buildings and grounds projects and all other facility upgrades, repairs or installations proposed by the Administrator(s), regardless of the source of funding that: • will affect any change in the use of a school room or area • create any physical changes to a school building or grounds • involve the installation of any equipment that will place an unusual load on the electrical, mechanical or other major building systems • will result in modifications to the Fire Code 2.0 All school-initiated facility upgrades shall be referred to Facility Services for review to ensure the following: • All health and safety statutes and regulations must be considered and addressed, including all issues relating to asbestos and other designated substances. Facility Services will involve the Grand Erie’s Health and Safety Officer where required. • Heating and ventilation upgrades must be considered and addressed to avoid indoor air quality (IAQ) issues resulting in health and safety risks. • Fire, accessibility, asbestos and other code-related issues must be considered and addressed. • Converting a room from instructional to non-instructional or vice-versa impacts on the “on the ground capacity” (OTG) tracked in the Ministry's School Facility Inventory System (SFIS) and must be approved by Executive Council. • All statutory requirements (e.g., Ontario Building Code, Electrical Safety Code, Fire Code, etc.) must be considered and addressed. • Services such as plumbing and electrical capacity, etc. must be considered and addressed in the plan. • Materials, equipment and procedural specifications must be employed to produce quality solutions that do not become a future financial liability for the Grand Erie. • All work will be completed by qualified Grand Erie employee(s) or contractor(s). All approved projects will follow Grand Erie’s procurement process including the requirement that all contractors engaged be in good standing with the Workplace Safety Insurance Board (WSIB) and have the required insurance coverage • A proper cost estimate of the work must be prepared that addresses all of the above issues. School Initiated Facility Upgrades & Capital Projects During Occupied Times Procedure (FA-020) Page 2 3.0 Facility upgrades that will change the use of a room • From unoccupied to occupied or vice-versa, • From instructional to non-instructional or vice versa or • In any other way changes the “On the Ground” (OTG) capacity, will follow the approval process outlined below: 3.1 Administrator(s) will forward a description of the proposed upgrade to the Planning Supervisor who will advise relevant employees of any impact on OTG the proposal may have. 3.2 Administrator(s) will complete an “Application for Change of Use Form” (Appendix A) and review the proposal with the Manager of Facility Services for viability. The application form shall include a description of the proposed upgrade along with the impact on the OTG of the school. 3.3 Following review by the Manager of Facility Services (signed acknowledgment No.7 on Application for Change of Use Form), the application package will be presented by the Administrator(s) to the Family of Schools Superintendent for approval (signed approval No.8 on Application for Change of Use Form). The Family of Schools Superintendent will forward applications they deem beneficial for the school community to Senior Administration for review and consideration. The Administrator(s) will receive a debrief for applications that were not approved. 3.4 Administrator(s) and the Manager of Facility Services will be notified of Senior Administration decision by the Superintendent of Business and Treasurer (signed acknowledgment No.9 on Application for Change of Use Form) and are responsible to ensure the requirements of Section 2 above are followed. Administrator(s) will receive a debrief for applications that were not approved. 3.5 If the project changes the school OTG, Grand Erie’s Planning Supervisor shall update the school’s OTG in the applicable databases, following the physical completion of the proposed project. 4.0 Completing Capital Projects During Occupied Times Facility Services may be required to carry out capital projects during the school year during occupied times. Listed below are examples of the types of activities that could be considered capital work. • Roofing – repair or replacement • Paving & Sidewalk – repair or replacement • Lighting upgrades – Internal and external • Windows – replacement • Masonry – Repair or replacement • Additions/ Major Renovations Construction/renovation activities can produce odours, dust and other environmental health concerns that may impact school environments. It is not always feasible or possible to plan construction and major renovation projects during non-occupied times. Maintaining acceptable indoor air quality during a construction/renovation project is a collaborative effort amongst the General Contractor, Facilities Services, Administrator(s), as well as school employees. With some upfront planning and ongoing communications, safety and indoor air quality issues and complaints about construction work can be prevented or limited. The safety of students and employees is our priority and safety precautions will be taken during all activities. School Initiated Facility Upgrades & Capital Projects During Occupied Times Procedure (FA-020) Page 3 5.0 Process Prior to any work being carried out, Facility Services will review the proposed project and scope of work with the Administrator(s) to provide them with a full understanding of the project. A Project Plan will be developed with the Administrator(s) as part of this process. (Appendix B) Once it is determined that the project is going to proceed then a pre-bid site meeting will be held on site and a copy of the site-specific project plan will be shared with all potential bidders. After the project has been awarded, a Prestart Meeting shall be held with the successful bidder, the Project Manager from Grand Erie or Consultants, and the Administrator(s). They will review the project plan and the items outlined on the plan, so everyone is clear prior to the start of the project. Administrator(s) will communicate with employees and advise them of the project and any impact to the school’s operation. Administrator(s) will issue a letter to parent(s)/caregiver(s) and school community advising them of the project and any impact relating to the school’s operation. (Sample Letter Appendix C). 6.0 General Safety At all times, safety is paramount for school construction and renewal projects with special emphasis on students and employees and the general public for a project during the school year when the building is occupied. Contractors will be required to provide full high wall perimeter fencing or barricades around their work and storage areas for all such projects. These must be locked and manned at all times. All materials and equipment will be stored in enclosed areas and protected from access by the general public. Materials may be hoisted onto the edge of a roof during the school day, but no materials will be hoisted over and across occupied areas. When roof top ventilation equipment is moved for roof work the contractor will post a person inside the building to guard the interior area under the roof area affected. All vehicular traffic will be coordinated so that at no time will any vehicles be moving on the premises during the recess periods, lunch periods and/or other times when activities are taking place on the school grounds. Delivery and removal of construction project supplies, garbage bins and equipment will be outside school hours. The contractor will supply portable toilet facilities for their employees. Contractors and all persons having business on the work site must wear safety hats and boots as well as other safety equipment as required by the municipal, provincial and federal building and safety codes. School Initiated Facility Upgrades & Capital Projects During Occupied Times Procedure (FA-020) Page 4 7.0 Responsibilities 7.1 Facilities Services Construction • Provide notification to Family of Schools Superintendent of construction projects • Communication liaison between Administrator(s), school employees and General Contractor • Receive and forward listed Material Safety Data Sheets (MSDS) and Designated Substance Survey to Health and Safety for review and comment • Provide updates and advisories to Administrator(s) regarding changes to schedule, issues in-between bi-weekly meetings 7.2 School Administrator • Attend mandatory Prestart Meeting and Biweekly site meetings • Receive MSDS and make available to school employees • Communicate with employees information from Preconstruction Meeting – scope of project, timelines, anticipated odours/dust, revised play area/entrance/exits (if affected), fire/emergency exit plans • Communicate with School Council Chair, parent(s)/caregiver(s), and school community advising them of project in multiple modes (i.e., letter, newsletter insert, website, School Messenger, social media). • Share project progress reports with employees and parent(s)/caregiver(s) based on bi-weekly and site meeting information • Consider moving classrooms temporarily to another space when they are directly affected by work. • Notify Facility Services & Family of Schools Superintendent immediately, if concerns arise 7.3 General Contractor • Provide project MSDS for identified materials, at start of construction or minimum 2 weeks before the commencement of work • Provide project schedule at start of construction • Update schedule and provide ‘two weeks look ahead’ at each site meeting • Take appropriate separation measures to limit impact of construction on existing school and occupants; follow fire separation guidelines. Ensure all areas affected by work are fenced off by appropriate construction fence (solid fencing 6 feet high) • Ensure no overhead hoisting takes place during occupied times • Ensure no vehicles shall move about the school property when children are outside • Be responsible for administering Occupational Health and Safety (OH&S) on site for construction personnel and all visitors, including the proper use and storage of all construction materials and processes • Include MSDS update in bi-weekly meeting minutes 8.0 Health and Safety Past experience has shown that the three most common health concerns and questions arising from major renovations and construction involve the generation of dust and odours (more specifically painting and roofing) as well as the exposure to hazardous materials such as asbestos. The following information was developed to provide Administrator(s) some background knowledge in anticipation that these concerns could arise. In most cases, sharing of this information will assist in alleviating any employees or parent(s)/caregiver(s) concerns, however, in some circumstances individuals with a particular sensitivity may still need to be temporarily accommodated. School Initiated Facility Upgrades & Capital Projects During Occupied Times Procedure (FA-020) Page 5 Top Four Common Health and Safety Concerns Arising from Building Construction/Renovation Dust Construction and demolition work will create dust, a major component being masonry dust. Control of dust into the occupied area of the school is achieved by physical separation (plywood barrier and/or polyethylene sheeting), and by limiting foot traffic between construction areas and occupied building areas. Ventilation to the work area should be shut down and intakes and diffusers sealed when possible. There may be a need to increase housekeeping activities in adjacent occupied areas. Consideration should also be given to boxing up non-essential materials. Odours It is inevitable that odours will be noticed by building occupants during the course of construction/renovation. Roofing and painting operations are particularly odouriferous. New furnishings, carpeting, millwork, sealers, adhesives, caulking, etc. will all emit low levels of volatile organic compounds during a period of off gassing. It is possible to detect the odour of these chemicals, but the low levels will not result in health effects. It is often perceived by building occupants that an unfamiliar odour constitutes a health hazard. If an odour is not expected or is undesirable, it is understandable that building occupants can become concerned and complaints can arise. These complaints can be due to actual symptoms resulting from exposures or to a perceived risk of exposures to unknown materials, which may or may not be an actual health hazard. Grand Erie specifies in all of our tenders that whenever possible water soluble/ latex-based products be used during the course of construction/ renovation. Noise Noise will be more of a nuisance and interruption than a health and safety issue. For example, in a roof replacement project the noisiest operation is the removal of the old roof. In all projects the contractors will provide a schedule for the areas of the school that will receive work so that the impact on the students and employees can be minimized and the school may elect to make arrangements to move classes from one location to another in an effort to reduce the noise impact on the employees and student population. Designated Substances (including Asbestos Containing Materials) Ontario has regulations governing the exposure of workers to various substances; O. Reg 490/09 regulates designated substances in the workplace. There are eleven designated substances, asbestos being the most common in our schools. Before a construction project commences, Grand Erie is required to perform a detailed building survey for designated substances and provide this information to the general contractor. During the course of construction an abatement project to remove asbestos containing materials may be required. O. Reg. 278/05 prescribes the measures taken to safely remove asbestos containing materials. You will be notified of such a project and provided with any air sampling results when applicable. School Initiated Facility Upgrades & Capital Projects During Occupied Times Procedure (FA-020) Page 6 9.0 Working Together for a Successful Project Effective communication between the General Contractor, Facilities Services, Administrator(s), building occupants and other Grand Erie employees, as appropriate, is essential. Good communication will help foster a climate of trust and confidence and will bring all invested parties together to work toward solutions to problems as they occur. Communication – Key Points • Attend all design/construction meetings so that you have a thorough understanding of the scope of work. Understand what precautions will be taking place to control hazards such as those discussed above. • Communicate the scope of work and precautions that will take place as well as any inconveniences that employees may encounter. • MSDSs for relevant products should be available and accessible to all employees upon request. • Provide regular updates to employees (employees meetings, e-mail, etc.). Depending on the scope of the project, frequency could vary. However, providing advance notice of activities known to generate odours or noise is highly recommended. • Encourage employees to report concerns immediately to the identified designate and in turn promptly respond. If serious health concerns are reported, encourage employees to see a physician for assessment. Their symptoms may not be directly related to the construction activities but may indicate some other medical condition. Reference(s): • Electrical Safety Code • Ontario Building Code • Ontario Fire Code • Ontario Regulation 278/05 • Ontario Regulation 490/89 • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) File Location: Facilities Retention: E +6 (E = completion of project) Appendix A School Initiated Facility Upgrade Application for Change of Use Form School Name School Address Principal Superintendent Proposed Facility Upgrade Project Details of Proposed Project (attach additional page(s) as necessary) N.B. – Each project must be submitted on a separate application form Budget and Funding Details of Proposed Project including municipal permits (attach additional page(s) as necessary) Item(s) Specific Cost Proposed Funding Source or Budget Account Description of Change of Use Current Use Proposed Use Impact to School/Board/OTG if Change of Use Approved Net Impact of Change Benefits of permitting or denying application Grand Erie’s Planning Supervisor has reviewed this project to determine the merits of approval based on the impact of changes to the school’s OTG. Anticipated Benefits for Students, School Building, Community, Board Students School Building Community Grand Erie Administrative Acknowledgement Signature – Administrator Date Facility Services Acknowledgement Signature – Manager of Facility Services Date Superintendent Approval Signature – Family of Schools Superintendent Date Approve of Executive Council Signature – Superintendent of Business and Treasurer Date File Location: Facilities Retention: E +6 (E = completion of project) Appendix B Project Plan School Name Address: Phone Email Contacts Contractor Site Foreman Project Number Project Manager Start Date Finish Date Scope of Work Parking required Staging and storage required Fencing Required YES ☐ NO ☐ Will Access be Modified? YES ☐ NO ☐ Temporary Fire Plan Required YES ☐ NO ☐ Use of Washrooms by workers YES ☐ NO ☐ If yes, note location Traffic Plan YES ☐ NO ☐ DSR Required YES ☐ NO ☐ Asbestos Plan Review YES ☐ NO ☐ Permits or Notice of Project Required YES ☐ NO ☐ APPENDIX B Sample Template Letter to Parent(s)/Caregiver(s) for Roofing Dear Families, [Insert School Name] is scheduled to have a new roof installed beginning the week of [Insert date], weather pending. The projected time frame is approximately [Insert timeframe]to completion. Although we will make every effort to minimize the disruption to student learning, students may have to periodically relocate classrooms. [Insert transportation accommodation message, if applicable. For example: The renovations will also cause disruption to transportation. Busses will park in their same locations as the past. Students will walk along the outside of the fence as the inside will be a work zone and not accessible. Please leave walking room between the fence and your bus for the students to safely walk.] Please be aware that the safety of employees and students is our priority and safety precautions have been established. [Insert details about equipment, access to school, areas to avoid. For example: The equipment will be set up along the front of the school and this will cause some changes for bus dismissal that will be outlined to the students. There will be arches erected over all entrances/exits to the school building and some areas will be cordoned off depending on which section of the school is the work zone.] Some commonly asked questions are as follows: 1. I smell roof asphalt odours. Does this mean I am being overexposed to a chemical? NO. The sulfur compounds in roofing asphalt have very low odour thresholds. Smelling the odors does not indicate overexposure. 2. I smell roofing asphalt; my head aches; and I am feeling nauseated. Is this a short-term problem or can it result in chronic health problems? These can be short term or acute effects or exposure to roof asphalt odours. The symptoms should resolve within hours after exposure to the odour has stopped. 3. I have asthma, bronchitis and other lung problems. Can inhalation of roof asphalt odours aggravate my condition? While roof asphalt odors can irritate the respiratory tract and aggravate the condition of a person with asthma or other lung problems, this is normally not an issue for building occupants due to the lower levels of exposure as compared to the roof workers. If at any time you have questions or concerns, please do not hesitate to contact me at [Insert phone number]. I will make every attempt to answer your questions or direct you to someone who may help. Thank you for your patience during the renovation. We will make every effort to continue our school days and activities as planned. Sincerely, NAME PROCEDURE PR-009 SECONDARY PROGRAMS OF CHOICE Superintendent Responsible: Superintendent of Education, Secondary Schools Initial Effective Date: 2021/06/21 Last Updated: 2023/06/29 Next Review Date: 2027/04/20 Purpose To support non-ministry mandated innovative programs within Grand Erie District School Board (Grand Erie) secondary schools and enhance student achievement by being responsive to student needs. Programs of Choice will endeavor to: • Support the Grand Erie vision and mission statement • Support student learning and well-being • Offer high quality, diverse and innovative educational programs in focused areas • Attract, retain and engage students with differing educational interests and needs • Retain and engage staff with interest, specialized knowledge, skills and training • Increase student and family involvement and satisfaction Guiding Principles 1.0 Programs of Choice will: • Adhere to high standards for programming excellence • Strategically align with Grand Erie’s Multi-Year Plan • Adhere to Grand Erie’s commitment to the principles of equity and accessibility, through inclusive programming, services and operations • Have a Grade 9 entry point • Contain a minimum of seven (7) course credits in program offerings • Adhere to specific admission criteria for the identified program • Conform to the Education Act, board policies, collective agreements and approved implementation procedure plan 2.0 Intended Outcomes • Provide students with opportunities for rich learning experiences that enable them to discover their passions and achieve their highest potential • Meet diverse needs and interest of communities through dynamic programming • Result in students earning a certificate indicating successful completion of the program 3.0 Application Components 3.1 Required • Application with checklist • Teacher and/or community recommendation/reference • Student impact statement/questionnaire/response • Program of Choice - Course Selection Sheet • Report card(s) as indicated • Grand Erie Registration Form for Out of Board Applicants • Follow procedures set out in SO121: Request to Attend a School Outside the Home School Area, if applicable • Program fee, if applicable • Admission Assessment, if applicable Secondary Programs of Choice Procedure (PR-009) Page 2 NOTE: For a student attending a school outside the home school area, transportation will not be provided for Programs of Choice. Transportation will be provided for Extended French and French Immersion students within the program boundary. 3.2 Unique Programs of Choice Requirements • Each program will have standard requirements for admission and continuation. • A student will return to their home school if they leave the Program of Choice. • Students may only be registered in ONE Program of Choice. 3.3 Acceptance/Timelines • Deadline: end of January • Application Outcome: notification by the end of February • Selection Criteria Prioritization: Based Upon Set Caps in the Program • In-board students (within boundary) • In-board students (out of area – SO121) • Out-of-board students Note: A randomized selection process will be used if cap sizes have not been reached following any of these steps 4.0 Program Review Cycle Existing programs will be reviewed over a three-year cycle by the Superintendent of Program K-12 (Teaching and Learning) who will share the outcome with the Senior Team. If the program has met program goals, and student achievement outcomes, then the program will be considered viable and continue. If the program has not satisfactorily met the above indicators, then the Superintendent of Program K-12 (Teaching and Learning) and Senior Team will have the option to continue the program with additional criteria or move to dissolve the program. 5.0 New Program Proposals The school principal will submit a written proposal including: • Rationale/program focus • Purpose and goals • Proposed course package • Student voice/student council input • School council input • Community input • Available community resources • Available community facilities • Available partnership opportunities • Available certifications or accreditation • Budget requirements Process: The Administrator(s) will meet with their respective Superintendent of Education to discuss the proposal; a minimum full school year of planning is required prior to implementation of a new program. Exceptions may be made at the discretion of the Superintendent of Program K-12 (Teaching and Learning) and Senior Team; the proposed concept must meet the definition of a Program of Choice. In making this determination, the Superintendent of Program K-12 (Teaching and Learning) shall consider the following factors including: • Grand Erie’s priorities in alignment with the Multi-Year Plan • The geographic location of the potential program • Any demographic changes (e.g., declining enrolment) Secondary Programs of Choice Procedure (PR-009) Page 3 • The suitability and condition of the potential facility • The impact that implementing the program may have on the potential location • The potential for creating an enhanced diverse and inclusive school environment • Relevant achievement data • Any budgetary impact (capital costs, start-up costs and ongoing annual costs) Definitions: Programs of Choice: unique, innovative learning programs in focused areas designed to engage students who have differing educational interests. These programs will complement courses consistent with the Ontario Curriculum and offer specialized learning opportunities that develop skills with greater depth and intensity. Special Course Bundles: refers to programs within a school with a specific focus (1-4 courses) that are available to students registered at that school. No application process is required as an internal student. Magnet programs in Brant/Brantford allow for cross-enrolment, whereby students from other schools may attend the bundled courses and are chosen through the course selection process. NOTE: Special Course Bundles are distinct from Programs of Choice and are not subject to this procedure. Reference(s): • Student Transportation (FT-06) • School Initiated Facility Upgrades (FT-111) • Request to Attend a School Outside the Home School Area (SO-121) PROCEDURE BU-014 SIGNING AUTHORITIES FOR AGREEMENTS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2013/06/24 Last Updated: 2021/05/31 Next Review Date: 2028/08/28 Purpose: To establish criteria regarding authority to sign short-term agreements that are within budget limits and ensure Grand Erie District School Board’s (Grand Erie) liability exposure is reduced from improperly signed agreements. Guiding Principles In addition to General Working Bylaw (Article 12.3) and relevant Grand Erie policies and procedures, certain situations exist where staff may be requested to enter into agreements/contracts with organizations. Authority to sign certain agreements is extended to specified staff under certain conditions following proper review of the documents by the Superintendent of Business and Treasurer. All individual(s) with signing authority, will review the Agreement/Contract Review Checklist in Appendix A to familiarize themselves with the factors to consider when entering into agreements or contracts. 1.0 Signing Authority 1.1 Director of Education and Secretary of Grand Erie (or Designate) a) Ability to bind Grand Erie to legal obligations in contracts including, but not limited to:  Contracts up to $2,500,000  Superintendent, Employment, and Consulting Contracts  Learning Agreements  Legal Settlements 1.2 Superintendent of Business and Treasurer a) Ability to bind Grand Erie to legal obligations in contracts including, but not limited to:  Contracts up to $2,500,000  Consulting contracts  Learning Agreements  Legal Settlements  Lease or Rental of Offsite Facilities  Administrator(s) wishing to rent offsite facilities for programs are required to contact the Community Use of Schools Coordinator, who is responsible for the collection of lease details.  Lease Agreements will be signed only after Administrator(s) have demonstrated available operational and maintenance budgets.  Funding Agreements with Charitable or Other Organizations for School Fundraising  Administrator(s) wishing to work with external agencies for the purpose of school fundraising or to accept donations to the school Signing Authority for Short Term Agreements Procedure (BU-014) Page 2 are to submit all applications to the office of the Superintendent of Business and Treasurer for review and approval.  Funding agreements will be signed by the authorities listed in General Working Bylaw, only after Administrator(s) have demonstrated all conditions of relevant Grand Erie policy or procedures 1.3 Academic Superintendent(s) a) Authority to bind Grand Erie: limited to purchase goods and services up to maximum of $75,000. 1.4 Manager of Facilities a) Authority to bind Grand Erie: limited to purchase goods and services up to maximum of $150,000. 1.5 Manager(s) a) Authority to bind Grand Erie: limited to purchase goods and services up to maximum of $20,000  Agreements for system-wide services or goods, such as Requests for Quotations, Invitations to Tender, Request for Proposals or competitive bids for copiers, postage meters, office equipment/furniture, computers, consumable supplies, catering services, auto leases are reviewed by the Superintendent of Business and Treasurer and signed according to relevant Grand Erie policies, procedures and bylaw.  Contracts with outside organizations for goods and services not listed above are not to be signed until reviewed and approved by the appropriate authority level. 1.6 Purchasing Supervisor a) Authority to bind Grand Erie: limited to purchase goods and services up to maximum of $20,000. 1.7 Administrator(s) a) Authority to bind Grand Erie: limited to purchase goods and services up to maximum of $20,000.  Field Trips and Excursions with operators of facilities.  For no more than one (1) days  subject to limits of available budgets and within any applicable fundraising criteria provided all conditions of relevant Grand Erie policies and procedures are followed  Grand Erie supports field trips/excursions but will not waive facility operator’s responsibility to provide a safe experience.  Grand Erie requires facility operators to accept Grand Erie’s Informed Consent Form.  Rental of Offsite Facilities for Special Occasions  Administrator(s) wishing to approve rental of offsite facilities for graduation exercises, etc. will be permitted to sign lease agreements:  for periods of one (1) day  subject to limits of available budgets and within any applicable fundraising criteria.  Administrator(s) should check with the Community Use of Schools Coordinator to ensure comparable locations/sites are not already available internally. Signing Authority for Short Term Agreements Procedure (BU-014) Page 3 1.8 Principal Leader(s), Academic Coordinator(s), Teacher Consultant(s), Facility Services Supervisor(s), Non-Union Management, Buyer, Health & Safety Officer(s) a) Authority to bind Grand Erie; limited to purchase goods and services up to maximum of $20,000. 1.9 Teacher(s), Support Staff and other staff (not identified above) a) Do not have the authority to bind Grand Erie in any circumstances. Reference(s)  Capital Related Fundraising Policy (BU-03)  Capital Related Fundraising Procedure (BU-003),  Field Trips and Excursions Policy (SO-15)  Field Trips and Excursions Procedure (SO-015)  Fundraising Policy (SO-01)  Fundraising Procedure (SO-001)  General Working Bylaw (Article 12.3)  Purchasing Policy (BU-06)  Purchasing Procedure (BU-006)  Receipt of Charitable Donations Procedure (BU-012). Signing Authority for Short Term Agreements Procedure (BU-014) Page 4 Appendix A Contract Review Checklist These guidelines are intended to support signatories in reviewing contracts, so they know what you are signing before signing. It is also good practice to periodically review existing contracts such as photography, yearbook and other agreements to determine whether they still meet your needs. This contract review checklist provides a limited list of general provisions to consider. In its most basic form, a contract is merely an agreement between two or more people to do or not do a particular thing. That sounds simple enough, but when those obligations are buried in the fine print in the middle of a lengthy document it may not be so easy to understand exactly what the parties are agreeing to do or not do. If you have any questions or concerns, please contact a member of the Purchasing team. So, what should you look for when reviewing a contract? Here are a few suggestions: 1. Negotiate the Terms When presented with a contract, remember that this is a starting point. You can negotiate the terms of nearly every agreement. You want to make the deal happen, but so does the other person. Ask for what you want. The worst that can happen is they say "no." 2. Identify the Parties Correctly identify the parties. Use the complete name of the business to avoid confusion. Use Grand Erie District School Board c/o “School Name” on all agreement for insurance purposes 3. Complete all Blanks Complete all blanks on any pre-printed form because items left blank can be filled in later by someone else. Be sure all changes or deletions are initialled. 4. Check the Business Terms Double check the business terms of the contract (price, amount, duration, square footage, etc.) to determine whether it accurately reflects the agreement of the parties. Please remember that Board policy prohibits contracts longer than five years. Typical Board contracts are three years with two one-year Board options dependent on vendor performance. Also check the legal jurisdiction of the contract. Only sign contracts where Ontario law is the jurisdiction. If this is non-negotiable, please refer the agreements to Supply and Administrative Services for review. 5. Automatic Renewals Look for automatic renewals. Do you have to give notice if you do not want to renew? Are there penalties if notice is not timely given? Is renewal on the same terms as the original agreement? Are there price increases? Consider adding options to renew on favourable terms. Whenever possible remove automatic renewals. Board policy does not allow contracts to exceed 5 years. 6. Allocating Risk Determine how risk is to be allocated. Risk is typically borne by the party in the best position to prevent loss. However, there may be reasons for a different allocation. Check insurance requirements. If an insurance certificate is required, please send the request to Executive Assistant to the Superintendent of Business. Signing Authority for Short Term Agreements Procedure (BU-014) Page 5 7. Harmless and Indemnification Provisions Check hold harmless and indemnification provisions. When you agree to hold someone harmless you are agreeing to not hold them responsible for liability that may arise out of the transaction. When you indemnify someone, you are agreeing to protect them from liability or loss that may arise out of the transaction. If you must indemnify the other party, limit the indemnification as much as possible. Negotiate the same indemnification for yourself. For instance, if you, as buyer, agree to indemnify the seller of a business for losses they may incur as a result of actions after the sale, then they should indemnify you for losses you may incur as a result of actions before the sale. 8. Incorporated Documents When another document is incorporated by reference always read the incorporated document. Don't assume you know what it contains. 9. Events of Default Determine what acts constitute events of default and whether you are able to enter into and perform under the contract without causing a default. Also consider what should be included as events of default by the other party. 10. Remedies Provisions Review remedies provisions. Determine the worst that can happen to you if you default. Explore ways to limit your liability. Also determine what types of remedies you need in the event of default by the other party. 11. Causes for Termination Review causes for termination. Consider including ways to terminate the contract if it is not working to your benefit. This would include a “Funding out Clause” for example where if the Province of Ontario does not continue funding for a program/purchase. 12. Dates and Deadlines Check dates and deadlines. Always keep a calendar of dates and deadlines for important events and anything required to be done by you or the other party. 13. Warranties and Representations Review and understand warranties and representations given by you and the other party. Don't give any representation if you do not actually know that the representation is true or if the other party is in a better position to know the facts being represented. If you must give warranties, try to limit them as much as possible. For example, a warranty in a deed might say that you warrant title to the property. You can limit the warranty by saying that you warrant title to the property only during the period of time in which you owned the property. Remember that the other party is trying to do the same, so watch for disclaimers or limitations. 14. Rights and Responsibilities Know all of your rights and responsibilities under the contract. Carefully read the entire contract because rights and responsibilities are typically scattered throughout the agreement. 15. Resolution of Disputes Determine how you want to deal with resolution of disputes. An arbitration or mediation requirement could ultimately save you lots of time and money. However, there are times when you may need to go to court to resolve the dispute. When appropriate, try to give yourself some flexibility. Signing Authority for Short Term Agreements Procedure (BU-014) Page 6 16. Force Majeure Clause The clause aims to provide relief to a party to a contract when an unexpected event occurs that is beyond the party’s control, leaving them unable to perform their contractual obligation(s) This is sometimes referred to as an “Act of God” clause or an “excusable delay” clause. There are generally three essential elements to force majeure: (i) it can occur with or without human intervention; (ii) it cannot have reasonably been foreseen by the parties; (iii) it was completely beyond the parties’ control and they could not have prevented its consequences. 17. Entering into a Contract The foregoing is a limited list of general provisions to consider when entering into a contract. The type of transaction that is the basis of the contract, as well as the relative bargaining positions of the parties will dictate the actual terms of the agreement. If you take the time to thoroughly review and negotiate the terms of your contracts before you sign, you should find, in the long run, that it is time well spent. Signing Authority for Short Term Agreements Procedure (BU-014) Page 7 Retention: E + 1 yr. (E = establishment of lease/rental agreement) Appendix B Grand Erie District School Board Pre−Lease Requirements for Off−Site Locations Section A School Program Administrator Section B Fill in Required Information if Available Address of proposed program site Landlord mailing address Landlord telephone Number How much space (square footage) is being rented? Term of Rental (e.g., September to August) Amount of monthly rent and HST Is transportation (public or Board) available Who is Responsible for? Landlord Tenant Utilities ☐ ☐ Snow Clearing ☐ ☐ Grass Cutting ☐ ☐ Daily Cleaning ☐ ☐ Maintenance ☐ ☐ Furniture ☐ ☐ Insurance Requirements are Met by both the Landlord and the Tenant Yes ☐ No ☐ Is transportation (public or board) available/required? Yes ☐ No ☐ Section C Site Visit to be Completed By Check Before Proceeding Manager of Health & Safety - Call 281136 Is Current Use of Property Appropriate for Educational Site? Yes ☐ No ☐ State Current Use: MOE and MOL Regulations Met or Exceeded Yes ☐ No ☐ Fire Code Compliance Yes ☐ No ☐ Compliance with Municipal Bylaws Yes ☐ No ☐ Washrooms include male, female and all gender options for staff and students Yes ☐ No ☐ Zoning Appropriate for Education Purposes Yes ☐ No ☐ Date of Site Visit Approved By (print name) Date Approved Submit completed form to: Community Use of Schools Coordinator Tragic Event Protocol-Six Nations of the Grand River and Grand Erie District School Board-February, 2012 1 TRAGIC EVENT PROTOCOL BETWEEN: SIX NATIONS OF THE GRAND RIVER SOCIAL SERVICES 15 SUNRISE COURT, P.O. BOX 5001, OSHWEKEN, ON, N0A 1M0 (519) 445-4050 AND THE GRAND ERIE DISTRICT SCHOOL BOARD 349 ERIE AVE., BRANTFORD, ON, N3T 5V3 (519) 756-6301 Developed with the support of Schools and Communities Working Together, Brant-Haldimand-Norfolk Student Support Leadership Initiative February, 2012 Tragic Event Protocol-Six Nations of the Grand River and Grand Erie District School Board-February, 2012 2 This protocol outlines the parties, purpose, guiding principles, roles, responsibilities, accountability, and dispute resolution process. Parties: Six Nations of the Grand River Social Services and Grand Erie District School Board Purpose: Six Nations of the Grand River Social Services* (Six Nations) and the Grand Erie District School Board (GEDSB) each has Tragic Event Response Teams to support their constituents in times of crisis. Coordination and collaboration of the two Tragic Event Response Teams is advantageous to the people and communities served. The purpose of this protocol is to formalize this coordination and collaboration. This Tragic Event Protocol addresses: 1. Guiding Principles 2. Involving the Six Nations Tragic Event Response Team 3. Roles 4. Responsibilities 5. Consent and Confidentiality 6. Communication 7. Dispute Resolution 1. Guiding Principles The Grand Erie District School Board and community partners share some common objectives, including a commitment to: Respect for diversity, equity and inclusive practices Partnerships that promote sharing of expertise, knowledge and resources Recognition of the strengths of the child/adolescent to promote positive outcomes Flexibility to meet the needs of the child/adolescent and family Value of collaboration between home, school and community partners *Staff of Six Nations of the Grand River Social Services must have updated police checks, must wear appropriate identification, and are clinically supervised. Staff is aware that the school principal has ultimate responsibility for students, staff, visitors, and the school. Tragic Event Protocol-Six Nations of the Grand River and Grand Erie District School Board-February, 2012 3 2. Involving the Six Nations Tragic Event Response Team (TERT): The Tragic Event Response Teams of the Grand Erie District School Board are coordinated by the School Social Worker. This person is the first contact when a crisis affects a school. The principal and School Social Worker complete an initial assessment and determine the nature and level of support required. If it is determined that the Six Nations of the Grand River Tragic Event Response Team should be involved (e.g. student or family of Six Nations affected), the School Social Worker will contact the Six Nations Supervisor of the Family Support Unit (519-445-4050) who will then contact the Six Nations Supervisor of the Services Coordination Unit who leads the Six Nations Tragic Event Response Team. The School Social Worker and the Six Nations TERT supervisor will determine the most appropriate involvement of Six Nations TERT staff. A Tragic Event Response Team Flow Chart is attached showing the decision making process that is followed (Appendix 1). 3. Role Definition: Six Nations Tragic Event Response Team members have extensive training and experience in supporting the Six Nations community in times of crisis and trauma. The Six Nations TERT members are also experts in the unique needs of native students. This knowledge and expertise is critical to the delivery of culturally appropriate supports and interventions. The Grand Erie District School Board has professional staff assigned to each school to support students, families, and staff. Each discipline has a clearly defined role in the school. The School Board staff includes Attendance Counselors, Behaviour Counselors, Child and Youth Workers, Native Counselors, Psychological Services, Social Workers, and Speech and Language professionals who have received tragic events response training. The teams are coordinated by the relevant School Social Worker. Tragic Event Protocol-Six Nations of the Grand River and Grand Erie District School Board-February, 2012 4 4. Responsibilities: One of the most critical aspects of Tragic Event response is having clear leadership and role definition on site. Schools look to the TERT team to help create order out of chaos. It is imperative that the team be well organized and present as a well coordinated team. When Six Nations TERT members are supporting students within Grand Erie schools, the Six Nations TERT members will function as part of the GEDSB Tragic Event Response Team, coordinated by the School Social Worker. In times of crisis, communication and information sharing is an essential part of a team’s functioning. Throughout the Tragic Event, information will be shared with all members of the team including the responders from Six Nations and their supervisor. Six Nations TERT members have extensive training and experience in crisis response and should be expected to offer a full range of tragic event support including classroom interventions, group and individual support, and short-term ongoing support to students. Such services and supports are always offered with coordination by the School Social Worker and under the direction of the Principal. 5. Consent and Confidentiality: Both GEDSB TERT members and Six Nations TERT members are knowledgeable regarding confidentiality expectations. In times of crisis, people can be very vulnerable and may disclose highly personal information. It is imperative that this information is respected and kept confidential. This practice will provide protection for the rights of the family as well as the GEDSB and Six Nations Staff. If short-term intervention/counseling provided by Six Nations staff is recommended, appropriate informed consent will be obtained prior to the commencement of counseling. 6. Communication and Informing Schools It is also important that the Six Nations parent community is aware that the Six Nations TERT staff may be involved at a Grand Erie School during a crisis. Six Nations Social Services will take responsibility for communicating this information to members of the reserve. All Grand Erie District School Board principals will be informed of this protocol. The Tragic Event Protocol will be made available through the Board’s Web site and will also become part of the Tragic Event Response Team Handbook for reference by both Six Nations and Grand Erie staff. Tragic Event Protocol-Six Nations of the Grand River and Grand Erie District School Board-February, 2012 6 APPENDIX 1 TRAGIC EVENT RESPONSE TEAM FLOW CHART Smoke Free Environment Procedure (FA-012) Page 1 PROCEDURE FA-012 SMOKE FREE ENVIRONMENT Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/01/27 Last Updated: 2023/07/07 Next Review Date: 2027/06/25 Purpose: The Grand Erie District School Board (Grand Erie) believes in providing a healthy work and learning environment for employees and students by promoting a smoke-free environment. Guiding Principles: 1.0 All Grand Erie facilities (and within 20 meters from property perimeter) and Grand Erie vehicles are designated as smoke−free at all times. This Procedure applies to all Grand Erie-sponsored and school-sponsored events. This includes Grand Erie business, school buses, on leased or rented property, or during any part of a school field trip, including team trips and school excursions. 2.0 Noncompliance with this Procedure will be dealt with through the Grand Erie’s Progressive Discipline Procedure (HR-018) and the Code of Conduct of individual schools. 3.0 Medical cannabis – under the following controlled conditions is allowed to be smoked on Grand Erie property. • There must be a personal prescription (signed by a physician or nurse practitioner) specifically for medical cannabis. A copy of the prescription will be kept on file in Human Resources. • There must be a specific dosage prescribed. • The physician must indicate that the medical cannabis must be administered during the school/workday. • The physician must indicate the form in which the medical cannabis will be used. Smoke free options are preferred; however, if smoking is the only option, then it must occur off-site and commercial devices that restrict the amount of secondhand smoke should be used. • Proof of a personal license to use cannabis must be presented to the immediate supervisor. A copy of the license will be kept on file. • Proof of an authorized cannabis supplier must be provided. A copy of this documentation will be kept on file. 4.0 The Grand Erie District School Board will ensure compliance with all relevant aspects of the Smoke−Free Ontario Act ─ 2017. Definitions: Smoking includes the act of smoking and/or the holding of lighted tobacco or cannabis (medical and/or recreational). Vaping includes the use of an e-cigarette with any substance. Under the Electronic Cigarette Act (2015), the use of e-cigarettes (vaping) is illegal wherever smoking is already prohibited. Smoke Free Environment Procedure (FA-012) Page 2 Reference(s): • Electronic Cigarette Act (2015) • Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools Policy (SO-30) • Progressive Discipline Procedure (HR-018) • Smoke-Free Ontario Act, 2017 Administration of Medication Manual April 2020 Table of Contents Medications Other than Cannabis .................................................................................. 3 Procedures for Medicinal Cannabis ................................................................................ 4 School Operations .......................................................................................................... 4 APPENDIX A: Supervision/Administration Designation Form .......................................... 6 APPENDIX B: Student Medication Record ...................................................................... 7 APPENDIX C: Medical Certification for the Use of Medical Cannabis at School .............. 8 APPENDIX D: Administration of Medicinal Cannabis at School – Checklist .................... 9 APPENDIX E: Administration of Medication Verification Form ...................................... 10 APPENDIX F: Administration of Medication Form ......................................................... 11 SO30 Administration of Medication Manual April 2020 Page 3 of 11 Medications Other than Cannabis As a general rule teaching personnel should not become involved with the administration of medication to, and/or the performance of physical procedures for pupils because such matters are primarily the responsibility of pupils’ parents or guardians, in conjunction with trained medical personnel as parents or guardians deem appropriate. This recognizes, however, through the Ontario Ministry of Education and Training Policy Memorandum 81, that there will sometimes be the need for school staff to administer medication to pupils and/or to perform physical procedures for them during the school day in order to enable the education of such pupils to continue, or in emergency situations. The following outlines the conditions under which the administration of medication to and/or performance of physical procedures for pupils by school personnel may be carried out. 1. No teacher or principal employed by the Board is required to administer medication to, and/or perform physical procedures for a pupil. However, in an emergency situation all employees may have to administer first aid, which may include auto-injector or inhalers because of the life-threatening nature of the incident. 2. An Administration of Medication Verification Form shall be sent home to be completed and forwarded to the principal of the school (to be housed in the Ontario Student Record) prior to the administration of any medication by school personnel. Communication verbally with parent/guardian will occur when the form is sent home in order to build collaborative and productive relationships that will enhance understanding of the specific health concerns of the student and to ensure that the parent/guardian understands the expectations outlined in the form. 3. A revised Administration of Medication Verification Form shall be completed by the parents or guardians and forwarded to the principal for each school year, or whenever a modification of the prescribed medication occurs. The revised authorization form must be received prior to medication being administered. 4. The principal shall maintain a current list of all pupils receiving medication. Such list may be shared with the local Health Unit with the consent of the pupil’s parents and will be shared with the Ministry of Education upon request. 5. Parents are responsible to ensure that the school is advised of any changes in medication. Each parent shall be responsible for the delivery of prescribed medication to the principal (or designate) at intervals as may be determined by the parents and/or medical practitioner, and the principal (or designate) shall deliver to the parents any unused medication at the end of the school year or other times as determined by the parents and/or medical practitioner. 6. A staff person volunteering to supervise the self-administration of medication by a pupil shall consent to such supervision by signing the Supervision/Administration Designation Form (Appendix A). 7. A staff person volunteering to administer medication to a pupil shall consent to participating in administration by signing the Supervision/Administration Designation Form (Appendix A). 8. The staff person shall maintain the “Student Medication Record” (Appendix B) which includes both administration and self-administration of medication. 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 filed in the Ontario Student Record by the principal with the signed authorization form. 9. Medication will be administered in a manner which allows for sensitivity, privacy and dignity of the student, while also encouraging the student to take as much responsibility for own medication as is appropriate. SO30 Administration of Medication Manual April 2020 Page 4 of 11 10. Assistance in training to administer medication is the responsibility of the parents, in conjunction with the principal. Parent/guardian should seek advice from the medical practitioner or the Health Unit if necessary. 11. The principal will ensure that medication: a) is clearly labelled for each pupil; b) has clearly indicated dosage; and c) is securely stored to ensure administration to the correct child, and to avoid loss or tampering. 12. Non−health care professionals are not authorized to administer injections; therefore, requests made by parents in relation to administering injections shall be denied. The exemption is when administering auto-injectors for anaphylaxis in an emergency. 13. It is understood that the staff person is administering medication under the principle of “in loco parentis”, and not as a health professional. 14. Personal assistance for pupils with physical disabilities such as lifting, toileting, feeding, catheterization, etc. shall not be the responsibility of the teacher in charge of the pupil. Personal assistance support may be carried out by non-teaching personnel assigned such responsibility by the principal supported by the recommendations of health care providers. Procedures for Medicinal Cannabis School administrators have an obligation to accommodate students in the provision of medical assistance at school. Medicinal cannabis is prescribed as part of several medical interventions and should parallel the administration of any other medication. Each request regarding medicinal cannabis will be treated individually. Administrators must ensure that the following provisions are in place prior to permitting medicinal cannabis on school property. Smoking of medicinal cannabis and the use of edibles on school property is prohibited. School Operations 1. Medical Certification for the Use of Medicinal Cannabis at School (Appendix C) must be completed and provided to the principal. 2. Students are not permitted to keep medicinal cannabis on their person during the school day. 3. There must be procedures put into place to maintain the security of medicinal cannabis at school. 4. There must be procedures put into place for transporting medicinal cannabis to its storage location. 5. There must be a determination as to how much medicinal cannabis will be stored for the student. 6. A staff person volunteering to supervise the self-administration of medicinal cannabis by a pupil shall consent to such supervision by signing the Supervision/Administration Designation Form (Appendix A). 7. A staff person volunteering to administer medicinal cannabis to a pupil shall consent to participating in administration by signing the Supervision/Administration Designation Form (Appendix A). 8. The staff person shall maintain the “Student Medication Record” (Appendix B) which includes both administration and self-administration of medication. On dates when the pupil is absent, the log should reflect such pupil absence. The “Comments” section should reflect SO30 Administration of Medication Manual April 2020 Page 5 of 11 abnormal or unusual circumstances related to such administration. The monthly log sheet is to be filed in the Ontario Student Record by the principal with the signed authorization form. 9. Medicinal cannabis will be administered in a manner which allows for sensitivity, privacy and dignity of the student, while also encouraging the student to take as much responsibility for own medication as is appropriate 10. Assistance in training to administer medicinal cannabis is the responsibility of the parents, in conjunction with the principal. Parent/guardian should seek advice from the medical practitioner or the Health Unit if necessary. 11. The principal will ensure that medicinal cannabis: a) is clearly labelled for each pupil; b) has clearly indicated dosage; and c) is securely stored to ensure administration to the correct child, and to avoid loss or tampering. 12. It is understood that the staff person is administering medicinal cannabis under the principle of “in loco parentis”, and not as a health professional. 13. Administrators will determine who needs to be informed of the student’s use of medicinal cannabis at school. 14. With respect to certain courses and activities, there must be procedures put into place where use of medicinal cannabis could be a safety concern. (For example, physical education, science, tech subjects) 15. There must be procedures for disposing of medicinal cannabis left behind by a student who no longer attends the school. 16. There must be procedures for students using medicinal cannabis when attending field trips. 17. The Family of Schools Superintendent should be informed of any request to use medicinal cannabis at school. SO30 Administration of Medication Manual April 2020 Page 6 of 11 APPENDIX A: Supervision/Administration Designation Form In consideration for exercising the method of administration of the medication as indicated above, the Grand Erie District School Board and its employees, contract workers and volunteers are hereby released and forever discharged from any and all liabilities, covenants, claims, actions and damages arising as a result of exercising such procedure. I hereby further agree to indemnify and save harmless, the Grand Erie District School Board and its employees, contract workers and volunteers from and against any loss, damage, claim or expense suffered or incurred by them as a result of exercising the method of administration as outlined above. Parent/Guardian Signature: Date: SUPERVISION/ADMINISTRATION Person(s) designated to supervise/administer medication(s)/procedure(s) and to maintain record: Name (Print Name) (Signature) Alternate: (Print Name) (Signature) Alternate: (Print Name) (Signature) Alternate: (Print Name) (Signature) Principal’s Signature: Date: NOTICE Authorization for the collection and maintenance of the personal information recorded on this form is the Education Act, R.S.O. 1980, S.265(d) and S.266 and the Municipal Freedom of Information and Protection of Privacy Act. Users of this information are supervisory officers, principals and teachers at the school. Any questions regarding the collection of personal information should be directed to the principal of the school. I/We hereby consent to the use of personal information contained herein by the persons abovenamed and by such other officers or employees of the Board who may need the personal information in the performance of their duties as employees of the Grand Erie District School Board. I/We also consent to the use of this personal information contained herein by the Ministry of Education and the local public health unit, upon request. Parent/Guardian Signature: Date: File: OSR Retention: E + 10 years (E = retirement of student) SO30 Administration of Medication Manual April 2020 Page 7 of 11 APPENDIX B: Student Medication Record THE GRAND ERIE DISTRICT SCHOOL BOARD STUDENT MEDICATION RECORD  Administered  Self-Administered NAME OF STUDENT: Surname / Given Name D.O.B.: MM/DD/YYYY Address: (Street/ Lot/ Con./ Town/ Postal Code) Telephone: School: Principal: DATE TIME MEDICATION/ DOSAGE COMMENT SIGNATURE OF PERSON ADMINISTERING/ SUPERVISING SIGNATURE OF WITNESS File: OSR Retention: E + 10 years (E = retirement of student) SO30 Administration of Medication Manual April 2020 Page 8 of 11 APPENDIX C: Medical Certification for the Use of Medical Cannabis at School Medical Certification for the use of Medicinal Cannabis at School This is to certify that: Student Name has a medical diagnosis that requires the use of Medical Cannabis at school. Medical Practitioner’s Name: Telephone: Medical Practitioner’s Signature Date Medication Dosage Frequency □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ File: OSR Retention: E + 10 years (E = retirement of student) SO30 Administration of Medication Manual April 2020 Page 9 of 11 APPENDIX D: Administration of Medicinal Cannabis at School – Checklist  Personal prescription with specific dosage prescribed requiring administration during the school day for the student (signed by a physician or nurse practitioner) specifically for medicinal cannabis attached. A copy of the prescription will be kept on file.  Student personal license requiring the use medicinal cannabis attached. A copy of the license will be kept on file.  Proof of an authorized medicinal cannabis supplier attached. A copy of this documentation will be kept on file.  A secure location for storage of medical cannabis has been established.  A procedure for transporting medicinal cannabis has been established.  The amount of medicinal cannabis to be stored at school at any given time has been established.  A procedure for disposal of medicinal cannabis has been established. SO30 Administration of Medication Manual April 2020 Page 10 of 11 APPENDIX E: Administration of Medication Verification Form SO30 Administration of Medication Manual April 2020 Page 11 of 11 APPENDIX F: Administration of Medication Form Medical Plan Anaphylaxis Manual April 2020 Table of Contents Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication in Schools .............................................................................. 3 Evidence-Based Resources ................................................................................................... 3 Anaphylaxis – What is It? ..................................................................................................... 3 Sabrina’s Law – An Act to Protect Anaphylactic Pupils .......................................................... 3 Privacy and Confidentiality .................................................................................................. 4 Avoidance ........................................................................................................................... 4 Steps to Prevention ........................................................................................................... 4 Safe Lunchroom and Eating-Area Procedures .................................................................... 4 Peanut Butter Substitutes .................................................................................................. 5 Roles and Responsibilities .................................................................................................... 5 Responsibilities of PARENTS/GUARDIANS ....................................................................... 5 Responsibilities of STUDENTS with Anaphylaxis ............................................................... 6 Responsibilities of SCHOOL STAFF .................................................................................. 6 Responsibilities of the SCHOOL PRINCIPAL ..................................................................... 6 Responsibilities of the SCHOOL BOARD .......................................................................... 7 Board Expectations for Providing Supports to Students with Anaphylaxis in Order to Facilitate and Support Daily Routines and Management Activities at School ........................................ 8 Anaphylaxis Management Training for School Staff ............................................................... 8 Emergency Response ............................................................................................................ 8 Reporting ............................................................................................................................. 8 Appendices APPENDIX A – School Anaphylaxis Emergency Response Plan ............................................. 9 APPENDIX B – Anaphylaxis Verification Form Template ..................................................... 10 APPENDIX C – AnaphylaxisMedical Plan Template ............................................................ 12 APPENDIX D – Administration of Medication Verification Form ........................................ 15 APPENDIX E – Administration of Medication Form ............................................................. 16 APPENDIX F – 9-1-1 Anaphylaxis Script Protocol ............................................................... 17 APPENDIX G – Sample Letter to School Parents/Guardians from the Principal ..................... 18 APPENDIX H – Sample Items for School Newsletters/Websites ........................................... 19 APPENDIX I – Steps to Identify an Anaphylactic Student in the Student Information System . 20 SO30 Medical Plan Anaphylaxis Manual April 2020 Page 3 of 20 Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication in Schools In Grand Erie, Policy SO30- Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools provides direction to staff of how to support students with the management of anaphylaxis, asthma, diabetes and/or seizure disorder at school. The policy is accompanied by medical plan manual for each prevalent medical condition. Evidence-Based Resources Evidence-based resources that provide information on various aspects of these prevalent medical conditions, including triggers or causative agents and signs and symptoms characteristic of medical incidents and medical emergencies can be found at the following links: http://www.edu.gov.on.ca/eng/healthyschools/medicalconditions.html http://www.edugains.ca/newsite/SafeHealthySchools/medical-conditions/Prevalent-Medical- Conditions.html Anaphylaxis – What is It? Anaphylaxis -- sometimes called “allergic shock” or “generalized allergic reaction” -- is a severe allergic reaction that can lead to rapid death, if untreated. Like less severe allergic reactions, anaphylaxis occurs when the body’s immune system reacts to harmless substances as though they were harmful invaders. However, instead of developing the familiar runny nose or rash, sufferers of anaphylaxis respond with an extreme body reaction. The reaction may begin with itching, hives, vomiting, diarrhea, or swelling of the lips or face; within moments, the throat may begin to close, choking off breathing and leading to unconsciousness and death. Peanuts, tree nuts and other nuts are one of the most common triggers of anaphylaxis, and the most likely of all food allergens to trigger a full-blown anaphylactic reaction. As a result, all schools in Grand Erie are “nut aware” and foods containing peanuts, tree nuts or other nuts are not to be brought to school. Sabrina’s Law – An Act to Protect Anaphylactic Pupils In accordance with Sabrina’s Law – An Act to Protect Anaphylactic Pupils, the Grand Erie District School Board is required to establish and maintain a policy for students diagnosed with anaphylaxis, as well as provide training for all staff on dealing with life-threatening allergies. The safety of students with a medical condition such as anaphylaxis is a shared responsibility of the board, school, family, health care provider and community partners. The goals of the policy are: • to support students with anaphylaxis to fully access school in a safe, accepting and healthy learning environment that supports their well-being • to empower students, as confident and capable learners, to reach their full potential for self-management of their anaphylaxis according to their Medical Plan With respect to the administration of emergency medication at the time of an anaphylactic emergency, “Sabrina’s Law” is very clear: • “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, even if there is no preauthorization to do so under subsection (1).: 2005, s. 3 (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 this Act, unless the damages are the result of an employee’s gross negligence” 2005, s. 3 (4). SO30 Medical Plan Anaphylaxis Manual April 2020 Page 4 of 20 Privacy and Confidentiality Parent/guardian consent will be obtained prior to the sharing of student health information with school staff or other students. Parents and school staff will be informed of the measures to protect the confidentiality of students’ medical records and information. Avoidance Grand Erie’s goal is to provide a safe environment for children with life-threatening allergies, but it is not possible to reduce the risk to zero. School procedures are designed to be flexible enough to allow schools and classrooms to adapt to the needs of individual children and the allergens which trigger reactions, as well as the organizational and physical environment in different schools. All recommendations should be considered in the context of the anaphylactic child’s age and developmental and cognitive maturity. As children mature, they should be expected to take increasing personal responsibility for avoidance of their specific allergens. Steps to Prevention The school principal/designate shall take steps to protect students with potentially lifethreatening allergies from exposure to allergenic substances, which may include the following, depending on the nature of the allergic/anaphylactic condition: • With parent/guardian consent, inform the students, parents/guardians and school community about the nature of allergies and anaphylactic reactions • Provide a comprehensive awareness workshop for students in the class of the student who is at risk of anaphylaxis; • Post signs at the door of the classroom to which the at risk child is assigned; • Post board approved signage at school entrances indicating Allergen Aware Environment • Establish safe lunchroom and eating area procedures • Consider and attempt to avoid allergens hidden in materials used within the school (e.g. pet foods, play dough, stuffed toys, etc.); • Take special precautions with respect to the food provided for school celebrations and extra-curricular activities; • Shared technology and musical instruments should be wiped before and after use. • Communicate general information about allergies and anaphylactic reactions to student/staff and parents/guardians on a yearly basis; • Share the schools Anaphylaxis Emergency Response Plan with all persons who may be in regular contact with students at risk to have anaphylactic reactions; • If possible, ensure that the student at risk has an epinephrine auto-injector with them and whenever possible that supervising staff have a second epinephrine auto-injector kept in a readily accessible location as well as a cell phone to be used in emergency situations • Ensure that the student has their auto-injector with them for fire drills, lock downs, hold and secures, shelter in place and bomb threats, or there is one readily available • Ensure that school maintenance staff routinely check for active bee/hornet/wasp hives/nests around school property and cover/remove garbage containers to reduce the risk of anaphylaxis for insect allergic students; and • Document the strategies which are adopted by the school to prevent an anaphylactic reaction from occurring in the Medical Plan Safe Lunchroom and Eating-Area Procedures Create an allergen aware environment. • Do not allow the allergen to be present in the classroom or school. • Discourage the sharing of food, utensils and containers. • Establish a hand-washing routine before and after eating. SO30 Medical Plan Anaphylaxis Manual April 2020 Page 5 of 20 • If the school has a cafeteria, keep the allergen, including all products with the allergen as an ingredient, off the menu. Provide in-service for cafeteria staff, with special emphasis on cross-contamination and labelling issues. • If the school has a vending machine, ensure that products containing the allergen are not available. • Ensure that tables and other eating surfaces are washed clean after eating, using a cleansing agent approved for school use. Peanut Butter Substitutes The following information is to be shared with all school community members including staff and parents/guardians on an annual basis or as necessary due to changes in the school’s anaphylactic population through school newsletters or websites: Peanut-Free “Peanut Butter” There’s a peanut-free soy nut butter product on the market that says it’s a peanut butter substitute and safe for schools. Grand Erie does not permit peanut butter substitutes in schools. If it’s peanut-free, then what’s the big deal? This product looks, smells, and tastes like peanut butter. The concern is that some children might mistakenly think it is okay to bring peanut butter sandwiches in their lunches when they see their classmates eating the soy product. We simply cannot run the risk of any student or staff member being exposed to peanuts, as this may cause an allergic reaction. The safety and health of our students and staff must come first. Roles and Responsibilities A whole school approach is needed to support students with anaphylaxis, where parents/guardians, students and school personnel must all understand and fulfill their responsibilities. Responsibilities of PARENTS/GUARDIANS Parents/guardians are expected to be active participants in supporting the management of their child’s medical condition while the child is at school. Parents/guardians should: • Educate their child about their medical condition with support from their child’s health care professional, as needed • Guide and encourage their child to reach their full potential for self-management and self-advocacy • Inform the school of their child’s medical condition • Complete the Administration of Medication Verification Form • Provide the school with up-to-date emergency contact names and telephone numbers • Provide the school with instructions and consent for administering medication • Provide the school with sufficient quantities of medication and supplies in their original, clearly labelled containers, as directed by a health care professional Medical and track the expiration dates if they are supplied • Co-create and review with school staff at least annually, or when there is a change in the medical condition, the Medical Plan • Communicate changes to the Medical Plan, such as changes to the status of their child’s medical condition or changes to their child’s ability to manage the medical condition to the principal or designate • Confirm annually to the principal or designate that their child’s medical status is SO30 Medical Plan Anaphylaxis Manual April 2020 Page 6 of 20 unchanged • Initiate and participate in regular meetings to review their child’s Medical Plan • Seek medical advice from a medical doctor, nurse practitioner, or pharmacist where appropriate Responsibilities of STUDENTS with Anaphylaxis Students are expected to actively support the development and implementation of their Medical Plan, depending on their cognitive, emotional, social and physical stage of development and their capacity for self-management. Students should: • Take responsibility for advocating for their personal safety and well-being • Participate in the development of their Medical Plan • Participate in meetings to review their Medical Plan • Carry out daily or routine self-management of their medical condition to their full potential as described in their Medical Plan (e.g. carry their medication and medical supplies, including controlled substances, follow school board policies on disposal of medication and medical supplies) • Set goals on an ongoing basis for self-management of their medical condition, in conjunction with their parents/guardians and health care professionals • Communicate with their parents/guardians and school staff if they are facing challenges related to their medical condition at school • Wear medical alert identification that they and/or their parents/guardians deem appropriate • If possible, inform school staff and/or their peers if a medical incident or a medical emergency occurs • Take as much responsibility as possible for avoiding allergens and causative agents Responsibilities of SCHOOL STAFF School staff will follow their school board’s policies and provisions in their collective agreements related to supporting students with prevalent medical conditions in schools. School staff should: • display a photo/poster in the classroom, with parental approval • Review the contents of the Medical Plan for any student with whom they have direct contact • Participate annually in training at school on prevalent medical conditions, or as required • Share information on a student’s signs and symptoms with other students if the parents/guardians give consent and the principal authorizes to do so as outlined in the Medical Plan • 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 Medical Plan • 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 • Support inclusion by ensuring students with prevalent medical conditions are able to perform daily or routine management activities in a school location (i.e. classroom) as outlined in their Medical Plan while also maintaining confidentiality and dignity of the student • Enable students with prevalent medical conditions to participate in school to their full potential, as outlined in their Medical Plan Responsibilities of the SCHOOL PRINCIPAL The school principal will assume all responsibilities of school staff and should: • Clearly communicate to parents/guardians and appropriate staff the process for parents/guardians to notify the school of their child’s medical condition, as well as the SO30 Medical Plan Anaphylaxis Manual April 2020 Page 7 of 20 expectation for parents/guardians to co-create, review and update the Medical Plan with the principal or designate • Co-create, review and update the Medical Plan with parent/guardian at a minimum at the following times • during the time of registration for new students • each year before the end of June for existing students • when a child is diagnosed and/or returns to school following a diagnosis • Ensure that an Anaphylaxis Verification Form has been completed in Lite • Ensure that an Anaphylaxis Medical Plan has been completed in Lite • Ensure that parent/guardian has completed the Administration of Medication Verification Form • Maintain a file with the Medical Plan and supporting documentation for each student with a prevalent medical condition • Provide relevant information from the student’s Medical Plan to school staff and others who are identified in the Medical Plan (e.g. food service providers, transportation providers, volunteers and occasional staff who will be in direct contact with the student), including any revisions that are made to the plan • Communicate with parents/guardians in medical emergencies, as outlined in the Medical Plan • Encourage the identification of staff who can support the daily routine management of needs of students in the school with prevalent medical conditions, while honouring the provisions outlined within collective agreements Responsibilities of the SCHOOL BOARD 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). School boards will: • Make policies and Medical Plan templates available on the public website • Provide training and resources on prevalent medical conditions on an annual basis • Develop strategies that reduce risk of student exposure to triggers or causative agents in classrooms and common areas • 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 (e.g. provide schools with appropriate supplies to support safe disposal of medication and medical supplies) • Develop expectations for schools to include a process and appropriate resources to support students with prevalent medical conditions in the event of a school emergency (e.g. bomb threat, evacuation, fire, “hold and secure”, “lockdown” • Communicate expectations that students will carry their medication and supplies to support the management of their medical condition, including controlled substances, as outlined in the Medical Plan • Consider PPM161 – Support Children and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in Schools and Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication in Schools when entering into contracts with transportation, food service and other providers SO30 Medical Plan Anaphylaxis Manual April 2020 Page 8 of 20 Board Expectations for Providing Supports to Students with Anaphylaxis in Order to Facilitate and Support Daily Routines and Management Activities at School Facilitating and supporting daily or routine management involves, but is not limited to, supporting inclusion by allowing students with prevalent medical conditions, including anaphylaxis, to perform daily or routine management activities in a school location (e.g. within a classroom, gymnasium, library, school yard, on a school bus, at a field trip location), as outlined in the Medical Plan Anaphylaxis Management Training for School Staff All school staff will complete annual online health and safety training in anaphylaxis management. Training will be completed within the first term or semester of the current school year. Emergency Response Even when precautions are taken, an anaphylactic student may come into contact with an allergen while at school. It is essential that the school develop a response protocol, and that all staff are aware of how to implement it. A Medical Plan will be developed for each anaphylactic child, in conjunction with the child’s parent/guardian (and medical professional, if appropriate) and kept in a readily accessible location. All staff will be made aware of the School Anaphylaxis Emergency Response Plan (Appendix A). Reporting Subject to relevant privacy legislation, Grand Erie will collect the following data: • The number of students with prevalent medical conditions in schools • The number of occurrences of medical incidents and medical emergencies • The circumstances surrounding the occurrences of medical incidents and emergencies Grand Erie will report to the Minister of Education, upon the implementation of PPM161 and upon request thereafter, the activities employed to achieve the expectations outlined in PPM161. SO30 Medical Plan Anaphylaxis Manual April 2020 Page 9 of 20 APPENDIX A – School Anaphylaxis Emergency Response Plan In the case of an emergency related to anaphylaxis, school staff should refer to the child’s individualized Medical Plan. 1. Stay calm. 2. Administer auto-injector immediately. 3. Record time auto-injector is administered. 4. Call 911 5. Administer a second dose of epinephrine as early as 5 minutes after the first does if there is no improvement in symptoms. 6. Notify school administration immediately of the emergency situation. 7. Notify Parent/Guardian 8. Get estimated time of ambulance arrival. 9. Enlist a staff member to accompany child in ambulance to the hospital if parent not available. Since anaphylaxis can be life-threatening, it must always be considered a medical emergency and treated promptly. If a child appears to be having an anaphylactic reaction, but you are not sure, it is better to err on the side of caution and use epinephrine. The drug will not cause harm if given unnecessarily to normally healthy children, and side effects are generally mild. If a child has asthma and is also at risk for anaphylaxis, and it is unclear which emergency the child is experiencing: 1. First administer auto-injector and dial 9-1-1 for an ambulance, 2. Then give the reliever inhaler (usually a blue inhaler). SO30 Medical Plan Anaphylaxis Manual April 2020 Page 10 of 20 APPENDIX B – Anaphylaxis Verification Form Template (Page 1 of 2) SO30 Medical Plan Anaphylaxis Manual April 2020 Page 11 of 20 SO30 Medical Plan Anaphylaxis Manual April 2020 Page 12 of 20 APPENDIX C – Anaphylaxis Medical Plan Template (Page 1 of 3) SO30 Medical Plan Anaphylaxis Manual April 2020 Page 13 of 20 SO30 Medical Plan Anaphylaxis Manual April 2020 Page 14 of 20 SO30 Medical Plan Anaphylaxis Manual April 2020 Page 15 of 20 APPENDIX D – Administration of Medication Verification Form SO30 Medical Plan Anaphylaxis Manual April 2020 Page 16 of 20 APPENDIX E – Administration of Medication Form SO30 Medical Plan Anaphylaxis Manual April 2020 Page 17 of 20 APPENDIX F – 9-1-1 Anaphylaxis Script Protocol TO BE POSTED BY TELEPHONE 1. This is School. Address is: Nearest Major Intersection is: Telephone Number is: 2. We have a student who is having an anaphylactic emergency. We have administered an auto-injector. There has been no improvement in their condition. We need an ambulance IMMEDIATELY. 3. The closest entrance for the ambulance is on: Ave. / Road / Street. 4. A staff member will be outside the school entrance to provide direction. 5. Do you need any more information? 6. How long will it take you to get here? 7. Call parent / guardian / emergency contact. SO30 Medical Plan Anaphylaxis Manual April 2020 Page 18 of 20 APPENDIX G – Sample Letter to School Parents/Guardians from the Principal On School Letterhead Date: Dear Parents: We felt that all parents would like to be aware that there is a child in our school with a severe life-threatening food allergy (anaphylaxis). This includes any food that has (insert allergen here) in it. This is a medical condition that causes a severe reaction to specific foods and can result in death within minutes. All our staff have been made aware of this situation and have been instructed in the correct procedures regarding anaphylactic shock. Prevention, of course, is the best approach. Although this may or may not affect your child’s class directly, we want to inform you so that you may choose to send foods with your child to school that are free from (insert allergen here). In a classroom setting, cross-contamination is the greatest risk for this type of allergy. We endeavour to make the school a safe environment for all students. Sincerely, __________________________, _________________________, School Principal. SO30 Medical Plan Anaphylaxis Manual April 2020 Page 19 of 20 APPENDIX H – Sample Items for School Newsletters/Websites We would like all families to be aware that there is a child (or several children) in our school with a severe life-threatening allergy (anaphylaxis). This is a medical condition that causes a severe reaction to specific triggers and can result in death within minutes. Often the trigger is a type of food, such as peanuts or other nuts, eggs, milk, etc. Although this may or may not affect your child’s class directly, we want to inform you that our school is “Nut Aware”. At our school we refrain from bringing nut products into the school. There will be more information about anaphylaxis at our “Meet the Teacher Night”. Thank you for your understanding and cooperation. Anaphylactic Shock Watch out for life-threatening allergies. Many children have allergies. A few, however, are life-threatening. Some children, for example, are severely allergic to peanut butter. Even a tiny bit can be fatal within minutes. Nuts, shellfish, fish, eggs and milk are also known to cause severe reactions. Knowing that your child has allergies and knowing how to deal with them is your best defence. If your child is allergic to peanuts or peanut products, please tell us. With your help, we will do our best to prevent mishaps and to make sure that all of our students are safe, healthy, and able to concentrate on learning. If you would like further information about our policy, please call the school or visit our website: www.granderie.ca / Board / Bylaws, Policies, Procedures / SO 30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in School, Health Management Plan – Anaphylaxis. SO30 Medical Plan Anaphylaxis Manual April 2020 Page 20 of 20 APPENDIX I – Steps to Identify an Anaphylactic Student in the Student Information System Setting the Critical Medical Condition Symbol in Power School 1. Start Page 2. Select Student 3. Select either Registration Form OR Emergency Contact / Medical 4. Check “Anaphylactic Shock Condition Alert” 5. Check “Critical Medical Condition Alert” 6. Check “Student has suffered a concussion…”, if applicable. 7. Enter student’s medical / health information in the “Critical Medical Notes” field (Note: information must be in this field to generate the alert symbol). 8. Click Submit. 9. A Critical Medical Alert symbol will appear next to student’s name. 10. A Concussion Alert symbol will appear next to the student’s name if this field was indicated as applicable. Entering information in the “Other Medical Notes” field for non-life-threatening conditions will not generate the Critical Medical Condition Alert. For more information, refer to Section 6.09 of the Power School OnSIS Instruction Manual: http://geportal.granderie.ca/linksandresources/powerschoolmanual/Pages/default.aspx Anaphylactic Shock Condition Alert ( ) Critical Medical Condition Alert ( ) Student has suffered a concussion and is on a Return to Learn/Return to Physical Activity plan ( ) Critical Medical Notes Other Medical Notes Medical Plan Asthma Manual April 2020 Table of Contents Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools ............................................................................. 3 Evidence-Based Resources ................................................................................................... 3 Asthma – What is It? ............................................................................................................. 3 Ryan’s Law – Ensuring Asthma Friendly Schools ................................................................... 3 Privacy and Confidentiality .................................................................................................. 4 Avoidance ........................................................................................................................... 4 Steps to Prevention............................................................................................................... 4 Roles and Responsibilities .................................................................................................... 4 Responsibilities of PARENTS/GUARDIANS ......................................................................... 4 Responsibilities of STUDENTS with Asthma ........................................................................ 5 Responsibilities of SCHOOL STAFF .................................................................................... 5 Responsibilities of the SCHOOL PRINCIPAL ....................................................................... 6 Responsibilities of the SCHOOL BOARD ............................................................................ 6 Board Expectations for Providing Supports to Students with Asthma in Order to Facilitate and Support Daily Routines and Management Activities at School ............................................... 7 Asthma Management Training for School Staff ...................................................................... 7 Emergency Response ............................................................................................................ 7 Reporting ............................................................................................................................. 7 Appendices APPENDIX A – School Asthma Emergency Response Plan .................................................... 8 APPENDIX B – Asthma Verification Form Template .............................................................. 9 APPENDIX C – Asthma Medical Plan Template .................................................................. 11 APPENDIX D – Administration of Medication Verification Form ......................................... 14 APPENDIX E – Administration of Medication Form ............................................................. 15 APPENDIX F – 9-1-1 Asthma Script Protocol ...................................................................... 16 APPENDIX G – Prevalent Medical Conditions - Student Information Form ........................... 17 APPENDIX H – Steps to Identify an Asthmatic Student in the Student Information Systems ... 18 SO30 Medical Plan Asthma Manual April 2020 Page 3 of 18 Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools In Grand Erie, Policy SO30- Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools provides direction to staff of how to support students with the management of anaphylaxis, asthma, diabetes and/or seizure disorder at school. The policy is accompanied by Medical Plans for each prevalent medical condition. Evidence-Based Resources Evidence-based resources that provide information on various aspects of these prevalent medical conditions, including triggers or causative agents and signs and symptoms characteristic of medical incidents and medical emergencies can be found at the following links: http://www.edu.gov.on.ca/eng/healthyschools/medicalconditions.html http://www.edugains.ca/newsite/SafeHealthySchools/medical-conditions/Prevalent-Medical- Conditions.html Asthma – What is It? Asthma is a serious chronic condition characterized by recurrent attacks of difficult or laboured breathing. Grand Erie recognizes that some students within the school system have been diagnosed with asthma and without proper management this condition can be life threatening. While it cannot guarantee an environment free of agents that can trigger asthma, Grand Erie school staff shall make every reasonable effort to: • reduce the risk of exposure to asthma triggers in classrooms and common school areas; • ensure access to necessary asthma medications (i.e. student will carry medication); • with parent/guardian consent, ensure that school personnel are aware of which students within the school population have been diagnosed with this condition; and • outline the procedures necessary to intervene and respond in the event of an asthma emergency. In order for school personnel to respond appropriately, it is crucial for the parent/guardian (adult student) to keep the school principal/designate fully informed of the student’s asthma and the medication(s) which have been prescribed to address the condition Ryan’s Law – Ensuring Asthma Friendly Schools In accordance with Ryan’s Law – Ensuring Asthma Friendly Schools, the Grand Erie District School Board is required to establish and maintain a policy for students diagnosed with asthma, as well as provide training for all staff on asthma management. The safety of students with a medical condition such as asthma is a shared responsibility of the board, school, family, health care provider and community partners. With respect to the administration of emergency medication at the time of an asthma emergency, “Ryan’s Law – Ensuring Asthma Friendly Schools” is very clear: • “If an employee has reason to believe that a pupil is experiencing an asthma exacerbation, the employee may administer asthma medication to the pupil for the treatment of the exacerbation, even if there is no preauthorization to do so under subsection (1).: 2013, s. 3 (3) • “No action or other proceeding for damages shall be commenced against an employee for an act or omission done or omitted by the employee in good faith in the execution or intended execution of any duty or power under this Act” 2013, s. 3 (4). SO30 Medical Plan Asthma Manual April 2020 Page 4 of 18 Privacy and Confidentiality Parent/guardian consent will be obtained prior to the sharing of student health information with school staff or other students. Parents and school staff will be informed of the measures to protect the confidentiality of students’ medical records and information. Avoidance Grand Erie’s goal is to provide a safe environment for children with asthma, but it is not possible to reduce the risk to zero. School procedures are designed to be flexible enough to allow schools and classrooms to adapt to the needs of individual children and the circumstances which trigger reactions, as well as the organizational and physical environment in different schools. All recommendations should be considered in the context of the child’s age and developmental and cognitive maturity. As children mature, they should be expected to take increasing personal responsibility for the management of their prevalent medical condition. Steps to Prevention The school principal/designate shall take steps to protect students with asthma, which may include the following: • With parent/guardian consent, inform the students, parents/guardians and school community about the nature of asthma and asthmatic reactions • Provide a comprehensive awareness workshop for students in the class of the student who is asthmatic • Communicate general information about asthma to student/staff and parents/guardians on a yearly basis • Share the schools Asthma Emergency Response Plan with all persons who may be in regular contact with students at risks • If possible, ensure that the student at risk has a reliever inhaler with them and whenever possible that supervising staff have a second reliever inhaler kept in a readily accessible location as well as a cell phone to be used in emergency situation • Ensure that the student has their reliever inhaler with them for fire drills, lock downs, hold and secures, shelter in place and bomb threats, or there is one readily available • Document the strategies which are adopted by the school to prevent an asthma attack from occurring in the Medical Plan Roles and Responsibilities A whole school approach is needed to support students with asthma, where parents/guardians, students and school personnel must all understand and fulfill their responsibilities. Responsibilities of PARENTS/GUARDIANS Parents/guardians are expected to be active participants in supporting the management of their child’s medical condition while the child is at school. Parents/guardians should: • Educate their child about their medical condition with support from their child’s health care professional, as needed • Guide and encourage their child to reach their full potential for self-management and self-advocacy • Inform the school of their child’s medical condition • Complete Administration of Medication Verification Form and return it to school • Provide the school with up-to-date emergency contact names and telephone numbers • Provide the school with instructions and consent for administering medication • Provide the school with sufficient quantities of medication and supplies in their original, clearly labelled containers, as directed by a health care professional and as outlined in SO30 Medical Plan Asthma Manual April 2020 Page 5 of 18 the Medical Plan, and track the expiration dates if they are supplied • Co-create and review with school staff at least annually, or when there is a change in the medical condition, the Medical Plan • Communicate changes to the Medical Plan, such as changes to the status of their child’s medical condition or changes to their child’s ability to manage the medical condition to the principal or designate • Confirm annually to the principal or designate that their child’s medical status is unchanged • Initiate and participate in meetings to review their child’s Medical Plan • Seek medical advice from a medical doctor, nurse practitioner, or pharmacist where appropriate Responsibilities of STUDENTS with Asthma Students are expected to actively support the development and implementation of their Medical Plan, depending on their cognitive, emotional, social and physical stage of development and their capacity for self-management. Students should: • Take responsibility for advocating for their personal safety and well-being • Participate in the development of their Medical Plan • Participate in meetings to review their Medical Plan • Carry out daily or routine self-management of their medical condition to their full potential as described in their Medical Plan (e.g. carry their medication and medical supplies, including controlled substances, follow school board policies on disposal of medication and medical supplies) • Set goals on an ongoing basis for self-management of their medical condition, in conjunction with their parents/guardians and health care professionals • Communicate with their parents/guardians and school staff if they are facing challenges related to their medical condition at school • Wear medical alert identification that they and/or their parents/guardians deem appropriate • If possible, inform school staff and/or their peers if a medical incident or a medical emergency occurs • Take as much responsibility as possible for avoiding causative agents Responsibilities of SCHOOL STAFF School staff will follow their school board’s policies and provisions in their collective agreements related to supporting students with prevalent medical conditions in schools. School staff should: • Display a photo/poster in the classroom, with parental approval • Review the contents of the Medical Plan for any student with whom they have direct contact • Participate annually in training at school on prevalent medical conditions, or as required • Share information on a student’s signs and symptoms with other students if the parents/guardians give consent and the principal authorizes to do so as outlined in the Medical Plan • 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 Medical Plan • 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 • Support inclusion by ensuring students with prevalent medical conditions are able to perform daily or routine management activities in a school location (i.e. classroom) as outlined in their Medical Plan while also maintaining confidentiality and dignity of the student SO30 Medical Plan Asthma Manual April 2020 Page 6 of 18 • Enable students with prevalent medical conditions to participate in school to their full potential, as outlined in their Medical Plan Responsibilities of the SCHOOL PRINCIPAL The school principal will assume all responsibilities of school staff and should: • Clearly communicate to parents/guardians and appropriate staff the process for parents/guardians to notify the school of their child’s medical condition, as well as the expectation for parents/guardians to co-create, review and update the Medical Plan with the principal or designate • Co-create, review and update the Medical Plan with parent/guardian at a minimum at the following times • during the time of registration for new students • each year before the end of June for existing students • when a child is diagnosed and/or returns to school following a diagnosis • Ensure that an Asthma Verification Form has been completed in LITE • Ensure that an Asthma Medical Plan has been completed in LITE • Ensure that parent/guardian has completed the Administration of Medication Verification Form • Ensure that there is an Administration of Medication Form completed in LITE • Maintain a file with the Medical Plan and supporting documentation for each student with a prevalent medical condition • Provide relevant information from the student’s Medical Plan to school staff and others who are identified in the Medical Plan (e.g. food service providers, transportation providers, volunteers and occasional staff who will be in direct contact with the student), including any revisions that are made to the plan • Communicate with parents/guardians in medical emergencies, as outlined in the Medical Plan • Encourage the identification of staff who can support the daily routine management of needs of students in the school with prevalent medical conditions, while honouring the provisions outlined within collective agreements Responsibilities of the SCHOOL BOARD 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). School boards will: • Make policies and Medical Plan templates available on the public website • Provide training and resources on prevalent medical conditions on an annual basis • Develop strategies that reduce risk of student exposure to triggers or causative agents in classrooms and common areas • 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 (e.g. provide schools with appropriate supplies to support safe disposal of medication and medical supplies) • Develop expectations for schools to include a process and appropriate resources to support students with prevalent medical conditions in the event of a school emergency (e.g. bomb threat, evacuation, fire, “hold and secure”, “lockdown” • Communicate expectations that students will carry their medication and supplies to support the management of their medical condition, including controlled substances, as outlined in the Medical Plan • Consider PPM161 – Support Children and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in Schools and Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration SO30 Medical Plan Asthma Manual April 2020 Page 7 of 18 of Medication, in Schools when entering into contracts with transportation, food service and other providers Board Expectations for Providing Supports to Students with Asthma in Order to Facilitate and Support Daily Routines and Management Activities at School Facilitating and supporting daily or routine management involves, but is not limited to, supporting inclusion by allowing students with prevalent medical conditions, including asthma, to perform daily or routine management activities in a school location (e.g. within a classroom, gymnasium, library, school yard, on a school bus, at a field trip location), as outlined in the Medical Plan Asthma Management Training for School Staff All school staff will complete annual online health and safety training in asthma management. Training will be completed within the first term or first semester of the current school year. Emergency Response Even when precautions are taken, an asthmatic student may experience an asthma attack while at school. It is essential that the school develop a response protocol, and that all staff are aware of how to implement it. A Medical Plan will be developed for each asthmatic child, in conjunction with the child’s parent/guardian (and medical professional, if appropriate) and kept in a readily accessible location. All staff will be made aware of the School Asthma Emergency Response Plan (Appendix A). Reporting Subject to relevant privacy legislation, Grand Erie will collect the following data: • The number of students with prevalent medical conditions in schools • The number of occurrences of medical incidents and medical emergencies • The circumstances surrounding the occurrences of medical incidents and emergencies Grand Erie will report to the Minister of Education, upon the implementation of PPM161 and upon request thereafter, the activities employed to achieve the expectations outlined in PPM161. SO30 Medical Plan Asthma Manual April 2020 Page 8 of 18 APPENDIX A – School Asthma Emergency Response Plan SIGNS & SYMPTOMS MILD SEVERE • Coughing (a constant cough may be the only warning sign and should be treated) • Breathing is difficult and fast • Complaining of chest tightness (child will describe this symptom in all sorts of ways) • Wheezing (a high-pitched musical sound when breathing) • Restlessness • Irritability • Tiredness Any of the following may be observed • Unable to catch their breath • Breathing is difficult and fast (x25 inspirations/min) • Ribs show during breathing (the skin between the neck and ribs is sucked in with each breath) • Not improving after taking reliever inhaler within 5-10 minutes • Can only say 3-5 words before needing to take another breath • Lips or nail beds blue or grey • You have ANY doubts about the child’s condition WHAT TO DO 1 Administer the reliever inhaler immediately • (the inhaler is usually blue in colour and opens the narrowed airway passages quickly) 2 Stay calm! Remain with and reassure the child • Asthma episodes are frightening... listen to what the child is saying 3 Tell the child to breathe slowly • Usually it is easier to sit up and lean slightly forward. • Lying on their back is not recommended! • Do not have child breathe into a paper bag. 4 Reliever inhaler should help within 5-10 minutes...if not: FOLLOW THE EMERGENCY INSTRUCTIONS FOR SEVERE EPISODES 1 This is an emergency CALL 911 2 Give reliever inhaler immediately. 3 Notify Parent / Guardian. 4 Continue to give the reliever inhaler every few minutes until help arrives. 5 A student should always be taken to the hospital in an ambulance. School Staff should not take the student in their car as the student’s condition may deteriorate quickly. Information adapted from The Lung Association’s Poster “My Child is Having an Asthma Episode: What are the Signs?” AFTER THE EPISODE • Notify parent/guardian about the episode. • Minor asthma episodes should not • interrupt a child’s activity in school. As soon as the child feels better, s/he can return to normal activities. • If the child requires the inhaler again in less than four hours or if you have any concerns about the child’s condition, medical attention should be sought. • Record medication taken as per board policy. • Record activities to assist student. SO30 Medical Plan Asthma Manual April 2020 Page 9 of 18 APPENDIX B – Asthma Verification Form Template (Page 1 of 2) SO30 Medical Plan Asthma Manual April 2020 Page 10 of 18 Appendix B: Asthma Verification Form Template (Page 2 of 2) SO30 Medical Plan Asthma Manual April 2020 Page 11 of 18 APPENDIX C – Asthma Medical Plan Template (Page 1 of 3) SO30 Medical Plan Asthma Manual April 2020 Page 12 of 18 Appendix C – Asthma Medical Plan Template (Page 2 of 3) SO30 Medical Plan Asthma Manual April 2020 Page 13 of 18 Appendix C – Asthma Medical Plan Template (Page 3 of 3) SO30 Medical Plan Asthma Manual April 2020 Page 14 of 18 APPENDIX D – Administration of Medication Verification Form SO30 Medical Plan Asthma Manual April 2020 Page 15 of 18 APPENDIX E – Administration of Medication Form SO30 Medical Plan Asthma Manual April 2020 Page 16 of 18 APPENDIX F – 9-1-1 Asthma Script Protocol TO BE POSTED BY TELEPHONE 1. This is School. Address is: Nearest Major Intersection is: Telephone Number is: 2. We have a student who is having an asthma emergency. We have administered a Reliever Inhaler. There has been no improvement in their condition. We need an ambulance IMMEDIATELY. 3. The closest entrance for the ambulance is on: Ave. / Road / Street. 4. A staff member will be outside the school entrance to provide direction. 5. Do you need any more information? 6. How long will it take you to get here? 7. Call parent / guardian / emergency contact. SO30 Medical Plan Asthma Manual April 2020 Page 17 of 18 APPENDIX G – Prevalent Medical Conditions - Student Information Form For the safety of your child, it is imperative that we are aware of all students in the building that have serious medical conditions. With your consent, we will inform staff members about these conditions that could be life-threatening. Please complete the following form so that we can ensure that our records are up to date. Name of Student: MEDICAL CONDITION This student HAS experienced an attack/reaction in the past This student carries medication for this condition Notes/Other: (type of medication, where stored) Anaphylaxis (Sabrina’s Law)  Yes  Yes Asthma (Ryan’s Law)  Yes  Yes Diabetes  Yes  Yes Epilepsy  Yes  Yes Heart Condition  Yes  Yes Concussion  Yes  Yes Other: Any other medical notes should be included on the registration form (i.e. non-anaphylactic allergies) in the appropriate section. Please keep us informed of any changes in your child’s critical medical conditions by contacting the school at Signature of Parent/Guardian or Student 18+ years Date NOTICE: Authorization for the collection and maintenance of the personal information recorded on this form is the Education act, R.S.O. 1980, S.265(d) and S.266 and Municipal Freedom of Information and Protection of Privacy Act. Users of this information are supervisory officers, principals, and teachers at the school. Any questions regarding the collection of personal information should be directed to the principal of the school. Filed in OSR Retention: E + 10 years (E = Retirement of Student) SO30 Medical Plan Asthma Manual April 2020 Page 18 of 18 APPENDIX H – Steps to Identify an Asthmatic Student in the Student Information Systems Setting the Critical Medical Condition Symbol in Power School 1. Start Page 2. Select Student 3. Select either Registration Form OR Emergency Contact / Medical 4. Check “Anaphylactic Shock Condition Alert” 5. Check “Critical Medical Condition Alert” 6. Check “Student has suffered a concussion…”, if applicable. 7. Enter student’s medical / health information in the “Critical Medical Notes” field (Note: information must be in this field to generate the alert symbol). 8. Click Submit. 9. A Critical Medical Alert symbol will appear next to student’s name. 10. A Concussion Alert symbol will appear next to the student’s name if this field was indicated as applicable. Entering information in the “Other Medical Notes” field for non-life-threatening conditions will not generate the Critical Medical Condition Alert. For more information, refer to Section 6.09 of the Power School OnSIS Instruction Manual: http://geportal.granderie.ca/linksandresources/powerschoolmanual/Pages/default.aspx Anaphylactic Shock Condition Alert ( ) Critical Medical Condition Alert ( ) Student has suffered a concussion and is on a Return to Learn/Return to Physical Activity plan ( ) Critical Medical Notes Other Medical Notes Medical Plan Diabetes Manual November 2020 SO30 Medical Plan Diabetes Manual November 2020 Page 2 of 24 Table of Contents Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools ................................................................................. 3 Evidence-Based Resources ....................................................................................................... 3 Diabetes Mellitus – What is It? ................................................................................................ 3 Hyperglycemia ........................................................................................................................ 3 Hypoglycemia ......................................................................................................................... 4 Glucagon (Glycogen) Nasal Spray and Injections ..................................................................... 4 Insulin Injections ...................................................................................................................... 4 Diabetes Management – Independence vs. Protection ............................................................. 4 Liability ................................................................................................................................... 5 Privacy and Confidentiality ...................................................................................................... 5 Avoidance ............................................................................................................................... 5 Steps to Prevention .................................................................................................................. 5 Blood Glucose Self-Monitoring: Testing Blood Sugar ............................................................... 6 Roles and Responsibilities ........................................................................................................ 6 Responsibilities of PARENTS/GUARDIANS ........................................................................... 6 Responsibilities of STUDENTS with Diabetes ........................................................................ 7 Responsibilities of SCHOOL STAFF ...................................................................................... 7 Responsibilities of the SCHOOL PRINCIPAL ......................................................................... 7 Responsibilities of the SCHOOL BOARD .............................................................................. 8 Board Expectations for Providing Supports to Students with Diabetes in Order to Facilitate and Support Daily Routines and Management Activities at School .................................................. 8 Diabetes Management Training for School Staff ....................................................................... 9 Emergency Response ............................................................................................................... 9 Reporting ................................................................................................................................. 9 Appendices APPENDIX A – School Diabetes Emergency Response Plan ................................................... 10 APPENDIX B – Diabetes Verification Form Template ............................................................. 11 APPENDIX C – Diabetes Medical Plan– Template .................................................................. 14 APPENDIX D – Administration of Medication Verification Form ............................................ 19 APPENDIX E – Administration of Medication Form ................................................................ 20 APPENDIX F – 9-1-1 Diabetes Script Protocol ........................................................................ 21 APPENDIX G – Sample Protocol Letter to Parents/Guardians ................................................. 22 APPENDIX H – Steps to Identify a Diabetic Student in the Student Information Systems ......... 23 APPENDIX I – Application for School Health Support Services .............................................. 24 SO30 Medical Plan Diabetes Manual November 2020 Page 3 of 24 Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools In Grand Erie, Policy SO30- Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools provides direction to staff of how to support students with the management of anaphylaxis, asthma, diabetes and/or seizure disorder at school. The policy is accompanied by Medical Plans for each prevalent medical condition. Evidence-Based Resources Evidence-based resources that provide information on various aspects of these prevalent medical conditions, including triggers or causative agents and signs and symptoms characteristic of medical incidents and medical emergencies can be found at the following links: http://www.edu.gov.on.ca/eng/healthyschools/medicalconditions.html http://www.edugains.ca/newsite/SafeHealthySchools/medical-conditions/Prevalent-Medical- Conditions.html Diabetes Mellitus – What is It? Diabetes mellitus is a disease resulting from a lack of insulin action. Insulin is a hormone produced by the pancreas. Without insulin, carbohydrates (starch and sugars) in the food we eat cannot be converted into stored energy (called blood glucose or “blood sugar”1) required to sustain life. Instead, unused glucose accumulates in the blood and spills out into the urine. The majority of people with diabetes develop the problem in adulthood. They can still produce some insulin and may be able to control their diabetes by diet alone or with oral medication. Children and adolescents with diabetes are different; they are unable to make any insulin and must take insulin injections each day. At this time, no one knows why children and adolescents develop diabetes. It is known, however, that this disease is not the result of poor eating habits nor is it infectious. Hyperglycemia High blood sugar (or hyperglycemia) occurs when a student’s blood sugar is higher than the target range. It is usually caused by:  extra food, without extra insulin  not enough insulin  decreased activity Blood sugar also rises because of illness, stress, or excitement. Usually, it is caused by a combination of factors. Students are not usually in immediate danger from high blood sugar unless they are vomiting, breathing heavily or lethargic. They may have difficulty concentrating in class. Symptoms of hyperglycemia are rapid, shallow breathing, vomiting and fruity breath. Contact parents immediately if a student is unwell, has severe abdominal pain, nausea, vomiting or symptoms of severe high blood sugar. If the student is well, follow instructions for high blood sugar in their care plan. Allow unlimited trips to the washroom and encourage them to drink plenty of water. SO30 Medical Plan Diabetes Manual November 2020 Page 4 of 24 Hypoglycemia Hypoglycemia is an emergency situation caused by LOW blood sugar. The situation can develop within minutes of the child appearing healthy and normal. Causes Symptoms Immediate Treatment Caused by one or more of the following:  insufficient food due to delayed or missed meal  more exercise or activity than usual without a corresponding increase in food; and/or  too much insulin  cold, clammy or sweaty skin  pallor (paleness)  shakiness, tremor, lack of coordination (e.g. deterioration in writing or printing skills)  irritability, hostility, poor behaviour, tearfulness  a staggering gait  confusion  loss of consciousness and possible seizure if not treated early The child may also complain of:  nervousness  excessive hunger  headache  blurred vision and dizziness  abdominal pain and nausea It is imperative at the first sign of hypoglycemia you give sugar immediately. If the parents have not provided you with more specific instructions which can be readily complied with, give:  6 oz./175 ml of fruit juice or regular pop; OR  2-3 teaspoons/10 ml or 3-4 packets of sugar; OR  4 Dex 4 glucose tablets; OR  2-3 teaspoons/10 ml honey Glucagon – Nasal Spray In late 2019, the Federal Government approved the sale of glucagon dry nasal spay (BaqsimiTM) in pharmacies in Canada. BaqsimiTM may be used by school staff to treat severe hypoglycemia in a student that is incapacitated. BaqsimiTM may be provided to the school by a parent / guardian, however, they must adhere to the conditions articulated in SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication. There is an expectation that the parent(s)/guardian(s) provide all appropriate staff with training on the use of this dry nasal spray. For your convenience, you may also refer to the following video produced by the product’s distributer. https://www.baqsimi.com/how-to-use-baqsimi Glucagon - (Glycogen) Injections Glycogen is an emergency drug that is used to treat hypoglycemia. It should only be used under the direction of a medical professional. School staff should be educated about the potential for hypoglycemia in a student with diabetes; however, school staff will not be giving glycogen injections. In an emergency situation, where a student is severely hypoglycemic, a glycogen injection may be done by trained EMS paramedics. It is important to note that hypoglycemia presenting in a school setting would not normally be an immediate life- threatening condition – that is, ambulances with advanced care paramedics can respond immediately. Paramedics will make the proper assessment and provide treatment, as required. The use of glycogen injections (Glucagon) in these situations will not be administered by school staff. SO30 Medical Plan Diabetes Manual November 2020 Page 5 of 24 Insulin Injections School staff do not administer insulin injections. Most insulin injections are administered outside school hours – before breakfast and supper and at bedtime. However, the insulin regimen varies with the individual and most students do require an insulin injection before lunch. Students using an insulin pump would give insulin each time they eat carbohydrate foods. Diabetes Management – Independence vs. Protection The ultimate goal of diabetes management within the school setting is to have the child feel safe and supported with their diabetes care and to be encouraged towards independence in ageappropriate steps. This independence includes the specific management of diet, activity, medication (insulin) and blood sugar testing, as required. Independence of care also includes the development of self-advocacy skills and a circle of support among persons who understand the disease and can provide assistance as needed. Children are diagnosed with diabetes at various stages of their lives. Some will be very young, and others older and more mature, some will have special needs. The goal for all of these children is to become as independent as possible, as soon as possible in managing their diabetes. Safety of children must also be a consideration as insulin is a dangerous medication if missed or too much is injected. The school role is to provide support as the child moves from dependence to independence and to create a supportive environment in which this transition can occur. Nevertheless, the ultimate responsibility for diabetes management rests with the family and the child. Liability In 2001, the Ontario government passed the Good Samaritan Act to protect individuals from liability with respect to voluntary emergency medical or first-aid services. Subsections 2(1) and (2) of this act state the following with regard to individuals: 2.(1) Despite the rules of common law, a person described in subsection (2) who voluntarily and without reasonable expectation of compensation or reward provides the services described in that subsections is not liable for damages that result from the person’s negligence in acting or failing to act while providing the services, unless it is established that the damages were caused by the gross negligence of the person. (2) Subsection (1) applies to, (b)…an individual...who provides emergency first aid assistance to a person who is ill, injured or unconscious as a result of an accident or other emergency, if the individual provides the assistance at the immediate scene of the accident or emergency. Privacy and Confidentiality Parent/guardian consent will be obtained prior to the sharing of student health information with school staff or other students. Parents and school staff will be informed of the measures to protect the confidentiality of students’ medical records and information. Avoidance Grand Erie’s goal is to provide a safe environment for children with diabetes, but it is not possible to reduce the risk to zero. School procedures are designed to be flexible enough to allow schools and classrooms to adapt to the needs of individual children and the circumstances which trigger reactions, as well as the organizational and physical environment in different schools. All recommendations should be considered in the context of the child’s age and developmental and cognitive maturity. As children mature, they should be expected to take increasing personal responsibility for the management of their prevalent medical condition. SO30 Medical Plan Diabetes Manual November 2020 Page 6 of 24 Steps to Prevention The school principal/designate shall take steps to protect students with diabetes by enlisting the support of School Health Support Services if appropriate and with parent/guardian consent. See page 24 Appendix I for a link to the Application for School Services. The principal may also;  With parent/guardian consent, inform the students, parents/guardians and school community about the nature of diabetes  Provide a comprehensive awareness workshop for students in the class of the student who is diabetic;  Communicate general information about diabetes to student/staff and parents/guardians on a yearly basis;  Share the schools Diabetes Emergency Response Plan with all persons who may be in regular contact with students at risk;  If possible, ensure that the student at risk has their medication with them, or it is stored in an easily accessible location  Ensure that the student has their medication with them for fire drills, lock downs, hold and secures, shelter in place and bomb threats, or there is one readily available  Document the strategies which are adopted by the school to protect the student with diabetes in the Medical Plan Blood Glucose Self-Monitoring: Testing Blood Sugar The monitoring of blood glucose is a tool one uses for achieving the target blood sugar levels. Blood sugar levels will change with eating, physical activity, stress, or illness. Sometimes the blood sugar fluctuates for no apparent reason. Knowing blood sugar levels will:  Help the student understand the balance of food, insulin and exercise  Help the parents and doctor adjust insulin and food  Help avoid the consequences of hypoglycemia and hyperglycemia.  Monitoring will give early warning without waiting for the onset of symptoms.  This is safe to do in classroom as it is part of the child’s daily tasks, however some children prefer privacy. Family and school should work together to decide the best plan. A child with low sugar should not have to move from their desk to test their blood sugar and receive treatment. Roles and Responsibilities A whole school approach is needed to support students with diabetes, where parents/guardians, students and school personnel must all understand and fulfill their responsibilities. Responsibilities of PARENTS/GUARDIANS Parents/guardians are expected to be active participants in supporting the management of their child’s medical condition while the child is at school. Parents/guardians should:  Educate their child about their medical condition with support from their child’s health care professional, as needed  Guide and encourage their child to reach their full potential for self-management and self-advocacy  Inform the school of their child’s medical condition  Complete Administration of Medication Verification Form and return it to school SO30 Medical Plan Diabetes Manual November 2020 Page 7 of 24  Provide the school with up-to-date emergency contact names and telephone numbers  Provide the school with instructions and consent for administering medication  Provide the school with sufficient quantities of medication and supplies in their original, clearly labelled containers, as directed by a health care professional and as outlined in the Medical Plan, and track the expiration dates if they are supplied  Co-create and review with school staff at least annually, or when there is a change in the medical condition, the Medical Plan  Communicate changes to the Medical Plan, such as changes to the status of their child’s medical condition or changes to their child’s ability to manage the medical condition to the principal or designate  Confirm annually to the principal or designate that their child’s medical status is unchanged  Initiate and participate in regular meetings to review their child’s Medical Plan  Seek medical advice from a medical doctor, nurse practitioner, or pharmacist where appropriate. Responsibilities of STUDENTS with Diabetes Students are expected to actively support the development and implementation of their Medical Plan, depending on their cognitive, emotional, social and physical stage of development and their capacity for self-management. Students should:  Take responsibility for advocating for their personal safety and well-being  Participate in the development of their Medical Plan  Participate in meetings to review their Medical Plan  Carry out daily or routine self-management of their medical condition to their full potential as described in their Medical Plan (e.g. carry their medication and medical supplies, including controlled substances, follow school board policies on disposal of medication and medical supplies)  Set goals on an ongoing basis for self-management of their medical condition, in conjunction with their parents/guardians and health care professionals  Communicate with their parents/guardians and school staff if they are facing challenges related to their medical condition at school  Wear medical alert identification that they and/or their parents/guardians deem appropriate  If possible, inform school staff and/or their peers if a medical incident or a medical emergency occurs  Take as much responsibility as possible for avoiding causative agents. Responsibilities of SCHOOL STAFF School staff will follow their school board’s policies and provisions in their collective agreements related to supporting students with prevalent medical conditions in schools. School staff should:  Display a photo/poster in the classroom, with parental approval  Review the contents of the Medical Plan for any student with whom they have direct contact  Participate annually in training at school on prevalent medical conditions, or as required  Share information on a student’s signs and symptoms with other students if the parents/guardians give consent and the principal authorizes to do so as outlined in the Medical Plan  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 Medical Plan SO30 Medical Plan Diabetes Manual November 2020 Page 8 of 24  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  Support inclusion by ensuring students with prevalent medical conditions are able to perform daily or routine management activities in a school location (i.e. classroom) as outlined in their Medical Plan while also maintaining confidentiality and dignity of the student  Enable students with prevalent medical conditions to participate in school to their full potential, as outlined in their Medical Plan. Responsibilities of the SCHOOL PRINCIPAL The school principal will assume all responsibilities of school staff and should:  Clearly communicate to parents/guardians and appropriate staff the process for parents/guardians to notify the school of their child’s medical condition, as well as the expectation for parents/guardians to co-create, review and update the Medical Plan with the principal or designate  Co-create, review and update the Medical Plan with parent/guardian at a minimum at the following times  during the time of registration for new student  each year before the end of June for existing students  when a child is diagnosed and/or returns to school following a diagnosis  Ensure that a Diabetes Verification Form has been completed in LITE  Ensure that a Diabetes Medical Plan has been completed in LITE  Ensure that parent/guardian has completed Administration of Medication Verification Form  Ensure that an Administration of Medication Form is completed in LITE  Maintain a file with the Medical Plan and supporting documentation for each student with a prevalent medical condition  Provide relevant information from the student’s Medical Plan to school staff and others who are identified in the Medical Plan (e.g. food service providers, transportation providers, volunteers and occasional staff who will be in direct contact with the student), including any revisions that are made to the plan  Communicate with parents/guardians in medical emergencies, as outlined in the Medical Plan  Encourage the identification of staff who can support the daily routine management of needs of students in the school with prevalent medical conditions, while honouring the provisions outlined within collective agreements Responsibilities of the SCHOOL BOARD 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). School boards will:  Make policies and Medical Plan templates available on the public website  Provide training and resources on prevalent medical conditions on an annual basis  Develop strategies that reduce risk of student exposure to triggers or causative agents in classrooms and common areas  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 (e.g. provide schools with appropriate supplies to support safe disposal of medication and medical supplies)  Develop expectations for schools to include a process and appropriate resources to support students with prevalent medical conditions in the event of a school emergency (e.g. bomb threat, evacuation, fire, “hold and secure”, “lockdown”  Communicate expectations that students are allowed to carry their medication and supplies to support the management of their medical condition, including controlled substances, as outlined in the Medical Plan SO30 Medical Plan Diabetes Manual November 2020 Page 9 of 24  Consider PPM161 – Support Children and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in Schools and Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools when entering into contracts with transportation, food service and other providers. Board Expectations for Providing Supports to Students with Diabetes in Order to Facilitate and Support Daily Routines and Management Activities at School Facilitating and supporting daily or routine management involves, but is not limited to, supporting inclusion by allowing students with prevalent medical conditions, including diabetes, to perform daily or routine management activities in a school location (e.g. within a classroom, gymnasium, library, school yard, on a school bus, at a field trip location), as outlined in the Medical Plan Diabetes Management Training for School Staff All school staff will complete annual online health and safety training in diabetes management. Training will be completed with the first term or first semester of the current school year. Emergency Response Even when precautions are taken, a diabetic student may experience hypoglycemia (low blood sugar) while at school. It is essential that the school develop a response protocol, and that all staff are aware of how to implement it. A Medical Plan will be developed for each diabetic child, in conjunction with the child’s parent/guardian (and medical professional, if appropriate) and kept in a readily accessible location. All staff will be made aware of the School Diabetes Emergency Response Plan (Appendix A). Reporting Subject to relevant privacy legislation, Grand Erie will collect the following data:  The number of students with prevalent medical conditions in schools  The number of occurrences of medical incidents and medical emergencies  The circumstances surrounding the occurrences of medical incidents and emergencies Grand Erie will report to the Minister of Education, upon the implementation of PPM161 and upon request thereafter, the activities employed to achieve the expectations outlined in PPM161. SO30 Medical Plan Diabetes Manual November 2020 Page 10 of 24 APPENDIX A – School Diabetes Emergency Response Plan SIGNS AND SYMPTOMS of HYPOGLYCEMIA Sweating Trembling Dizziness Mood changes Hunger Headaches Blurred Vision Extreme tiredness/ paleness LOW BLOOD SUGAR IS READING UNDER 4 WHEN IN DOUBT TREAT!! WHAT TO DO 1. SELECT ONE TREATMENT (see student’s treatment chart in their blood sugar testing kit), PROVIDED BY PARENT, FROM THE FOLLOWING: 6 oz. (175 ml) of fruit juice/drink (junior juice box) OR 2-3 tsp (10-15 ml) of sugar (3-4 packets) OR 6 oz. (175 ml) of regular pop (not diet type) OR 2-3 tsp (10 – 15 ml) of honey OR 4 Dex 4 glucose tablets OTHER ________ 2. INFORM PARENTS that treatment has been given and child has responded / not responded 3. WAIT 10-15 MINUTES; IF BLOOD SUGAR IS NOT 6-10 mmolL ages 0-6 years 4-10 mmolL ages 6-12 years 4-7 mmolL ages 13-18 years REPEAT ABOVE TREATMENT 4. DO NOT LEAVE THE STUDENT ALONE. If the student is unconscious, having a seizure or unable to swallow:  DO NOT give food or drink  Roll the student on his/her side  Call 9-1-1 SO30 Medical Plan Diabetes Manual November 2020 Page 11 of 24 APPENDIX B – Diabetes Verification Form Template (Page 1 of 3) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 DIABETIC PLAN OF CARE ALERT Student First Name Student Last Name Student DOB Student Gender TYPE 1 DIABETES SUPPORTS Names of trained individuals who will provide support with diabetes-related tasks: (e.g., designated staff or community care allies.) DAILY / ROUTINE TYPE 1 DIABETES MANAGEMENT Student is able to manage their diabetes care independently and does not require any special care from the school. Yes No BLOOD GLUCOSE MONITORING ROUTINE ACTION o Student requires trained individual to check BG / read meter. Target Blood Glucose Range o Student needs supervision to check BG / read meter. Time(s) to check BG: o Student can independently check BG / read meter. o Student has continuous glucose monitor (CGM). Contact Parent(s) / Guardian(s) if BG is: NUTRITION BREAKS ROUTINE ACTION o Student requires supervision during mealtimes to ensure completion. Recommended time(s) for meals/snacks: o Student can independently manage his/her food intake. Special instructions for meal days/special events: INSULIN ROUTINE ACTION Student takes insulin at school Yes No Location of Insulin Student takes insulin at school by: o Injection o Pump Required times for insulin o Before School: o Morning Break: o Lunch Break: o Afternoon Break: o Other (specify): Insulin is given by: o Student o Student with Supervision o Parent(s) / Guardian(s) o Trained Individual SO30 Medical Plan Diabetes Manual November 2020 Page 12 of 24 APPENDIX B – Diabetes Verification Form Template (Page 2 of 3) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 DIABETIC PLAN OF CARE ALERT Student First Name Student Last Name * All students with Type 1 Diabetes use insulin. Some students will require insulin during the school day, typically before meal / nutrition breaks. Special Instructions for meal days / special events ACTIVITY PLAN ROUTINE ACTION Physical activity lowers blood glucose. BG is often checked before activity. Carbohydrates may need to be eaten before / after physical activity. A source of fast-acting sugar must always be within student’s reach. Please indicate what this student must do prior to physical activity to help prevent ow blood sugar: 1. Before Activity 2. During Activity 3. After Activity For special events, notify parent(s) / guardian(s) in advance so that appropriate adjustments or arrangements can be made. (e.g., extracurricular, Terry Fox Run, etc. DIABETES MANAGEMENT KIT ROUTINE ACTION Parents must provide, maintain and refresh supplies. School must ensure this kit is accessible all times (e.g., field trips, fire drills, lockdowns, etc.) and advise parents when supplies are low. Kits will be available in different locations but will include: o Blood Glucose meter, BG test strips and lancets o Insulin and insulin pen and supplies o Source of fast-acting sugar (e.g., juice, candy, glucose tabs) o Carbohydrate containing snacks o Other (please list) Location(s) of kits: EMERGENCY PROCEDURES HYPOGLYCEMIA - LOW BLOOD SUGAR (4 mmol/L or less) DO NOT LEAVE STUDENT UNATTENDED Usual symptoms of Hypoglycemia for my child are: o Shaky o Irritable / Grouchy o Dizzy o Trembling o Blurred Vision o Headache o Hungry o Weak / Fatigue o Pale o Confused o Other Steps to take for MILD Hypoglycemia (student is responsive) 1. Check blood glucose, give #### grams of fast acting carbohydrate (e.g., 1/2cup of juice, 15 skittles, etc.) 2. Recheck blood glucose in 15 minutes. 3. If still below 4 mmol/L repeat steps 1 and 2 until BG is above 4 mmol/L. Give a starchy snack if next meal /snack is more than one (1) hour away. 4. Other – specify Steps to take for SEVERE Hypoglycemia (student is unresponsive) 1. Place the student on their side in the recovery position. 2. Call 9-1-1. Do NOT give food or drink (choking hazard). Supervise student until emergency medical personnel arrives. 3. Contact parent(s) / guardian(s) or emergency contact. SO30 Medical Plan Diabetes Manual November 2020 Page 13 of 24 APPENDIX B – Diabetes Verification Form Template (Page 3 of 3) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 DIABETIC PLAN OF CARE ALERT Student First Name Student Last Name HYPERGLYCEMIA - HIGH BLOOD SUGAR Usual symptoms of Hyperglycemia for my child are: o Extreme Thirst o Frequent Urination o Headache o Hungry o Abdominal Pain o Irritability o Other Steps to take for MILD Hyperglycemia 1. Allow student free use of the bathroom. 2. Encourage student to drink water only. 3. Inform the parent(s) / guardian(s) if BG is above #### 4. Other – specify Symptoms of Severe Hyperglycemia (Notify parent(s) / guardian(s) immediately) o Rapid, Shallow Breathing o Vomiting o Fruity Breath o Other Steps to take for SEVERE Hyperglycemia 1. If possible, confirm hyperglycemia by testing blood glucose. 2. Contact parent(s) / guardian(s) or emergency contact. Other individuals to be Contacted Regarding Plan of Care o Before School Program o Student Transportation (STSBHN) o After School Program o Other This plan remains in effect for the school year without change and will be reviewed on or before: It is the parent(s) / guardian(s) / 18+ student responsibility to notify the principal if there is a need to change the Plan of Care during the school year. I acknowledge that the information contained on this form may be shared with Grand Erie District School Board staff, volunteers, transportation providers in order to provide appropriate supports for my child. Depending on the nature / severity of the medical condition, I acknowledge that my child’s information and photograph maybe made accessible to staff, volunteers and transportation providers in the form of a notice and / or poster. Int eh event of an emergency, I give permission for Grand Erie DSB to administer and EpiPen or other emergency measures deemed appropriate. Parent / Guardian / +18 Student (Print Name Please) Signature Date +16 Student (Print Name Please) Signature Date School Principal (Print Name Please) Signature Date Personal information contained on this form is collected under the authority of the Education Act, in accordance with the Municipal Freedom of Information and Protection of Privacy Act and will be used for the purposes of the education of students. SO30 Medical Plan Diabetes Manual November 2020 Page 14 of 24 APPENDIX C – Diabetes Medical Plan Template (Page 1 of 5) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 Student Name Student OEN Board ID # Grade School Family DOB Gender Additional Contact Information Teachers Created by: Date: Last Edit by: Date: EMERGENCY CONTACTS Print Name Relationship to Student Daytime Phone # Alternate Phone # PREVALENT MEDICAL CONDITIONS POC Type Plan Date Status o Anaphylaxis o Asthma o Diabetic o Epilepsy o Heart Condition o Other o Administration of Medication o Personal e.g., draft, etc. SO30 Medical Plan Diabetes Manual November 2020 Page 15 of 24 APPENDIX C – Diabetes Medical Plan Template (Page 2 of 5) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 Student Name Student OEN Board ID # Grade School Family DOB Gender Additional Contact Information Teachers Created by: Date: Last Edit by: Date: TYPE 1 DIABETES SUPPORTS Names of trained individuals who will provide support with diabetes-related tasks: (e.g., designated staff or community care allies). Method of home-school communication: Any other medical conditions or allergy/ies? DAILY/ROUTINE TYPE 1 DIABETES MANAGEMENT Student is able to manage their diabetes care independently and does not require any special care form the school. o Yes o No BLOOD GLUCOSE MONITORING ROUTINE ACTION o Student requires trained individual to check BG/read meter. o Student needs supervision to check BG/read meter o Student can independently check BG / read meter o Student has continuous glucose monitor (CGM) Target Blood Glucose Range Time(s) to check BG: Contact Parent(s) / Guardian(s) if BG is: Parent(s) / Guardian(s) Responsibilities School Responsibilities Student Responsibilities NUTRITION BREAKS ROUTINE ACTION o Student requires supervision during mealtimes to ensure completion. o Student can independently manage his/her food intake. Recommended time(s) for meals / snacks: Parent(s) / Guardian(s) Responsibilities School Responsibilities Student Responsibilities SO30 Medical Plan Diabetes Manual November 2020 Page 16 of 24 APPENDIX C – Diabetes Medical Plan Template (Page 3 of 5) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 Student First Name Student Last Name INSULIN ROUTINE ACTION Student takes insulin at school o Yes o No Student takes insulin at school by: o Injection o Pump Insulin is given by o Student o Student with Supervision o Parent(s) / Guardian(s) o Trained Individual * All students with Type 1 diabetes use insulin. Some students will require insulin during the school day, typically before meal / nutrition breaks. Location of Insulin: Required times for insulin: o Before School o Morning Break o Lunch Break o Afternoon Breaks o Other (Specify): Parent(s) / Guardian(s) Responsibilities School Responsibilities Student Responsibilities ACTIVITY PLAN ROUTINE ACTION Physical activity lowers blood glucose. BG is often checked before activity. Carbohydrates may need to be eaten before/after physical activity. A source of fast-acting sugar must always be within student’s reach. Please indicate what this student must do prior to physical activity to help prevent low blood sugar. 1. Before activity 2. During activity 3. After activity Parent(s) / Guardian(s) Responsibilities School Responsibilities Student Responsibilities For special events, notify parent(s) / guardians(s) in advance so that appropriate adjustments or arrangements can be made. (e.g. extracurricular, Terry Fox Run, etc.). DIABETES MANAGEMENT KIT ROUTINE ACTION Parents must provide, maintain and refresh supplies. School must ensure this kit is accessible all times (e.g., field trips, fire drills, lockdowns, etc.) and advise parents when supplies are low. Kits will be available in different locations but will include:  Blood Glucose meter, BG test strips and lancets  Insulin and insulin pen and supplies  Source of fast-acting sugar (e.g., juice, candy, glucose tabs)  Carbohydrate containing snacks  Other (please list) Location(s) of kits: SO30 Medical Plan Diabetes Manual November 2020 Page 17 of 24 APPENDIX C – Diabetes Medical Plan Template (Page 4 of 5) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 Student First Name Student Last Name SPECIAL NEEDS ROUTINE ACTION A student with special considerations may require more assistance than outlined in this plan. Comments: EMERGENCY PROCEDURES HYPOGLYCEMIA – LOW blood glucose (4 mmol/L or less) DO NOT LEAVE STUDENT UNATTENDED Usual symptoms of Hypoglycemia for my child are: o Shaky o Irritable / Grouchy o Dizzy o Trembling o Blurred Vision o Headache o Hungry o Weak / Fatigue o Pale o Confused o Other Steps to take for MILD Hypoglycemia (student is responsive) 1. Check blood glucose, give #### grams of fast acting carbohydrate (e.g., 1/2cup of juice, 15 skittles, etc.) 2. Recheck blood glucose in 15 minutes. 3. If still below 4 mmol/L repeat steps 1 and 2 until BG is above 4 mmol/L. Give a starchy snack if next meal /snack is more than one (1) hour away. 4. Other – specify Steps to take for SEVERE Hypoglycemia (student is unresponsive) 1. Place the student on their side in the recovery position. 2. Call 9-1-1. Do NOT give food or drink (choking hazard). Supervise student until emergency medical personnel arrives. 3. Contact parent(s) / guardian(s) or emergency contact. HYPERGLYCEMIA – HIGH BLOOD GLUCOSE (14 mmol/L OR ABOVE) Usual symptoms of Hyperglycemia for my child are: o Extreme Thirst o Frequent Urination o Headache o Hungry o Abdominal Pain o Irritability o Other Steps to take for MILD Hyperglycemia 1. Allow student free use of the bathroom. 2. Encourage student to drink water only. 3. Inform the parent(s) / guardian(s) if BG is above #### 4. Other – specify Symptoms of Severe Hyperglycemia (Notify parent(s) / guardian(s) immediately) o Rapid, Shallow Breathing o Vomiting o Fruity Breath o Other Steps to take for SEVERE Hyperglycemia 1. If possible, confirm hyperglycemia by testing blood glucose. 2. Contact parent(s) / guardian(s) or emergency contact. SO30 Medical Plan Diabetes Manual November 2020 Page 18 of 24 APPENDIX C – Diabetes Medical Plan Template (Page 5 of 5) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 Student First Name Student Last Name AUTHORIZATION / PLAN REVIEW STAFF MEMBERS WITH WHOM THIS PLAN OF CARE IS TO BE SHARED OTHER INDIVIDUALS WITH WHOM THIS PLAN OF CARE IS TO BE SHARED Name (print please) Position /Relation to Student Name (print please) Position/Relation to Student Other individuals to be Contacted Regarding Plan of Care Before School Program o Yes o No Student Transportation o Yes o No After School Program o Yes o No o Other This plan remains in effect for the school year without change and will be reviewed on or before: It is the parent(s) /guardian(s) 18+ student responsibility to notify the principal if there is a need to change the Plan of Care during the school year. I acknowledge that the information contained on this form may be shared with Grand Erie District School Board staff, volunteers, transportation providers in order to provide appropriate supports for my child/me. Depending on the nature / severity of the medical condition, I acknowledge that my child’s information and photograph may be made accessible to staff, volunteers and transportation providers in the form of a notice and / or poster. In the event of an emergency, I give permission for Grand Erie DSB to administer an EpiPen or other emergency measures deemed appropriate. Parent/Guardian/+18 Student (Print Name Please) Signature Date +16 Student (Print Name Please) Signature Date School Principal (Print Name Please) Signature Date Personal information contained on this form is collected under the authority of the Education Act, in accordance with the Municipal Freedom of Information and Protection of Privacy Act and will be used for the purposes of the education of students. SO30 Medical Plan Diabetes Manual November 2020 Page 19 of 24 APPENDIX D – Administration of Medication Verification Form (Page 1 of 1) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 Administration of Medication - Open Student First Name Student Last Name DOB Gender School Grade Teachers MEDICATION INFORMATION: TO BE FILLED IN BY PARENT/GUARDIAN Name of Dispensing Pharmacy Phone Pharmacy Address Name of Physician Physician Address Phone MEDICATION INFORMATION: TO BE FILLED IN BY PARENT/GUARDIAN Reason for Medication Medication Prescribed Dosage Time of Administration Possible Side Effects (If any) Duration of Continuing Medication Parent/Guardian/+18 Student (Print Name Please) Signature Date SO30 Medical Plan Diabetes Manual November 2020 Page 20 of 24 APPENDIX E – Administration of Medication Form (Page 1 of 1) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario N3T 5V3 Student Name Student OEN Board ID # Grade School Family DOB Gender Created by: Date: Last Edit by: Date: MEDICATION INFORMATION: TO BE FILLED IN BY PARENT/GUARDIAN Name of Dispensing Pharmacy Phone Pharmacy Address Name of Physician Physician Address Phone MEDICATION INFORMATION: TO BE FILLED IN BY PARENT/GUARDIAN Reason for Medication Medication Prescribed Dosage Time of Administration Possible Side Effects (If any) Duration of Continuing Medication Parent/Guardian/+18 Student (Print Name Please) Signature Date SO30 Medical Plan Diabetes Manual November 2020 Page 21 of 24 APPENDIX F – 9-1-1 Diabetes Script Protocol TO BE POSTED BY TELEPHONE 1. This is_________________________ School. Address is: _________________________________ Nearest Major Intersection is: _________________ Telephone Number is: _______________________ 2. We have a student who is having a diabetic emergency. We have administered (sugar, juice, pop, etc.). There has been no improvement in their condition. We need an ambulance IMMEDIATELY. 3. The closest entrance for the ambulance is on: Ave. / Road / Street. 4. A staff member will be outside the school entrance to provide direction. 5. Do you need any more information? 6. How long will it take you to get here? 7. Call parent / guardian / emergency contact. SO30 Medical Plan Diabetes Manual November 2020 Page 22 of 24 APPENDIX G – Sample Protocol Letter to Parents/Guardians On School Letterhead Date: Dear Parents/Guardians: RE: SCHOOL PROTOCOL FOR DIABETES TREATMENT To be prepared for your child’s diabetic needs and in case of low blood glucose during the school day, please refer to the attached information and forms. Administration of Medication Form Please read through this form and complete the appropriate sections. Return the form to your child’s school principal prior to your child’s start of school. Medical Plan for School/Transportation - Diabetes Every child must have an up-to-date Medical Plan. Please work with school staff members to complete the form. The Medical Plan will be placed in the teacher’s day book and supply teacher book. The Form will also be posted in the staff room, health room and other appropriate locations throughout the school. Parent/Guardian Responsibilities Please review your responsibilities. If you have any questions, please contact the school principal. Student Responsibilities Please review the contents with your child. ** Please call the school to arrange a meeting with myself, and a Pediatric Diabetes Educator that you currently work with and your child’s classroom teacher prior to your child beginning school. Working together, we endeavor to provide the safest possible learning environment for your child. Sincerely, ________________________________ (Signature) ________________________________, School Principal. (Print Name) SO30 Medical Plan Diabetes Manual November 2020 Page 23 of 24 APPENDIX H – Steps to Identify a Diabetic Student in the Student Information Systems Setting the Critical Medical Condition Symbol in Power School 1. Start Page 2. Select Student 3. Select Either Registration Form OR Emergency Contact / Medical 4. Check “Critical Medical Condition Alert” 5. Check “Student has suffered a concussion…”, if applicable. 6. Enter student’s medical / health information in the “Critical Medical Notes” field (Note: information must be in this field to generate the alert symbol). 7. Click Submit. 8. A Critical Medical Alert symbol will appear next to student’s name. 9. A Concussion Alert symbol will appear next to the student’s name if this field was indicated as applicable. Entering information in the “Other Medical Notes” field for non-life-threatening conditions will not generate the Critical Medical Condition Alert. For more information, refer to Section 6.09 of the Power School OnSIS Instruction Manual: http://geportal.granderie.ca/linksandresources/powerschoolmanual/Pages/default.aspx Anaphylactic Shock Condition Alert ( ) Critical Medical Condition Alert ( ) Student has suffered a concussion and is on a Return to Learn/Return to Physical Activity plan ( ) Critical Medical Notes Other Medical Notes SO30 Medical Plan Diabetes Manual November 2020 Page 24 of 24 APPENDIX I – Application for School Services 1. Application for School Health Support Services (SHSS) School Health Support Services - Nursing 2. Application for School Based Rehabilitation Services (SBRS) School Based Rehabilitation Plans - Occupational and Physical Therapy School Based Rehabilitation Services - Speech Therapy Medical Plan Epilepsy and Seizure Disorder Manual April 2020 Table of Contents Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools ............................................................................. 3 Evidence-Based Resources ................................................................................................... 3 Epilepsy and Seizure Disorder – What is It? .......................................................................... 3 First Aid ............................................................................................................................... 3 Liability ............................................................................................................................... 4 Privacy and Confidentiality .................................................................................................. 4 Avoidance ........................................................................................................................... 4 Steps to Prevention............................................................................................................... 5 Roles and Responsibilities .................................................................................................... 5 Responsibilities of PARENTS/GUARDIANS ......................................................................... 5 Responsibilities of STUDENTS with Epilepsy or Seizure Disorder......................................... 6 Responsibilities of SCHOOL STAFF .................................................................................... 6 Responsibilities of the SCHOOL PRINCIPAL ....................................................................... 7 Responsibilities of the SCHOOL BOARD ............................................................................ 7 Board Expectations for Providing Supports to Students with Diabetes in Order to Facilitate and Support Daily Routines and Management Activities at School ............................................... 8 Epilepsy and Seizure Disorder Management Training for School Staff .................................... 8 Emergency Response ............................................................................................................ 8 Reporting ............................................................................................................................. 8 Appendices APPENDIX A – School Seizure Disorder Emergency Response Plan ....................................... 9 APPENDIX B – Seizure Disorder Incident Recording Form .................................................. 10 APPENDIX C – Epilepsy Verification Form Template ........................................................... 11 APPENDIX D – Epilepsy Medical Plan Template ................................................................. 13 APPENDIX E – Administration of Medication Verification Form .......................................... 16 APPENDIX F – Administration of Medication Form ............................................................. 17 APPENDIX G – 9-1-1 Seizure Disorder Incident Script Protocol .......................................... 18 APPENDIX H – Sample Letter to Parents/Guardians ............................................................ 19 APPENDIX I – Steps to Identify a Seizure Disorder Student in the Student Information Systems .......................................................................................................................................... 20 SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 3 of 20 Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools In Grand Erie, Policy SO30- Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools provides direction to staff of how to support students with the management of anaphylaxis, asthma, diabetes and/or seizure disorder at school. The policy is accompanied by Medical Plans for each prevalent medical condition. Evidence-Based Resources Evidence-based resources that provide information on various aspects of these prevalent medical conditions, including triggers or causative agents and signs and symptoms characteristic of medical incidents and medical emergencies can be found at the following links: http://www.edu.gov.on.ca/eng/healthyschools/medicalconditions.html http://www.edugains.ca/newsite/SafeHealthySchools/medical-conditions/Prevalent-Medical- Conditions.html Epilepsy and Seizure Disorder – What is It? Epilepsy is also known as a seizure disorder. The terms are used interchangeably. Epilepsy is not a disease but a common neurological disorder. Anyone can develop a seizure disorder at any time without a known cause. Most often diagnosed in children and in seniors, the seizure disorder affects each person differently. Epilepsy results from sudden bursts of hyperactivity in the brain; this causes “seizures” which vary in form, strength, and frequency, depending on where in the brain abnormal activity is found. Epilepsy is the diagnosis and seizures are the symptom. If a person has two or more seizures that are not related to another condition, that person will be diagnosed as having epilepsy. Epilepsy facts • Each year 15,500 Canadians are diagnosed as having epilepsy. • Epilepsy affects over 300,000 Canadians and approximately 1 in 100 Canadian students. • Seizures can range from a prolonged stare in which the student is fully aware, to a loss of awareness, physical convulsions, or the student’s whole body becoming stiff. While surgery is sometimes an option, the most common way of managing epilepsy is single or multiple drug therapies. First Aid In general, if someone is having a seizure: STAY CALM • Seizures usually end on their own within seconds or a few minutes CREATE A SAFE SPACE • Move sharp objects out of the way • If the person falls, place something soft under their head and roll them on their side as the seizure subsides • If the person wanders, stay by their side and gently steer them away from danger TIME IT • Note the time the seizure begins and ends SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 4 of 20 CALL 911 IF: • You are not sure the person has epilepsy or a seizure disorder PROVIDE REASSURANCE • When the seizure ends, stay with them until complete awareness returns DO NOT… • Restrain the person • Put anything in their mouth Click below for more information about seizure first aid which explains what to do for different types of seizures. http://epilepsyontario.org/wp-content/uploads/2012/06/Epilepsy-Seizures-First-Aid.pdf http://epilepsyontario.org/about-epilepsy/first-aid/ Liability In 2001, the Ontario government passed the Good Samaritan Act to protect individuals from liability with respect to voluntary emergency medical or first-aid services. Subsections 2(1) and (2) of this act state the following with regard to individuals: 2.(1) Despite the rules of common law, a person described in subsection (2) who voluntarily and without reasonable expectation of compensation or reward provides the services described in that subsections is not liable for damages that result from the person’s negligence in acting or failing to act while providing the services, unless it is established that the damages were caused by the gross negligence of the person. (2) Subsection (1) applies to, …(b) an individual…who provides emergency first aid assistance to a person who is ill, injured or unconscious as a result of an accident or other emergency, if the individual provides the assistance at the immediate scene of the accident or emergency. Privacy and Confidentiality Parent/guardian consent will be obtained prior to the sharing of student health information with school staff or other students. Parents and school staff will be informed of the measures to protect the confidentiality of students’ medical records and information. Avoidance Grand Erie’s goal is to provide a safe environment for children with epilepsy and seizure disorder, but it is not possible to reduce the risk to zero. School procedures are designed to be flexible enough to allow schools and classrooms to adapt to the needs of individual children and the circumstances which trigger seizures, as well as the organizational and physical environment in different schools. All recommendations should be considered in the context of the child’s age and developmental and cognitive maturity. As children mature, they should be expected to take increasing personal responsibility for the management of their prevalent medical condition. SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 5 of 20 Steps to Prevention The school principal/designate shall take steps to protect students with epilepsy and seizure disorder by enlisting the support of School Health Support Services if appropriate and with parent/guardian consent. Application for School Health Support Services https://staff.granderie.ca/index.php/programs/special-educa/new-school-health-supportservices- lhin The principal may also; • Know the triggers to the student’s seizure activity as outlined in the Medical Plan • Know the signs and symptoms of the student’s seizure, as outlined in the Medical Plan • With parent/guardian consent, inform the students, parents/guardians and school community about the nature of epilepsy and seizure disorder • Provide a comprehensive awareness workshop for students in the class of the student who has epilepsy or seizure disorder; • Communicate general information about epilepsy and seizure disorder to student/staff and parents/guardians on a yearly basis; • Share the schools Epilepsy and Seizure Disorder Emergency Response Plan with all persons who may be in regular contact with students at risk; • If possible and applicable, ensure that the student at risk has their medication with them, or it is stored in an easily accessible location • If applicable, ensure that the student has their medication with them for fire drills, lock downs, hold and secures, shelter in place and bomb threats, or there is one readily available • Ensuring that when a student with a seizure disorder is involved in an out-of-school learning experience, the student has seizure disorder medication on her/his person and that the supervising teacher has a cell phone to be used in emergency situations. • Document the strategies which are adopted by the school to protect the student with epilepsy or seizure disorder in the Medical Plan Roles and Responsibilities A whole school approach is needed to support students with epilepsy or seizure disorder, where parents/guardians, students and school personnel must all understand and fulfill their responsibilities. Responsibilities of PARENTS/GUARDIANS Parents/guardians are expected to be active participants in supporting the management of their child’s medical condition while the child is at school. Parents/guardians should: • Educate their child about their medical condition with support from their child’s health care professional, as needed • Guide and encourage their child to reach their full potential for self-management and self-advocacy • Inform the school of their child’s medical condition • Complete Administration of Medication Verification Form and return it to school • Provide the school with up-to-date emergency contact names and telephone numbers • Provide the school with instructions and consent for administering medication • Provide the school with sufficient quantities of medication and supplies in their original, clearly labelled containers, as directed by a health care professional and as outlined in the Medical Plan, and track the expiration dates if they are supplied • Co-create and review with school staff at least annually, or when there is a change in the SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 6 of 20 medical condition, the Medical Plan • Communicate changes to the Medical Plan, such as changes to the status of their child’s medical condition or changes to their child’s ability to manage the medical condition to the principal or designate • Confirm annually to the principal or designate that their child’s medical status is unchanged • Initiate and participate in annual meetings to review their child’s Medical Plan • Seek medical advice from a medical doctor, nurse practitioner, or pharmacist where appropriate Responsibilities of STUDENTS with Epilepsy or Seizure Disorder Students are expected to actively support the development and implementation of their Medical Plan, depending on their cognitive, emotional, social and physical stage of development and their capacity for self-management. Students should: • Take responsibility for advocating for their personal safety and well-being • Participate in the development of their Medical Plan • Participate in meetings to review their Medical Plan • Carry out daily or routine self-management of their medical condition to their full potential as described in their Medical Plan (e.g. carry their medication and medical supplies, including controlled substances, follow school board policies on disposal of medication and medical supplies) • Set goals on an ongoing basis for self-management of their medical condition, in conjunction with their parents/guardians and health care professionals • Communicate with their parents/guardians and school staff if they are facing challenges related to their medical condition at school • Wear medical alert identification that they and/or their parents/guardians deem appropriate • If possible, inform school staff and/or their peers if a medical incident or a medical emergency occurs • Take as much responsibility as possible for avoiding causative agents Responsibilities of SCHOOL STAFF School staff will follow their school board’s policies and provisions in their collective agreements related to supporting students with prevalent medical conditions in schools. School staff should: • Display a photo/poster in the classroom, with parental approval • Review the contents of the Medical Plan for any student with whom they have direct contact • Participate annually in training at school on prevalent medical conditions, or as required • Share information on a student’s signs and symptoms with other students if the parents/guardians give consent and the principal authorizes to do so as outlined in the Medical Plan • 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 Medical Plan • 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 • Support inclusion by ensuring students with prevalent medical conditions are able to perform daily or routine management activities in a school location (i.e. classroom) as outlined in their Medical Plan while also maintaining confidentiality and dignity of the student • Enable students with prevalent medical conditions to participate in school to their full SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 7 of 20 potential, as outlined in their Medical Plan Responsibilities of the SCHOOL PRINCIPAL The school principal will assume all responsibilities of school staff and should: • Clearly communicate to parents/guardians and appropriate staff the process for parents/guardians to notify the school of their child’s medical condition, as well as the expectation for parents/guardians to co-create, review and update the Medical Plan with the principal or designate • Co-create, review and update the Medical Plan with parent/guardian at a minimum at the following times • during the time of registration for new students • each year before the end of June for existing students • when a child is diagnosed and/or returns to school following a diagnosis • Ensure that an Epilepsy Verification Form has been completed in LITE • Ensure that an Epilepsy Medical Plan has been completed in LITE • Ensure that parent/guardian has completed Administration of Medication Verification Form • Ensure that an Administration of Medication Form has been completed in LITE • Maintain a file with the Medical Plan and supporting documentation for each student with a prevalent medical condition • Provide relevant information from the student’s Medical Plan to school staff and others who are identified in the Medical Plan (e.g. food service providers, transportation providers, volunteers and occasional staff who will be in direct contact with the student), including any revisions that are made to the plan • Communicate with parents/guardians in medical emergencies, as outlined in the Medical Plan • Encourage the identification of staff who can support the daily routine management of needs of students in the school with prevalent medical conditions, while honouring the provisions outlined within collective agreements Responsibilities of the SCHOOL BOARD 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). School boards will: • Make policies and Medical Plan templates available on the public website • Provide training and resources on prevalent medical conditions on an annual basis • Develop strategies that reduce risk of student exposure to triggers or causative agents in classrooms and common areas • 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 (e.g. provide schools with appropriate supplies to support safe disposal of medication and medical supplies) • Develop expectations for schools to include a process and appropriate resources to support students with prevalent medical conditions in the event of a school emergency (e.g. bomb threat, evacuation, fire, “hold and secure”, “lockdown” • Communicate expectations that students will carry their medication and supplies to support the management of their medical condition, including controlled substances, as outlined in the Medical Plan • Consider PPM161 – Support Children and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in Schools and Policy SO30 – Management of Potentially Life-Threatening Health Conditions, Including Administration SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 8 of 20 of Medication, in Schools when entering into contracts with transportation, food service and other providers Board Expectations for Providing Supports to Students with Diabetes in Order to Facilitate and Support Daily Routines and Management Activities at School Facilitating and supporting daily or routine management involves, but is not limited to, supporting inclusion by allowing students with prevalent medical conditions, including epilepsy and seizure disorder, to perform daily or routine management activities in a school location (e.g. within a classroom, gymnasium, library, school yard, on a school bus, at a field trip location), as outlined in the Medical Plan Epilepsy and Seizure Disorder Management Training for School Staff All school staff will complete annual online health and safety training in epilepsy and seizure disorder management. Training will be completed within the first term or semester of the current school year. Emergency Response Even when precautions are taken, a student with epilepsy or seizure disorder may experience a seizure while at school. It is essential that the school develop a response protocol, and that all staff are aware of how to implement it. A Medical Plan will be developed for each child with epilepsy or seizure disorder, in conjunction with the child’s parent/guardian (and medical professional, if appropriate) and kept in a readily accessible location. All staff will be made aware of the School Epilepsy/Seizure Disorder Emergency Response Plan (Appendix A). Reporting Subject to relevant privacy legislation, Grand Erie will collect the following data: • The number of students with prevalent medical conditions in schools • The number of occurrences of medical incidents and medical emergencies • The circumstances surrounding the occurrences of medical incidents and emergencies Grand Erie will report to the Minister of Education, upon the implementation of PPM161 and upon request thereafter, the activities employed to achieve the expectations outlined in PPM161. SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 9 of 20 APPENDIX A – School Seizure Disorder Emergency Response Plan In the case of an emergency related to epilepsy, school staff should refer to the child’s Medical Plan. When an epileptic event is happening, it is important to stay calm and support the individual having the seizure. If the student has a diagnosed seizure disorder, it is not essential to call 9-1-1 if they have a seizure unless this directive is included in their Medical Plan; however, if the seizure lasts more than 5 minutes, or repeats without full recovery, seek medical assistance immediately. If you witness a student having a seizure, do not restrain the child, but try to move sharp and cornered objects away in order to prevent injury, and let the seizure run its course. In all emergency situations: 1. Stay calm. 2. Dial 9-1-1. 3. Inform the student’s emergency contact, as outlined in their Medical Plan. STEPS IN MANAGING AN INDIVIDUAL EXPERIENCING A SEIZURE: KEEP CALM. STAY WITH THE PERSON. RECORD TIME SEIZURE BEGINS ON THE SEIZURE INCIDENT RECORD FORM. DO NOT RESTRAIN OR INTERFERE WITH THE PERSON’S MOVEMENTS PROTECT FROM FURTHER INJURY WHERE POSSIBLE, MOVE HARD OR SHARP OBJECTS AWAY. DO NOT PLACE OR FORCE ANYTHING IN THE PERSON’S MOUTH ROLL THE PERSON TO THEIR SIDE AS SOON AS POSSIBLE: RECORD THE EPISODE ON THE SEIZURE DISORDER INCIDENT RECORDING FORM. CONTACT THE PARENT/GUARDIAN AS SOON AS POSSIBLE. CALL 9-1-1- IF APPROPRIATE AFTER ALL TYPES OF SEIZURES: • Comfort and reassure the person. • Stay with them until they become re-oriented. • Follow protocol outlined in the Medical Plan SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 10 of 20 APPENDIX B – Seizure Disorder Incident Recording Form Student Name: D.O.B.(DDMMYYYY): Date Time of Seizure Length of Seizure Events before Seizure Description of Seizure Events After Seizure Date /Time Parent Contacted Filed in OSR Retention: E + 10 years (E = Retirement of Student) SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 11 of 20 APPENDIX C – Epilepsy Verification Form Template (Page 1 of 2) SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 12 of 20 APPENDIX C: Epilepsy Verification Form Template (Page 2 of 2) SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 13 of 20 APPENDIX D – Epilepsy Medical Plan Template (Page 1 of 3) SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 14 of 20 APPENDIX D – Epilepsy Medical Plan Template (Page 2 of 3) SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 15 of 20 APPENDIX D – Epilepsy Medical Plan Template (Page 3 of 3) SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 16 of 20 APPENDIX E – Administration of Medication Verification Form SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 17 of 20 APPENDIX F – Administration of Medication Form SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 18 of 20 APPENDIX G – 9-1-1 Seizure Disorder Incident Script Protocol TO BE POSTED BY TELEPHONE 1. This is School. Address is: Nearest Major Intersection is: Telephone Number is: 2. We have a student who is having a seizure. We are timing the seizures/have administered a seizure medication/etc. There has been no improvement in their condition. We need an ambulance IMMEDIATELY. 3. The closest entrance for the ambulance is on: Ave. / Road / Street. 4. A staff member will be outside the school entrance to provide direction. 5. Do you need any more information? 6. How long will it take you to get here? 7. Call parent / guardian / emergency contact. SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 19 of 20 APPENDIX H – Sample Letter to Parents/Guardians On School Letterhead Date: Dear Parents/Guardians: RE: SCHOOL PROTOCOL FOR EPILEPSY OR SEIZURE DISORDER MANAGEMENT To be prepared for your child’s diabetic needs and in case of low blood glucose during the school day, please refer to the attached information and forms. Request and Consent –Administration of Medication Form Please read through this form and complete the appropriate sections. Return the form to your child’s school principal prior to your child’s start of school. If you are able, please include a recent photo of your child that will be used on your child’s Medical Plan. Medical Plan The Medical Plans will be provided to each of the child’s teachers to be stored in a safe place the classroom. The Medical Plans will also be placed in the supply teacher binder and will be posted in the staff room, health room and other appropriate locations throughout the school. Parent/Guardian Responsibilities Checklist Please review your responsibilities outlined on the checklist. If you have any questions, please contact the school principal. Student Responsibilities Checklist Please review the contents with your child. ** Please call the school to arrange a meeting with school staff and if possible, a Seizure Disorder Educator with whom you currently work, prior to your child beginning school. We look forward to working together to provide the safest possible learning environment for your child. Sincerely, __________________________, _________________________, School Principal. SO30 Medical Plan Epilepsy and Seizure Disorders Manual April 2020 Page 20 of 20 APPENDIX I – Steps to Identify a Seizure Disorder Student in the Student Information Systems Setting the Critical Medical Condition Symbol in Power School 1. Start Page 2. Select Student 3. Select either Registration Form OR Emergency Contact / Medical 4. Check “Anaphylactic Shock Condition Alert” 5. Check “Critical Medical Condition Alert” 6. Check “Student has suffered a concussion…”, if applicable. 7. Enter student’s medical / health information in the “Critical Medical Notes” field (Note: information must be in this field to generate the alert symbol). 8. Click Submit. 9. A Critical Medical Alert symbol will appear next to student’s name. 10. A Concussion Alert symbol will appear next to the student’s name if this field was indicated as applicable. Entering information in the “Other Medical Notes” field for non-life-threatening conditions will not generate the Critical Medical Condition Alert. For more information, refer to Section 6.09 of the Power School OnSIS Instruction Manual: http://geportal.granderie.ca/linksandresources/powerschoolmanual/Pages/default.aspx Anaphylactic Shock Condition Alert ( ) Critical Medical Condition Alert ( ) Student has suffered a concussion and is on a Return to Learn/Return to Physical Activity plan ( ) Critical Medical Notes Other Medical Notes Navigating eLITE – Health Management April 2020 Table of Contents eLITE Medical Plan Module ............................................................................................ 3 Asthma Plan of Care ....................................................................................................... 8 Anaphylaxis Plan of Care ................................................................................................ 9 Epilepsy Plan of Care .................................................................................................... 10 Diabetes Plan of Care ................................................................................................... 11 Heart Condition Plan of Care ........................................................................................ 14 Administration of Medication Plan of Care ................................................................... 14 Other Plan of Care........................................................................................................ 15 Personal Care Plan ....................................................................................................... 16 SO30 Navigating eLITE Health Management April 2020 Page 3 of 19 eLITE Medical Plan Module • Under the Med Plan tab select SSP Query, your school. • Dates should be Start Date September 1 of the previous school year End Date August 31 of the previous school year. This will give you a list of students in your class who previously have had a support plan in place. • Export to Excel with query. • The last plan on file for these students can be found on the Student Dashboard which you may use as reference to start your new Medical Plan. Search Parameters: School – the school list contains a list of schools the user has access to as determined in Usernames view. Select one school (or ALL SCHOOLS if applicable). Grade – select a grade from the dropdown list. (not necessary if searching by Last Name) ID # – enter the student ID number to find a particular student. (not necessary if searching by Last Name) Last Name – enter the last name (or first few known characters of the last name) to restrict the working list. ‘All’ Checkbox – Only students with an open IEP are listed by default. In order to also include students that DO NOT have an open IEP, click the ‘All’ checkbox. When the required parameters have been completed, click the FIND button. The student working list automatically appears. If the required student is not found, or the list is too long, revise or refine the search parameters and click the FIND button again. The student working list will be refreshed. As the cursor hovers over a student in the working list, the student name and ID number change color. To select a student, click once on the student name. All student demographic data is pre-populated from PowerSchool. SO30 Navigating eLITE Health Management April 2020 Page 4 of 19 Note: Once a student is chosen, record teachers and emergency contacts. When saved, Plan of Care Alert Forms can be created. Medical Plan Dates: In order to create a new Plan of Care, enter Teachers and Emergency contacts then click the green Save button on the left side under your activity’s menu. SO30 Navigating eLITE Health Management April 2020 Page 5 of 19 The POC types will then be displayed on the screen – scroll down and select ‘Create’ in the POC Alert column beside the POC Type needed for that student. Note: If there are multiple POC Types needed, create each one individually for the student. Select **Create New Plan** from the drop-down list to auto-populate today’s date – you can then change the plan date if needed. Enter New Plan Date: When creating a new Plan of Care select the date using the calendar prompt. Copy Forward: If a Plan of Care already exists and a new one is being created; the previous Plan can be copied forward by clicking this checkbox. SO30 Navigating eLITE Health Management April 2020 Page 6 of 19 Click the Create New Plan button and the Plan of Care will appear with a status of Draft. Additional Contact Information will appear below the Student Demographic information shown below. The Discontinue button is only available when a Plan of Care has a status of Open. When selected, the Discontinue button will set the status of the Plan to Discontinued and the student demographic information will become frozen. Created By: Populated with the user’s name who created the Plan of Care and the date. Last Edit By: Populated with the last user’s name who edited the Plan of Care and the date. Status: Current status of the Plan of Care (i.e. Draft, Open, Expired, or Discontinued). Finalized On: Populated with the date the Plan of Care was Finalized. Authorization/ Plan Review: A list of staff members and other individuals with whom this Plan of Care is to be shared with. There is also a record of other individuals to be contacted such as before/after-school programs. SO30 Navigating eLITE Health Management April 2020 Page 7 of 19 Staff Members: Board Staff Members – Select the Board Staff Members from the list of names provided when clicking on the magnifying glass prompt. Type the first few characters of the staff member’s name in order to narrow down the list of names that will appear when clicking on the magnifying glass prompt. Other Individuals – Enter the Non-Board Member names in the text boxes on the right. Other Individuals to be Contacted: Use the radio buttons to indicate whether before/after-school programs apply to the student, listing the individual to be contacted in the text box provided. Free form text boxes are provided here for data entry. Plan/Review Date: Select the school year for which this Plan of Care will remain in effect using the drop down. To select a date for review, click on the calendar prompt and select the applicable date. IF THE STUDENT IS TRANSPORTED TO AND/OR FROM SCHOOL BY THE SCHOOL BOARD YOU MUST TYPE YES INTO THE TRANSPORTED BY GEDSB FIELD. THIS WILL ENSURE THAT OUR TRANSPORTATION DEPARTMENT RECEIVES AN EMAIL ONCE YOU HAVE SELECTED “FINALIZE AND EMAIL”. IS STUDENT IS NOT TRANSPORTED BY GEDSB LEAVE BLANK. SO30 Navigating eLITE Health Management April 2020 Page 8 of 19 Asthma Plan of Care Known Asthma Triggers There is a checklist and plus additional detail text boxes for entering know Triggers that require more information. Also defined in this section is Asthma Trigger Avoidance instructions and any other medical condition or Allergy the student might have. Daily/ Routine Asthma Management This section describes all information needed for reliever inhaler use at school or during schoolrelated activities. There is a mix of text-boxes and checklist items throughout this section. Inhaler types: The type of inhaler that a student would be prescribed is defined in the Asthma Inhalers section. Reliever Inhaler locations: Location of where the student would keep their inhaler is defined in the Asthma Inhaler Locations, utilizing prompt for additional details in ‘Other (Specify)’ field. Controller Medication use at School and during School-Related Activities Controller medications are taken regularly every day to control asthma. Usually, they are taken in the morning and at night, so generally not taken at school (unless the student will be participating in an overnight activity). This section provides all details needed regarding who will administer the medication, in what dose and at what times. SO30 Navigating eLITE Health Management April 2020 Page 9 of 19 Anaphylaxis Plan of Care Known Life-Threatening Triggers There is a checklist in this section as well as an “Other” prompt with a field adjacent for additional details. Select the EpiPen Dosage, if a previous anaphylactic reaction has occurred and if the student has asthma using the radio buttons provided. The expiry date and location for the Auto-Injector are entered using free form text boxes, as well as the option to list any other medical conditions or allergies. Daily/ Routine Anaphylaxis Management The Symptoms checklist includes utilizing the description for specific details of the symptom itself. The additional free form text boxes can be customized to capture other information. SO30 Navigating eLITE Health Management April 2020 Page 10 of 19 Epilepsy Plan of Care Known Seizure Triggers There is a checklist available as well as ‘other’ a free form text box to list any other medical conditions or allergies. Daily/Routine Epilepsy Management This section provides free form text boxes to describe the seizure a student may have, both nonconvulsive and convulsive. As well, there are actions noted to deal with each instance. Seizure Management Seizure Type drop down provides a list in addition to a free form ‘other’. Actions, frequency and duration are all free form text fields for the user to enter information about the Seizure type selected. SO30 Navigating eLITE Health Management April 2020 Page 11 of 19 Diabetes Plan of Care Type 1 Diabetes Supports This section consists of 3 free form text boxes that can be used to document names of trained individuals who will support the student with diabetes-related tasks, method of home-school communication, or any other medical condition or allergy. Daily/Routine Type 1 Diabetes Management This section consists of a yes/no radio button that can be used to track whether a student is able to manage their diabetes care independently or not. Blood Glucose Monitoring This section consists of a checklist, as well as free form text boxes. Nutrition Breaks and Activity Plan This section consists of a checklist, as well as free form text boxes. SO30 Navigating eLITE Health Management April 2020 Page 12 of 19 Insulin This section consists of radio buttons, checklists, as well as free form text boxes. Diabetes Management Kit This section consists of a checklist, as well as free form text boxes. Special Needs This section consists of a statement and free form text box to provide additional information or special needs for the plan of care. SO30 Navigating eLITE Health Management April 2020 Page 13 of 19 Emergency Procedures: Hypoglycemia – Low Blood Glucose This section consists of a checklist, as well as free form text boxes. The usual symptoms checklist plus a prompt for additional details in ‘other’. The steps to take provide a text box as well as any other details to specify. Hyperglycemia – High Blood Glucose This section consists of checklists, as well as free form text boxes. The usual symptoms checklist plus the prompt for additional details in ‘other’. The steps to take provide a text box for any other details to specify. SO30 Navigating eLITE Health Management April 2020 Page 14 of 19 Heart Condition Plan of Care This plan of care consists of all free form text boxes. The lower section has 4 text boxes which are being used to describe the symptoms that can be identified, as well as stating an emergency plan. Administration of Medication Plan of Care This plan of care consists of free form text boxes that can be used to capture the information needed for a student to receive medication while at school. SO30 Navigating eLITE Health Management April 2020 Page 15 of 19 Other Plan of Care This plan is developed to inform staff of health conditions that could/may result in a medical incident requiring immediate action/response or medical emergency. A free form text box is used to capture the names of the development team for this plan. Select the Staff Members from the list of names provided when clicking on the magnifying glass prompt. Type the first few characters of the staff member’s name in order to narrow down the list of names that will appear when clicking on the magnifying glass prompt. Use the remaining free form text boxes and section provided to capture the necessary data in this plan including a section on the bottom half of this form to inform transportation of a Plan for Problem Behaviour on Transportation. SO30 Navigating eLITE Health Management April 2020 Page 16 of 19 Personal Care Plan For students with physical disabilities, the school board provide such services as lifting and positioning, assistance with mobility, feeding and toileting, and general maintenance exercises. To ensure the safety of staff and students, considerations and procedures for performing the above activities should be documented and reviewed on a regular basis. Since these activities are usually not listed in an Individual Education Plan, each child who requires a significant level of personal care requires a Personal Care Plan to be developed based on their unique needs. Use the free form text boxes to record the necessary information – refer to the Personal Care Plan and examples for more information (located on the Staff Portal – Special Education Resources). SO30 Navigating eLITE Health Management April 2020 Page 17 of 19 SO30 Navigating eLITE Health Management April 2020 Page 18 of 19 Finalize When any Plan of Care is complete, the blue Finalize button in the left hand navigation bar will set the plan status to Open, lock it down from further editing, and prompt an email to be sent to the board staff entered on the Plan of Care, as well as anyone defined in the email profile. Print While viewing a specific Plan of Care, the Print MedPlan button in the left-hand navigation bar will display a PDF of that single medical plan that you have open, including a student picture, which can be printed. The Verification Copy button will display the same version of the plan in PDF except all data fields are outlined in red to be sent home for parents to verify and sign off on. While viewing the student medical POC Overview screen, shown below, the Print Medplan button will display ALL draft or open Plans of Care in PDF for the corresponding student, which can be printed. The Print Verification button will display the same PDF of ALL Plans of Care, with all data fields outlined in red to be sent home for parents to verify and sign off on multiple plans at once. Also, on this screen there is a Print Summary button which will only be active when all draft plans have been finalized and set to open status. The summary version was created as the alert form to be posted for staff, displaying a student, highlighting key elements of the students POC and the school procedure to follow. When a Plan of Care is created it will be posted to the Student Dashboard regardless of the Status. Users with access to the Med Plan activity are then able to access the Plan of Care entry screen right from the Student Dashboard by selecting the Med Plan date that is underlined. Other users will only be able to see the date of the student’s Plan of Care and the Status. SO30 Navigating eLITE Health Management April 2020 Page 19 of 19 Medical Plan Query The Med Plan Query will display all students from your school who have a Plan of Care. Student demographic information is included as well as the status of each Plan of Care (i.e. Draft, Open, Archived, or Discontinued). Select a status from the Status dropdown list to display Plans of Care with a particular status only. Select a POC Type from the dropdown list to display only a specific Type of Medical Care plan. The Export to Excel button will open a new window with the report data. Student Concussion and Head Injury Resource Package June 2019 Table of Contents 1. Information ........................................................................................................................... 3 2. Signs and Symptoms of a Concussion .................................................................................... 3 3. Roles and Responsibilities ..................................................................................................... 5 4. Prevention ............................................................................................................................ 7 5. Identification Procedures - Steps and Responsibilities in a Suspected Concussion ................... 8 6. Management Procedures for a Diagnosed Concussion: .........................................................12 Appendix A: Concussion Information for Parents and Students Appendix B: Return to Learn Strategies Approaches Appendix C: Tool to Identify a Suspected Concussion Appendix D1: Emergency Action Plan for Concussion and Head Injury Appendix D2: Documentation of Monitoring/Medical Assessment Form Appendix E 1: Concussion Management -Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan Appendix E 2: School Concussion Management - Return to School (RTS) and Return to Physical Activity (RTPA) Plan Appendix F: Documentation for Medical Clearance Appendix G: Player Code of Conduct Appendix H: Parent/Guardian Code of Conduct Appendix I: Coach/Team Trainer Code of Conduct Student Concussion and Head Injury Supplemental Resources SO28 Student Concussion and Head Injury – Resource Package 3 1. Information 1.1. Definitions The definition of concussion outlined below is adapted from the definition provided in the concussion protocol in the Ontario Physical Education Association (Ophea) Safety Guidelines. A concussion: • is a traumatic brain injury that causes changes in how the brain functions, leading to signs and symptoms that can emerge immediately or in the hours or days after the injury. It is possible for symptoms to take up to 7 days to appear. • signs and symptoms can be physical (e.g., headache, dizziness), cognitive (e.g., difficulty concentrating or remembering), emotional/behavioural (e.g., depression, irritability) and/or related to sleep (e.g., drowsiness, difficulty falling asleep); • may be caused by a significant impact to the head, face, neck or body, with an impulsive force transmitted to the head, that causes the brain to move rapidly and hit the walls of the skull (for a visual description of how a concussion occurs, consult How a concussion occurs); • can occur even if there has been no loss of consciousness, in fact most concussions occur without a loss of consciousness; • cannot normally be seen on X-rays, standard CT scans or MRIs; and • is typically expected to result in symptoms lasting 1- 4 weeks in children and youth (18 years or under), but in some cases symptoms may be prolonged. A concussion diagnosis: Medical doctors and nurse practitioners are the only healthcare professionals in Canada with licensed training and expertise to diagnose a concussion; therefore, all students with suspected concussions should undergo evaluation by one of these professionals. Second Impact Syndrome: Research suggests that students who suffer a second concussion before they are symptom free from the first concussion are susceptible to a prolonged period of recovery, and possibly Second Impact Syndrome – a rare condition that causes rapid and severe brain swelling and often catastrophic results, including death. 2. Signs and Symptoms of a Concussion The first step to managing a concussion is being able to recognize common signs and symptoms. A concussion may be caused by a significant impact to the head, face, neck or body, with an impulsive force transmitted to the head. 2.1 There is a difference between signs and symptoms: a. A sign is something that will be observed. b. A symptom is something the student will feel and explain. 2.2 When examining for signs and symptoms of a suspected concussion: a. Concussion should be suspected in the presence of any one or more of the signs or symptoms b. Signs and symptoms of a suspected concussion can occur immediately after the incident or can occur hours or days after the incident c. Student does not have to lose consciousness in order to have a concussion SO28 Student Concussion and Head Injury – Resource Package 4 d. Signs and symptoms may be different for everyone e. Concussion symptoms for younger students may not be as obvious compared to older students f. Students may be reluctant to report symptoms because of a fear that they will be removed from the activity, their status on a team or in a game could be jeopardized or academics could be impacted g. It may be difficult for students under 10, with special needs, or students for whom English/French is not their first language, to communicate how they are feeling h. If any one or more red flag sign(s) or symptom(s) are present, call 911. Followed by a call to parents/guardians/emergency contact. Follow the Risk Management Advisory-Transporting Students to Hospital/Urgent Care. 2.3 Reference the Red Flag signs and symptoms and the other signs and symptoms below. a. Red Flag(s) sign(s) or symptoms, call 911.  Neck pain or tenderness  Severe or increasing headache  Deteriorating conscious state  Double vision  Seizure or convulsion  Vomiting  Weakness or tingling/burning in arms or legs  Loss of consciousness  Increasingly restless, agitated or combative b. Other Concussion Sign(s) and Symptoms(s) i. Other Signs (what you see)  Lying motionless on the playing surface (no loss of consciousness)  Disorientation or confusion, or an inability to respond appropriately to questions  Balance, gait difficulties, motor incoordination, stumbling, slow laboured movements  Slow to get up after a direct or indirect hit to the head  Blank or vacant look  Facial injury after head trauma ii. Other Symptoms reported (what the student is saying)  Headache  Blurred vision  More emotional  Difficulty concentrating  “Pressure in head”  Sensitivity to light  More irritable  Difficulty remembering  Balance problems SO28 Student Concussion and Head Injury – Resource Package 5  Sensitivity to noise  Sadness  Feeling slowed down  Nausea  Fatigue or low energy  Nervous or anxious  Feeling like “in a fog"  Drowsiness  “Don’t feel right”  Dizziness 3. Roles and Responsibilities 3.1 Principal will: a. Implement the Student Concussion and Head Injury Policy; b. Ensure all staff, volunteers, parents/guardians, and students are aware of the Student Concussion and Head Injury Policy and understand their roles and responsibilities; c. Ensure the Student Concussion and Head Injury Policy is followed by all school staff (including occasional staff/support staff, recess supervisors), parents/guardians, students, and volunteers; d. Arrange for concussion in-servicing for staff and coaching volunteers, and repeat as necessary; e. Provide the following concussion documentation to students and their parents/guardians: i. For a suspected concussion: Tool to identify a Suspected Concussion (Appendix C) and the Documentation of Monitoring/Documentation of Medical Assessment Form (Appendix D2) ii. For a diagnosed concussion: Concussion Management - Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1) and the School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2) f. Ensure Ophea safety guidelines are being followed; g. Work as closely as possible with students, parents/guardians, staff, volunteers, and health professionals to support concussed students with their recovery and academic success; h. Maintain up to date emergency contact and telephone numbers; i. Encourage parental/guardian cooperation in reporting all non-school related concussions; j. Ensure concussion information is readily available to all school staff and volunteers; k. Ensure that all incidents have been reported, recorded and filed as necessary: i. the Ontario School Boards’ Insurance Exchange (OSBIE) incident report; and ii. Critical Injury Report. l. Coordinate a student conference to determine the individualized RTS Plan and to identify the RTS learning strategies and/or approaches required by the student based on the post-concussion symptoms. See Appendix B for Return to Learn Strategies/Approaches; m. Approve any adjustments to the student’s schedule as required; n. Alert appropriate staff about students with a suspected or diagnosed concussion; o. Prior to student return to school, ensure the completion and collection of the following documentation: i. Documentation of Monitoring/Documentation of Medical Assessment Form (Appendix D2); and SO28 Student Concussion and Head Injury – Resource Package 6 ii. Concussion Management - Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1). p. Ensure the completion of the School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2); q. Ensure the completion and collection of Documentation for Medical Clearance (Appendix F) prior to the student moving on to full participation in non-contact physical activities and full contact practices (RTPA Stage 5) r. File above documents (Appendix D2, E 1, E 2 and F) in student’s OSR and provide copy to appropriate school staff; and s. Once concussion is diagnosed, appoint primary staff member to act as the student’s school contact to ensure adequate communication and coordination of their needs. 3.2 School Staff (Includes administration staff, teaching staff, support staff, coaches, volunteers, team trainers, officials etc.) will: a. Understand and follow the Student Concussion and Head Injury Policy; b. Attend and complete concussion training (this includes the online modules); c. Ensure age-appropriate concussion education, including prevention, is included for all students participating in activities that could result in a concussion. Have students and their parent/guardian complete the Player Code of Conduct (Appendix G); d. Be able to recognize signs, symptoms and respond appropriately in the event of a concussion see the Tool to Identify a Suspected Concussion (Appendix C); e. For all coach/team trainers ensure completion of Coach/Term Trainer Code of Conduct (Appendix I) f. Follow current Ophea safety guidelines related to concussions and implement risk management and injury prevention strategies; and g. Make sure that occasional teaching staff are updated on concussed student’s condition. 3.3 Parents/Guardians will: a. Review with their child the concussion information that is distributed through the school (e.g. Concussion Information for Parents and Students (Appendix A)); b. Reinforce concussion prevention strategies with their child, for example the Player Code of Conduct (Appendix G); c. Understand and follow parent/guardian roles and responsibilities in this policy; d. Complete the Parent/Guardian Code of Conduct (Appendix H) e. In the event of a suspected concussion, ensure their child is assessed as soon as possible by physician/nurse practitioner, preferably on the same day; f. Cooperate with school to facilitate the Concussion Management - Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1) and the School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2); g. Follow physician/nurse practitioner recommendations to promote recovery; h. Be responsible for the completion of all required documentation; i. Support their child’s progress using the Concussion Management - Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1) and the School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2); j. Collaborate with school to manage their child’s suspected or diagnosed concussions appropriately; and k. Report non-school related concussion to principal and complete Documentation of Monitoring/Documentation of Medical Assessment Form (Appendix D2). SO28 Student Concussion and Head Injury – Resource Package 7 3.4 Students will: a. Learn about concussions, including prevention strategies, signs and symptoms, concussion management and student roles and responsibilities, throughout applicable curriculum; b. Immediately inform school staff of suspected or diagnosed concussions occurring during or outside of school; c. Inform school staff if they experience any concussion related symptoms (immediate, delayed or reoccurring); d. Remain on school premises until parent/guardian arrives if concussion is suspected; e. Communicate concerns and challenges during recovery process with appropriate school staff, parents/guardians, and health care providers; f. Complete the Player Code of Conduct (Appendix G); and g. Follow concussion management strategies as per medical doctor/nurse practitioner direction and the Concussion Management - Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1) and the School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2). 4. Prevention Regardless of the steps taken to prevent injury, some students will continue to be injured. The severity of the injury can be mitigated by the following: 4.1 Awareness and education for coaches, staff, parents and students to: a. Recognize the symptoms of concussion; b. Remove the student from play; c. Refer the student to a medical doctor/nurse practitioner. 4.2 Wearing the sport specific protective equipment that: a. Fits properly; b. Is well maintained; c. Is worn consistently and correctly; d. Meets current safety standards; e. Is replaced when damaged or expired. 4.3 Follow Ophea sport specific safety guidelines and follow the Player Code of Conduct (Appendix G). Parent/Guardian Code of Conduct (Appendix H) and Coach/Team Trainer Code of Conduct (Appendix I) 4.4 Ensure all students receive instruction, understand and follow the sport/activity specific safety rules and skills prior to participation (e.g. eliminate all checks to the head and eliminate all hits from behind) 4.5 Teach skills in proper progression (e.g. emphasize the principles of head-injury prevention, keeping the head up and avoiding collision) 4.6 Outline the concussion risks associated with the activity/sport and demonstrate how they can be minimized e.g. teach proper sport techniques such as correct tackling in football, effective positioning in soccer and how to avoid over-crowding when using the playground SO28 Student Concussion and Head Injury – Resource Package 8 4.7 Students must follow their supervising staff/coach’s/volunteer’s safety instructions at all times 4.8 Reinforce to students that it is extremely important not to return to learning or physical activity while still recovering from a concussion to avoid further risk of injury 4.9 Discourage parents/guardians/teachers/coaches, school staff from pressuring recovering concussed students to play or learn before they are ready 4.10 Parents need to reinforce with their child the importance of following the Return to Learn/Return to Physical Activity Plan 4.11 Parents are encouraged to report concussion history on the student registration form 4.12 Provide reassurance, support and request/offer academic accommodations as needed. 4.13 Participate and promote annual concussion awareness events for students, parents, staff, coaches etc. to coincide with Rowan’s Law Day which occurs on the last Wednesday in September. 5. Identification Procedures - Steps and Responsibilities in a Suspected Concussion Immediate action must be taken following a significant impact to the head, face, neck, or body, that is either observed or reported, and where the individual (e.g., teacher/coach) responsible for that student suspects a concussion. Refer to the Tool to Identify a Suspected Concussion (Appendix C) and Emergency Action Plan for Concussion and Head Injury (Appendix D1). As stated in SO 120 – Student and Visitor Injuries/Accidents, initial response to all injuries is to administer first aid. Each school and work site has staff who have received first aid training. 5.1 Initial Response: a. If any Red Flag sign(s) and/or symptom(s) are present (you can reference section 2.3 for a list of Red Flag signs and/or symptoms): Action Responsibility 1. Stop the activity immediately; assume concussion. Supervising School Staff/Volunteers 2. Initiate Emergency Action Plan for Concussion and Head Injury (Appendix D1) and call 911. If there has been any loss of consciousness, assume neck injury. Only if trained, immobilize student. DO NOT move the student or remove athletic equipment unless there is breathing difficulty. Supervising School Staff/Volunteers 3. Remain with student until emergency medical service arrives Supervising School Staff/Volunteers 4. Contact student’s parent/guardian (or emergency contact) to inform of incident and that emergency medical services have been contacted. Supervising School Staff/Volunteers 5. Monitor student and document any changes (physical, cognitive, emotional/behavioural). Supervising School Staff/Volunteers 6. If the student has lost consciousness and regains consciousness, encourage student to remain calm and still. Do not administer Supervising School Staff/Volunteers SO28 Student Concussion and Head Injury – Resource Package 9 Action Responsibility medication (unless the student requires medication for other conditions (e.g. insulin)). 7. Complete the Tool to Identify a Suspected Concussion (Appendix C) and, if present, provide copy to parent/guardian retaining a copy. Supervising School Staff/Volunteers 8. If present, provide the parent/guardian a copy of the Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2) and inform parent/guardian that form needs to be completed and submitted to principal prior to student’s return to school. Supervising School Staff/Volunteers 9. Complete board injury report (OSBIE, Critical Injury), inform principal of suspected concussion, and forward copy of the completed and signed Tool to Identify a Suspected Concussion (Appendix C) to principal. Supervising School Staff/Volunteers 10. Ensure student is examined by a medical doctor or nurse practitioner as soon as possible that day. Parent/ Guardian/ Emergency Contact 11. Once diagnosis is made complete, Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2) and return completed and signed document to school principal prior to student’s return to school. Parent/Guardian 12. Inform all school staff (e.g. classroom teacher, LRTs, physical education teachers, intramural supervisors, recess supervisors, coaches) and volunteers who work with the student, of the suspected concussion. Principal 13. Indicate that the student shall not participate in any learning or physical activities until parent/guardian communicates the results of the medical assessment to the school principal. Principal b. If there are no Red Flag sign(s) and/or symptom(s): Action Responsibility 1. Stop the activity immediately Supervising School Staff/Volunteers 2. Initiate school Emergency Action Plan for Concussion and Head Injury (Appendix D1). Supervising School Staff/Volunteers 3. When safe to do so, remove student from current activity/game. Supervising School Staff/Volunteers 4. Conduct an initial concussion assessment of the student using the Tool to Identify a Suspected Concussion (Appendix C). Supervising School Staff/Volunteers c. Where a concussion is suspected (signs are observed, and/or symptoms are reported, and/or student does not answer correctly the Quick Memory Function Assessment): Action Responsibility 1. Do not allow student to return to play in the activity, game or practice that day even if the student states they are feeling better. Supervising School Staff/Volunteers 2. Contact the student’s parent/guardian (or emergency contact) to inform them: • Of the incident • That they need to come and pick up the student • That the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day Supervising School Staff/Volunteers 3. Stay with student until their parent/guardian (or emergency contact) arrives. Supervising School Staff/Volunteers SO28 Student Concussion and Head Injury – Resource Package 10 Action Responsibility 4. Monitor and document any changes (i.e. physical, cognitive, and emotional/behavioural) in the student. If signs or symptoms worsen, call 911. Supervising School Staff/Volunteers 5. Complete the Tool to Identify a Suspected Concussion (Appendix C) Supervising School Staff/Volunteers 6. Do not administer medication (unless student requires medication for other conditions--e.g. insulin). Supervising School Staff/Volunteers 7. Stay with student until their parent/guardian (or emergency contact) arrives. Supervising School Staff/Volunteers 8. Student must not: • leave the premises without parent/guardian supervision; • drive a motor vehicle until cleared to do so by a medical doctor or a nurse practitioner; and • take or be administered medications except for life threatening medical conditions (for example, diabetes, asthma); Supervising School Staff/Volunteers & Student 9. Provide parent/guardian (or emergency contact) a copy of the Tool to Identify a Suspected Concussion (Appendix C). Supervising School Staff/Volunteers 10. Provide parent/guardian (or emergency contact) copy of the Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2) and inform parent/guardian that form needs to be completed and submitted to principal prior to student’s return to school. Supervising School Staff/Volunteers 11. Inform parent/guardian (or emergency contact) that the student must be examined by a medical doctor or nurse practitioner as soon as possible that day. Supervising School Staff/Volunteers 12. Complete an OSBIE incident report, inform principal of suspected concussion, and forward copy of the completed and signed Tool to Identify a Suspected Concussion (Appendix C) to principal. Supervising School Staff/Volunteers 13. Ensure student is examined by a medical doctor or nurse practitioner as soon as possible that day. Parent/ Guardian/Emergency Contact 14. Complete Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2) once diagnosis is made. Return to school principal prior to student’s return to school. Parent/Guardian 15. Inform all school staff (e.g. classroom teacher, LRTs, physical education teachers, intramural supervisors, coaches) and volunteers who work with the student of the suspected concussion. Principal 16. Indicate that the student shall not participate in any learning or physical activities until parent/guardian communicates the results of the medical assessment to the school principal. Principal d. Where signs are NOT observed, symptoms are NOT reported AND student passes Quick Memory Function Assessment (Appendix C) but supervising school staff/volunteers recognized that a possible concussion event occurred. Action Responsibility 1. Student to be monitored for 24 hours and removed from physical activity Supervising School Staff/Volunteers 2. Inform parent/guardian (or emergency contact) of the incident and provide a copy of the Tool to Identify a Suspected Concussion (Appendix C) and the Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2) and inform parent/guardian Supervising School Staff/Volunteers Parent/Guardian SO28 Student Concussion and Head Injury – Resource Package 11 Action Responsibility that the form (Appendix D2) needs to be completed and submitted to principal after the monitoring period is completed. Explain to parent/guardian (or emergency contact) that student • will attend school • will not participate in physical activity for a minimum of 24 hours • will be monitored for signs and/or symptoms for 24 hours • will be monitored at school by teachers • will be monitored at home by parents/guardians If any signs or symptoms appear, the student needs to be examined by medical doctor or nurse practitioner as soon as possible on the same day and results shared with principal before return to school. Note: continued monitoring by parent/guardian (beyond 24 hours) may be necessary as signs and/or symptoms may take hours or up to 7 days to emerge 3. Inform Supervising School Staff/Volunteers if symptoms appear during learning or any activity. Student 4. If symptoms appear proceed with Action items under “If a concussion is suspected”. Supervising School Staff/Volunteers & Parent/Guardian/ Emergency Contact 5. If sign(s) and/or symptom(s) do not emerge, the student is permitted to resume physical activity after 24 hours. Medical Clearance is not required Parent/Guardian 5.2 No Concussion Diagnosis If NO CONCUSSION is diagnosed student may resume regular learning and physical activity. Action Responsibility 1. Communicate diagnosis to school principal and return completed and signed Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2). Parent/Guardian 2. Inform all school staff (e.g. classroom teacher, LRTs, physical education teachers, intramural supervisors, recess supervisors, coaches) and volunteers who work with the student of the diagnosis. Principal 3. File any related written documentation of the incident and results of the medical assessment (e.g. in the student’s OSR). Principal 4. Resume regular learning and physical activity. Student SO28 Student Concussion and Head Injury – Resource Package 12 6. Management Procedures for a Diagnosed Concussion: If a concussion is diagnosed by a medical doctor or nurse practitioner, the student follows a medically supervised, individualized, and gradual Return to School (RTS) and Return to Physical Activity (RTPA) Plan. Knowledge of how to properly manage a diagnosed concussion is critical in a student’s recovery. It is essential in helping to prevent the student from returning to school or unrestricted physical activities too soon, risking further complications. Ultimately, this awareness and knowledge could help contribute to the student’s long-term health and academic success. The management of a student’s concussion is a shared responsibility, requiring regular communication between the home, school (Collaborative Team), and outside sports team (where appropriate) with consultation from the student’s medical doctor or nurse practitioner. Other licensed healthcare providers (a healthcare provider who is licensed by a national professional regulatory body to provide concussion-related healthcare services that fall within their licensed scope of practice) may play a role in the management of a diagnosed concussion (e.g., nurses, physiotherapists, chiropractors, and athletic therapists). 6.1 Collaborative Team Approach: The school collaborative team provides an important role in a student’s recovery. In consultation with the parent/guardian, the team identifies the student’s needs and provides learning strategies and approaches (consult Appendix B) for the prescribed stages in the Return to School (RTS) and Return to Physical Activity (RTPA) plan. Led by the school principal/designate, the team should include: • the concussed student; • the student’s parents/guardians; • school staff and volunteers who work with the student; and, • the medical doctor or nurse practitioner and/or other licensed healthcare providers (e.g., nurses, physiotherapists, chiropractors, and athletic therapists). The management of a student concussion is a shared responsibility, requiring regular communication between the Collaborative Team and outside sports team (where appropriate). Principal will ensure collaborative team understands the importance of not placing undue pressure on concussed student to rush through the return to learn/physical activity steps to avoid prolonged or increased symptoms. Return to learn should proceed slowly and gradually. One school staff lead (i.e., a member of the collaborative team, either the school principal/designate, or another staff person designated by the school principal) needs to serve as the main point of contact for the Collaborative Team. The designated School Contact will monitor the student’s progress through the Return to School and Return to Physical Activity Plan. It is important for the designated School Contact, in consultation with other members of the collaborative team, to identify the student’s symptoms and the ways they respond to various learning activities in order to develop appropriate strategies and/or approaches that meet the changing needs of the student. School staff and volunteers who work with SO28 Student Concussion and Head Injury – Resource Package 13 the student need to be aware of the possible difficulties (i.e., cognitive, emotional/behavioural) a student may encounter when returning to learning activities following a concussion. These difficulties may be subtle and temporary, but may significantly impact a student’s performance (consult Appendix B). 6.2 Completion of the Steps within the Plan: The members of the collaborative team must factor in special circumstances which may affect the setting in which the steps may occur (i.e., at home and/or school), for example: a. the student has a diagnosed concussion just prior to winter break, spring break or summer vacation; in this circumstance, the collaborative team must ensure that the student has: • completed RTS Stage 1 – 4b (full day at school without adaptation of learning strategies and/or approaches); • completed RTPA Stage 1 – 4 and is symptom free; and • obtained a signed Medical Clearance Letter from a medical doctor or nurse practitioner (refer to Documentation of Medical Clearance (Appendix F)) that indicates the student is able to return to full participation in Physical Education, intramural activities, Interschool sports (non-contact) and full contact training/practice in contact interschool sports. b. the student is neither enrolled in Health and Physical Education class, nor participating on a school team, the collaborative team must ensure that the student has: • completed RTS Stage 1 – 4b (full day at school without adaptation of learning strategies and/or approaches); • obtained a signed Medical Clearance Letter from a medical doctor or nurse practitioner (refer to Documentation of Medical Clearance (Appendix F)) that indicates the student is able to return to full participation in Physical Education, intramural activities, interschool sports (non-contact) and full contact training/practice in contact interschool sports. 6.3 If a Concussion Is Diagnosed: Parent/Guardian must: • communicate the diagnosis to school principal; • return completed and signed Documentation of Monitoring/Documentation for a Diagnosed Concussion (Appendix D2); and • report non-school related concussions. A Return to School (RTS) and Return to Physical Activity (RTPA) Plan must be initiated and completed. While the RTS and RTPA stages are inter-related they are not interdependent. A student’s progress through the stages of RTS is independent from their progression through the RTPA stages. Different students will progress at different rates. SO28 Student Concussion and Head Injury – Resource Package 14 a. Student is at Home There are two parts to a student’s RTS and RTPA plan. The first part occurs at home and prepares the student for the second part which occurs at school. The home stages of RTS and RTPA occur under the supervision of the parent/guardian in consultation with the medical doctor or nurse practitioner or other licensed healthcare provider. Refer to the Concussion Management - Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1) for detailed background information, general procedures, instructions on how to complete the plan as well as activities that are permitted and are not permitted throughout the process. b. Student Returns to School The School Concussion Management plan occurs at school and where appropriate the RTPA part of the plan may occur at school activities or outside activities under the supervision of the Collaborative Team. Refer to the School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2) for general procedures, instructions on how to complete the plan as well as activities that are permitted and are not permitted throughout the process. c. Return of Symptoms Action Responsibility 1. Report any return of symptoms to supervising staff/volunteers Student 2. During all stages of RTS and in Stages 1-4 of RTPA: • if symptoms return or new symptoms appear, the student returns to previous stage for a minimum of 24 hours and only participates in activities that can be tolerated. Collaborative Team 3. During stages 5 and 6 of RTPA: • if symptoms return or new symptoms appear, the student must return to medical doctor/nurse practitioner to have the Medical Clearance re-assessed. Collaborative Team 4. During all stages of RTS and RTPA if symptoms worsen over time, follow school (collaborative team procedures) for contacting parents/guardians to inform them that the student needs a followup medical assessment. Collaborative Team If the student requires a medical assessment for return/worsening symptoms 5. Contact parent/guardian (or emergency contact) to inform of returned symptoms and need for medical assessment on the same day. Principal or Designate 6. Have student examined by a medical doctor/nurse practitioner as soon as possible on the same day Parent/Guardian 7. Follow medical doctor/nurse practitioner’s recommendations. Student & Parent/Guardian 8. Inform all school staff, School Contact, and volunteers who work with the student that student has experienced return/worsening of symptoms which requires a medical assessment. Principal or Designate SO28 Student Concussion and Head Injury – Resource Package 15 6.4 Additional Information Pertaining to the Steps in Diagnosed Concussions a. Cognitive or physical activities can cause student’s symptoms to reappear. b. Steps are not days; each step must take a minimum of 24 hours and the length of time needed to complete each step will vary based on the student and the severity of the concussion. c. The signs and symptoms of a concussion often last for 7-10 days, but may last longer in children and adolescents. d. Most students who sustain a concussion while participating in sport/physical activities will make a complete recovery and be able to return to full school and sport/physical activities within 1-4 weeks of injury. e. Approximately 15-30% of individuals will experience symptoms that persist beyond this time frame. f. Individuals who experience persistent post-concussion symptoms (greater than 4 weeks for youth athletes) may benefit from referral to a medically supervised multidisciplinary concussion clinic that has access to professionals with licensed training in traumatic brain injury that may include experts in sport medicine, neuropsychology, physiotherapy, occupational therapy, neurology, neurosurgery, and rehabilitation medicine. g. Compared to older students, elementary school children are more likely to complain of physical problems or misbehave in response to cognitive overload, fatigue, and other concussion symptoms. h. If a student returns to activity while symptomatic, or before the brain has fully recovered, they are at an increased risk of sustaining another concussion with symptoms that can be prolonged and increased. i. Principals, supervising staff, coaches and volunteers must not place pressure on injured students to “Return to School” or “Return to Physical Activity” prematurely. j. Parents/guardians must report non-school related concussions. k. Return to Learn/Return to Physical Activity steps must be followed regardless of where diagnosed concussion occurred. l. It is imperative that open communication be maintained between the collaborative team to ensure successful transition between Return to School (RTS) and Return to Physical Activity (RTPA) stages. 6.5 Encouraging Parent/Guardian Cooperation: If the Parent/Guardian refuses a physician consultation and/or refuses to adhere to the Student Concussion and Head Injury Policy, the principal will: a. Discuss parental concerns (e.g. documentation fees) surrounding the process and attempt to address these concerns. b. Provide rationale for the required steps of the Student Concussion and Head Injury Policy. c. Include parent/guardian and their child in every step of the recovery process d. Provide parents/guardians with concussion information to increase their awareness and knowledge. e. Re-iterate the importance of obtaining an official diagnosis from trained physician/nurse practitioner. f. Explain to parent/guardian that if a staff member feels immediate medical attention is required, that they are obligated to call 911. g. Inform parent/guardian that school is obligated to follow the steps of the “Return to Learn” and “Return to Physical Activity” process. h. If unsuccessful in acquiring full parental cooperation seek support from Senior Administration. SO28 Student Concussion and Head Injury – Resource Package Appendix A - 1 of 3 Appendix A: Concussion Information for Parents and Students Context Knowledge of how to properly manage a diagnosed concussion is critical in a student’s recovery and is essential in helping to prevent the student from returning to school or unrestricted physical activities too soon and risking further complications. The management of a student’s concussion is a shared responsibility, requiring regular communication between the home, school and outside sports/activities (where appropriate), with consultation from the student’s medical doctor or nurse practitioner. Concussion Definition A concussion: • is a traumatic brain injury that causes changes in how the brain functions, leading to signs and symptoms that can emerge immediately or in the hours or days after the injury; • may be caused by a significant impact to the head, face, neck or body, that causes the brain to move rapidly and hit the walls of the skull (for a visual description of how a concussion occurs, consult How a concussion occurs); • signs and symptoms can be physical (e.g., headache, dizziness), cognitive (e.g., difficulty concentrating or remembering), emotional/behavioural (e.g., depression, irritability) and/or related to sleep (e.g., drowsiness, difficulty falling asleep); • can occur even if there has been no loss of consciousness (in fact most concussions occur without a loss of consciousness); and, • cannot normally be seen on X-rays, standard CT scans or MRIs. Common Concussion Signs and Symptoms Following a significant impact to the head, face, neck or body, a concussion should be suspected with the presence of any one or more of the following signs or symptom: Presence of ANY Red Flag sign(s) and or symptom(s) – Call 911.  Neck pain or tenderness  Severe or increasing headache  Deteriorating conscious state  Double vision  Seizure or convulsion  Vomiting  Weakness or tingling/burning in arms or legs  Loss of consciousness  Increasingly restless, agitated or combative ____________________________________________________________________________________ Other Concussion Signs: Visual cues (what you see). Lying motionless on the playing surface (no loss of consciousness) Disorientation or confusion, or an inability to respond appropriately to questions Balance, gait difficulties, motor incoordination, stumbling, slow laboured movements Slow to get up after a direct or indirect hit to the head Blank or vacant look Facial injury after head trauma SO28 Student Concussion and Head Injury – Resource Package Appendix A - 2 of 3 Other Concussion Symptoms: What the student is saying (what you hear). Headache Blurred vision More emotional Difficulty concentrating “Pressure in head” Sensitivity to light More irritable Difficulty remembering Balance problems Sensitivity to noise Sadness Feeling slowed down Nausea Fatigue or low energy Nervous or anxious Feeling like “in a fog" Drowsiness ‘don’t feel right” Dizziness  IF ANY SIGN(S) OR SYMPTOM(S) WORSEN, CALL 911 Concussion Diagnosis and Management Medical doctors and nurse practitioners are the only healthcare professionals in Canada with licensed training and expertise to diagnose a concussion; therefore, all students with a suspected concussion should undergo evaluation by one of these professionals. Other licensed healthcare providers (Examples include nurses, physiotherapists, chiropractors, and athletic therapists) may play a role in the management of a diagnosed concussion. Second Impact Syndrome Research suggests that a child or youth who suffers a second concussion before he or she is symptom-free from the first concussion is susceptible to a prolonged period of recovery, and possibly Second Impact Syndrome – a rare condition that causes rapid and severe brain swelling and often catastrophic results. Additional Information: • Signs and symptoms can appear immediately after the injury or may take hours or days to emerge. It is possible for symptoms to take up to 7 days to appear. • Most students who sustain a concussion while participating in sport/physical activities will make a complete recovery and be able to return to full school and sport/physical activities within 1-4 weeks of injury. • Individuals who experience ongoing concussion symptoms beyond 4 weeks (for youth athletes) may benefit from referral to a medically supervised multidisciplinary concussion clinic that has access to professionals with licensed training in traumatic brain injury that may include experts in sport medicine, neuropsychology, physiotherapy, occupational therapy, neurology, neurosurgery, and rehabilitation medicine. • Signs and symptoms may be different for everyone. • A student may be reluctant to report symptoms because of a fear that they will be removed from the activity, their status on a team or in a game could be jeopardized, or academics could be impacted. • It may be difficult for students with special needs or those for whom English/French is not their first language to communicate how they are feeling. • Signs for younger students (under the age of 10) may not be as obvious as in older students. SO28 Student Concussion and Head Injury – Resource Package Appendix A - 3 of 3 Information for Parents/Guardians when a concussion is suspected A student with a suspected concussion will NOT participate in any physical activity for a duration of 24 hours. Student has signs and symptoms: Student has no obvious signs or symptoms (student will be monitored because the supervising school staff/volunteers recognized that a possible concussion event occurred): Parent/Guardian will be: • provided with appropriate documentation; • informed that the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day; and • informed that they need to communicate to the school principal the results of the medical assessment prior to the student returning to school. If no concussion is diagnosed: the student may resume regular learning and physical activities. If a concussion is diagnosed: the student follows a medically supervised, individualized and gradual Return to School (RTS) and Return to Physical Activity (RTPA) Plan with support from the school team. Parent/Guardian will be: • provided with appropriate documentation; • informed that the student will: o attend school; o not participate in physical activity for a minimum of 24 hours; o be monitored for signs and/or symptoms for 24 hours; o be monitored at school by teachers; and o be monitored at home by parents/guardians. • informed that monitoring information needs to be shared with the principal after the monitoring period is completed. • if any signs or symptoms emerge, the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day. Management for a Diagnosed Concussion If a concussion is diagnosed by a medical doctor or nurse practitioner, the student follows a medically supervised, individualized, and gradual Return to School (RTS) and Return to Physical Activity (RTPA) Plan. There are two parts to a student’s RTS and RTPA plan. The first part occurs at home and prepares the student for the second part which occurs at school. For more information visit www.granderie.ca (select Elementary/Secondary > Concussion Information) SO28 Student Concussion and Head Injury – Resource Package Appendix B - 1 of 2 Appendix B: Return to Learn Strategies Approaches COGNITIVE DIFFICULTIES Post-Concussion Symptoms Impact on Student’s Learning Potential Strategies and/or Approaches Headache and Fatigue • Difficulty concentrating, paying attention or multitasking • ensure instructions are clear (e.g., simplify directions, have the student repeat directions back to the teacher) • allow the student to have frequent breaks, or return to school gradually (e.g., 1-2 hours, half-days, late starts) • keep distractions to a minimum (e.g., move the student away from bright lights or noisy areas) • limit materials on the student’s desk or in their work area to avoid distractions • provide alternative assessment opportunities (e.g., give tests orally, allow the student to dictate responses to tests or assignments, provide access to technology) Difficulty remembering or processing speed • Difficulty retaining new information, remembering instructions, accessing learned information • provide a daily organizer and prioritize tasks • provide visual aids/cues and/or advance organizers (e.g., visual cueing, non-verbal signs) • divide larger assignments/assessments into smaller tasks • provide the student with a copy of class notes • provide access to technology • repeat instructions • provide alternative methods for the student to demonstrate mastery Difficulty paying attention/ concentrating • Limited/short-term focus on schoolwork • Difficulty maintaining a regular academic workload or keeping pace with work demands • coordinate assignments and projects among all teachers • use a planner/organizer to manage and record daily/weekly homework and assignments • reduce and/or prioritize homework, assignments and projects • extend deadlines or break down tasks • facilitate the use of a peer note taker • provide alternate assignments and/or tests • check frequently for comprehension • consider limiting tests to one per day and student may need extra time or a quiet environment SO28 Student Concussion and Head Injury – Resource Package Appendix B - 2 of 2 EMOTIONAL/BEHAVIOURAL DIFFICULTIES Post-Concussion Symptoms Impact on Student’s Learning Potential Strategies and/or Approaches Anxiety • Decreased attention/concentration • Overexertion to avoid falling behind • inform the student of any changes in the daily timetable/schedule • adjust the student’s timetable/schedule as needed to avoid fatigue (e.g., 1-2 hours/periods, half-days, full-days) • build in more frequent breaks during the school day • provide the student with preparation time to respond to questions Irritable or Frustrated • Inappropriate or impulsive behaviour during class • encourage teachers to use consistent strategies and approaches • acknowledge and empathize with the student’s frustration, anger or emotional outburst if and as they occur • reinforce positive behaviour • provide structure and consistency on a daily basis • prepare the student for change and transitions • set reasonable expectations • anticipate and remove the student from a problem situation (without characterizing it as punishment) Light/Noise sensitivity • Difficulties working in classroom environment (e.g., lights, noise, etc.) • arrange strategic seating (e.g., move the student away from window or talkative peers, proximity to the teacher or peer support, quiet setting) • where possible provide access to special lighting (e.g., task lighting, darker room) • minimize background noise • provide alternative settings (e.g., alternative work space, study carrel) • avoid noisy crowded environments such as assemblies and hallways during high traffic times • allow the student to eat lunch in a quiet area with a few friends • where possible provide ear plugs/headphones, sunglasses Depression/ Withdrawal • Withdrawal from participation in school activities or friends • build time into class/school day for socialization with peers • partner student with a “buddy” for assignments or activities Reproduced and adapted with permission from Ophea, [Ontario Physical Education Safety Guidelines, 2018] SO28 Student Concussion and Head Injury – Resource Package Retention: E + 1 yr (E = retirement or graduation of student) Appendix C - 1 of 4 Appendix C: Tool to Identify a Suspected Concussion This tool is a quick reference, to support identifying a suspected concussion and to communicate this information to parent/guardian Identification of Suspected Concussion Following a significant impact to the head, face, neck, or body that is either observed or reported, a concussion must be suspected in the presence of any one or more of the signs or symptoms outlined below and/or the failure of the Quick Memory Function Assessment. First, assess the danger to the victim and the rescuer, and then check airway, breathing and circulation. COMPLETE APPROPRIATE STEPS BELOW. An incident occurred involving student name on date at time They were observed for signs and symptoms of a concussion. No signs or symptoms described below were noted at the time of assessing the student/athlete. Note: Continued monitoring of the student/athlete is important as signs and symptoms of a concussion may appear hours or days later (refer to Step D). The following signs were observed or symptoms reported (refer to Step A or Step B). STEP A If any one or more of the following Red Flag sign(s) or symptom(s) are present, call 911. Then call parents/guardians/emergency contact. Follow the Risk Management Advisory-Transporting Students to Hospital/Urgent Care. Red Flag(s) sign(s) and/or symptoms. Neck pain or tenderness Severe or increasing headache Deteriorating conscious state Double vision Seizure or convulsion Vomiting Weakness or tingling/burning in arms or legs Loss of consciousness Increasingly restless, agitated or combative If Red Flag(s) are identified, complete only Step D – Action to be taken. Please complete the following steps if Red Flag(s) have not been identified.  SO28 Student Concussion and Head Injury – Resource Package Retention: E + 1 yr (E = retirement or graduation of student) Appendix C - 2 of 4 STEP B Other Sign(s) and Symptoms(s) If red flag(s) are not identified continue and complete the following steps (as applicable) and Step D – Action to be taken. STEP B1 Other Concussion Signs Check for visual cues (what you see). Lying motionless on the playing surface (no loss of consciousness) Disorientation or confusion, or an inability to respond appropriately to questions Balance, gait difficulties, motor incoordination, stumbling, slow laboured movements Slow to get up after a direct or indirect hit to the head Blank or vacant look Facial injury after head trauma STEP B2 Other Concussion Symptoms reported (what the student is saying) Check for what the student feels. Headache Blurred vision More emotional Difficulty concentrating “Pressure in head” Sensitivity to light More irritable Difficulty remembering Balance problems Sensitivity to noise Sadness Feeling slowed down Nausea Fatigue or low energy Nervous or anxious Feeling like “in a fog" Drowsiness “Don’t feel right” Dizziness IF ANY SIGN(S) OR SYMPTOM(S) WORSEN, CALL 911 SO28 Student Concussion and Head Injury – Resource Package Retention: E + 1 yr (E = retirement or graduation of student) Appendix C - 3 of 4 STEP C: Perform Quick Memory Function Assessment Ask the student the following questions and record the answers below. Failure to answer any one of these questions correctly may indicate a concussion. Note: It may be difficult for younger students (under the age of 10), students with special needs or students for whom English is not their first language to communicate how they are feeling. Select the most appropriate questions for the student based on their ability to respond. Primary/Junior: • What is your name? Answer: • How old are you? Answer: • What grade are you in? Answer: • What is your teacher’s name? Answer: • Other Answer Intermediate/Senior: • What room are we in right now? Answer: • What activity/sport/game are we playing now? Answer: • What field are we playing on today? Answer: • What part of the day is it? Answer: • What is the name of your teacher/coach? Answer: • What school do you go to? Answer: Comments: SO28 Student Concussion and Head Injury – Resource Package Retention: E + 1 yr (E = retirement or graduation of student) Appendix C - 4 of 4 STEP D: Action to be taken Red Flag(s) sign(s) observed and/or symptom(s) reported and EMS called. Parent/guardian (or emergency contact) contacted. Follow the Risk Management Advisory-Transporting Students to Hospital/Urgent Care. Signs observed or Symptoms reported: If there are any signs observed or symptoms reported, or if the student/athlete fails to answer any of the above questions correctly: • a concussion should be suspected; • the student/athlete must be immediately removed from play and must not be allowed to return to play that day even if the student/athlete states that they are feeling better; and • the student/athlete must not: o leave the premises without parent/guardian (or emergency contact) supervision; o drive a motor vehicle until cleared to do so by a medical doctor or a nurse practitioner; and o take medications except for life threatening medical conditions (for example, diabetes, asthma). In all cases of a suspected concussion, the student/athlete must be examined by a medical doctor or nurse practitioner for diagnosis and must follow the Student Concussion and Head Injury Policy. No signs observed or symptoms reported: • Student to be monitored for 24 hours and removed from physical activity (where sign(s) and/or symptom(s) were not identified but a possible concussion event was recognized by supervising school staff/volunteers). • Monitoring of the student/athlete to take place at home by parents and at school by school staff. • To monitor for signs and symptoms parents/guardians can refer to Step A and B on the front of this information form. • If any signs or symptoms emerge, the student/athlete needs to be examined by a medical doctor or nurse practitioner as soon as possible that day. Comments: School Contact/Teacher Advisor Name: Date Following the completion of this form (Appendix C), an OSBIE Incident Report form must be completed, indicating that the tool has been completed and the parent/guardian has received copies of Appendix C and Appendix D2. Under the direction of the Ontario Ministry of Education and under the legal authority of the Education Act, the Grand Erie District School Board collects this information in order to fulfil its commitment to promoting the health and safety of students by raising awareness, identification, and prevention of concussion injuries, and managing diagnosed concussions. In accordance with the Municipal Freedom of Information and Protection of Privacy Act this information will be used solely to assess the student’s Return to Learn and Return to Physical Activity. It will be retained in the Ontario Student Record [OSR] for one year after the student graduates or transfers out of the school. The Ministry of Education may also request school reports on concussion activity. If you have any questions or concerns about the collection of information on this form, please contact the school principal. *The original copy is filed with the principal *Duplicate copy provided to parent/guardian Reproduced and adapted with permission from Ophea [Ontario Physical Education Safety Guidelines, 2018] SO28 Student Concussion and Head Injury – Resource Package Appendix D1 - 1 of 2 Appendix D1: Emergency Action Plan for Concussion and Head Injury After a significant impact to the head, face or neck or elsewhere on the body has been observed or reported, and the individual (for example, teacher/coach) responsible for that student suspects a concussion, the following actions must be taken immediately: First, assess the danger to the victim and the rescuer. Then, check Airway, Breathing and Circulation. If any Red Flag sign(s) and or symptom(s) are present; • Stop the activity immediately – assume there is a concussion. • Initiate Emergency Action Plan for Concussion and Head Injury and call 911. • Assume there is a possible neck injury and, only if trained, immobilize the student before emergency medical services arrive. o Do not remove athletic equipment (e.g., helmet) unless there is difficulty breathing. • Stay with the student until emergency medical services arrive. • Contact the student’s parent/guardian (or emergency contact) to inform them of the incident and that emergency medical services have been contacted. • Monitor and document any changes (i.e., physical, cognitive, emotional/behavioural) in the student. • If the student has lost consciousness and regains consciousness, encourage him/her to remain calm and to lie still. Do not administer medication (unless the student requires medication for other conditions – e.g., insulin for a student with diabetes). • Complete the Tool to identify a Suspected Concussion (Appendix C) and, if present, provide duplicate copy to parent/guardian retaining a copy. • If present, provide the parent/guardian a copy of the Documentation of Monitoring/ Documentation of Medical Assessment(Appendix D2) and inform parent/guardian that form needs to be completed and submitted to principal prior to student’s return to school. • Complete all necessary Board injury reports (i.e. OSBIE, Critical Injury), inform principal of suspected concussion, and forward copy of the completed and signed Tool to Identify a Suspected Concussion (Appendix C). If there are no Red Flag sign(s) and or symptom(s), follow the actions listed below. • Stop the activity immediately. • Initiate Emergency Action Plan for Concussion and Head Injury. • When the student can be safely moved, remove him/her from the current activity or game. • Conduct an initial concussion assessment of the student (i.e., check for common signs and symptoms of concussion using the Tool to Identify a Suspected Concussion (Appendix C)). SO28 Student Concussion and Head Injury – Resource Package Appendix D1 - 2 of 2 If Signs are Observed or Symptoms are reported: • A concussion should be suspected – do not allow the student to return to play in the activity, game or practice that day even if the student states that they are feeling better. • Contact the student’s parent/guardian (or emergency contact) to inform them: o of the incident; o that they need to come and pick up the student; o that the student must not: o drive a motor vehicle until cleared to do so by a medical doctor or a nurse practitioner; o take medications except for life threatening medical conditions (for example, diabetes, asthma). that the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day. • Monitor and document any changes (i.e., physical, cognitive, emotional/behavioural) in the student. If any signs or symptoms worsen, call 911. o Refer to your board’s injury report form for documentation procedures. • Stay with the student until their parent/guardian (or emergency contact) arrives. • Information to be provided to the Parent/Guardian: o A copy of the Tool to Identify a Suspected Concussion (Appendix C). o A copy of the Documentation of Monitoring/Documentation of Medical Assessment(Appendix D2) and inform parent/guardian that the form needs to be completed and submitted to principal prior to student’s return to school. • Complete OSBIE incident report, inform principal of suspected concussion, and forward copy of the completed Tool to Identify a Suspected Concussion (Appendix C) to principal. If Signs are Not Observed or Symptoms are Not Reported but the Supervising School Staff/Volunteers recognized that a possible concussion event occurred: • Student to be removed from physical activity. • The student’s parent/guardian (or emergency contact) must be contacted and informed of the incident. • Information to be provided to the Parent/Guardian: o Student will attend school o Student will not participate in physical activity for a minimum or 24 hours o Student will be monitored for signs and/or symptoms for 24 hours at school by teachers and at home by parents/guardians o A copy of the Tool to Identify a Suspected Concussion (Appendix C). o A copy of the Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2) and inform parent/guardian that the form needs to be completed and submitted to principal after the monitoring period is completed. o If any signs or symptoms emerge, the student needs to be examined by a physician/nurse practitioner as soon as possible that day and results shared with principal before return to school. Reproduced and adapted with permission from Ophea, [Ontario Physical Education Safety Guidelines, 2018] SO28 Student Concussion and Head Injury – Resource Package Original Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix D2 - 1 of 2 Appendix D2: Documentation of Monitoring/Medical Assessment Form MONITORING FORM Student name Date sustained a significant impact to the head, face or neck or elsewhere on the body (observed or reported), and the individual responsible for that student suspects a concussion. Results of initial assessment using Tool to Identify a Suspected Concussion: NO SIGNS OR SYMPTOMS OBSERVED AT TIME OF INCIDENT. Signs or symptoms can occur later within a 24-hour period. Your child is not to participate in physical activity for a 24-hour period. While at home parent/guardian is to monitor their child using the Tool to Identify a Suspected Concussion (Appendix C). School Staff will monitor the student/athlete while at school. Actions: If no signs/symptoms occur during the monitoring period, parent/guardian is to complete the Results of Monitoring section and submit the Documentation of Monitoring/Documentation of Medical Assessment (Appendix D2) to the principal after the monitoring period is completed. Results of Monitoring As the parent/guardian, my child has been observed for the 24-hour period, and no signs/symptoms have been observed. Parent/Guardian Signature: Date: Comments: If signs or symptoms are observed within the 24-hour monitoring period, please fill out the Medical Assessment Form to follow. This form is provided to the parent/guardian, in conjunction with Appendix C - Tool to Identify a Suspected Concussion SO28 Student Concussion and Head Injury – Resource Package Original Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix D2 - 2 of 2 MEDICAL ASSESSMENT FORM Student Name: Date: Your child must be seen by a medical doctor or nurse practitioner as soon as possible with the results of Medical Examination form (to follow) returned to the school principal after medical assessment. SIGNS OR SYMPTOMS were observed or reported by the individual responsible your child Results of Medical Assessment My child has been examined and a concussion has not been diagnosed and therefore may resume full participation in learning and physical activity with no restrictions. My child has been assessed and a concussion has not been diagnosed but the assessment led to the following diagnosis and recommendations: ______________________________________________________________________________ ______________________________________________________________________________ My child has been examined and a concussion has been diagnosed and therefore must begin a medically supervised, individualized and gradual Return to School (RTS) and Return to Physical Activity (RTPA) Plan. Medical Doctor/Nurse Practitioner providing assessment Name: Phone Number: Parent/Guardian Parent/Guardian Signature: Date: Comments: Under the direction of the Ontario Ministry of Education and under the legal authority of the Education Act, the Grand Erie District School Board collects this information in order to fulfil its commitment to promoting the health and safety of students by raising awareness, identification, and prevention of concussion injuries, and managing diagnosed concussions. In accordance with the Municipal Freedom of Information and Protection of Privacy Act this information will be used solely to assess the student’s Return to Learn and Return to Physical Activity. It will be retained in the Ontario Student Record [OSR] for one year after the student graduates or transfers out of the school. The Ministry of Education may also request school reports on concussion activity. If you have any questions or concerns about the collection of information on this form, please contact the school principal. Reproduced and adapted with permission from Ophea, [Ontario Physical Education Safety Guidelines, 2018] SO28 Student Concussion and Head Injury – Resource Package Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix E 1 - 1 of 6 Appendix E 1: Concussion Management -Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan Student Name: Date: Background Information on the Concussion Recovery Process A student with a diagnosed concussion needs to follow an individualized and gradual RTS and RTPA Plan. In developing the Plan, the RTS process is individualized to meet the particular needs of the student, as there is not a pre-set plan of strategies and/or approaches to assist a student returning to their learning activities. In contrast the RTPA Plan follows an internationally recognized graduated approach. The management of a student concussion is a shared responsibility, requiring regular communication between the Collaborative Team* and outside sports team (where appropriate). * The Collaborative Team consists of the student, parents/guardians, staff and volunteers working with the student with consultation from the student’s medical doctor or nurse practitioner and/or other licensed healthcare providers (for example, nurses, physiotherapists, chiropractors and athletic therapists). There are two parts to a student’s RTS and RTPA Plan. The first part of the plan occurs at home (refer to the Concussion Management - Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1)) and prepares the student for the second part which occurs at school (refer to the School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2)). General Procedures for Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan  This Plan does not replace medical advice. 1. The home part of the plan begins with the Parent/Guardian communicating the diagnosis to school principal. Reporting non-school related concussions as well. 2. The school principal or designate will communicate information on the stages of RTS and RTPA Plan that occur at home. 3. The stages of the plan occur at home under the supervision of the parent/guardian in consultation with the medical doctor/nurse practitioner and/or other licensed healthcare providers. This form is to be used by parents/guardians to track and to communicate to the school the student’s progress through the stages of the Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan following a diagnosed concussion. • Each stage must take a minimum of 24 hours. • All stages must be followed. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix E 1 - 2 of 6 4. A student moves forward to the next stage when activities at the current stage are tolerated and the student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. 5. If symptoms return, or new symptoms appear at any stage in the Home Preparation for RTS and RTPA Plan, the student returns to previous stage for a minimum of 24 hours and only participates in activities that can be tolerated. 6. If at any time symptoms worsen, the student/parent/guardian contacts medical doctor/nurse practitioner or seeks medical help immediately. 7. While the RTS and RTPA stages are inter-related they are not interdependent. Students do not have to go through the same stages of RTS and RTPA at the same time. However, before a student can return to school to start the second part of the plan (Appendix E 2) they must have completed RTS Stage 2 and RTPA Stage 2b. 8. A student must not return to vigorous or organized physical activities where the risk of re-injury is possible, until they have successfully completed all stages of the Return to School Plan. Early introduction of some low intensity physical activity in controlled and predictable environments with no risk of re-injury is appropriate. 9. Progression through the Plan is individual; timelines and activities may vary. 10. Prior to the student returning to school the principal will identify and inform members of the collaborative team and designate a staff member to serve as the main point of contact for the student and the collaborative team. INSTRUCTIONS • Review the activities (permitted and not permitted) at each stage prior to beginning the Plan. • Check (✔) the boxes at the completion of each stage to record student’s progress through the stages. • A student may progress through the RTS stages at a faster or slower rate than the RTPA stages. • When the student has successfully completed all stages of the Home Preparation for RTS and RTPA Plan, parent(s)/guardian(s) must sign and date this form. • Communicate to the school principal/designate that the student is ready to begin the school portion of the RTS and RTPA Plan (Appendix E 2). SO28 Student Concussion and Head Injury – Resource Package Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix E 1 - 3 of 6 Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan Home Preparation for Return to School (RTS) Stages Home Preparation for Return to Physical Activity (RTPA) Stages Each stage must last a minimum of 24 hours. Each stage must last a minimum of 24 hours. RTS–Initial Rest 24 – 48 hours of relative cognitive rest (sample activities below): Sample activities permitted if tolerated by student  Short board/card games  Short phone calls  Photography (with camera)  Crafts Activities that are not permitted at this stage  TV  Device use (e.g., computer, laptop, tablet, iPad, cell phone)  Video games  Reading  Attendance at school or school-type work RTPA –Initial Rest 24 – 48 hours of relative physical rest (sample activities below): Sample activities permitted if tolerated by student  Limited movement that does not increase heart rate or break a sweat  Moving to various locations in the home  Daily hygiene activities Activities that are not permitted at this stage  Physical exertion (increases breathing and heart rate and sweating)  Stair climbing other than to move locations throughout the home  Sports/sporting activity Student moves to RTS Stage 1 when: Symptoms start to improve or after resting 2 days maximum, or whichever occurs first. Student moves to RTPA Stage 1 when: Symptoms start to improve or after resting 2 days maximum, or whichever occurs first. Stage 1 RTS – Stage1 Light cognitive (thinking/memory/knowledge) activities (as per activities permitted listed below). Gradually increase cognitive activity up to 30 minutes. Take frequent breaks. Activities permitted if tolerated by student  Activities from previous stage  Easy reading (for example, books, magazines, newspaper)  Limited TV  Limited cell phone conversations  Drawing/building blocks/puzzles  Some contact with friends Activities that are not permitted at this stage  Device use (e.g., computer, laptop, tablet, iPad, cell phone)  Attendance at school or school-type work RTPA – Stage1 Light physical activities (as per activities permitted listed below) that do not provoke symptoms. Movements that can be done with little effort (do not increase breathing and/or heart rate or break a sweat). Activities permitted if tolerated by student  Daily household tasks (for example, bedmaking, dishes, feeding pets, meal preparation)  Slow walking for short time Activities that are not permitted at this stage  Physical exertion (increased breathing and/heart rate and sweating)  Sports/sporting activity  Stair climbing, other than to move locations throughout the home SO28 Student Concussion and Head Injury – Resource Package Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix E 1 - 4 of 6 Student moves to RTS Stage 2 when:  Student tolerates 30 minutes of light cognitive activity (for example a student should be able to complete 3-4 of the permitted activities listed above) and has not exhibited or reported a return of symptoms, new symptoms or worsening symptoms. Student has completed a minimum of 24 hours at RTS – Stage 1. Student moves to RTPA Stage 2a when: Student tolerates light physical activities (completes both activities above) and has not exhibited or reported a return of symptoms, new symptoms or worsening symptoms. Student has completed a minimum of 24 hours at RTPA – Stage 1 Student has exhibited or reported a return of symptoms, or new symptoms and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. Student has exhibited or reported a return of symptoms, or new symptoms and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. Stage 2 RTS -Stage 2 Gradually add cognitive activity (as per activities permitted listed below). When light cognitive activity is tolerated, introduce school work (at home and facilitated by the school). Activities permitted if tolerated by student  Activities from previous stage  School-type work in 30-minute increments  Crosswords, word puzzles, Sudoku, word search  Limited device use (for example, computer, laptop, tablet, iPad)/cell phone (for example, texting/games/photography) starting with shorter periods and building up as tolerated Activities that are not permitted at this stage  School attendance RTPA –Stage 2a Daily activities that do not provoke symptoms. Add additional movements that do not increase breathing and heart rate or break a sweat. Activities permitted if tolerated by student  Activities from previous stage  Light physical activity for example, use of stairs  10-15 minutes slow walking 1-2x per day inside and outside (weather permitting) Activities that are not permitted at this stage  Physical exertion (increases breathing and/heart rate and sweating)  Sports  Sporting activities Student moves to RTS Stage 3a when: Student tolerates the additional cognitive activity (for example a student should be able to complete 3-4 of the activities permitted) and has not exhibited or reported a return of symptoms, new symptoms or worsening symptoms. Student has completed a minimum of 24 hours at RTS – Stage 2. Student moves to RTPA Stage 2b when: Student tolerates daily physical activities (completes activities permitted listed above) and has not exhibited or reported a return of symptoms, new symptoms or worsening symptoms. Student has completed a minimum of 24 hours at RTPA – Stage 2a. Student has exhibited or reported a return of symptoms, or new symptoms and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a return of symptoms, or new symptoms and must return to the previous stage for a minimum of 24 hours. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix E 1 - 5 of 6 Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. RTPA- Stage 2b Light aerobic activity Activities permitted if tolerated by student  Activities from previous stage  20-30 minutes walking/stationary cycling (i.e., at a pace that causes some increase in breathing/heart rate but not enough to prevent student from carrying on a conversation comfortably) Activities that are not permitted at this stage  Resistance or weight training  Physical activities with others  Physical activities using equipment Student moves to RTPA Stage 3 when: Student tolerates light aerobic activities (completes activities above) and has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. Student has completed a minimum of 24 hours at RTPA – Stage 2b. ___________________________________ Student has exhibited or reported a return of symptoms, or new symptoms, and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. Parent/Guardian communicates to school principal (by completing the following information on this form) that the student has completed RTS Stage 2 and RTPA Stage 2b and is ready to return to school and begin the school part of the Return to School and Return to Physical Activity Plan. My child has successfully completed all of the stages of the Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) and is ready to return to school Parent/Guardian Signature: Date: Comments: The school part of the plan begins with: SO28 Student Concussion and Head Injury – Resource Package Filed in OSR Retention: E + 1 yr (E = retirement or graduation of student) Appendix E 1 - 6 of 6 • Communication from the principal or designate to the Parent/Guardian to provide information on: o the school part of the RTS and RTPA Plan (Appendix E 2) o Collaborative Team participants and parent/guardian role on the team • A student assessment to determine possible strategies and/or approaches for student learning Under the direction of the Ontario Ministry of Education and under the legal authority of the Education Act, the Grand Erie District School Board collects this information in order to fulfil its commitment to promoting the health and safety of students by raising awareness, identification, and prevention of concussion injuries, and managing diagnosed concussions. In accordance with the Municipal Freedom of Information and Protection of Privacy Act this information will be used solely to assess the student’s Return to Learn and Return to Physical Activity. It will be retained in the Ontario Student Record [OSR] for one year after the student graduates or transfers out of the school. The Ministry of Education may also request school reports on concussion activity. If you have any questions or concerns about the collection of information on this form, please contact the school principal. Reproduced and adapted with permission from Ophea, [Ontario Physical Education Safety Guidelines, 2018] SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 1 of 8 Retention: E + 1 yr (E = retirement or graduation of student) Appendix E 2: School Concussion Management - Return to School (RTS) and Return to Physical Activity (RTPA) Plan General procedures for School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan  The Plan does not replace medical advice. 1. The school part of the plan begins with a parent/guardian and principal or designate communicating information on: • the school part of the RTS and RTPA Plan (Appendix E 2); • the Collaborative Team members and their role 2. A student conference will be established to determine the individualized RTS and RTPA Plan and to identify: • the RTS learning strategies and/or approaches required by the student based on the post-concussion symptoms • the best way to provide opportunities for the permissible activities. 3. The need to report any return of symptoms to supervising staff/volunteer should be emphasized to the student and parent/guardian. 4. The stages of the General Procedures for School Concussion Management plan occur at school and where appropriate the RTPA part of the plan may occur during school activities or outside activities 5. For the student who is participating in activities outside of the school, communication is essential between the parent/guardian/student, activities supervisor and the collaborative team members. 6. Stages within the plan: • Stages are not days – each stage must take a minimum of 24 hours • The length of time needed to complete each stage will vary based on the student and the severity of the concussion. • A student who has no symptoms when they return to school must progress through all of the RTS stages and RTPA stages and remain symptom free for a minimum of 24 hours in each stage prior to moving to the next stage. • Completion of the plan may take 1-4 weeks. 7. The Collaborative Team will closely monitor student for the return of any concussion symptoms and/or deterioration of work habits and performance. 8. A student moves forward to the next stage when activities at the current stage are tolerated and the student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. This form is to be used by parents/guardians and the school Collaborative Team to communicate and track a student’s progress through the stages of the Return to School and Return to Physical Activity Plan following completion of Home Preparation for Return to School and Return to Physical Activity. The RTS and RTPA Plan is to be used with the GEDSB Student Concussion and Head Injury Resource Package (section 6 - Management Procedures for a Diagnosed Concussion) • Each stage must take a minimum of 24 hours. • All steps must be followed. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 2 of 8 Retention: E + 1 yr (E = retirement or graduation of student) 9. A student’s progression through the stages of RTS is independent from their progression through the RTPA stages. 10. Medical clearance by a doctor/nurse practitioner is required prior to beginning Stage 5 of RTPA (Documentation for Medical Clearance Appendix F). 11. Until a student has successfully completed all stages in the RTS plan they must not participate in the following physical activities where the risk of re-injury is possible: • full participation in the physical education curricular program; • intramural activities; • full participation in non-contact interschool activities; or • participation in practice for a contact sport. 12. Upon completion of the RTS and RTPA Plan, this form is returned to the principal or designate for filing in the OSR. Return of Symptoms • The student and the parent/guardian will report any return of symptoms to supervising staff/volunteers • During all stages of RTS and in Stages 1-4 of RTPA: o if symptoms return or new symptoms appear, the student returns to previous stage for a minimum of 24 hours and only participates in activities that can be tolerated. • After Medical Clearance, during stages 5 and 6 of RTPA: o if symptoms return or new symptoms appear, the student must return to medical doctor/nurse practitioner to have the Medical Clearance re-assessed. • During all stages of RTS and RTPA, if symptoms worsen over time, follow the school’s collaborative team procedures for contacting parents/guardians to inform them that the student needs a follow-up medical assessment. Students requires a medical assessment for return/worsening symptoms • When there is a return/worsening of symptoms the principal or designate contacts parent/guardian (or emergency contact) to inform of returned/worsened symptoms and the possible need for medical assessment on the same day. • The collaborative team is to be informed and to follow the medical doctor/nurse practitioner’s treatment recommendations. Instructions: At each stage, this form will be exchanged between the school and home. • Review the activities (permitted and not permitted) at each stage prior to beginning the Plan. • School provides appropriate activities and documents student’s progress by checking (✔), dating, initialling completion of each stage and communicating information (form) to parent/guardian. • Within each stage, parent/guardian completes, checks (✔), dates, and signs the student’s tolerance to those activities giving permission for the student to progress to the next stage and returns completed form to school. • Principal or designate will inform all school staff when the student: o is able to advance to the next stage o must return to the previous stage o must be medically assessed o has completed the plan SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 3 of 8 Retention: E + 1 yr (E = retirement or graduation of student) School Concussion Management – Return to School (RTS) and Return to Physical Activity (RTPA) Plan Return to School (RTS) Stages Return to Physical Activity (RTPA) Stages Stage 3 RTS - Stage 3a Student begins with an initial length of time at school of 2 hours. The individual RTS Plan is developed by Collaborative Team following the student conference and assessment of the student’s individual needs determining possible strategies and/or approaches for student learning (refer to Appendix B: Return to Learn Approaches). Activities permitted if tolerated by student  Activities from previous stage  School work for up to 2 hours per day in smaller chunks (completed at school) working up to a 1/2 day of cognitive activity  Adaptation of learning strategies and/or approaches Activities that are not permitted at this stage  Tests/exams  Homework  Music class  Assemblies  Field trips RTPA –Stage 3 Simple locomotor activities/sport-specific exercise to add movement. Activities permitted if tolerated by student  Activities from previous stage (20-30 minutes walking/stationary cycling/elliptical/recreational dancing at a moderate pace)  Simple individual drills (e.g., running/throwing drills, skating drills in hockey, shooting drills in basketball) in predictable and controlled environments with no risk of re-injury  Restricted recess activities (e.g., walking) Activities that are not permitted at this stage  Full participation in physical education or DPA  Participation in intramurals  Full participation in interschool practices  Interschool competitions  Resistance or weight training  Body contact or head impact activities (e.g., heading a soccer ball)  Jarring motions (e.g., high speed stops, hitting a baseball with a bat) School Student has demonstrated they can tolerate up to a half day of cognitive activity. E 2 sent home to parent/guardian. School Student has demonstrated they can tolerate simple individual drills/sport-specific drills as listed in permitted activities. E 2 sent home to parent/guardian. School Initials (e.g., collaborative team School Initials (e.g., collaborative team Lead/designate): lead/designate): Date: Date: Home Student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. Student has exhibited or reported a return of symptoms, or new symptoms, and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. Home Student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. Student has exhibited or reported a return of symptoms, or new symptoms, and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 4 of 8 Retention: E + 1 yr (E = retirement or graduation of student) E 2 sent back to school. Parent/Guardian: E 2 sent back to school. Parent/Guardian: Signature: Signature: Date: Date: Comments: Comments: RTS - Stage 3b Student continues attending school half time with gradual increase in school attendance. Gradual increase in school work and a decrease in the adaptation of learning strategies and/or approaches. Activities permitted if tolerated by student  Activities from previous stage  School work for 4-5 hours per day, in smaller chunks (e.g., 2-4 days of school/week)  Homework – up to 30 minutes per day  Decrease adaptation of learning strategies and/or approaches  Classroom testing with accommodations Activities that are not permitted at this stage    Standardized tests/exams School Student has demonstrated they can tolerate up to 4-5 hours of the cognitive activities listed above. E 2 sent home to parent/guardian. School Initials (e.g., collaborative team Lead/designate): Date: Home Student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. Student has exhibited or reported a return of symptoms, or new symptoms, and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. E 2 sent back to school. Parent/Guardian: Signature: Date: Comments: SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 5 of 8 Retention: E + 1 yr (E = retirement or graduation of student) Stage 4 RTS– Stage 4 a Full day school, minimal adaptation of learning strategies and/or approaches. Nearly normal workload. Activities permitted if tolerated by student  Activities from previous stage  Nearly normal cognitive activities  Routine school work as tolerated  Minimal adaptation of learning strategies and/or approaches • Start to eliminate adaptation of learning strategies and/or approaches • Increase homework to 60 minutes per day • Limit routine testing to one test per day with accommodations (e.g., supports - such as more time) Activities that are not permitted at this stage  Standardized tests/exams RTPA –Stage 4 Progressively increase physical activity. Noncontact training drills to add coordination and increased thinking. Activities permitted if tolerated by student  Activities from previous stage  More complex training drills (e.g., passing drills in soccer and hockey)  Physical activity with no body contact (e.g., dance, badminton)  Participation in practices for noncontact interschool sports (no contact)  Progressive resistance training may be started  Recess – physical activity running/games with no body contact  DPA (elementary) Activities that are not permitted at this stage  Full participation in physical education  Participation in intramurals  Body contact or head impact activities (e.g., heading a soccer ball)  Participation in interschool contact sport practices, or interschool games/competitions (non-contact and contact) School Student has demonstrated they can tolerate a full day of school and a nearly normal workload with minimal adaptation of learning strategies and/or approaches. E 2 sent home to parent/guardian. School Student has completed the activities in RTPA Stage 4 as applicable. E 2 sent home to parent/guardian. Documentation for Medical Clearance (Appendix F) sent home to parent/ guardian. School Initials (e.g., collaborative team School Initials (e.g., collaborative team Lead/designate): lead/designate): Date: Date: Home Student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. Student has exhibited or reported a return of symptoms, or new symptoms, and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. E 2 sent back to school. Home Student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. Student has exhibited or reported a return of symptoms, or new symptoms, and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. E 2 sent back to school. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 6 of 8 Retention: E + 1 yr (E = retirement or graduation of student) Parent/Guardian: Parent/Guardian: Signature: Signature: Date: Date: Comments: Comments: RTS - Stage 4b At school: full day, without adaptation of learning strategies and/or approaches Activities permitted if tolerated by student  Normal cognitive activities  Routine school work  Full curriculum load (attend all classes, all homework, tests)  Standardized tests/exams  Full extracurricular involvement (nonsport/ non-physical activity - e.g., debating club, drama club, chess club) Before progressing to RTPA Stage 5, the student must:  have completed RTS Stage 4a and 4b (full day at school without adaptation of learning strategies and/or approaches),  have completed RTPA Stage 4 and be symptom-free, and  obtain a signed Medical Clearance from a medical doctor or nurse practitioner. Please Note: Premature return to contact sports (full practice and game play) may cause a significant setback in recovery. School Student has demonstrated they can tolerate a full day of school without adaptation of learning strategies and/or approaches. E 2 sent home to parent/guardian. School Initials (e.g., collaborative team Lead/designate): Date: Home Student has not exhibited or reported a return of symptoms, new symptoms, or worsening symptoms. Student has exhibited or reported a return of symptoms, or new symptoms, and must return to the previous stage for a minimum of 24 hours. Student has exhibited or reported a worsening of symptoms and must return to medical doctor or nurse practitioner. Parent/Guardian: Signature: Date: Comments: Stage 5 RTPA–Stage 5 Following medical clearance, full participation in all non-contact physical activities (i.e., nonintentional body contact) and full contact training/practice in contact sports. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 7 of 8 Retention: E + 1 yr (E = retirement or graduation of student) Activities permitted if tolerated by student  Physical Education  Intramural programs  Full contact training/practice in contact interschool sports Activities that are not permitted at this stage  Competition (e.g., games, meets, events) that involves body contact School Student has successfully completed the applicable physical activities in RTPA Stage 5. E 2 sent home to parent/guardian. School Initials (e.g., collaborative team lead/designate): Date: Home Student has not exhibited or reported a return of symptoms or new symptoms. Student has exhibited or reported a return of symptoms or new symptoms and must return to medical doctor or nurse practitioner for Medical Clearance reassessment. E 2 sent back to school. Parent/Guardian: Signature: Date: Comments: Stage 6 RTPA - Stage 6  Unrestricted return to contact sports. Full participation in contact sports games/competitions School Student has completed full participation in contact sports. E 2 sent home to parent/guardian School Initials (e.g., collaborative team lead/designate): Date: Home Student has not exhibited or reported a return of symptoms or new symptoms and has completed the RTPA Plan. Student has exhibited/reported a return of symptoms or new symptoms and must SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Appendix E 2 - 8 of 8 Retention: E + 1 yr (E = retirement or graduation of student) return to medical doctor/nurse practitioner for Medical Clearance reassessment. E 2 sent back to school for documentation purposes. Parent/Guardian: Signature: Date: Comments: Under the direction of the Ontario Ministry of Education and under the legal authority of the Education Act, the Grand Erie District School Board collects this information in order to fulfil its commitment to promoting the health and safety of students by raising awareness, identification, and prevention of concussion injuries, and managing diagnosed concussions. In accordance with the Municipal Freedom of Information and Protection of Privacy Act this information will be used solely to assess the student’s Return to Learn and Return to Physical Activity. It will be retained in the Ontario Student Record [OSR] for one year after the student graduates or transfers out of the school. The Ministry of Education may also request school reports on concussion activity. If you have any questions or concerns about the collection of information on this form, please contact the school principal. Reproduced and adapted with permission from Ophea, [Ontario Physical Education Safety Guidelines, 2014] SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Retention: E + 1 yr (E = retirement or graduation of student) Appendix F - 1 of 2 Appendix F: Documentation for Medical Clearance This form is to be provided to students who have completed the Return to School (RTS) Stage 4b and Return to Physical Activity (RTPA) Stage 4. Consult the School Concussion Management Plan below. Student must be medically cleared by a medical doctor/nurse practitioner prior to moving on to full participation in non-contact physical activities and full contact practices (RTPA) Stage 5. Note: Forms completed by other licensed healthcare professionals will not be otherwise accepted. Student Name: Date: I have examined this student and confirm they are medically cleared to participate in all of the following activities: • Full participation in Physical Education classes • Full participation in Intramural physical activities (non-contact) • Full participation in non-contact Interschool Sports (practices and competition) • Full-contact training/practice in contact Interschool Sports Other Comments: Medical Doctor/Nurse Practitioner Name: Signature: Date: What if symptoms recur? A student who has received Medical Clearance and has a recurrence of symptoms or new symptoms appear, must immediately remove themselves from play, inform their parent/guardian/teacher/coach, and return to medical doctor or nurse practitioner for Medical Clearance reassessment before returning to physical activity. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR once completed Retention: E + 1 yr (E = retirement or graduation of student) Appendix F - 2 of 2 School Concussion Management Plan Return to School (RTS) Stages Return to Physical Activity (RTPA) Stages Each stage must last a minimum of 24 hours. Each stage must last a minimum of 24 hours. RTS - Stage 3a Student begins with an initial length of time at school of 2 hours. The individual RTS Plan is developed by Collaborative Team following the student conference and assessment of the student’s individual needs determining possible strategies and/or approaches for student learning . RTPA –Stage 3 Simple locomotor activities/sport-specific exercise to add movement. RTS - Stage 3b Student continues attending school half time with gradual increase in school attendance time, increased school work, and decrease in learning strategies and/or approaches. RTS– Stage 4 a Full day school, minimal adaptation of learning strategies and/or approaches. Nearly normal workload. RTPA –Stage 4 Progressively increase physical activity. Noncontact training drills to add coordination and increased thinking. RTS - Stage 4b At school: full day, without adaptation of learning strategies and/or approaches. Before progressing to RTPA Stage 5, the student must: have completed RTS Stage 4a and 4b (full day at school without adaptation of learning strategies and/or approaches have completed RTPA Stage 4 and be symptom-free, and obtain signed Medical Clearance from a medical doctor or nurse practitioner. RTPA–Stage 5 Following medical clearance, full participation in all non-contact physical activities (i.e., nonintentional body contact) and full contact training/practice in contact sports. RTPA - Stage 6 Unrestricted return to contact sports. Under the direction of the Ontario Ministry of Education and under the legal authority of the Education Act, the Grand Erie District School Board collects this information in order to fulfil its commitment to promoting the health and safety of students by raising awareness, identification, and prevention of concussion injuries, and managing diagnosed concussions. In accordance with the Municipal Freedom of Information and Protection of Privacy Act this information will be used solely to assess the student’s Return to Learn and Return to Physical Activity. It will be retained in the Ontario Student Record [OSR] for one year after the student graduates or transfers out of the school. The Ministry of Education may also request school reports on concussion activity. If you have any questions or concerns about the collection of information on this form, please contact the school principal. Reproduced and adapted with permission from Ophea, [Ontario Physical Education Safety Guidelines, 2018] SO28 Student Concussion and Head Injury – Resource Package Filed in School Office. Retention: C +1 (C=Current School year) Appendix G - 1 of 2 Appendix G: Player Code of Conduct As a Student at: for the school year, I am committed to: • I will bring any potential issues related to the safety of equipment and facilities to the attention of the coach. • I will wear the protective equipment for my sport and wear it properly. • I will show respect for my teammates, opponents, officials, spectators, and practice fair play. • I will not pressure injured teammates to participate in practices or games/competitions. • I will learn and follow the rules of the sport and follow the coach’s instructions prohibiting behaviours that are considered high-risk for causing concussions. • I will respect and accept that the coach will strictly enforce, during practice and competition, the consequences for dangerous behaviour. • I will respect and accept the decisions of the officials and the consequences for any behaviours that are considered high-risk for causing concussion. • I will follow my coach’s instructions about the proper progression of skills and strategies of the sport. • I will ask questions and seek clarity for any skills and strategies of which I am unsure. • I will talk to my coach or caring adult if I have questions or issues about a suspected or diagnosed concussion or about my safety in general. • I have read and am familiar with an approved Concussion Awareness Resources provided by my coach Concussion Information. • I will remove myself immediately from any sport and will tell the coach or caring adult if I think I might have a concussion. • I will tell the coach or caring adult immediately when I think a teammate might have a concussion. • I understand that if I receive a jarring impact to the head, face, neck, or elsewhere on my body that is observed by or reported to the coach, that I will be removed immediately from the sport, and:  I am aware that when I have signs or symptoms I should go to a medical doctor or nurse practitioner to be diagnosis as soon as reasonably possible that day and will report the results to appropriate school staff.  I am aware that not all signs and symptoms emerge immediately and there are times when signs and symptoms emerge hours or days after the incident and I must stop physical activities and be monitored for the next 24 hours. • If no signs or symptoms appear after 24 hours, I will inform the appropriate school staff and I can then be allowed to participate. • If signs or symptoms begin, I will be assessed by a medical doctor or nurse practitioner as soon as reasonably possible that day and will report the results to appropriate school staff. • I will communicate with my coaches, parent/guardian, and school staff and any sport organization with which I am registered about a suspected or diagnosed concussion or general safety issues. • I understand that I will have to follow the Return to School Plan if diagnosed with a SO28 Student Concussion and Head Injury – Resource Package Filed in School Office. Retention: C +1 (C=Current School year) Appendix G - 2 of 2 concussion. • I understand I will not be able to return to full participation, including practice or competition until permitted to do so in accordance with the School Board’s Return to School Plan. • I understand that I will need a Medical Clearance as required by the Return to School Plan, prior to returning to full participation in “non-contact sports” or returning to a practice that includes full contact in “contact sports”. • I will follow the recovery stages and learning strategies proposed by the collaborative team for my Return to School Plan. I have read and under all 2 pages of this code of conduct: Student Name: Student Signature Date: Parent/Guardian: SO28 Student Concussion and Head Injury – Resource Package Filed in School Office. Retention: C +1 (C=Current School year) Appendix G - 1 of 2 Appendix H: Parent/Guardian Code of Conduct As a parent/Guardian of at for the school year, I am committed to: • I will encourage my child to bring potential issues related to the safety of equipment and the facilities to the attention of the coach. • I will ensure the protective equipment that we provide is properly fitted as per the manufacturer’s guidelines, in good working order, and suitable for personal use. • I will follow the school board’s fair play policy and will support it by demonstrating respect for all students, coaches, officials, and spectators. • I will encourage my child to demonstrate respect for teammates, opponents, officials, and spectators and to follow the rules of the sport and practice fair play. • I will not pressure my child to participate in practices or games/competitions if they are injured. • I will encourage my child to learn and follow the rules of the sport and follow the coach’s instructions about prohibited play • I will support the coach’s enforcement of consequences during practices and competition regarding prohibited play. • I will respect the decisions of officials and the consequences for my child for any prohibited play. • I will encourage my child to follow their coach’s instructions about the proper progression of skills and strategies of the sport. • I will encourage my child to ask questions and seek clarity regarding skills and strategies they of which they are unsure. • I will encourage my child to participate in discussions/conversations related to concussions, including signs and symptoms, with the coach or caring adult. • I will encourage my child to talk to their coach/caring adult if they have any concerns about a suspected or diagnosed concussion or about their safety in general. • I have read and am familiar with an approved Concussion Awareness Resource identified by the school board found on the Board’s website under Concussion Information • I understand that if my child receives a jarring impact to the head, face, neck, or elsewhere on the body that is observed by or reported to the coach my child will be removed immediately from the sport, and:  I am aware that if my child has signs or symptoms of a suspected concussion they should be taken to a medical doctor or nurse practitioner for a diagnosis as soon as reasonably possible that day and I will report any results to appropriate school staff.  I am aware that not all signs and symptoms emerge immediately and there are times when signs and symptoms emerge hours or days after the incident and in these cases my child must stop all physical activities and be monitored at home and at school for the next 24 hours. • If no signs or symptoms emerge after 24 hours, I will inform the appropriate school staff and I understand my child will be permitted to resume participation. • If signs or symptoms emerge, I will have my child assessed by a medical doctor or nurse practitioner as soon as reasonably appropriate that day and will report the results to SO28 Student Concussion and Head Injury – Resource Package Filed in School Office. Retention: C +1 (C=Current School year) Appendix G - 2 of 2 appropriate school staff. • I will inform the school principal, coach and/or other relevant school staff when my child experiences signs or symptoms of a concussion, including when the suspected concussion occurs during participation in a sport outside of the school setting. • I will inform the school principal, coach and/or other relevant school staff any time my child is diagnosed with a concussion by a medical doctor or nurse practitioner. • I will encourage my child to remove themselves from the sport and report to a coach or caring adult if they have signs or symptoms of a suspected concussion. • I will encourage my child to inform the coach or caring adult when they suspect a teammate may have sustained a concussion. • I will share with the coach, school staff, and/or staff supervisor of all sport organizations with which my child has registered if/when my child has experienced a suspected or diagnosed concussion or general safety issues. • I understand that if my child has a suspected or diagnosed concussion, they will not return to full participation, including practice or competition, until permitted to do so in accordance with the School Board’s Return to School Plan. • I will ensure my child receives a Medical Clearance as required by the Return to School Plan, prior to returning to full participation in “non-contact sports” or returning to a practice that includes full contact in “contact sports”. • I will follow the recovery stages and learning strategies proposed by the collaborative team for my child as part of the Return to School Plan. I have read and understand all 2 pages of this code of conduct. Parent/Guardian Name: Parent/Guardian Signature: Date: SO28 Student Concussion and Head Injury – Resource Package Filed in School Office. Retention: C +1 (C=Current School year) Appendix G - 1 of 2 Appendix I: Coach/Team Trainer Code of Conduct As a coach/team trainer at for the school year, I am committed to: • I will review and adhere to the School Board’s safety standards for physical activity and concussion protocol, as they apply to my sport prior to taking on the responsibility as coach/team trainer • I will check the facilities and equipment take necessary precautions and bring potential hazards to the attention of the students. • I will provide and maintain a safe learning environment for my students and uphold a culture of safety-mindedness. • I will inform students and their parent/guardian (for students under the age of 18) about the risks of a concussion or other potential injuries associated with the sport and ways to minimize those risks. • I will demonstrate a commitment to fair play and will respect my students, opponents, officials, and spectators. • I will not pressure a student to participate in practices or games/competitions if they are injured. • I will teach students the rules of the sport and will provide instructions about prohibited play. • I will strictly enforce, during practice and competition, the consequences for prohibited play. • I will accept and respect the decisions of officials and the consequences for any prohibited play. • I will instruct students in training and practices using the proper progression of skills and strategies of the sport. • I will encourage students to ask questions and seek clarity regarding skills and strategies they of which they are unsure. • I will provide opportunities by creating an environment for student discussions/ conversations related to suspected and diagnosed concussions, including signs and symptoms, questions, and safety concerns, throughout the day, including before and after practice and competition. • I have read and am familiar with an approved Concussion Awareness Resource identified by the school board Concussion Information. • I will emphasize the seriousness of a concussion to my students along with outlining the signs and symptoms of a concussion. • I will provide instruction to students about the importance of removing themselves from the sport and reporting to a coach/team trainer or caring adult if they have signs or symptoms of a concussion. • I will provide instruction to students about the importance of informing the coach/caring adult when they suspect a teammate may have a concussion. • I will immediately remove from play, for assessment, any student who receives a jarring/significant impact to the head, face, neck, or elsewhere on the body and adhere to the School Board’s concussion protocol prior to allowing return to physical activity. • I will support and adhere to a process for communication to take place between myself and the student, parent/guardian, and relevant school staff. SO28 Student Concussion and Head Injury – Resource Package Filed in School Office. Retention: C +1 (C=Current School year) Appendix G - 2 of 2 • I will promote the importance of communication about a suspected or diagnosed concussion between the student, parent/guardian, and all sport organizations with which the student has registered. • I will support the implementation of the Return to School Plan for students with a diagnosed concussion • I understand the need to prioritize a student’s return to learning as part of the Return to School Plan. • I will follow the Return to School Plan and make sure a student diagnosed with a concussion does not return to training, practice, or competition until permitted to do so in accordance with the Return to School Plan. I have read and understand all 2 pages of this code of conduct. Coach/Team Trainer Name: Coach/Team Trainer Signature: Date: SO28 Student Concussion and Head Injury – Resource Package Student Concussion and Head Injury Supplemental Resources SO28 Student Concussion and Head Injury – Resource Package Student Concussion Diagnosis Report GRAND ERIE DISTRICT SCHOOL BOARD Student Concussion Diagnosis Report ❑ January 30 ❑ June 28 School: Principal: Student(s) Name(s) Date of Birth Documentation for a Diagnosed Concussion - Return to School/Return to Physical Activity Plan in Place Status of Return to School/Return to Physical Activity Plan Completed (Y) Ongoing (N) YYYY/MM/DD Surname Given Name 1. YES NO YES NO Date/Location of incident: Circumstances causing concussion: 2. YES NO YES NO Date/Location of incident: Circumstances causing concussion: 3. YES NO YES NO Date/Location of incident: Circumstances causing concussion: 4. YES NO YES NO Date/Location of incident: Circumstances causing concussion: 5. YES NO YES NO Date/Location of incident: Circumstances causing concussion: Concussion Awareness Training Staff Completed on: DATE Comments: SO28 Student Concussion and Head Injury – Resource Package Student: No concussion sign(s) and/or symptoms observed or reported but a possible concussion event was recognized Student: Concussion signs and/or symptoms ARE present Student: NOT allowed to return to Physical Activity that day Student: Attends school. No physical activity. Monitored for 24 hours. Teacher/Coach/Supervisor/Volunteer: 1. Contact Parent/Guardian • inform of incident and the name of the hospital that student is taken to 2. Provide a copy of Tool to Identify a Suspected Concussion (Appendix C) and Documentation of Monitoring/ Documentation of Medical Assessment (Appendix D2) 3. Inform Principal of Suspected Concussion 4. Complete all necessary board injury reports (i.e. OSBIE, Critical Teacher/Coach/Supervisor/Volunteer: Injury) 1. Contact Parent/Guardian and inform them of the incident 2. Provide a copy of Tool to identify a Suspected Concussion (Appendix C) and Documentation of Monitoring /Documentation of Medical Assessment (Appendix D2) 3. Inform Principal of the incident 4. Complete all necessary board injury reports (i.e. OSBIE) Parent/Guardian/School: Continued Monitoring for 24 hours for delayed sign(s) and/or symptom(s) Initial Response: Steps and Responsibilities in a Suspected Concussion Student: Receives a significant impact to the head, face, neck, or body (observed or reported), that transmits a force to the head, and as a result may have suffered a concussion. Teacher/Coach/Supervisor/Volunteer: 1. Contact Parent/Guardian to inform them of the incident, the need to pick up student and that the student is to be assessed by a medical doctor or nurse practitioner as soon as possible that day. 2. Provide a copy of Tool to Identify a Suspected Concussion (Appendix C) and Documentation of Monitoring/ Documentation of Medical Assessment (Appendix D2) 3. Inform Principal of Suspected Concussion 4. Complete all necessary board injury reports (i.e. OSBIE) Teacher/Coach/Supervisor/Volunteer: Stop Activity Immediately! Initiate Emergency Action Plan for Concussion and Head Injury (Appendix D1). Parent/Guardian: Report the outcome of the Medical Assessment as well as provide the completed and signed Document of Monitoring/ Documentation of Medical Assessment (Appendix D2) to the principal. Teacher/Coach/Supervisor/Volunteer: Follow Red Flag Procedures - Call 911 Teacher/Coach/Supervisor/Volunteer: Check for Red Flag sign(s) and/or Symptom(s) - Tool to Identify Suspected Concussion (Appendix C) NO YES NO Teacher/Coach/Supervisor/Volunteer: Check for other concussion sign(s) and/or symptoms YES NO YES Parent/Guardian: Must report the results of the 24-hour monitoring to principal (Appendix D2). If no sign(s) and/or symptom(s) emerge, student is permitted to resume physical activity. Medical Clearance is not required. Parent/Guardian: Must report the results of the 24- hour monitoring to principal (Appendix D2). If sign(s) and/or symptom(s) emerge, student needs a Medical Assessment as soon as possible that day. Principal: Informs school staff and volunteers who work with the student of the suspected concussion. Informs school (class teacher(s), coaches, recess supervisors, LRTs, EAs) of suspected concussion SO28 Student Concussion and Head Injury – Resource Package Stages and Responsibilities for Concussion Management at Home and School Student: Concussion Diagnosed Principal: Informs appropriate school staff of the diagnosis, and communicates with parent/guardian to provide and explain the Home Preparation for RTS and RTPA plan (Appendix E 1). Parent/Guardian: Reports to principal that student has completed • Stage 2 RTS • Stage 2b RTPA Principal/designate: Communicates with parent/guardian to: • Provide and explain the purpose of Appendix E2 • Explain the collaborative team approach and their role on the team Student: Returns to School Student conference to develop RTS and RTPA plan Return to School - Stage 3a Student: attends school (2 hours) with adaptations of learning strategies and/or approaches Return to Physical Activity – Stage 3 Student: simple locomotor activities/sport-specific exercise to add movement Return to School - Stage 3b Student: attends school (half time) with moderate workload Return to School - Stage 4a Student: attends school full day with minimal adaptations of learning strategies and/or approaches Return to School - Stage 4b Student: attends school full day without adaptations of strategies and/or approaches RTS - Complete Return to Physical Activity – Stage 4 Student: increase physical activities, non-contact training drills to add coordination and increase thinking Return to Physical Activity – Stage 5 Student: full participation in physical activities (physical education, intramurals, noncontact interschool sports) and full contact training/practice in contact sports contact Return to Physical A ctivity – Stage 6 Student: unrestricted return to contact sports RTPA - Complete Collaborative Team Lead/designate; Report to parent/guardian completion of Stage 4b RTS and Stage 4 RTPA and the require ment of Medical Clearance (Appendix F) Parent/Guardian: Provide principal with signed Medical Clearance (Appendix F) At the completion of each stage student progress is documented with the results shared between school and home. Parent/guardian confirms completion of each stage by returning E 2 with a signature. At each stage student is monitored for return of symptoms, new and worsening symptoms. During RTS stages 1 – 4b and RTPA 1 – 4, if the student exhibits/reports return of symptoms or new symptoms, the student returns to previous stage for a minimum of 24 hours and only participates in activities that can be tolerated. If during any stage the student exhibits or reports worsening symptoms, student must return to medical doctor/nurse practitioner. During RTPA stages 5 and 6, if student exhibits a return of symptoms or new symptoms the student must obtain a Medical Clearance reassessment Home Preparation for Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 1) – completed at home Student returns to school to begin the School Concussion Management Plan – Return to School (RTS) and Return to Physical Activity (RTPA) Plan (Appendix E 2) – completed at school SO28 Student Concussion and Head Injury – Resource Package SO28 Student Concussion and Head Injury – Resource Package Filed in OSR -Documentation File Page 1 Retention: E + 1 yr (E = retirement or graduation of student) Classroom Concussion Symptoms Form – Student Return to School Student Name: Date: Homeroom Teacher: Class/Period: Time of Completion Re-entry Meeting  OR Follow-up meeting No. (1,2,3…) Instructions for the Student: Read the symptoms below. For each symptom, circle ONE response. Be honest and do not skip any questions. Then, answer the question at the bottom of the second page. Give the form to your educator once complete. (If you have questions regarding this form, please contact the teacher.) Note for the Instructor: Where appropriate, considering the age/ability/concussion symptoms of the student, the educator may need to provide instructions, read the items and record the student responses on the form. Please file in the Ontario Student Record – Documentation File Physical Difficulties: Description How it affects me at school Response Headache I have difficulty concentrating, paying attention or multi-tasking none mild moderate severe Dizziness/ Balance problems I lose my balance, I trip/stumble more often, I get dizzy when I (move/get up/...) none mild moderate severe Nausea (Feeling sick to my stomach) I have to vomit, I feel sick during lessons none mild moderate severe Drowsiness I feel sleepy or sluggish none mild moderate severe Fatigue I get tired quickly, I feel exhausted after small/short tasks none mild moderate severe Sensitivity to light I have difficulties working in the classroom environment (e.g., lights, seeing the blackboard) none mild moderate severe Sensitivity to noise I have difficulties working in the classroom environment (e.g., loud music, noise, talking) none mild moderate severe SO28 Student Concussion and Head Injury – Resource Package Filed in OSR -Documentation File Page 2 Retention: E + 1 yr (E = retirement or graduation of student) Cognitive Difficulties (thinking, problem solving and learning): Description How it affects me at school Response Feeling mentally foggy I cannot think clearly and/or follow what is going on 1 never 2 3 4 5 always Difficulty concentrating on schoolwork I can only focus on my schoolwork in a limited way or for a short time 1 never 2 3 4 5 always Difficulty paying attention to teacher I have difficulty tuning out other noises or keeping track of what the teacher is saying, note taking is hard for me 1 never 2 3 4 5 always Difficulty processing information quickly I have difficulty following instructions; I can’t manage deadlines or complete tasks on time; I feel slowed down 1 never 2 3 4 5 always Difficulty remembering I can’t retain new information or instructions, I cannot recall/access information already learned 1 never 2 3 4 5 always Difficulty staying organized I am missing pieces of instruction, I forget to bring things/lose things, I have a hard time finishing assignments 1 never 2 3 4 5 always Emotional Difficulties: Description How it affects me at school Response Irritability/Frustration I give up easily, I have a “short fuse”; I get upset quickly when I encounter difficulties, I act on impulse; I am irritable 1 never 2 3 4 5 always Anxiety/Nervousness I am fearful about tests and assignments, I cannot focus, I work to overtiredness 1 never 2 3 4 5 always Feelings of Sadness/Withdrawal I am sad, I don’t like to talk, I keep to myself 1 never 2 3 4 5 always What tasks in school are most difficult for you? Please write specific examples: SO28 Student Concussion and Head Injury – Resource Package Filed in OSR -Documentation File Page 1 Retention: E + 1 yr (E = retirement or graduation of student) Classroom Concussion Accommodations Form - Return to School Student Name: Date: Homeroom Teacher: Class/Period: Time of Completion Re-entry Meeting  OR Follow-up meeting No. (1,2,3…) Instructions: Use the student’s responses to the questions on the Symptoms Form to devise in-class, symptom-based accommodations. Mark selected accommodations on this list. Discuss the recommended accommodations with the student. Please file in the Ontario Student Record – Documentation File Physical Difficulties: Symptoms  Accommodations and Strategies Headache Mild/moderate: allow classroom participation Avoid symptom triggers If severe, inform parent/guardian Allow frequent breaks Consider reduce hours Consider gradual return to school (e.g. 1-2 hours, half-days, late starts) Dizziness/ Balance problems Mild/moderate: allow classroom participation Avoid symptom triggers If severe, inform parent/guardian Nausea Mild/moderate: allow classroom participation Avoid symptom triggers If severe, inform parent/guardian Drowsiness Mild/moderate: allow classroom participation Avoid symptom triggers If severe, inform parent/guardian Fatigue Reduce workload Consider reduce hours Consider gradual return to school (e.g. 1-2 hours, half-days, late starts) Sensitivity to light Move away from windows Allow access to special lighting (dim lights/draw shades/task lighting/darker room) Allow sunglasses/hat in class Forms are based on: 1. Ontario Physical Education Safety Guideline Concussion Protocol; Table 2: Return to Learn Strategies/Approaches Sept. 2014. Adapted from Davis GA, Purcell LK. The evaluation and management of acute concussion differs in young children. Fr J Sports Med. Published online First 23 April 2013 doi:10. 1136/bjsports-2012-092132; 2. Classroom-Concussion-Assessment-Form.pdf from nationwidechidrens.org 2013; An Educators Guide to Concussion in the Classroom - Classroom Concussion Assessment Form. SO28 Student Concussion and Head Injury – Resource Package Filed in OSR -Documentation File Page 2 Retention: E + 1 yr (E = retirement or graduation of student) Physical Difficulties (continued): Symptoms  Accommodations and Strategies Sensitivity to noise Remove from loud environments Avoid noisy crowded environments such as assemblies and hallways during high traffic times Provide alternative work-space Reduce classroom noise; Avoid headphones and loud music Allow noise cancelling headphones Arrange for strategic seating (e.g. move student away from talkative peers, proximity to teacher) Cognitive Difficulties (thinking, problem solving and learning): Symptoms  Accommodations and Strategies Feeling mentally foggy Provide breaks between tasks Simplify tasks Difficulty concentrating on schoolwork Shorten task duration Give breaks between tasks Consider shortening school day Consider limiting test to one per day and provide extra time and/or quiet environment Difficulty paying attention to teacher Provide frequent check-ins Front of the room seating in proximity of teacher Work/test in quiet room Difficulty processing information quickly Provide access to assistive technology Provide extra time or a quiet environment Provide class notes Provide scribe Check understanding of content, repeat instructions Difficulty remembering Provide visual cues/aids and/or advance organizers (visual cueing, nonverbal signs) Use alternative testing methods (such as multiple-choice, oral testing) for the student to demonstrate mastery Provide a copy of class notes Provide memory aids Difficulty staying organized Check comprehension of instructions Use to-do lists and checklists Encourage student to use/set electronic alerts Manage overall workload and pace of work demands Use agenda/planner for schedule and due dates Divide larger assignments/assessments into smaller tasks Extend deadlines for submitting assignments SO28 Student Concussion and Head Injury – Resource Package Filed in OSR -Documentation File Page 3 Retention: E + 1 yr (E = retirement or graduation of student) Emotional Difficulties Symptoms  Accommodations and Strategies Irritability/ Frustration Prepare the student for change and transitions Set reasonable expectations Anticipate and remove the student from a problem situation (without characterizing it as punishment) Encourage teachers to use consistent strategies and approaches Acknowledge and empathize with the student’s frustration, anger and emotional outburst if and as they occur Reinforce positive behaviour Provide consistency and structure on a daily basis Anxiety/ Nervousness Where feelings are affecting social interactions/school work inform parent/guardian Provide access to Child and Youth counsellor or other support personnel Build in more frequent breaks during the school day Provide the student with preparation time to respond to questions Inform the student of any changes in the daily timetable/schedule Adjust the student’s timetable/schedule as needed to avoid fatigue (e.g. 1-2 hours/periods, half days, full days) Feelings of Sadness/ Withdrawal Where feelings are affecting social interactions/school work inform parent/guardian Provide access to Child and Youth counsellor or other support personnel Open lines of communication with parent/guardian and student sharing observations of child at home and school. Provide opportunities and personnel for student to share his thoughts/feelings. Build time into class/school day for socialization with peers Partner student with a “buddy” for assignments or activities Implement, immediately, correct Board procedures when a student expresses suicidal feelings, thoughts. Parent/guardian must be informed. Other Accommodations and strategies (provide examples): Date for next review of accommodation plan: Under the direction of the Ontario Ministry of Education and under the legal authority of the Education Act, Grand Erie District School Board collects this information in order to fulfil its commitment to promote the health and safety of students by raising awareness, identification, and prevention of concussion injuries, and managing diagnosed concussions. In accordance with the Municipal Freedom of Information and Protection of Privacy Act this information will be used solely to assess the student’s Return to Learn and Return to Physical Activity. It will be retained in the Ontario Student Record [OSR] for one year after the student graduates or transfers out of the school. The Ministry of Education may also request school reports on concussion activity. If you have any questions or concerns about the collection of information on this form please contact the school principal. SO28 Student Concussion and Head Injury – Resource Package Sample Concussion Prevention Strategies PPM 158 (Policy/Program Memorandum #158: School Board Policies on Concussion) recognizes the importance of prevention and states that every school board policy should include strategies for preventing and minimizing the risk of sustaining concussions (and other head injuries) in schools and at off-site school events. The prevention strategies are organized into the following four sections: • Teachers/coaches/supervisors • Students/athletes • School boards, athletic associations and referee associations • Parents/guardians Prior to the sport season/beginning of the school year teachers/coaches/supervisors should: • be knowledgeable of school board’s concussion policy and procedures for prevention, identification, and management (return to learn and return to physical activity); • be knowledgeable about safe practices in the sport/activity (for example, the rules and regulations and the specific sport/activity pages in the Ontario Physical Education Safety Guidelines); • be familiar with the risks of a concussion or other potential injuries associated with the activity/sport and how to minimize those risks; • be up to date and enforce school board/athletic association/referee rule changes associated with minimizing the risks of concussion; • be up to date with current body contact skills and techniques (for example, safe tackling in tackle football), when coaching/supervising contact activities; • be knowledgeable (when applicable) with the requirements for wearing helmets. (To date there is no evidence that helmets protect against concussions.) For more information on helmets consult the Fundamentals of Safety; • determine that protective equipment is approved by a recognized equipment standards association (for example, Canadian Safety Standards, National Operating Committee on Standards for Athletic Equipment), is well maintained, and is visually inspected prior to activity; and • determine (where applicable) that protective equipment is inspected within approved timelines, by a certified re-conditioner as required by manufacturer (for example, football helmet). During the physical activity unit/sport season/intramural activity teachers/coaches/supervisors should: • teach skills and techniques in the proper progression; • provide activity/sport-specific concussion information when possible; • teach and enforce the rules and regulations of the sport/activity during practices and games/competition (particularly those that limit or eliminate body contact, or equipment on body contact); • reinforce the principles of head-injury prevention (for example, keeping the head up and avoiding collision); • teach students/athletes involved in body contact activities about: o sport-specific rules and regulations of body contact (for example, no hits to the head); and o body contact skills and techniques and require the successful demonstration of these skills in practice prior to competition. • discourage others from pressuring injured students/athletes to play/participate; SO28 Student Concussion and Head Injury – Resource Package • demonstrate and role model the ethical values of fair play and respect for opponents; • encourage students/athletes to follow the rules of play, and to practice fair play; • use game/match officials in higher-risk interschool sports that are knowledgeable, certified and/or experienced in officiating the sport; and • inform students about the importance using protective equipment (for example, helmets, padding, guards) that is properly fitted (as per manufacturer’s guidelines) and properly worn. Prior to the sport season/intramural activity/beginning of the school year students/athletes should be informed about: • concussions o definition o seriousness of concussions o causes o signs and symptoms o the school board’s identification and management procedure • the risks of a concussion associated with the activity/sport and how to minimize those risks including sport-specific prevention strategies; • the importance of respecting the rules of the game and practising Fair Play (for example, to follow the rules and ethics of play, to practice good sportsmanship at all times and to respect their opponents and officials); • the dangers of participating in an activity while experiencing the signs and symptoms of a concussion and potential long-term consequences; • the importance of: o immediately informing the teacher/coach/supervisor of any signs or symptoms of a concussion, and removing themselves from the activity; o encouraging a teammate with signs or symptoms to remove themselves from the activity and to inform the teacher/coach/supervisor; o informing the teacher/coach/supervisor when a classmate/teammate has signs or symptoms of a concussion; and o determining that, when students/athletes are permitted to bring their own protective equipment, it is properly fitted (as per manufacturers guidelines), properly worn, in good working order and suitable for personal use. • the use of helmet when they are required for a sport/activity. o Helmets do not prevent concussions. They are designed to protect against skull fractures, major brain injuries (including bleeding into or around the brain), brain contusions and lacerations. o Helmets are to be properly fitted (as per manufacturer’s guidelines) and properly worn (for example, only one finger should fit between the strap and the chin when strap is done up). During the physical activity unit/sport season/intramural activity students/athletes should be informed about: • attending safety clinics/information sessions on concussions for the activity/sport; • be familiar with the seriousness of concussion and the signs and symptoms of concussion; • demonstrating safe contact skills during controlled practice sessions prior to competition; • demonstrating respect for the mutual safety of fellow athletes (for example, no hits to the head, follow the rules and regulations of the activity); • wearing properly fitted protective equipment; • reporting any sign or symptom of a concussion immediately to teacher/coach/supervisor from a hit, fall or collision; and SO28 Student Concussion and Head Injury – Resource Package • encouraging team mates/fellow students to report sign(s) or symptom(s) of a concussion and to refrain from pressuring injured students/athletes to play. Sample strategies/tools to educate students/athletes about concussion prevention information: • Hold a class group activity/team pre-season meeting on concussion education. • Develop and distribute an information checklist for students/athletes about prevention strategies. • Post concussion information to inform/reinforce symptoms and signs and what to do if a concussion is suspected. • Post information posters on prevention of concussions (for example, encouraging students to report concussion symptoms) in high traffic student areas (for example, change room/locker area/classroom/gymnasium). • Implement concussion classroom learning modules aligned with the curriculum expectations. • Distribute concussion fact sheets (prevention, signs and symptoms) for each student/athlete on school teams. • Distribute and collect completed student concussion contract or pledge (signed by student/athlete and parents/guardians). • Students/athletes who are absent for safety lessons (for example, information, skills, techniques) must be provided with the information and training prior to the next activity sessions. Prior to the sport season/beginning of the school year school boards, athletic associations and referee associations should: • consider rule changes to the activity, to reduce the head injury incidence or severity, where a clearcut mechanism is implicated in a particular sport; and • consider rule enforcement to minimize the risk of head injuries. Prior to the sport season/intramural activity/beginning of the school year parents/guardians should be informed of the: • risks and possible mitigations of the activity/sport; • dangers of participating with a concussion; • signs and symptoms of a concussion; • school board’s identification, diagnosis and management procedures; • sport-specific concussion prevention strategies; • importance of encouraging the ethical values of fair play and respect for • opponents; and • importance of determining that, when students/athletes are permitted to bring their own protective equipment, it is properly fitted (as per manufacturers guidelines), properly worn, in good working order and suitable for personal use. RESOURCES Ontario portal: http://www.health.gov.on.ca/en/public/programs/concussions/ Reproduced and adapted with permission from Ophea [Ontario Physical Education Safety Guidelines, 2018] SO31 Accessibility – Appendix A Integrated Accessibility Awareness Manual September 2020 TABLE OF CONTENTS 1.0 Introduction to Accessibility Awareness ............................................................... 4 1.1 Legal Framework ................................................................................................. 4 1.2 Related Policies/Procedures ................................................................................. 4 2.0 Customer Service Standards ................................................................................ 4 2.1 Monitoring and Feedback on Accessible Customer Service ................................... 4 2.2 Use of a Guide Dog, Service Dog or Service Animal By The General Public ........ 4 2.3 Use of Support Persons by the General Public ...................................................... 6 2.4 Use of Assistive Devices by the General Public .................................................... 7 2.5 Notice of Disruption of Service ............................................................................ 8 3.0 Information & Communications ........................................................................ 10 3.1 Regulation ..........................................................................................................10 3.2 Definitions ..........................................................................................................10 3.3 Responsibility .....................................................................................................10 3.4 Feedback ............................................................................................................10 3.5 Procurement .......................................................................................................10 3.6 Provision of Information and Communications in Accessible Formats ..................10 3.7 Accessible Websites ............................................................................................11 3.8 Educational and Training Resources and Materials...............................................11 3.9 Training for Program/Classroom Staff ...................................................................11 3.10 School Libraries ..................................................................................................12 4.0 Employment ..................................................................................................... 12 4.1 Regulation ..........................................................................................................12 4.2 Definitions ..........................................................................................................12 4.3 Procedures..........................................................................................................13 4.4 Recruitment ........................................................................................................13 4.5 Supports for Employees .......................................................................................13 4.6 Accessible Formats and Communication Supports ...............................................13 4.7 Workplace Emergency Response Information ......................................................13 4.8 Individual Accommodation Plans ........................................................................14 4.9 Return to Work Process .......................................................................................14 4.10 Performance Management ..................................................................................15 4.11 Career Development ...........................................................................................15 4.12 Redeployment ....................................................................................................15 5.0 Transportation .................................................................................................. 15 5.1 Regulation ..........................................................................................................15 5.2 Definitions ..........................................................................................................15 5.3 Responsibility .....................................................................................................15 5.4 Individual School Transportation Plans ................................................................15 5.5 Content of Individual School Transportation Plans ...............................................16 5.6 Communication of Responsibilities re Individual School Transportation Plans ......16 6.0 Design of Public Spaces .................................................................................... 16 6.1 Regulation ..........................................................................................................16 6.2 Definitions ..........................................................................................................16 6.3 Responsibility .....................................................................................................16 6.4 Public Design Standards......................................................................................17 6.5 Features of Accessible Public Spaces ...................................................................17 Appendix A ............................................................................................................... 18 Consent Form for Student Support Persons ......................................................................18 SO30 Administration of Medication Manual January 2020 Appendix B ................................................................................................................ 18 Information on Interacting with People Using Assistive Devices ......................................19 Appendix C ................................................................................................................ 21 Sample Notices of Disruption to Services ........................................................................21 SO31 Integrated Accessibility Awareness Manual September 2016 Page 4 of 21 1.0 Introduction to Accessibility Awareness 1.1 Legal Framework • Accessibility for Ontarians with Disabilities Act, 2005 (AODA), S.O. 2005, CHAPTER 11 • Accessibility Standards for Customer Service, Ontario Regulation 429/07 • Blind Persons’ Rights Act, R.S.O. 1990, c.B.7 • Integrated Accessibility Standards, Ontario Regulation 191/11 • Ontario Human Rights Code, R.S.O. 1990, CHAPTER H.19 • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, cM56 1.2 Related Policies/Procedures • • Policy SO14 – Equity and Inclusive Education • Policy SO33- Animals in Schools, including Student Use of Guide Dog, Service Dog or Service Animals 2.0 Customer Service Standards 2.1 Monitoring and Feedback on Accessible Customer Service 2.1.1 The Chair of the Accessibility Committee will maintain a process for collecting feedback on Accessibility – Customer Service Standards that has the following components: 2.1.2 Information on the Board and school websites inviting users of Board services to provide feedback on their experience with, or concerns about, access to services for people with disabilities. 2.1.3 Printed information available through school offices and public offices of the Board to invite people with disabilities to provide feedback on their experience with, or concerns about, accessibility of services. Consideration must be given to providing information in alternate formats. 2.1.4 Information on how the Board will respond to feedback as per AODA 2005: Concerns will be forwarded to the Chair of the Accessibility Committee for consideration at the next scheduled meeting to determine most appropriate course of action. 2.1.5 Methods of feedback: a) A range of methods for soliciting feedback is employed to ensure optimum access to the feedback process by people with disabilities. b) Methods include Board/school websites, e-mail, verbal input, social media, a suggestion box or a feedback card. Accessibility concerns are directed to the Board’s Accessibility Committee by site administrators. c) The feedback process should include the title(s) of the person(s) responsible for receiving feedback, (This will be the Chair of Accessibility Committee) and indicate how the Board’s response to the feedback will be made known. (This will be done through the annual update). 2.1.6 Proactive measures for accessible customer service: a) To ensure ongoing efficient and effective adherence to Accessibility – Customer Service Standards, Board staff, will take into account the impact on people with disabilities when purchasing new equipment, designing new systems or planning a new initiative. 2.2 Use of a Guide Dog, Service Dog or Service Animal By The General Public SO31 Integrated Accessibility Awareness Manual September 2016 Page 5 of 21 2.2.1 Recognizing guide dogs, service dogs or service animals: A guide dog, service dog or service animal is an animal that is being used because of a person’s disability and this is either readily apparent or is supported by a letter from a regulated health care provider. Examples of service animals include dogs used by people who have vision loss, hearing-alert animals for people who are deaf, deafened or hard of hearing, and animals trained to alert an individual to an oncoming seizure and lead them to safety. The customer service standard’s provisions also apply to animals providing other services to people with disabilities. It is “readily apparent” that an animal is a service animal when it is obvious by its appearance or by what it is doing. For example, it may be readily apparent that an animal is a service dog if it is wearing a harness, saddlebags, a sign that identifies it as a service dog if it has a certificate or identification card from a service animal training school or an identification card from the Attorney General of Ontario. It may also be readily apparent if a person is using the animal to assist him or her in doing things, such as opening doors or retrieving items. 2.2.2 Responsibilities: a) Supervisory Officers, Principals, Vice-Principals and Managers will ensure that all staff, volunteers and others dealing with the public are properly trained in how to interact with people with disabilities who are accompanied by a guide dog, service dog or service animal. b) Any person with a disability who is accompanied by a guide dog, service dog or service animal will be welcomed on Board premises with their guide dog, service dog or service animal and may be accompanied by this animal while on the premises. Access will be in accordance with normal security procedures. c) This requirement applies only to those areas of the premises where the public or third parties customarily have access and does not include places or areas of the school or Board offices where the public does not have access. d) This procedure deals solely with the individual’s right to be accompanied by a guide dog, service dog or service animal. Access to classrooms for a guide dog, service dog or service animal used by students and staff is covered under separate procedures (SO33 Animals in Schools, Including Student Use of Guide Dogs and Service Animals). 2.2.3 Exclusion of a Guide Dog, Service Dog or Service Animal: a) A guide dog, service dog or service animal can only be excluded from access to the premises where this is required by another law. Examples include the Health Protection and Promotion Act and the Food Safety and Quality Act. The former Act prohibits service animals in places where food is prepared, processed, or handled (e.g., kitchen of school cafeteria or culinary arts classroom) although service animals are permitted where food is served and sold (e.g. school cafeteria or lunchroom). b) Where there is a risk to the health and safety of another person as a result of the presence of a serviceanimal, consideration must be given to options available prior to exclusion of a serviceanimal. An example would be a situation where an individual has a severe allergy to the serviceanimal. It is the Board’s expectation that the situation be fully analyzed and all measures to eliminate the risk be considered, e.g., creating distance between the two individuals concerned, SO31 Integrated Accessibility Awareness Manual September 2016 Page 6 of 21 making reasonable alterations to schedules, etc. c) A service animal dog can be excluded if it is of a breed that is prohibited by law. An example would be the Ontario Dog Owners’ Liability Act, which places restrictions on pit bull terriers. d) In the rare instance where a service animal must be excluded, the Board must make every effort to put alternative arrangements in place to provide the services required by the person with a disability. This could involve leaving the service animal in a secure area where it is permitted by law and discussing with the person how best to serve her/him, e.g., a person with a vision disability might need someone (a member of staff or volunteer) to guide her/him. 2.2.4 Confirming the Status of a Guide Dog, Service Dog or Service Animal: a) At times it may be necessary to confirm that an animal is a service dog. Where an animal is not a trained guide dog and it is not readily apparent that the animal is a service dog, the school or Board staff member may request a letter from an Ontario regulated health professional, e.g., a physician or nurse confirming that the employee requires a service dog because of a disability. The letter does not need to identify the disability, why the dog is needed or how it is used. b) Where the person using the service animal regularly attends at the school or Board facility, the principal or departmental manager may request to keep a copy of the letter on file but only as long as required by the circumstances. c) Alternatively, the person using the service animal may be asked to produce a letter on occasions when visiting the premises. The principal or departmental manager shall preserve the confidentiality of the letter and information contained in the letter, and shall not use or disclose the letter or information except as provided for in the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, cM56, or as otherwise required by law. **Please refer to Policy SO33 Animals in Schools, Including Student Use of Guide Dogs and Service Animals for parameters to be followed when considering the use of a guide dog, service dog or service animal by a student or an employee of the board at a school site. 2.3 Use of Support Persons by the General Public 2.3.1 A support person is a person who assists or interprets for a person with a disabilitywho accesses the services of the Board. A support person is distinct from a Board employee who provides support services to a student or staff person – separate and specific procedures apply. A support person is an individual chosen by a person with a disability to provide services or assistance with communication, mobility, personal care, medical needs or with access to goods or services. Personal care needs may include, but are not limited to, physically transferring an individual from one location to another or assisting an individual with eating or using the washroom. Medical needs may include, but are not limited to, monitoring an individual’s health or providing medical support by being available in the event of a seizure. The support person could be a paid professional, a volunteer, a friend or a family member. 2.3.2 Supervisory Officers, Principals and Managers will ensure that staff members receive training in interacting with people with disabilities who are accessing Board services accompanied by a support person. 2.3.3 Access to Board premises and school events: a) Any person with a disability who is accompanied by a support person will be welcomed on Board premises with his or her support person. Access will be in accordance with normal security procedures. SO31 Integrated Accessibility Awareness Manual September 2016 Page 7 of 21 b) This requirement applies only to those areas of the premises where the public or third parties customarily have access and does not include places or areas of the school or Board offices where the public does not have access. c) Where an individual with a disability who is accompanied by a support person wishes to attend a school, Family of Schools or Board-organized event for which a fee is charged, the notice of the event will include information as to whether support persons will be charged a fee and specify the amount of the fee. d) The Board may require a person with a disability to be accompanied by a support person when on the premises, but only if a support person is necessary to protect the health or safety of the person with a disability or the health or safety of others on the premises. NOTE: This would be a rare situation and would only occur where, after consultation with the person with the disability, requiring a support person is the only means available to allow the person to be on the premises and, at the same time, fulfill the Board’s obligations to protect the health or safety of the person with a disability or of others on the premises. It is further noted that people with disabilities are free to accept a reasonable risk of injury to themselves just as other people do. Different individuals will have a different tolerance for risk. Risk should be weighed against any benefit for the person with a disability. It is not enough that the support person might help to protect health and safety; a support person must be necessary or essential to protect health and safety before one may be required – the risk cannot be eliminated or reduced by other means. Any considerations in protecting health or safety should be based on specific factors and not on assumptions. Just because someone has a disability doesn’t mean he/she not capable of meeting health or safety requirements.) 2.3.4 Confidentiality a) Where a support person is accompanying a person with a disability, and they are not the parent/guardian of a student, for the purpose of assisting in a discussion that may involve confidential information concerning the student, the Superintendent of Education, principal or other staff member must first secure the consent of the parent/guardian regarding such disclosure. b) Consent to the disclosure of confidential information in the presence of the support person must be given in writing by the parent or guardian. (See Appendix A - Consent Form for Student Support Person). c) The support person must also provide assurance in writing to safeguard the confidentiality of information disclosed in the discussion. d) A copy of the signed consent document will be retained in the school/Board office as per AODA retention schedules. e) If the parent/guardian uses a different support person for subsequent meetings, a new signed consent will be required. 2.4 Use of Assistive Devices by the General Public 2.4.1 Supervisory Officers, Principals, Vice-Principals and Managers will ensure that staff are trained to support parents and the general public who may use assistive devices while accessing Board services. 2.4.2 Training is focused on how to interact with people using assistive devices rather than on the technical use of the assistive devices. (See Appendix B – Information on SO31 Integrated Accessibility Awareness Manual September 2016 Page 8 of 21 Interacting with People Using Assistive Devices.) 2.4.3 Students and staff have separate and specific procedures related to their personal use of assistive devices. 2.4.4 Communication with respect to the use of assistive devices: a) The Board website and each school website will indicate that all Board facilities provide services that respect the independence and dignity of people with disabilities and offer services that include the use of assistive devices. b) Each Board facility that is open to the public will post information in the front office/reception area that welcomes the use of assistive devices and encourages users to seek support from staff and volunteers as they require it. c) The Board website and school websites, as applicable, will indicate the availability of assistive devices provided by the Board* or school to assist in provision of services to people with disabilities. d) Each Board facility that is open to the public will, as applicable, post information in the front office/reception area that indicates the availability of assistive devices and encourage potential users to seek support from staff and volunteers as they require it. *Note – these could include: • Assistive devices: TTY service, telephones with large numbers, amplifiers, lifts. • Services: Sign language interpretation, oral interpretation, real-time captioning. • Alternate service methods: Assistance of a staff person to complete a transaction, e.g., school registration) 2.5 Notice of Disruption of Service 2.5.1 As members of the general public, people with disabilities may rely on certain facilities, services or systems in order to access the services of the school or Board offices. Escalators and elevators, for example, are important to people with mobility disabilities because that may be the only way they can access the premises. Other systems and services designed to meet the needs of people with disabilities can include accessible washrooms, amplification systems, and note-taking or TTY services. When those facilities or services are temporarily unavailable or if they are expected to be temporarily unavailable in the near future, a notice of disruption of service is required. Generally, disruptions to any of the Board’s services, such as a major storm or power outage, do not require this special notice. However, if the disruption has a significant impact on people with disabilities, a notice of the disruption should be provided. 2.5.2 Supervisory Officers, Principals, Managers, Manager of Communications and Community Relations will ensure that the users of Board and school services are notified when there is a disruption in services that may have an impact on access to services by people with disabilities. 2.5.3 Notice may be given by posting the information at a conspicuous place at or in the school or at or in Board facilities. Other options that may be used include: posting on the Board and/or school website; through direct communication with users of the services in accordance with school practices. (See Appendix C – Sample Notices of Disruption to Services.) 2.5.4 Notice must be provided in multiple formats (upon request). 2.5.5 If the disruption is planned, notice should be provided in advance of the disruption. If the notice is unplanned, notice should be provided as soon as possible after the disruption has been identified. SO31 Integrated Accessibility Awareness Manual September 2016 Page 9 of 21 2.5.6 The notice of disruption of service must include information about the reason for the disruption, its anticipated duration and a description of alternative facilities or services, if any, that are available. SO31 Integrated Accessibility Awareness Manual September 2016 Page 10 of 21 3.0 Information & Communications 3.1 Regulation The Grand Erie District School Board is committed to ensuring that people with disabilities have the same opportunity of access to our services as all others we serve. The Board is committed to meeting the accessibility needs of people with disabilities, in a timely manner, in the provision of services related to information and communications. 3.2 Definitions 3.2.1 Information Includes data, facts and knowledge that exist in any format, including text, audio, digital, or images, and conveys meaning. 3.2.2 Communication Means the interaction between two or more persons or entities, or any combination of them, where information is provided, sent or received. 3.2.3 Accessible Formats Include, but are not limited to, options such as large print, screen readers, braille, audio format, or captioning. 3.2.4 Conversion-ready Is an electronic or digital format that facilitates conversion into an accessible format. WCAG refers to the Web Content Accessibility Guidelines. 3.3 Responsibility Supervisory Officers, Principals, Vice-Principals and Managers will ensure that all staff, volunteers and others providing services and programs on behalf of the Board have received initial training in the requirements of the Integrated Accessibility Standards Regulation, including the Standards related to Information and Communications. 3.4 Feedback 3.4.1 Administrators/managers will ensure that processes for receiving and responding to feedback are accessible to persons with disabilities. 3.4.2 Upon request, administrators/managers will provide or arrange for the provision of accessible formats and/or communication supports to facilitate feedback. 3.4.3 Administrators/managers will notify the public about the availability of accessible formats and communication supports with regard to its feedback processes. 3.5 Procurement 3.5.1 All Board employees with responsibility for purchasing will, wherever practicable, incorporate accessibility criteria and features when procuring or acquiring goods and services, designing new systems or planning new initiatives that are related to provision of information and communication services. 3.6 Provision of Information and Communications in Accessible Formats 3.6.1 Upon request, Administrators/Managers will provide, or arrange for the provision of, accessible formats and communication supports for persons with disabilities to facilitate their access to the services of the Board. 3.6.2 Accessible formats and communication supports will be provided in a timely manner that takes into account the person’s accessibility needs and a cost no greater than the SO31 Integrated Accessibility Awareness Manual September 2016 Page 11 of 21 regular cost charged to other persons. 3.6.3 Administrators/Managers will determine the suitability of an accessible format or communication support and, in so doing, will consult with the person making the request. 3.6.4 Administrators/Managers will notify the public, through websites, general publications and other relevant means, about the availability of accessible formats and communication supports. 3.7 Accessible Websites 3.7.1 The Communications & Community Relations Manager will ensure that all new websites and web content on these sites will conform with WCAG 2.0 at Level A as of January 1, 2014. 3.7.2 The Communications & Community Relations Manager will ensure that, as of January 1, 2021, all its internet websites and web content will conform with WCAG 2.0 at Level AA. 3.7.3 These requirements do not include Live Captions or Pre-recorded Audio Descriptions. 3.7.4 These requirements apply to: a) websites and web content, including web-based applications, that the Board controls directly or controls through a contractual relationship that allows for modifications of the product; b) web content published on a website after January 1, 2012 3.7.5 Where the Communications & Community Relations Manager determines that meeting these requirements is not practicable, such determination will include consideration of: a) the availability of commercial software or tools or both; and b) significant impact on an implementation timeline that was planned or initiated before January 1, 2012. 3.8 Educational and Training Resources and Materials 3.8.1 Administrators/managers will, upon notification of need, provide educational or training resources or materials in an accessible format that takes into account the accessibility needs due to a disability of the person to whom the material is to be provided. 3.8.2 The Accessibility Committee can provide information about known resources and other board procedures to remove this barrier. 3.8.3 If the resources cannot be procured or converted into an accessible format, administrators/managers will arrange for the provision of comparable resources. 3.8.4 Administrators/Managers will, upon notification of need, provide information on the requirements, availability and descriptions of programs in an accessible format to persons with disabilities. 3.8.5 School administrators will, upon notification of need, provide student records in an accessible format to persons with disabilities. 3.8.6 Training materials are available in the GEDSB Staff Portal. 3.9 Training for Program/Classroom Staff 3.9.1 The Accessibility Committee will ensure that all staff involved in program or course design, delivery and instruction will be provided with accessibility awareness training related to these responsibilities. 3.9.2 The Accessibility Committee will keep a record of the training provided, including the dates on which training was provided and the number of individuals to whom SO31 Integrated Accessibility Awareness Manual September 2016 Page 12 of 21 training was provided. 3.10 School Libraries 3.10.1 The Accessibility Committee will ensure that school libraries are able to provide, procure or acquire an accessible or conversion-ready format of print resources upon request by a person with a disability. 3.10.2 The Accessibility Committee will ensure that school libraries are able to provide, procure or acquire an accessible or conversion-ready format of digital or multi-media resource materials upon request by a person with a disability (by January 1, 2020). 4.0 Employment 4.1 Regulation The Grand Erie District School Board is committed to ensuring that people with disabilities have the same opportunity of access to employment opportunities and services as do all employees and prospective employees. The Board is committed to meeting the accessibility needs of people with disabilities, in a timely manner, in the provision of services related to employment. 4.2 Definitions 4.2.1 Performance management Means activities related to assessing and improving employee performance, productivity and effectiveness with the goal of facilitating employee success. 4.2.2 Career development and advancement Includes providing additional responsibilities within an employee’s current position and the movement of an employee from one job to another that may be higher in pay, provide greater responsibility or be at a higher level, or a combination of these. For both additional responsibilities and employee movement, this is usually based on merit or seniority or a combination of these. 4.2.3 Redeployment Means the reassignment of employees to other departments or jobs as an alternative to lay-off, when a particular job or department has been eliminated where possible 4.2.4 Information Includes data, facts and knowledge that exist in any format, including text, audio, digital or images, and that conveys meaning. 4.2.5 Communication Means the interaction between two or more persons or entities, or any combination of them, where information is provided, sent or received. 4.2.6 Accessible formats Include, but are not limited to, options such as large print, screen readers, braille, audio format, or captioning. 4.2.7 Conversion-ready Is an electronic or digital format that facilitates conversion into an accessible format. 4.2.8 WCAG SO31 Integrated Accessibility Awareness Manual September 2016 Page 13 of 21 Refers to the Web Content Accessibility Guidelines. 4.3 Procedures 4.3.1 Responsibility 4.3.2 All staff who have responsibility for hiring and employee selection and/or supervise the work of employees of the Board will ensure that the provisions in this procedure are implemented. 4.3.3 Human Resource Services will ensure that the provisions of this procedure are incorporated in the Board’s hiring practices. 4.4 Recruitment 4.4.1 Human Resource Services will ensure that in its recruitment outreach practices the public is made aware that the Board will provide accommodation for applicants with disabilities in its recruitment processes. 4.4.2 Applicants to the Board will be made aware that Human Resource Services provides accommodation for applicants with disabilities in its recruitment processes. 4.4.3 For a job selection process, the principal/supervisor will make applicants aware that, upon request, they have access to accommodations in relation to materials and processes that will be used for applicant selection and that they will be consulted about the necessary accommodations that take into account their accessibility needs due to disability. 4.4.4 When making an offer of employment, the principal/supervisor will notify the successful applicant of its policy of accommodating employees with disabilities. 4.5 Supports for Employees 4.5.1 Human Resource Services will inform employees of the Board’s policy of supporting employees with disabilities and procedures that provide for job accommodations. 4.5.2 Human Resource Services will make this information available as soon as practicable to new employees and will provide updated information as policies are revised. 4.6 Accessible Formats and Communication Supports 4.6.1 Where an employee with a disability so requests, the principal/supervisor will consult with the employee to provide or arrange for accessible formats and communication supports in relation to information that is generally available to employees in the workplace and that the employee needs to perform the employee’s job. 4.6.2 The principal/supervisor, in determining the suitability of an accessible format or communication as required in 4.1, will consult with the employee. 4.7 Workplace Emergency Response Information 4.7.1 The principal/supervisor will ensure that individualized workplace emergency response information is provided to employees who have a disability, provided the disability is such that individualized information is necessary and the principal/supervisor has been made aware of the need for accommodation due to the disability. The principal/supervisor will provide the necessary information as soon as practicable after becoming aware of the need for accommodation. 4.7.2 If an employee who receives individualized workplace emergency response information requires assistance, the principal/supervisor will, with the consent of the employee, provide such information to the person(s) designated to provide assistance to the employee. 4.7.3 The principal/supervisor, in consultation with the Health and Disability Officer, will SO31 Integrated Accessibility Awareness Manual September 2016 Page 14 of 21 review individualized workplace emergency response information: a) when the employee moves to a different location in the Board; b) when the employee’s overall accommodation needs or plans are reviewed; and c) when the Board reviews its general emergency response procedures. 4.8 Individual Accommodation Plans 4.8.1 The Board will have in place a written process for the development of documented individual accommodation plans for employees with disabilities. 4.8.2 The Board’s written process will address: a) how the employee requesting accommodation can participate in the development of the individual accommodation plan. b) the means by which the employee is assessed on an individual basis. c) how the Health and Disability Officer, or designate, can request an evaluation by an outside medical or other expert, at the Board’s expense, to assist in determining if accommodation can be achieved and, if so, how it can be achieved. d) how the employee can request to have a representative of their bargaining unit, or another workplace representative if the employee is not a member of a bargaining unit, participate in the development of the individual accommodation plan. e) the steps taken to protect the privacy of the employee’s personal information. f) the frequency with which the individual accommodation plan will be reviewed and updated and how this will be done. g) how the reasons for denying an individual accommodation plan will be provided to an employee, if accommodation is denied. h) how the Health and Disability Officer, or designate, will ensure that the individual accommodation plan is provided in a format that takes into account the employee’s accessibility needs due to disability. 4.8.3 The Health and Disability Officer, or designate, will provide individual accommodation plans that: a) include, if requested, any information regarding accessible formats and accommodation supports provided; b) include, if required, individualized workplace emergency response information; and c) identify any other accommodation to be provided. 4.9 Return to Work Process 4.9.1 This return-to-work process does not replace or override any other return-to-work process created as a result of any other statutory compliance, e.g., under the Workplace Safety and Insurance Act, 1997, S.O. 1997, CHAPTER 16 4.9.2 The Health and Disability Officer, or designate, will develop, put in place and document a return-to-work process for its employees who have been absent from work due to disability and require disability-related accommodations in order to return to work. 4.9.3 The return-to-work process will: a) outline the steps to be taken to facilitate the return to work of employees who were absent because their disability required them to be away from work; b) use documented individual accommodation plans (as in 6.0) as part of the process; and, c) ensure that all staff involved in program or course design, delivery and instruction will be provided with accessibility awareness training related to these SO31 Integrated Accessibility Awareness Manual September 2016 Page 15 of 21 responsibilities. 4.10 Performance Management In administering performance appraisal processes in respect of employees with disabilities, the principal/supervisor will take into account the accessibility needs of employees with disabilities as well as individual accommodation plans. 4.11 Career Development Where the Board provides career development and advancement to its employees, the accessibility needs of employees with disabilities as well as any individual accommodation plans will be taken into account. 4.12 Redeployment Where the Board has in place a redeployment process, Human Resource Services will take into account the accessibility needs of employees with disabilities as well as any individual accommodation plans during the redeployment process. 5.0 Transportation 5.1 Regulation The Grand Erie District School Board is committed to ensuring that people with disabilities have the same opportunity of access to our services in a similar way as these services are available to all others we serve. We are committed to meeting, in a timely manner, the accessibility needs of students with disabilities in the provision of services related to student transportation. The provision of accessible student transportation services will include the development of an individual school transportation plan for each student who has a disability that affects his/her transportation to and from school. The plan will be developed in consultation with the student’s parents or guardians. 5.2 Definitions 5.2.1 Individual school transportation plan Is defined as a plan that provides details of the arrangements that meet the transportation needs of an individual student who has a disability. 5.2.2 Operator Means the driver of the school transportation vehicle. 5.2.3 Transportation Provider Is defined as an entity or person who has entered into an agreement with the Board for the transportation of students in accordance with the Education Act. 5.2.4 Transportation Services Means transportation that a Board provides for students in accordance with the Education Act. 5.3 Responsibility The Superintendent of Education responsible for Special Education and the Manager of Transportation Services will ensure that the provisions of this Administrative Procedure are implemented. 5.4 Individual School Transportation Plans 5.4.1 The Superintendent of Education responsible for Special Education, or their SO31 Integrated Accessibility Awareness Manual September 2016 Page 16 of 21 designate, will, in consultation with parents or guardians, annually identify students who require specific transportation services and provide a Student Support Plan; such identification will, wherever possible, be made prior to the commencement of the school year. 5.4.2 Following consultation with parents or guardians, the Superintendent of Education responsible for Special Education, or their designate, will work with the Manager of Transportation Services, or their designate, to implement recommendations within an individual student transportation plan for each student who requires specific transportation services. 5.5 Content of Individual School Transportation Plans An individual school transportation plan shall, in respect of each student requiring specific transportation services, include the following: 5.5.1 Details of the student’s assistance needs with respect to transportation to and from school. 5.5.2 Provisions for the boarding, securement and debarking of the student, as applicable. 5.6 Communication of Responsibilities re Individual School Transportation Plans The Superintendent of Education responsible for Special Education and, where appropriate, the Manager of Transportation Services, will identify and communicate roles and responsibilities with regard to the implementation of the individual school transportation plan to the following: a) The Transportation Provider b) The parents or guardians of the student c) The operator (driver) of the student transportation vehicle d) The appropriate members of the school staff (e.g., principal, teacher, educational assistant) e) The student 6.0 Design of Public Spaces 6.1 Regulation The Grand Erie District School Board is committed to ensuring that people with disabilities have the same opportunity of access to public spaces and play areas as do all students and members of the public. The Board is committed to meeting the accessibility needs of people with disabilities, in a timely manner, in the provision of design of new public spaces and play areas. 6.2 Definitions 6.2.1 Accessible Public Spaces: Include special features that make it easier for everyone, especially people with disabilities, seniors and families to use public spaces. 6.2.2 Public Recreational Spaces: Can also include recreational elements such as outdoor eating areas & play spaces that people of all abilities can enjoy. 6.2.3 Accessibility by Design: Benefits everyone; good public spaces are planned and designed from the beginning with accessibility in mind and can provide people with disabilities with more opportunities to work and play independently. 6.3 Responsibility SO31 Integrated Accessibility Awareness Manual September 2016 Page 17 of 21 The Superintendent of Education responsible for Special Education and the Manager of Transportation Services will ensure that the provisions of this Policy are implemented. 6.4 Public Design Standards 6.4.1 All organizations with accessibility plan requirements must make sure that their multi-year accessibility plan outlines how their requirements under the regulation (including the Design of Public Spaces Standard) will be met. 6.4.2 Designated public sector organizations are required, except where not practicable to do so, to "incorporate accessibility design, criteria and features when procuring or acquiring goods, services or facilities", which may be relevant to the accessibility features of public spaces such as outdoor play spaces or outdoor public use eating areas. 6.5 Features of Accessible Public Spaces 6.5.1 Sidewalks that are free of barriers & wide enough to move around 6.5.2 Gentler ramp slopes 6.5.3 Wider accessible parking spaces for people with mobility limitations. 6.5.4 Service counters that a person seated in a mobility device can use. SO31 Integrated Accessibility Awareness Manual September 2016 Page 18 of 21 Appendix A Grand Erie District School Board Integrated Accessibility Awareness Manual Consent Form for Student Support Persons (to be filed in the student's OSR) I Parent/guardian or student over age of 18 consent to the sharing of confidential information by the staff members named below in relation to my child/ward/self, in the presence of my child/ward’s/own support person named below. a) Staff Members who may Share Information with the Student Support Person My support person consents to safeguarding the confidentiality of the information shared. Name (print please) Position School Administrator (Principal) Classroom Teacher b) Consent for Student Support Person Signature Date Printed Name of Parent/Guardian Printed Name of Student (if applicable) c) Support Person - Declaration of Confidentiality Agreement I undertake to safeguard the confidentiality of information shared between school staff and parent/guardian for whom I am a student support person: Signature Date Printed Name of Support Person Witness (Principal/Staff Member) Signature Date Printed Name of Witness Filed in OSR Retention: CY + 6 year (CY = current year) Appendix B Grand Erie District School Board Integrated Accessibility Awareness Manual SO31 Integrated Accessibility Awareness Manual September 2016 Page 19 of 21 Information on Interacting with People Using Assistive Devices 1. Assistive Devices: Many users of Board services and facilities who have disabilities will have their own personal assistive devices. Examples of personal assistive devices include: • wheelchairs • scooters • walker • amplification devices that boost sound for listeners who are hard-of-hearing without reducing background noise • hearing aids • oxygen tanks • electronic notebooks or laptop computers • personal data managers • communication boards used to communicate using symbols, words or pictures • speech-generating devices that “speak” when a symbol, word or picture is pressed Key Point to Remember: One should not touch or handle an assistive device without permission. 2. Moving Personal Assistive Devices If you have permission to move a person in a wheelchair remember to: • wait for and follow the person’s instructions; • confirm that the person is ready to move; • describe what you are going to do before you do it; • avoid uneven ground and objects that create bumpy and unsafe ride; and • practise consideration and safety – do not leave the person in an awkward, dangerous or undignified position such as facing a wall or in the path of opening doors. • Do not move items or equipment, such as canes and walkers, out of the user’s reach. • Respect personal space. Do not lean over a person with a disability or lean on their assistive device. • Let the person know about accessible features in the immediate environment (automatic doors, accessible washrooms, etc.). (Copyright for the above resource is Queen’s Printer. The resource is excerpted from the elearning course developed by the Accessibility Directorate of Ontario and modified for this use.) 3. How to use Canada Relay Services and TeleTYprewriter (TTY) a) How to communicate using the Relay Service 1. Phone the Relay Service number (1-800-855-0511). 2. Tell the operator the number you wish to reach. 3. The operator will make the call for you. You speak to the operator as if you were talking directly to the person you are calling. For example, say “Hi, How are you doing?” Do not say: “Tell him I said hello.” 4. Remember to say “Go Ahead” (GA) when you finish speaking, so the person on the other end will know it is their turn to speak. 5. If you normally speak very quickly, the operator may ask you to speak more slowly so your message can be typed while you are speaking. There will be brief silences as the operator types to the TTY user and the user replies in text. SO31 Integrated Accessibility Awareness Manual September 2016 Page 20 of 21 b) How to use a TTY (Teletypewriter) TTY (Teletypewriter) is a device that allows users to send typed messages across phone lines. Many people who are Deaf, deafened, hard of hearing, or who are deafblind may use TTYs to call other individuals. This device generally has a keyboard and display that lets the user send and receive typed messages over telephone lines. People who are deafblind may use an additional large print or Braille display to read the typed messages. A stand-alone TTY must communicate with another TTY. TTY users can directly call other TTY numbers or they can call a Relay Service. The Relay Service operator will receive the messages on a TTY and relay the messages, by standard phone, to a person who does not have a TTY. A standard phone user can also place a call through the Relay Service operator to a TTY user. If your business or organization has a TTY, learn how to operate the device. To make a TTY call: 1. Push the “ON” switch. 2. Place the telephone receiver on the TTY's rubber receptacles. Make sure that the receiver is firmly in place and that the telephone's receiver cord is on the LEFT side of the TTY. 3. Check the telephone indicator light; if it is lit, you have the line. 4. Dial the number, and watch the telephone light; if it is flashing slowly, this indicates that the device on the other end is ringing. 5. When the person you are calling answers, you will see a phrase appear on the screen such as: "Hello, this is Richard GA." The "GA" stands for Go Ahead -- 6. Don't forget to use "GA" whenever you have finished what you are saying, so that the other person will know it is his/her turn. 7. When you wish the call to end and you wish to advise the other person, type GA or SK ("Stop keying"). The person will respond by "SK" if he/she agrees. Be courteous - wait until the other person indicates "SK" before hanging up. Note: • The person who receives the call is always the one who starts typing first. • Always switch the TTY "OFF" as soon as you have finished the call. (© Queen’s Printer for Ontario 2008) Resources Section of the e-course: Serve-Ability: Transforming Ontario’s Customer Service, Accessibility Directorate of Ontario, Ministry of Community and Social Services SO31 Integrated Accessibility Awareness Manual September 2016 Page 21 of 21 Appendix C Grand Erie District School Board Integrated Accessibility Awareness Manual Sample Notices of Disruption to Services Sample 1 – Access to School Building (On School Letterhead) Date: To: Parents, Guardians and Community Users of our School Maintenance work will make the main door of the school and the access ramp inaccessible from (YYYY/MM/DD) to (YYYY/MM/DD). A temporary ramp has been set up that gives access to the door at the following end or side area of the school building:  East  West  South  North We regret this inconvenience. If you have questions or concerns, please contact (Name of contact) by calling (contact number). Thank you, (School Administrator Signature and Name) Sample 2 – Accessible Washroom Date: To: Visitors to the Education Centre Our accessible washroom is out of service due to a broken water pipe. Repairs are underway and the washroom is expected to be usable again by tomorrow. In the interim, we have made arrangements for our visitors to use the accessible washroom at [123 Main Street], which is located [next door to our premises]. We apologize for this inconvenience. Thank you, Name: __________________________, Division Manager of Facility Services – Maintenance Grand Erie District School Board The Grand Erie District School Board FIRE SAFETY REFERENCE Manual for Grand Erie DSB Schools and Buildings April 2020 INDEX SUBJECT PAGE AFTER HOURS SCHOOL USAGE .............................................................................................. 10 ALTERATIONS/RENOVATIONS TO SCHOOLS.......................................................................... 10 APPROVED/LISTED ..................................................................................................................... 3 ASSEMBLY ROOMS WITH OCCUPANT LOADS IN EXCESS OF 200 PERSONS ........................... 7 CANDLES AND LIVE FLAMES ................................................................................................... 10 COMMERCIAL KITCHENS ........................................................................................................... 9 COMMUNITY CARE COLLECTION BINS (CHRISTMAS) .............................................................. 8 DRAPERY AND STAGE CURTAINS IN GYMNASIUMS ................................................................ 7 EVACUATION CARDS OR EVACUATION SCHEMATICS ............................................................ 4 EVACUATION OF NON-AMBULATORY PERSONS .................................................................... 5 EVACUATION OF SCHOOL ....................................................................................................... 4 EXIT DOORS FROM HAZARDOUS CLASSROOMS ..................................................................... 5 EXIT STAIRWAYS ........................................................................................................................ 6 EXITS AND EXIT DOORS ............................................................................................................ 5 FIRE ALARM SYSTEMS ................................................................................................................ 5 FIRE DRILLS ................................................................................................................................ 4 FIRE ROUTES .............................................................................................................................. 9 FIRE SAFETY EDUCATION SERVICES .......................................................................................... 4 FIRE SAFETY PLANS .................................................................................................................... 3 FIRE SAFETY REQUIREMENTS FOR SCHOOLS ............................................................................ 3 FIRE SEPARATION DOORS ......................................................................................................... 6 FIREWORKS AND PYROTECHNICS .......................................................................................... 10 FLOOR CLEANERS .................................................................................................................... 10 INAPPROPRIATE FIRE BEHAVIOR ............................................................................................... 3 MAGNETIC HOLD OPEN DEVICES ............................................................................................. 6 OCCUPANCIES IN CORRIDORS ................................................................................................. 7 OCCUPANT LOADS ................................................................................................................... 7 PURPOSE OF FIRE SAFETY GUIDE .............................................................................................. 3 RECYCLING CONTAINERS ......................................................................................................... 8 REFERENCES ............................................................................................................................. 11 REQUIRED TO REPORT .............................................................................................................. 3 SERIOUS CONDITION .............................................................................................................. 10 SLEEPING ACCOMMODATIONS IN SCHOOLS ........................................................................ 11 SMOKE MACHINES - THEATRICAL ........................................................................................... 10 STAIR LIFTS ................................................................................................................................. 6 STRAW / LIVE CHRISTMAS TREES ............................................................................................. 10 VENDING MACHINES ................................................................................................................ 8 VIOLENT INCIDENT EMERGENCY RESPONSE IN SCHOOLS ...................................................... 5 WALL COVERAGE IN DAYCARES ............................................................................................... 8 WALL COVERAGE IN SCHOOLS ................................................................................................ 8 WASHROOM DOORS ................................................................................................................ 6 WASTE CONTAINERS ................................................................................................................. 8 SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 3 FIRE SAFETY REQUIREMENTS FOR SCHOOLS PURPOSE OF FIRE SAFETY GUIDE This document has been created by the Grand Erie District School Board as a reference guide to help clarify fire code and fire safety requirements. The guidelines, recommendations and requirements have been developed from various communiqués, notices and opinions issued by the Office of the Fire Marshal over the years, consultation with various education stakeholders and the requirements of the Ontario Fire Code and Ontario Building Code. This document will be reviewed by the Division Manager of Operations and Health and Safety annually by Grand Erie DSB to ensure it meets the needs of the respective parties. APPROVED/LISTED When the term approved is used in this document it shall mean approved by the Chief Fire Official or Fire Prevention Office of the local Fire Department. Where listed is indicated it shall mean listed by a recognized and approved testing agency such as Underwriters Laboratory of Canada (ULC), Fire Marshal (FM) etc. FIRE SAFETY PLANS A complete copy of the approved fire safety plan shall be located at the primary entrance to the school by the fire alarm panel for use by firefighters upon arrival during an emergency. The fire safety plan shall be reviewed annually by all supervisory staff. Any physical changes may result in a revision of the present Fire Safety Plan; temporary changes may possibly be addressed under alternate measures. The review shall include provisions for dealing with students with special needs or disabilities. Any person given any responsibility(ies) identified in the Fire Safety Plan shall be made aware of their duties under the Fire Safety Plan and shall receive training prior to assuming responsibilities. Written records including staff training with regards to fire safety shall be maintained for at least two years and shall be made available upon request for viewing. REQUIRED TO REPORT The Grand Erie District School Board require all fire related occurrences or incidents be reported immediately. All fires will be investigated by the local Fire Department and school board and a copy of the school board report shall be submitted to the local Fire Department. The Police are to be contacted for any confirmed or suspected arson related fire incident. INAPPROPRIATE FIRE BEHAVIOR If you know of a child who is playing with or setting fires, there is a safety prevention program available through the local Fire Department. The Arson Prevention Program for Children (TAPP-C) was developed by the Ontario Fire Marshal’s Office, the Toronto Fire Service and the Centre for Addiction and Mental Health in the early 1990’s. This program has been proven to help eliminate fire related behaviors for children and teens aged 2 to 17. It is a voluntary program and is recognized as an Extra-Judicial Measure under the Youth Criminal Justice Act. SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 4 FIRE SAFETY EDUCATION SERVICES The local Fire Department may be available to attend schools at all grade levels to promote and teach fire safe behaviors for children and families. In addition to using a classroom setting, local Fire Departments often bring fire trucks and crews to complement the lesson. In Brantford, the Children’s Safety Village provides an excellent opportunity for local schools to participate in fire safety education. For additional information and availability of onsite training please contact your local Fire Prevention Officer. The Ontario Fire Marshal’s Office and the Fire Marshal’s Public Fire Safety Council websites contain a great deal of information about injury prevention. They include contests and fact sheets about everything from bicycle safety to candle safety and holiday fire safety. The web sites are: www.ofm.gov.on.ca www.firesafetycouncil.com FIRE DRILLS (See OFM-TG-01-2004 Fire Drills) Schools shall conduct total evacuation fire drills three (3) times in each of the fall and spring terms. Fire drills shall be held during operating hours when the school is occupied by students. The first fall term evacuation drill should be held early in the school year to ensure that students are familiar with proper evacuation techniques. False alarms occurring at a school during regular hours, in which the school is fully evacuated by the students, may be counted towards the required fire drills for that term. Written records of all fire drills must be maintained and available on site for review by the local Fire Department upon request. Day cares located in schools shall participate in all school fire drills as well as conducting their own. Fire drills in day cares must occur at least monthly. An evaluation process is to be implemented to allow deficiencies noted during the fire drill to be addressed and corrected. (i.e. audibility) EVACUATION CARDS OR EVACUATION SCHEMATICS Evacuation cards shall clearly indicate procedures in the event of a fire emergency and shall be used for that purpose only. Cards shall be bright yellow with contrasting lettering and shall be a minimum 21.6 X 27.9 cm (8.5 x11 inches) in size. Evacuation cards shall be located in each classroom in a location at the classroom door so that it is clearly visible. These cards should be located at approximately eye level and not obstructed by art or other items. They shall indicate both the primary and secondary exit route for that classroom. Portable classrooms do not require evacuation cards when they open directly to the exterior. EVACUATION OF SCHOOL In the event of an activation of the fire alarm system, the school shall be fully evacuated by all occupants. The only exceptions shall be when a test is to be performed and students and staff are notified immediately prior to the activation of the alarm or in the event of a violent incident emergency response. At no time shall students and staff be advised to not evacuate the school due to the belief that an alarm has been the result of an accidental activation. No persons shall be permitted to re-enter a school until authorized by the Senior Fire Official on location. SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 5 Due to the possibility of inclement weather it is imperative to have an approved procedure in place to quickly relocate students to a safe area. Possible sites would be malls, other schools, churches or large buildings in the immediate area. VIOLENT INCIDENT EMERGENCY RESPONSE IN SCHOOLS Fire Alarm Procedures during LOCKDOWN During a lockdown of the school staff may disregard the fire alarm if it is safe to do so. During a lockdown staff and students must always be aware of the potential for other emergencies such as fire. If a fire should occur during a lockdown all staff and students must be prepared to react and possibly evacuate a lockdown area for their own safety. Occupants of a building may determine that the normal evacuation route is unsafe, and an alternate route is required. Teachers, student care providers and older students must be conscious of their primary, secondary and any other alternative means of escape such as windows that could be used, should it be necessary. EVACUATION OF NON-AMBULATORY PERSONS The safe evacuation of all occupants is the responsibility of all staff of Grand Erie DSB in case of fire. Special emergency procedures including provisions for evacuating persons requiring assistance shall be prepared by the building Administrator or Manager and approved by the local fire department and implemented in case of fire. The local Fire Department will work with each school to ensure compliance with this requirement at each applicable school. The Administrator shall appoint and organize designated supervisory staff to carry out fire safety duties for persons requiring assistance in case of fire. The Fire Safety Plan and school emergency procedures are to be reviewed when there are any changes to the school population or structure that may affect the ability of the persons requiring assistance to evacuate in case of fire. The Administrator shall train supervisory staff with delegated responsibility and instruct other occupants on responsibilities with evacuating persons requiring assistance in case of fire. Supervisory staff shall be available on notification of a fire emergency to fulfill their obligation to evacuate persons requiring assistance in case of fire. Persons requiring assistance to evacuate are not to be placed or staged in classrooms to await rescue by firefighters. School occupants are to be evacuated in the event of any fire alarm activation, unless a test of the fire alarm system is being performed and students and staff are notified immediately prior to activation of the alarm or in the event of a violent incident emergency response. FIRE ALARM SYSTEMS Only single stage fire alarms are to be installed in schools. Fire alarms shall be checked daily at the beginning of the school day for power or a trouble signal. If any problem with the fire alarm is identified, immediate corrective action shall be taken. In the event that the fire alarm is not operational, approved alternative measures in the fire safety plan shall be implemented to ensure the safety of all personnel in the building. The fire department shall be notified in writing if the alarm system will be out of service for more than 24 hours. EXITS AND EXIT DOORS Access to exits, which include corridors used by the public, exits and outside areas, shall be maintained free of obstructions. Doors in these areas shall not be locked by any method that would prohibit or hinder the exiting of the area or building. EXIT DOORS FROM HAZARDOUS CLASSROOMS Exit doors from hazardous classrooms (except art rooms) shall swing in the direction of travel. SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 6 Hazardous classrooms would include labs, industrial shop areas or any classrooms with an increased fire hazard. Existing doors that swing inward may be permitted in cases where there is an exit door leading directly to the exterior that serves as the exit from that classroom and where no more than one exit is required. In any hazardous classroom (except art rooms) where the area of the classroom exceeds 100m², or the occupancy exceeds 60 persons, two exits must be provided that swing in the direction of travel. MAGNETIC HOLD OPEN DEVICES Magnetic hold open devices shall be installed in conformance with NFPA 80. For any system currently installed in which the installation does not meet NFPA 80, a request for approval of a minor installation variance may be requested. During a fire alarm activation, all doors equipped with magnetic hold open devices must release, close and latch. Building permits must be obtained in all cases prior to the new installation of these devices. EXIT STAIRWAYS Article 2.4.1.2. of the Ontario Fire Code (OFC), restricts combustible materials in a stairway or other means of egress. It should also be noted that OFC Sentence 2.7.1.7.(1) requires exits to be maintained free of obstructions, which could hinder evacuation. It is of utmost importance that exit stair enclosures are free of combustible storage to ensure a safe haven for occupants evacuating during a fire emergency. STAIR LIFTS Stair Lifts are not permitted within an exit stairway where they reduce the required width of the exit. Where sufficient exit width is available, and a stair lift is installed precautions must be taken through installation of railings or similar means to ensure that the stair lift does not impede egress. A proposal to install a stair lift is to be approved and installed under a building permit. FIRE SEPARATION DOORS Required doors shall not be blocked or wedged open at any time. Doors in corridors including washrooms, where it is necessary for safety reasons to keep doors open, must have magnetic hold open devices installed under a building permit. Fire separation doors may be held open when equipped with magnetic hold open devices, or where addressed in the approved fire safety plan. Hazardous classroom (except art rooms which are addressed as normal classrooms), and boiler room doors must not be blocked or wedged open at any time. After school hours while the building has a greatly reduced occupant load custodian staff may temporarily block fire doors open for cleaning only. Doors blocked open are to be supervised at all times in the area where they are working. WASHROOM DOORS Washroom doors that are designed as part of the fire separations shall not be blocked or wedged open while the building is occupied. SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 7 OCCUPANT LOADS Occupant loads shall be strictly adhered to for all portions of the school. In cases where outside groups or organizations are using a portion of the school for activities, they shall be clearly advised of the occupant load for the space that they are using and of their responsibility to ensure that posted occupant numbers are adhered to. The school board has ultimate responsibility to ensure that all groups adhere to the occupant loads at all times. Occupant layouts for various functions like craft sales, dinners, seasonal plays, graduations, school assemblies etc. that are fire code compliant, are available on Ebase. Proper occupant load cards issued by the local Fire Department shall be prominently posted in all large assembly areas such as gymnasiums, auditoriums, theaters, etc. ASSEMBLY ROOMS WITH OCCUPANT LOADS IN EXCESS OF 200 PERSONS Assembly rooms such as cafeterias, gymnasiums and theatres shall have a minimum 1-hour fire separation when the occupant load exceeds 200 persons. Kitchens may not be located within the fire compartment enclosing such rooms. The fire resistance rating of these rooms may be reduced to 30 minutes where the floor area is sprinklered. OCCUPANCIES IN CORRIDORS Corridors serving classrooms shall not be used for the placement or storage of combustible items such as desks, chairs, furniture, stationery supplies etc. One or two fixed, noncombustible benches for the use of visitors are permitted to be placed adjacent to the administration area provided that such furniture does not reduce the required width of the access to exit and this has been approved by the local Fire Department. Wooden benches or fabric covered furniture shall be tested as in NFPA 705 “Recommended Practice for a Field Flame Test of Textiles and Films,” to meet requirements of NFPA 701, and shall be treated as non- combustible furniture in the Administration area. Student desks are not to be placed in corridors to remove students from the rest of the class or activity unless supervised. Non-combustible lockers may be placed along both sides of the corridor walls provided they do not reduce the required width of the access to exit. Existing open coat racks may be located along corridor walls provided they do not reduce the required width of the access to the exit. New coat racks located in corridors are to be approved. Display cabinets, etc. installed in corridors shall comply with the requirements of the OBC to ensure compliance with regulations affecting accessibility. DRAPERY AND STAGE CURTAINS IN GYMNASIUMS ALL Drapery material in Gymnasiums including stage areas shall be tested as in NFPA 705 “Recommended Practice for a Field Flame Test of Textiles and Films,” to meet requirements of NFPA 701. SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 8 WALL COVERAGE IN SCHOOLS Combustible wall coverings and teaching materials in corridors shall be kept to a minimum. In classrooms, the Grand Eire DSB restricts combustible materials that are attached to walls to not exceed 20% of the area of the classroom walls. WALL COVERAGE IN DAYCARES Combustible artwork and teaching materials that are attached to walls shall not exceed 20% of the area of the walls in daycares. The intent of this is to ensure that if a fire were to start in a daycare, the fire spread would not jeopardize the safe evacuation of all occupants. VENDING MACHINES Vending machines may be installed in approved locations only where they do not reduce the exit capacity of the corridor. Vending machines must be securely fastened to a wall for added safety. Extension cords are not permitted for vending machines and each machine will be provided with proper electrical outlets installed in accordance with the electrical code. Containers for the collection of non- combustible recyclables at these machines shall be in accordance with the requirements of the section dealing with recycling containers. COMMUNITY CARE COLLECTION BINS (CHRISTMAS) Collection bins shall be located in an area that is not a part of the means of egress such as a designated classroom, gymnasium, cafeteria, or office. In cases where this is impractical, approval may be given for alternate locations in corridors that are supervised and do not impede exiting. Fire Prevention staff are to be contacted for approval and a letter or drawing detailing the area approved will be inserted in the fire safety plan. Approved locations are to be monitored to ensure that quantities do not become excessive and create exiting or combustible hazards. WASTE CONTAINERS The Ontario Fire Code prohibits combustible materials, including combustible waste containers, from being located in any means of egress or exit. In areas separated from the means of egress, waste containers may be made of combustible materials. It is recommended that listed and approved waste containers be installed in higher risk areas such as all washrooms and cafeterias. The local Fire Department may approve the placement of listed and approved garbage cans in corridors based on individual circumstances. Written approval must be obtained PRIOR to the placement of any waste containers in any corridor and a copy of the approval to be attached to the fire safety plan specifying approved locations. Waste containers cannot be located in exit stairways. In all rooms that operate as a day care, waste receptacles must be made of non-combustible material. RECYCLING CONTAINERS Containers for recycling shall be treated in a similar fashion to waste containers. Individual recycling bins shall not be located in the means of egress or exit areas. Containers may be situated in areas such as classrooms, cafeteria and designated storage rooms. Listed and approved recycling containers may be located in corridors in approved locations. Regular metal or steel bins may be used for the collection of recyclable cans in corridors, provided that these bins are located in preapproved areas. SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 9 Regular collection of materials must be carried out directly from the classrooms, with no recyclables being placed in the corridors for pick up on collection days. In cases where the quantity of recyclables is expected to exceed the capacity of the blue boxes such as in cafeterias, containers that have self-closing lids, designed to contain any fire in the containers generally having a capacity of no more than 50 gallons, are acceptable. No storage of recyclables, or collection bins shall be located in an exit stairway at any time. Indoor bulk storage of recyclables must be arranged in a room with a minimum 1-hour fire separation from the remainder of the building and equipped with automatic sprinkler protection. In cases where the bulk storage takes place outside it shall be located in a safe manner, away from the building 12m (40 feet) is recommended and protected against vandalism. All new construction or alteration of any room or area designed specifically to store bulk recyclables must be done under building permit, drawings submitted to the OFM for review and approval and building permits obtained as required. COMMERCIAL KITCHENS All new commercial cooking appliances are to be equipped with ventilation and fire protection in compliance with NFPA 96. Cooking equipment that has been listed in accordance with UL 197 or equivalent standard for reduced emission shall not be required to be provided with an exhaust system. All staff and students involved in the use of commercial cooking facilities (Culinary Arts) shall be fully trained in the operation of the fire suppression system and portable fire extinguishers prior to being permitted to operate the cooking appliances. Instruction for manually operating the fire extinguishing system is to be posted conspicuously in the kitchen area and included in the fire safety plan. Written records of all training shall be maintained on site and available upon request of the fire department. Documentation of training for students shall be included in the academic records for the class. Cooking appliances used for domestic purposes such as staff rooms or Family Studies classes that do not produce grease laden vapors, may be exempted from complying with ventilation and fire protection requirements on approval of the local Fire Department. All appliances not to be used for commercial cooking will have a small notice posted at each appliance. Example Only Not to be used for commercial cooking or for foods that produce grease laden vapours FIRE ROUTES 2.5.1.3. Fire access routes shall be maintained so as to be immediately ready for use at all times by fire department vehicles. Fire routes shall be maintained clear of vehicles at all times in order to ensure immediate access for all emergency vehicles. Fire routes shall be clearly identified with approved fire route signs. During renovations or SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 10 construction extra diligence is required regarding the placement of equipment, vehicles and supplies. STRAW/LIVE CHRISTMAS TREES No straw, live or cut Christmas trees are permitted in schools in any location. SMOKE MACHINES - THEATRICAL The local Fire Department must approve the use of theatrical smoke machines in the school. The use of smoke machines may cause false activation of the fire alarm and impede egress by reducing visibility. A request for approval for the use of smoke machines must also include a plan containing alternative measures taken to prevent the activation of the fire alarm system by the smoke machine and emergency evacuation procedures. CANDLES AND LIVE FLAMES The use of candles and live flames is generally prohibited in schools. Live flames are permitted in designated science rooms, industrial shops and labs while under the supervision of a teacher/instructor only. All science rooms, industrial shops and labs with open flames shall be equipped with a portable fire extinguisher with a minimum 2A10BC rating, master gas shut-off valve, and staff training. Procedures for shutting off gas supply lines are to be established and all staff are to be trained on these procedures prior to being given responsibility for the class area. FIREWORKS AND PYROTECHNICS The use of fireworks and pyrotechnics is prohibited in, or on school grounds. FLOOR CLEANERS It is recommended that floor cleaners utilizing rechargeable batteries shall be located in service rooms fire separated from the remainder of the building. Charging installations shall be located in a well-ventilated room, equipped with a 10BC or higher portable fire extinguisher. All staff operating a charging system are to be trained ALTERATIONS/RENOVATIONS TO SCHOOLS No major alterations, renovations or additions shall be undertaken by school staff. See:  Policy FT1 Major Construction Projects;  Policy FT2 New School Construction Projects; and  Procedure FT11- School Initiated Facility Upgrades All major work is subject to the prior approval by the Building Department, Fire Prevention Office, and the Ontario Fire Marshal’s Office. The Facility Services Department is responsible for ensuring these approvals are completed. SERIOUS CONDITION Should a situation occur in a school that affects the fire or life safety of the occupants, immediate remedial action to correct the condition as outlined in the alternate measures of the fire safety plan. Any time a situation cannot be corrected promptly the local Fire Department is to be contacted. A serious condition will include, but is not limited to, the inability to use a required exit, damaged fire separation from a hazardous area, shut down of sprinkler system, fire suppression system and loss of fire alarm. The Fire Prevention Office can be contacted at any time to advise on the best resolution to the serious condition. SO111 Fire Safety Reference Manual for Grand Erie DSB Schools and Buildings Page 11 AFTER HOURS SCHOOL USAGE All users of school facilities after hours shall be provided with a copy of the emergency procedures in the fire safety plan and shall be informed of their responsibilities under the fire safety plan prior to their use of the school as per the rental agreement. Emergency procedures, including emergency contacts, will be posted in areas used after hours. Supervisory staff shall be available on notification of a fire emergency, but not necessarily in the building at all times. SLEEPING ACCOMMODATIONS IN SCHOOLS Schools shall review and adhere to OFM-TG-01-2002 - Use of Schools for Sleeping Accommodations. Schools shall not be used for any form of sleeping accommodations unless constructed for this purpose in accordance with the Ontario Building Code. REFERENCES As per subsection 22(1) of the Fire Protection and Prevention Act Limitation on orders relating to structural repairs Existing school buildings constructed in compliance with the Building Code established under the Building Code Act, 1992 or under a predecessor to that Act and that continues to comply with that Code as it existed at the time of construction are exempt from the issuing of orders for structural repairs or alterations. PROCEDURE HS-011 STUDENT AND EMPLOYEE SAFETY – PERSONAL PROTECTIVE EQUIPMENT AND PHYSICAL INTERVENTION TECHNIQUES Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2019/10/28 Last Updated: 2024/02/27 Next Review Date: 2028/02/28 Purpose To provide a process for employees who may need personal protective equipment (PPE) and/or physical intervention techniques when interacting with students. Guiding Principles Occasionally there are students who may direct intentional or unintentional aggression towards employees and students that may result in injury. Grand Erie District School Board (Grand Erie) has a duty to respect the rights and ensure the safety and dignity of students and employees. Grand Erie’s Accessibility Plan requires “the identification, removal and prevention of barriers to enhance accessibility for individuals who work, learn and participate in the school board community and environment”. The Occupational Health and Safety Act requires employers to take all precautions reasonable in the protection of a worker. This protection may include the implementation and use of PPE as part of a plan to increase employee safety. The Act also provides a duty to workers to use or wear protective devices or clothing as required by their employer. In the event of student aggression, regardless of whether it has resulted in an injury, School Administrators will refer to Maintaining Employee Safety While Working with Students Procedure (HS-007). The following process will be followed for the implementation and use of PPE for increasing employee safety. 1.0 Process 1.1 Implementation of PPE  When an incident occurs that results, or may result in injury, the employee will notify the School Administrator(s), the Health and Safety site representative, and the union Joint Occupational Health and Safety Committee (JOHSC) Representative.  The School Administrator(s) contacts the appropriate Teacher Consultant - Specialized Services who will contact the Applied Behaviour Analysis (ABA) Coordinator to issue the appropriate equipment.  The Teacher Consultant – Specialized Services, Lead Educational Assistant or ABA Coordinator will deliver PPE to the school and distribute to the appropriate employee(s) to ensure proper fit and coverage. Records of the PPE distributed to the necessary employee(s) will be maintained by the Specialized Services Department. It is the responsibility of the employee using the PPE to return it to the appropriate Teacher Consultant - Specialized Services – when it is deemed no longer necessary or requires a replacement.  All appropriate employees will be provided with instruction and training on the care, use, maintenance, and limitations of the PPE. Training will be coordinated through the Health and Safety Officer and Student and Employee Safety – Personal Protective Equipment and Physical Intervention Techniques (HS-011) Page 2 documentation of training will be kept in the health and safety office for as long as the equipment is issued to the employee.  The Teacher Consultant – Specialized Services will coordinate the prompt involvement of the assigned Behaviour Counsellor, who will collaborate with the School Administrator(s) and appropriate school employees to develop or revise Behaviour and/or BeSafe Plans, which include specific direction regarding the use of PPE.  All employees working with the student must read and understand the current Behaviour and/or BeSafe plan. 1.2 Employees in the classroom will record behaviour data and provide regular updates, as requested by the Behaviour Counsellor. 1.3 The School Administrator(s) will ensure that there is a regular PPE update at Resource Team meetings in schools where equipment has been assigned. The Teacher Consultant - Specialized Services will track and ensure the return of equipment to a central board location when it has been determined it is no longer necessary (see removal process below). 1.4 Adjustment or removal of PPE  The Behaviour Counsellor, in consultation with the School Administrator(s), the Teacher Consultant – Specialized Services, Health and Safety Officer, union JOHSC representative, specialized services support employees, and all classroom employees directly involved with the student will participate in a meeting to discuss any proposed adjustment or removal of PPE being used. The Behaviour and/or BeSafe Plans must be revised to reflect any changes to the need for PPE if it occurs.  Before considering removal or adjustment of personal protective equipment the following needs to be in place and considered:  Employees working directly with the student are trained and current in Behaviour Management Systems (BMS).  Behaviour plans and/or BeSafe plans are in place and being followed by all appropriate employees. These plans outline how to prevent and respond to the student's behaviour and what PPE, if any, is required.  Injury and behaviour data indicate that incidents of aggression are decreasing or are occurring at a low level (frequency and intensity) and staff members are confident that they can minimize injury through use of BMS strategies.  Injury and behaviour data will continue to be monitored and Behaviour and/or BeSafe plans, including PPE, will be modified as needed following the process described above. 1.5 Steps to Adjustment or Removal of PPE  The removal of PPE will first occur in the student's classroom environment. Removal of PPE in other areas of the school will not begin until classroom employees are confident that they can manage behaviour in the classroom without equipment.  When possible, start the process of removing equipment by first having the employee(s) wear the prescribed equipment under clothing so that it is not visible to the student (i.e., arm guards, shin pads), or have face guards on helmets raised.  Employees remove one piece of equipment at a time. Begin with equipment that, if removed, would result in the least amount of risk to the employee(s) if an aggressive incident were to occur, i.e., wrist guards, arm guards, shin guards, body protectors, and then neck and head gear. All equipment must be easily accessible to employees, if needed. Student and Employee Safety – Personal Protective Equipment and Physical Intervention Techniques (HS-011) Page 3  Employees will consult with the School Administrator(s), the Teacher Consultant- Specialized Services and the Health and Safety Officer if incidents of injury decrease and student behaviour data indicates that behaviour incidents are decreasing or at a low level (intensity, frequency, and duration). After consultation, the employee(s) may begin to move outside of the classroom without the equipment. Equipment must continue to be accessible. Employees will carry necessary equipment with them when they are out of the classroom. If it is not possible for the employee(s) to carry equipment, they must have two-way radios or a cell phone with them to call for equipment if required.  Movement to activities in the community without safety equipment will be considered with caution. Employees need to feel confident that they can prevent injury and manage student behaviour in a community setting. In the Behaviour and/or BeSafe plan there will be a clear plan for managing behaviour if the student's behaviour escalates in the community (access to equipment and transportation if needed etc.). 2.0 Physical Intervention Techniques 2.1 Employees are expected to use early prevention and intervention strategies whenever possible in order to respond to a situation well before it escalates to the point where physical intervention techniques would be required. Early intervention includes the recognition of a student’s early symptoms of anxiety or agitation. During this phase, a supportive and empathetic approach by employees may defuse or de-escalate the potential crisis. 2.2 Students whose behaviour escalates beyond the anxiety or agitated level may display defensive behaviour or a loss of rational control. During this phase employees will maintain a controlled and professional manner while setting behavioural limits that are clear, concise, and enforceable, and allow the student time to respond. 2.3 Approaches such as these may reduce the likelihood that a student will demonstrate behaviour that is unsafe toward themselves or others which may require physical containment. 2.4 The use of physical intervention techniques, as outlined in the principles of Behaviour Management Systems (BMS), may be required on some occasions as a short-term solution to immediate danger to other students/employees. 2.5 Examples where physical intervention may be required include, but are not limited to:  an employee(s) is required to intercede in a physical dispute between students  a student requires assistance in following directions from an employee(s) to release an object in his/her possession (i.e., in danger of harming themselves or others)  an employee(s) is required to intervene in an attempt to minimize personal injury to themselves, other employees, or students when a student is being physically aggressive  an employee(s) is required to intervene when a student is harming themselves 2.6 For students that exhibit regular episodes of behavior that impact the safety of themselves or others, early prevention, and intervention strategies, as well as appropriate responses during escalated situations (e.g., the use of physical containment), will be documented in the student’s Behavior and/or BeSafe plan. 3.0 Guidelines for Physical Containment (Physical Restraint) 3.1 “Behaviour Management Systems” (BMS) is used in Grand Erie as the primary means of behaviour management support. This program has been developed Student and Employee Safety – Personal Protective Equipment and Physical Intervention Techniques (HS-011) Page 4 by educators through the Ontario Education Services Corporation and is sanctioned by the Ministry of Education. Training in BMS is offered by trained Grand Erie employees. 3.2 Physical containment (physical restraint) is a safety procedure approved by BMS and employed to protect employees and students. 3.3 Physical containment strategies are developed as short-term, brief interventions employed by trained employees. 3.4 To ensure that these techniques are used in a visibility constructive manner, the employees will maintain personal self-control and composure throughout the application. 3.5 Employees may counsel students to help them understand how their actions could escalate to a containment situation, however the use of containment will not be used as a threat. 3.6 Other students are not to be involved in the application of a physical containment and will be removed from the situation, where possible. Every attempt will be made to remove other students from the immediate area. 3.7 During any physical intervention, the employee(s) will reassure the student that the intervention is being used for reasons of safety until the immediate safety risk has passed. Under circumstances where such communication could intensify the student’s unsafe behaviour, the employee(s) may choose to reassure the student after self-control has been recovered. 3.8 Appropriate follow-up and debriefing will occur with all employees and students involved subsequent to the use of physical containment to resolve conflict and avoid the need to utilize physical containment in the future. 3.9 The School Administrator(s) must consider if disciplinary action is appropriate for the student. 4.0 Reporting Procedures 4.1 Parent(s)/caregiver(s) must be informed of the circumstances where a physical containment could be a possibility (e.g., Strategies classes). This information must also be included in the student’s Behaviour and/or BeSafe plan. 4.2 When a physical containment has been employed, the parent(s)/caregiver(s) of the student must be notified. Notification may be in person, by phone, using the daily communication log, or by any mutually acceptable means. A copy of the completed Physical Containment Report will be sent to parent(s)/caregiver(s) by regular mail and/or email as soon as possible following the incident. 4.3 The Physical Containment Report will be maintained in the Ontario Student Record. Reference(s):  Workplace Violence Policy (HS-02)  Workplace Violence Procedure (HS-002)  Workplace Violence Manual (HS-02-M)  Occupational Health and Safety Act Student and Employee Safety – Personal Protective Equipment and Physical Intervention Techniques (HS-011) Page 5 Physical Containment Report Student Information This form is to be completed for every occurrence of physical intervention. It is to be completed by the staff involved in the administration of physical restraint and submitted to the Administrator/designate within one working day of the incident. SECTION A Date: (YY/MM/DD) School: Student’s Name: D.O.B.: (YY/MM/DD) Name of Administrator/designate informed of restraint: Name of parent/caregiver informed of restraint: Date and time contacted: (YY/MM/DD) Staff who administered physical restraint: Name(s): Title: Observer Name(s): Observer Title: Restraint start time: Restraint finish time: SECTION B Precipitating incident: Location/Antecedents: Student behaviour precipitating restraint: De-escalation attempts: Student and Employee Safety – Personal Protective Equipment and Physical Intervention Techniques (HS-011) Page 6 SECTION C Details of restraint: Justification for restraint: Type of restraint used: Student reaction to restraint: How restraint ended: Injury to student: (identify any medical action taken) Injury to staff (identify any medical action taken) Incident Accident Report has been completed: YES NO SECTION D Follow up: Student disciplinary sanctions: Parent/caregiver comments/concerns: Signature of Staff Completing the Physical Restraint Incident Report Printed Name of Staff Completing the Physical Restraint Incident Report Date (YY/MM/DD) Signature of Administrator/Designate Printed Name of Administrator/Designate Date (YY/MM/DD) Notice of Collection: The personal information provided on this form and any other correspondence relating to involvement in board programs is collected by the Grand Erie District School Board under the authority of the Education Act and Regulations (R.S.O. 1990 c.E.2) as amended. The information will be used to register the student in a school, for the collection of applicable student/activity fees, as well as for any consistent purpose. Information is shared with employees such that they may carry out their job duties. In addition, the information may be used or disclosed to comply with legislation, for compelling circumstances affecting health and safety or discipline, as required in circumstances related to law enforcement matters, or in accordance with any other Act. For questions about this collection, contact the board’s Privacy Officer, Grand Erie District School Board, 349 Erie Avenue, Brantford, Ontario, N3T 5V3, Telephone 519-756-6306 ext. 281178. (Revised May 2023) Original - OSR Copy – Superintendent of Education Copy – Parent/Caregiver Filed in OSR Retention: E + 3 years Student and Employee Safety – Personal Protective Equipment and Physical Intervention Techniques (HS-011) Page 7 (E = no further appeal + 3 years for adults, or if student is under the age of 21, kept until 21st birthday) PROCEDURE HS-010 STUDENT CONCUSSION AND HEAD INJURY Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/06/24 Last Updated: 2025/02/03 Next Review Date: 2029/02/03 Purpose: To set out the process for preventing and minimizing the risk of sustaining concussions (and other brain injuries) in schools and at off-site events and to outline the process for initial concussion assessment strategies, steps to take following an initial assessment and safe removal of student from activity. Guiding Principles: The Grand Erie District School Board (Grand Erie) recognizes concussions as a serious injury which requires appropriate follow-up measures to reduce risk of potential additional injury. Concussion awareness, prevention, identification and management are a priority. The implementation of the Student Concussion and Head Injury Policy is another important step in creating healthier schools in Grand Erie. The “ Student Concussion and Head Injury Resource Package” contains general concussion information, strategies for preventing and minimizing the risk of sustaining concussions (and other head injuries) in schools and at off-site school events. Included within the package is information on the safe removal of an injured student from activity, initial concussion – assessment strategies (use of common symptoms and signs of a concussion) and steps to take following an initial assessment. This package also includes information and the materials necessary for the management of a diagnosed concussion. 1.0 Information 1.1. A concussion as outlined below is adapted from the definition provided in the concussion protocol in the (Ontario Physical Activity Safety Standards in Education (OPASSE).  Is a traumatic brain injury that causes changes in how the brain functions, leading to signs and symptoms that can emerge immediately or in the hours or days after the injury. It is possible for symptoms to take up to 7 days to appear  Signs and symptoms can be physical (e.g., headache, dizziness), cognitive (e.g., difficulty concentrating or remembering), emotional/behavioural (e.g., depression, irritability) and/or related to sleep (e.g., drowsiness, difficulty falling asleep)  May be caused by a significant impact to the head, face, neck or body, with an impulsive force transmitted to the head, that causes the brain to move rapidly and hit the walls of the skull (for a visual description of how a concussion occurs, consult How a concussion occurs)  Can occur even if there has been no loss of consciousness, in fact most concussions occur without a loss of consciousness  Cannot normally be seen on X-rays, standard CT scans or MRIs  Is typically expected to result in symptoms lasting 1- 4 weeks in children and youth (18 years or under), but in some cases symptoms may be prolonged Student Concussion and Head Injury Procedure (HS-010) Page 2 1.2. A concussion diagnosis Medical doctors and nurse practitioners are the only healthcare professionals in Canada with licensed training and expertise to diagnose a concussion; therefore, all students with suspected concussions should undergo evaluation by one of these professionals. 1.3. Second Impact Syndrome Research suggests that students who suffer a second concussion before they are symptom free from the first concussion are susceptible to a prolonged period of recovery, and possibly Second Impact Syndrome – a rare condition that causes rapid and severe brain swelling and often catastrophic results, including death. 1.4. Collaborative Team Approach Concussion prevention and management requires the cooperation of all partners in the school community. To ensure the safety of students while they enjoy the many benefits of being active, parent(s)/caregiver(s), students, volunteers, all employees, and Grand Erie must understand and fulfill their responsibilities. It is critical to a student’s recovery that the Return to Learn/Return to Physical Activity Plan be developed through a collaborative team approach led by the Administrator(s). This team should include the concussed student, their parent(s)/caregiver(s), school employee(s) and volunteers who work with the student, and the medical practitioner. Ongoing communication and monitoring by all members of the team are essential for the successful recovery of the student. 2.0 Signs and Symptoms of a Concussion The first step to managing a concussion is being able to recognize common signs and symptoms. A concussion may be caused by a significant impact to the head, face, neck or body, with an impulsive force transmitted to the head. It is important to observe for one or more of the signs or symptoms of a concussion which may take hours or days to appear. Refer to the Student Concussion and Head Injury resource package for a list of common signs and symptoms. 3.0 Roles and Responsibilities 3.1. Appropriate Administrator(s)/Supervisor(s) will:  Perform an annual review to ensure guidelines align with current best practice recommendations and, at a minimum, OPASSE guidelines  Ensure concussion education is made available to all school personnel and volunteers  Implement concussion awareness and education strategies for students and their parent(s)/caregiver(s)  Provide support to schools and employees to ensure enforcement of Return to Learn and Return to Physical Activity guidelines and the Student Concussion and Head Injury Policy  Ensure that Grand Erie employees, including volunteer coaches, involved in physical activity education and supervision (includes but not limited to: recess supervision, curricular, interschool, and intramural physical activity, before and after school care), are trained to recognize signs and symptoms of a suspected concussion and what immediate action to take Student Concussion and Head Injury Procedure (HS-010) Page 3  Ensure that information on the Student Concussion and Head Injury is available to the school community, including organizations that use the school facilities, such as community sports organizations and licensed childcare providers operating in Grand Erie  Ensure each elementary and secondary school implements the Concussion Management – Home Preparation for Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E1) and the School Concussion Management – Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E-2) 3.2. Administrator(s) will:  Implement the Student Concussion and Head Injury Procedure.  Ensure all employees, volunteers, parent(s)/caregiver(s), and students are aware of the Student Concussion and Head Injury processes and understand their roles and responsibilities  Ensure the Student Concussion and Head Injury Procedure is followed by all school employees (including occasional employees/support employees , recess supervisors), parent(s)/caregiver(s), students, and volunteers  Arrange for concussion in-servicing for employees and coaching volunteers, and repeat as necessary  Notify parent(s)/caregiver(s):  For a suspected concussion: Tool to identify a Suspected Concussion (Appendix C) and the Documentation of Monitoring/Documentation of Medical Assessment Form (Appendix D2)  For a diagnosed concussion: Concussion Management – Home Preparation for Return to Learn (RTL) and Return to Physical Activity(RTPA) Plan (Appendix E1) and the School Concussion Management – Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E2)  Ensure safety guidelines are being followed  Work as closely as possible with students, parent(s)/caregiver(s), employees, volunteers, and health professionals to support concussed students with their recovery and academic success  Maintain up to date emergency contact and telephone numbers  Encourage parental/caregiver cooperation in reporting all non-school related concussions  Ensure concussion information is readily available to all school employees and volunteers  Ensure that all incidents have been reported, recorded and filed as necessary:  The Ontario School Boards’ Insurance Exchange (OSBIE) incident report  Critical Injury Report  Coordinate a student conference to determine the individualized RTL Plan and to identify the RTL learning strategies and/or approaches required by the student based on the post concussions symptoms. See Appendix B for Return to Learn Strategies/Approaches  Once concussion is diagnosed, appoint primary employee to act as the student’s school contact to ensure adequate communication and coordination of their needs  Approve any adjustments to the student’s schedule as required  Alert appropriate employees about students with a suspected or diagnosed concussion  Prior to student return to school, ensure the completion and collection of the following documentation:  Documentation of Monitoring/Documentation of Medical Assessment Form Student Concussion and Head Injury Procedure (HS-010) Page 4  (Appendix D2); and Concussion Management – Home Preparation for Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E1)  Ensure the completion of the School Concussion Management – Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E2)  Ensure the completion and collection of the Documentation for Medical Clearance (Appendix F) prior to the student moving on to full participation in non-contact physical activities and full contact practices (RTPA Stage 5)  File above documents (Appendix D2, E1, E2 and F) in student’s OSR and provide copy to appropriate school employee(s) 3.3. School Employees (Includes Administrator, teaching employees, support employees, coaches, volunteers, team trainers, officials, etc.) will:  Understand and follow the Student Concussion and Head Injury Procedure  Attend and complete concussion training (this includes the online modules)  Ensure age-appropriate concussion education, including prevention, is included for all students participating in activities that could result in a concussion. Have students and their parent(s)/caregiver(s) complete the Player Code of Conduct (Appendix G)  Be able to recognize signs, symptoms and respond appropriately in the event of a concussion see the Tool to Identify a Suspected Concussion (Appendix C)  For all coach/team trainers ensure completion of Coach/Teach Trainer Code of Conduct (Appendix I)  Follow current safety guidelines related to concussions and implement risk management and injury prevention strategies  Make sure that occasional teaching employees are updated on concussed student’s condition 3.4. Parent(s)/Caregiver(s) will  Review with their child the concussion information that is distributed through the school (e.g., Concussion Information for Parents and Students (Appendix A))  Reinforce concussion prevention strategies with their child, for example the Player Code of Conduct (Appendix G)  Understand and follow parent(s)/caregiver(s) roles and responsibilities in this policy  Complete the Parent/Caregiver Code of Conduct (Appendix H)  In the event of a suspected concussion, ensure their child is assessed as soon as possible by physician/nurse practitioner, preferably on the same day  Cooperate with school to facilitate the Concussion Management – Home Preparation for Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E1) and the School Concussion Management – Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E2)  Follow physician/nurse practitioner recommendations to promote recovery  Be responsible for the completion of all required documentation  Support their child’s progress using the Concussion Management - Home Preparation for Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E1) and the School Concussion Management – Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E2)  Collaborate with school to manage their child’s suspected or diagnosed concussions appropriately  Report non-school related concussion to Administrator(s) and complete Documentation of Monitoring/Documentation of Medical Assessment Form (Appendix D2) Student Concussion and Head Injury Procedure (HS-010) Page 5 3.5. Students will:  Learn about concussions, including prevention strategies, signs and symptoms, concussion management and student roles and responsibilities, throughout applicable curriculum  Immediately inform school employees of suspected or diagnosed concussions occurring during or outside of school  Inform school employees if they experience any concussion related symptoms (immediate, delayed or reoccurring)  Remain on school premises until parent(s)/caregiver(s) arrives if concussion is suspected  Communicate concerns and challenges during recovery process with appropriate school employees, parent(s)/caregiver(s), and health care providers  Complete the Player Code of Conduct (Appendix G)  Follow concussion management strategies as per medical doctor/nurse practitioner direction and the Concussion Management - Home Preparation for Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E1) and the School Concussion Management – Return to Learn (RTL) and Return to Physical Activity (RTPA) Plan (Appendix E2) Reference(s):  Student Concussion and Head Injury Policy (HS-10)  Student Concussion and Head Injury Resource Package  Ministry of Education School Board Policies on Concussion (PPM 158)  Ontario Physical Activity Safety Standards in Education POLICY HS-10 STUDENT CONCUSSION AND HEAD INJURY Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/06/24 Last Updated: 2025/03/24 Next Review Date: 2029/03/26 Objective: To affirm the Grand Erie District School Board’s (Grand Erie) commitment to student safety, injury prevention, and well-being by supporting concussion awareness, prevention, identification, management, tracking and training in schools. Policy Statement: Grand Erie is committed to ensuring the safety and well-being of students, recognizing that children and adolescents are among those at greatest risk of concussion and/or head injury. Grand Erie is committed in building awareness, prevention, identification, and management of concussions and/or head injuries to reduce increased risk. Reference(s):  Student Concussion and Head Injury Procedure (HS-010)  Student Concussion and Head Injury Resource Package  Ministry of Education School Board Policies on Concussion (PPM 158)  Ontario Physical Activity Safety Standards in Education (OPASSE) POLICY SO-07 STUDENT EXPULSIONS Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2019/05/27 Last Updated: 2023/06/26 Next Review Date: 2026/06/26 Objective: To support a safe, inclusive, and accepting environment in which every student can reach their full potential. Policy Statement: The Grand Erie District School Board (Grand Erie) shall foster a safe, caring anti-oppressive, antiracist, and inclusive culture by supporting the use of positive practices, as well as consequences for inappropriate behaviour, including progressive discipline, which includes expulsion where necessary. Reference(s): • Student Expulsions Procedure (SO-007) • Criminal Code • Education Act, R.S.O. 1990, c. E.2 • Ontario Regulation 472/07 • Safe Schools Act, 2000 • The Education Amendment Act (Progressive Discipline and School Safety), 2007 POLICY SO-07 STUDENT EXPULSIONS Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2019/05/27 Last Updated: 2023/06/26 Next Review Date: 2026/06/26 Objective: To support a safe, inclusive, and accepting environment in which every student can reach their full potential. Policy Statement: The Grand Erie District School Board (Grand Erie) shall foster a safe, caring anti-oppressive, antiracist, and inclusive culture by supporting the use of positive practices, as well as consequences for inappropriate behaviour, including progressive discipline, which includes expulsion where necessary. Reference(s): • Student Expulsions Procedure (SO-007) • Criminal Code • Education Act, R.S.O. 1990, c. E.2 • Ontario Regulation 472/07 • Safe Schools Act, 2000 • The Education Amendment Act (Progressive Discipline and School Safety), 2007 POLICY SO-06 STUDENT SUSPENSIONS Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2019/11/25 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Objective: To support a safe, inclusive, and accepting environment in which every student can reach their full potential. Policy Statement: The Grand Erie District School Board (Grand Erie) shall foster a safe, caring anti-oppressive, antiracist, and inclusive culture by supporting the use of positive practices, as well as consequences for inappropriate behaviour, including progressive discipline, which could involve suspension. Reference(s): • Student Suspensions Procedure (SO-006) • Education Act, R.S.O. c. E.2 • Education Amendment Act (Progressive Discipline and School Safety) 2007 • Ontario Regulation 472/07 • Policy/Program Memorandum 141 • Safe Schools Act, 2000 POLICY SO-06 STUDENT SUSPENSIONS Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2019/11/25 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Objective: To support a safe, inclusive, and accepting environment in which every student can reach their full potential. Policy Statement: The Grand Erie District School Board (Grand Erie) shall foster a safe, caring anti-oppressive, antiracist, and inclusive culture by supporting the use of positive practices, as well as consequences for inappropriate behaviour, including progressive discipline, which could involve suspension. Reference(s): • Student Suspensions Procedure (SO-006) • Education Act, R.S.O. c. E.2 • Education Amendment Act (Progressive Discipline and School Safety) 2007 • Ontario Regulation 472/07 • Policy/Program Memorandum 141 • Safe Schools Act, 2000 POLICY TR-02 STUDENT TRANSPORTATION Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/05/29 Last Updated: 2023/04/24 Next Review Date: 2027/04/23 Objective: To outline eligibility criteria for the provision of the Grand Erie District School Board (Grand Erie) provided transportation services for Grand Erie students. Policy Statement: As a participating member of the local transportation consortium, Student Transportation Services Brant Haldimand Norfolk (STSBHN), Grand Erie provides transportation to pupils of the board who meet the home to school transportation eligibility distances and to students where transportation is warranted, due to one or more factors, which may include for physical, mental or emotional reasons, areas which prohibit safe pedestrian travel and as determined by Board of Trustee motion. Grand Erie acknowledges that there are specific or exceptional situations that warrant consideration of requests for transportation for students who are not otherwise eligible. 1.0 Transportation Eligibility 1.1 For those students who reside within their registered school’s catchment, the Grand Erie will provide transportation to:  rural students  elementary school students in defined urban areas where the distance from home to designated school exceeds 1.6 kilometers  secondary school students in defined urban areas where the distance from home to designated school exceeds 3.2 kilometers  other students who may qualify under Courtesy Student Transportation 1.2 Kindergarten to Grade 12 students who are eligible to receive transportation may be required to walk up to 0.8 kilometers to reach their assigned bus stop location. The distance is calculated based on the shortest distance on a safe walking route, between the student’s primary address and the bus stop. 1.3 The proposed distances above are maximum distances. Every effort will be made to minimize the distance from a student’s primary address to the bus stop. 1.4 Child Care - Transportation to and from a childcare location will be provided if the:  the student’s home address entitles them to transportation.  the alternate address is within the catchment area of the school which the student is eligible to attend (based on their home address); and  the alternate address is entitled to receive transportation services from the home school which the student is registered to attend. 1.5 Joint Custody - Transportation to and from a second home address, where family shares custody of a student, will be assessed on its own eligibility merit based on the parameters stated above and provided if warranted. Student Transportation Policy (TR-02) Page 2 1.5.1 It is the sole responsibility of the parent(s)/caregiver(s) to ensure that the student receiving transportation is aware of which bus they are to take on which days/weeks 1.5.2 Other than joint custody situations, transportation arrangements must follow a regular five (5) day schedule 2.0 Courtesy Transportation 2.1 Courtesy seats are made available if there is space on an existing bus route. Courtesy seats are administered through an application process. 2.1.1 Requests must be made annually through STSBHN Procedure #017 Courtesy Transportation. 2.2 A courtesy seat may be granted if both of the following conditions are met: 2.2.1 A seat is available on the bus. 2.2.2 No additional costs to the run/route are incurred by having the student ride on the bus. 2.3 Assignment of courtesy seats will follow a two-stage process. 2.3.1 Stage 1: Courtesy applications will be accepted for the next school year beginning in May. Applications received between May 1st and July 31st and will be evaluated against the list of priorities noted below in section 2.3.3. Stage 1 applications will be reviewed by STBSHN staff and assigned to buses for the start of the school year, where space permits. 2.3.2 Stage 2: Courtesy applications that are received between August 1st and June 30th will be reviewed on a first come, first serve basis. 2.3.3 School principals will assist STSBHN to assign any available seats to noneligible riders, who have submitted an application for courtesy transportation, based on the following criteria:  grade level (first priority to kindergarten students)  distance from school (farthest to closest)  program needs of the student  family circumstance  needs other defined school priorities 2.4 Requests made to STSBHN for changes made on a temporary basis or for a limited time, such as: switching buses to visit friends, go to a job, attending a birthday party, or go to a babysitter’s house shall not be approved. 2.5 During the school year, courtesy transportation may be withdrawn at any time for any of the following conditions:  seating is required for eligible students  altering the route is necessary  student behaviour is unacceptable 2.6 Transportation may be granted for co-op students if the above courtesy transportation criteria are met. As with all schedules, the pickup and drop-off locations must be regular and consistent. Reference(s):  Student Transportation Services Brant Haldimand Norfolk Procedure 017 Courtesy Transportation PROCEDURE SO-045 STUDENT DRESS CODE Superintendent Responsible: Superintendent of Education, Secondary Schools Initial Effective Date: 2019/05/27 Last Updated: 2023/06/29 For those codes that are currently in place, effective June 1, 2024, this procedure shall apply. Next Review Date: 2027/11/30 Purpose To provide students with learning environments that are equitable, inclusive and responsive for each learner, and to recognize that decisions about dress reflect an individual’s expression of identity, culture and economic factors. Historically, school dress codes have enforced ways that disproportionately and negatively impact: female-identified students, racialized students, gender diverse, transgender and nonbinary students, students with disabilities, socioeconomically marginalized students and Indigenous, First Nation, Métis, and Inuit students. To support a positive and inclusive environment, action is required to challenge and overcome this history. Students have the right to express themselves, feel comfortable in what they wear and the freedom to make choices about their appearance while ensuring schools are safe, welcoming and respectful. 1.0 Guiding Principles 1.1 To establish fair and equitable standards and practices for student dress. 1.2 To ensure that these standards and practices centre student engagement and student voice 1.3 To recognize that students have both the right to express themselves and the shared responsibility to maintain equitable, inclusive and responsive environments. 1.4 To ensure that students feel they are heard, seen and belong, and that they are safe and included in their individuality. 1.5 To recognize that dress plays a fundamental role in how students build healthy relationships and explore self-identity. 1.6 To have discussions with students about dress code, including dress code contraventions in a way that preserves dignity and self-respect 1.7 To ensure that the design, application and enforcement of the student dress code does not reinforce or increase marginalization or oppression of any individual or group based on race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, family status or disability (Ontario Human Rights Code). 2.0 Responsibility 2.1 The school Administrator(s) is responsible for: 2.1.1 Adopting this procedure as the school dress code; 2.1.2 Determination whether student dress represents a contravention of this procedure; 2.1.3 Addressing requests for dress related accommodations based on any of the protected grounds under the Ontario Human Rights Code; 2.1.4 Consulting with the school council and school community, including students, throughout the process of instituting a student School dress code, where applicable (Ontario Regulation 612/00. S. 19(1)); and Student Dress Code Procedure (SO-045) Page 2 2.1.5 Consult with Family of Schools Superintendent around areas of clarification. 2.2 Safe and Inclusive Schools department is responsible for: 2.2.6 Seeking external advice: 2.2.7 Providing learning opportunities for students, parent(s)/Caregiver(s): 2.2.8 Providing support for accommodations: and 2.2.9 Providing support for concerns of discrimination. 2.3 School staff are responsible for: 2.3.1 Educating students about the student dress code; 2.3.2 Communicating specific requirements for student dress where there are health and safety requirements related to the use of equipment and/or activities; and 2.3.3 Reporting dress code violations to Administrator(s) in a non-discriminatory manner. 2.4 The School Council is responsible for: 2.4.1 Consulting with the school community, including students, where a student School Uniform dress code is contemplated; and 2.4.2 Where a student School Uniform dress code is established, ensuring equity and affordability issues are addressed in partnership with the Administrator(s). 3.0 Student dress Standards All students have the right to express themselves through their dress without fear of bodyshaming, bias, or discrimination. Student dress must: 3.1 Cover the groin, buttocks and nipples with opaque material; 3.2 Wear undergarments, if worn, beneath a layer of outer wear; 3.3 Include footwear with consideration for health and safety; 3.4 Ensure that the student’s face is not fully obscured; 3.5 Not include anything that reasonably could be construed as promoting or symbolizing hate or discrimination, drugs, alcohol, tobacco, cannabis, illegal activity, profanity, nudity, pornography; or that incites violence or harassment; or threatens health and safety; and 3.6 Comply with all health and safety related dress requirements associated with a particular class, school activity, or school function. This may include, but is not limited to restrictions regarding footwear, loose clothing, jewelry, personal protective equipment, or other specialized equipment specific to the activity. 4.0 Request for Accommodation 4.1 Requests for accommodation may be submitted to the Administrator(s). When there is a duty to accommodate, accommodation will be provided, to the point of undue hardship. 4.1.1 Submissions to the Administrator(s) may include: 4.1.1.1. Reason for accommodation needed: and 4.1.1.2. Duration, if applicable. 4.2 The Administrator(s) will consider requests for accommodation on student dress on a case-by-case basis, in a timely manner, and will collaborate with the student and/or their parent/caregiver throughout the process; and 4.3 The Administrator(s) will provide the student and/or their parent/caregiver with the final decision, including rationale. 5.0 Contraventions of the dress Code 5.1 Should a contravention in student dress occur, it will be addressed equitably, with consideration for the student’s race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, family status or disability, and/or body type/size, with consideration of context for the activity. Student Dress Code Procedure (SO-045) Page 3 5.2 Where a student is considered to be in contravention of the dress requirement, the student will be: 5.2.1 Asked to change, remove, or cover the clothing item that violates this procedure; 5.2.2 Asked to wear the required personal protective equipment, when applicable; 5.2.3 Required a change of clothes only if this will not result in missing instructional time (i.e. connecting with parent(s)/caregiver(s) to bring in alternative dress); or 5.2.4 Subject to any other step an Administrator(s) considers appropriate in these circumstances. 5.3 Where a student demonstrates non-compliance with the dress code requirements, corrective action may be taken in accordance with progressive discipline. 5.4.1 Where suspension is being considered as part of progressive discipline, the Administrator(s) shall consult with the Family of Schools Superintendent prior to making a decision to suspend a student in relation to dress code. 6.0 Communication 6.1 The student dress code must be available to each student, parent/caregiver, at the beginning of each school year and whenever a student registers at the school. 6.2 On-going education about the dress code may include topics of harassment, discrimination, sexism, human rights, and diversity in order to minimize the need for monitoring student dress to the minimal extent possible and to encourage a safe, respectful learning environment. Definitions: Grand Erie’s Inclusive Language Guide. Reference(s): • Ontario Regulation 612/00. S. 19(1) • Ontario Human Rights Code • Grand Erie’s Equity Action Plan • Grand Erie’s Inclusive Language Guide PROCEDURE SO-007 STUDENT EXPULSIONS Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2019/05/27 Last Updated: 2023/06/08 Next Review Date: 2025/02/25 Purpose: To outline of the processes related to the expulsion of a pupil or the appeal of an expulsion. Guiding Principles: 1.0 Circumstances in Which a Principal Will Suspend a Pupil for 20 Days Pending Expulsion 1.1 Subject to mitigating factors and reasonable grounds to believe that a pupil has committed an infraction outlined below on school property, during a schoolrelated activity or event or in circumstances where the infraction has an impact on the school climate, the Principal will suspend the pupil for: • Possessing a weapon or replica, including a firearm • Using a weapon or replica to cause or to threaten bodily harm to another person • Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner • Committing sexual assault • Trafficking in weapons or illegal/restricted drugs • Committing robbery • Giving alcohol or cannabis to a minor • Bullying, including cyber-bullying if, a) The pupil has previously been suspended for engaging in bullying, AND b) The pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person • Any inappropriate behaviour 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 other protected human right, where: a) The pupil has previously been suspended for this behaviour, AND b) The pupil’s continuing presence in the school creates an unacceptable risk to the safety or mental well-being of another person • Committing an act of vandalism that causes extensive damage to Grand Erie or personal property on school premises or at any school-related activities • 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 another person in the school or Grand Erie 1.2 The Principal will contact the police, consistent with the Grand Erie Police Protocol, if the suspected infraction requires such contact. The Principal will consult with the Family of Schools Superintendent of Education and Superintendent responsible for Safe Schools. A principal’s investigation will be conducted separately from that of the police. Student Expulsions Procedure (SO-007) Page 2 1.3 In incidents involving weapons, the weapons should be confiscated if the confiscation can be carried out safely. Weapons offences, including the threat to use a weapon, will be reported to the police. If the police attend, seized weapons will be turned over to the attending officer. 2.0 Factors to Consider Before Deciding to Impose a Suspension Pending Expulsion 2.1 When deciding whether to impose a suspension pending expulsion, the Principal will make every effort to consult with the pupil and the pupil’s parent(s)/caregiver(s), or with an adult pupil, to identify whether any mitigating factors might apply in the circumstances. 3.0 Mitigating Factors 3.1 The mitigating factors to be considered by a principal before deciding whether to recommend an expulsion are: • The pupil does not have the ability to control their behaviour • The pupil does not have the ability to understand the foreseeable consequences of their behaviour • The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person 3.2 The following factors will also be taken into account when considering suspension pending expulsion: • The pupil’s history • Whether a progressive discipline approach has been used with the pupil • Whether the activity for which the pupil may be or is being suspended was related to any harassment of the pupil because of their race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment • How the suspension would affect the pupil’s ongoing education • The age of the pupil • In the case of a pupil for whom an individual education plan has been developed: • whether the behaviour was a manifestation of a disability identified in the pupil’s individual education plan • whether appropriate individualized accommodation has been provided • whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil’s behaviour or conduct 3.3 If a pupil does not have the ability to control their behaviour and does not understand the foreseeable consequences of their behaviour, alternative discipline and/or other interventions will be considered by the Principal. 3.4 If the pupil poses an unacceptable risk to the safety of others in the school, the Principal may consult with the Principal Leader for Safe Schools and will consult with the Family of Schools Superintendent of Education regarding appropriate accommodations and/or strategies that might be instituted to ensure pupil and staff safety. 4.0 Suspension Pending Recommendation for Expulsion 4.1 If the pupil is to be suspended pending an investigation to determine whether to recommend an expulsion, the pupil will be suspended for twenty (20) school days. The Principal will assign the pupil to a program for suspended pupils during this time. 5.0 Procedural Steps When Imposing a Suspension Pending Expulsion 5.1 When imposing a suspension, the Principal is required to affect the following procedural steps: • Within 24 hours of the decision, the Principal will make all reasonable efforts to inform the adult pupil, or the parent(s)/caregiver(s) of a minor pupil. Student Expulsions Procedure (SO-007) Page 3 • The Principal will inform the pupil’s teacher(s) of the suspension. • The Principal will provide written notice of the suspension to the adult pupil or the pupil’s parent(s)/caregiver(s) and pupil, and the Family of Schools Superintendent of Education. The written notice of suspension will include: • The reason for suspension • The duration of the suspension • Information about the program for suspended pupils • Information about the investigation the Principal is conducting to determine whether to recommend expulsion • A statement that there is no immediate right to appeal the suspension • Every effort should be made to include schoolwork with the letter of suspension. If it is not possible to provide the letter because the pupil and/or their parent(s)/caregiver(s) is not available, the letter should be mailed, couriered, faxed or e-mailed to the home address that day and schoolwork should be made available for pick-up from the school the following school day. • If notice is sent by mail or courier, it will be deemed to have been received on the fifth school day after it was sent. • If notice is sent by fax or e-mail, it is deemed to have been received the first school day after it was sent. • Where the incident is a serious violent incident, such as possession of weapons, physical assault causing serious bodily harm, sexual assault, robbery, extortion or hate-motivated violence, consideration will be given to filing a Violent Incident Form in the pupil’s Ontario Student Record. 6.0 Long-Term Suspension Program 6.1 Where a pupil has been suspended pending an investigation to determine whether to recommend an expulsion, the pupil will be assigned to a program for students on long-term suspension. 6.2 A pupil cannot be compelled to participate in a long-term suspension program. Should the adult pupil or the pupil’s parent(s)/caregiver(s) choose not to have the pupil participate in the program, the pupil will be provided with schoolwork consistent with their program. 6.3 This schoolwork will be available at the school for pick-up during the suspension period beginning the school day after the adult pupil or the parent(s)/caregiver(s) refuses to participate in a long-term suspension program. 6.4 A Student Action Plan (SAP) will be developed for every pupil who agrees to participate in a program. Agreement or refusal to participate in a long-term suspension program may be communicated to the school orally by the adult pupil or the pupil’s parent(s)/caregiver(s). Where the pupil or their parent(s)/caregiver(s) declines the offer, the Principal will record the date and time of that decision. 7.0 Planning Meeting 7.1 For pupils who choose to participate in a program for students on long-term suspension, the Principal of the school and the Grand Erie Safe Schools Team will hold a planning meeting for the purpose of developing the SAP. 7.2 The adult pupil or the pupil’s parent(s)/caregiver(s) and pupil (where appropriate) and the Grand Erie Safe Schools Team, as well as any appropriate teaching and support staff, will be invited to participate in the planning meeting. 7.3 If the adult pupil or the parent(s)/caregiver(s) 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. Student Expulsions Procedure (SO-007) Page 4 7.4 During the planning meeting, the Principal or designate will review the issues to be addressed in the pupil’s SAP. 8.0 Student Action Plan (SAP) 8.1 A pupil 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 from the Grand Erie Safe Schools Team • The Principal will make every effort to complete the SAP within five (5) school days of the issuing of a long-term suspension • This timeline will be communicated to the adult pupil or the pupil’s parent(s)/caregiver(s) 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 parent(s)/caregiver(s) and pupil, and all necessary staff, to facilitate implementation • 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 8.2 The SAP will identify: • The incident for which the pupil was suspended • The progressive discipline steps taken prior to the suspension, if any • Any alternative 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 • 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, 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 during the suspension and details regarding how that non-academic program and those services will be accessed • The measurable goals the pupil will be striving to achieve during the period of suspension 9.0 Principal's Investigation 9.1 The Principal will conduct an investigation promptly after issuing the suspension pending expulsion to determine whether to recommend to the Student Discipline Committee that the pupil be expelled. As part of the investigation, the Principal will consult with the Principal Leader of Safe Schools the Family of Schools Superintendent of Education and the Superintendent of Safe Schools regarding any issues of process and/or timing for conducting the investigation, which will be completed at the earliest opportunity, as well as the substantive decision whether or not to recommend that the pupil be expelled. Should the decision be made to refer the pupil to the Student Discipline Committee with a recommendation for expulsion, the pupil will be referred to and dealt with by the Committee within twenty (20) school days from the date of suspension. 9.2 As part of the investigation, the principal will: Student Expulsions Procedure (SO-007) Page 5 • Make all reasonable efforts to speak with the pupil and the parent(s)/caregiver(s) • 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(s)/caregiver(s) • Consider mitigating and other factors 10.0 Decision Not to Recommend Expulsion 10.1 Following investigation and consideration of mitigating and other factors, if the Principal decides not to recommend that the pupil be expelled, the Principal will: • Consider whether alternative discipline is appropriate in the circumstances • Uphold the suspension and its duration • Uphold the suspension and shorten its duration and amend the record accordingly • Withdraw the suspension and expunge the record 10.2 If the Principal has decided not to recommend an expulsion of the pupil, the Principal will provide written notice of this decision to the adult pupil or the parent(s)/caregiver(s) and pupil. The notice shall include: • a statement of the Principal’s decision not to recommend expulsion to the Student Discipline Committee; and • a statement indicating whether the suspension has been upheld, upheld and shortened, or withdrawn. 10.3 If the suspension has been upheld or upheld and shortened, information about the right to appeal the suspension to the Student Discipline Committee, will be shared with the parent(s)/caregiver(s) of the pupil including: • A copy of the Grand Erie policy regarding suspension appeals Student Suspensions (SO-06) • Contact information for the Principal Leader of Safe Schools and the Superintendent of Safe Schools • A statement that written notice of an intention to appeal will be given within ten (10) school days following receipt by the party of notice of the decision not to recommend expulsion 10.4 If the length of the suspension has been shortened, notice of suspension will be revised to reflect the shortened length of the suspension. 11.0 Decision to Recommend Expulsion 11.1 If a Principal, in consultation with the Principal Leader of Safe Schools, the Family of Schools Superintendent and the Superintendent of Safe Schools, determines that a referral for expulsion is warranted, the hearing will occur within 20 school days from the date the Principal suspended the pupil, unless the parties to the expulsion hearing agree upon a later date. 11.2 For the purposes of the expulsion hearing, the Principal will: Prior to the hearing, prepare a report to be submitted to the Superintendent of Safe Schools and provide the report to the adult pupil or the parent(s)/caregiver(s) of a pupil under 18. The report will include: • A summary of the findings the Principal made in the investigation • An analysis of which, if any, mitigating or other factors might be applicable • A recommendation of whether the expulsion should be from the school or from Grand Erie • 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 Grand Erie expulsion Student Expulsions Procedure (SO-007) Page 6 1 1 . 3 Provide written notice of the expulsion hearing to the adult pupil or the parent(s)/caregiver(s) and pupil. The notice shall include: • A statement that the pupil is being referred to the Student Discipline Committee to determine whether the pupil will be expelled for the activity that resulted in suspension • A copy of Student Expulsion appendix governing the hearing before the Student Discipline Committee • A copy of the Grand Erie Code of Conduct, school Code of Conduct, if applicable, and Expulsion information sheet • A copy of the suspension letter • A statement that the pupil and/or their parent(s)/caregiver(s) has the right to respond to the Principal’s report in writing • Information about the procedures and possible outcomes of the expulsion hearing, including that: • if the Student Discipline Committee does not expel the pupil, they will either confirm, confirm, and shorten, or withdraw the suspension • Parties have the right to make submissions with respect to the suspension • Any decision with respect to the suspension is final and cannot be appealed • If the pupil is expelled from their school, they will be assigned to Grand Erie Safe Schools program or another school • If the pupil is expelled from all schools, they will be assigned to a Grand Erie Safe Schools program for expelled pupils • If the pupil is expelled, there is a right of appeal to the Child and Family Services Review board • The student facing expulsion may be represented at the hearing by legal counsel, advocate or support person • Notice of the intent to bring legal counsel must be shared with the Superintendent of Safe Schools at least five (5) days prior to the hearing; in such case, the board will arrange for individual counsel for both the Principal and the Student Discipline Committee. Failure to provide notice with respect to legal counsel may result in an adjournment of the hearing to a date within a date of the twenty (20) day requirement. Failure to provide adequate notice with respect to legal counsel or support person could result in adjournment of the hearing • The name and contact information for the Superintendent of Safe Schools. 12.0 The Principal: 12.1 Ensure a meeting occurs with an adult pupil, or a pupil’s parent(s)/caregiver(s) and the pupil, and the Principal. 12.2 At the meeting, the Superintendent of Safe Schools or designate will review the Student Discipline Committee process for expulsion hearings, as well as respond to any questions or concerns the pupil or the pupil’s parent(s)/caregiver(s) may have regarding the process or incident; and assist to narrow the issues and identify agreed upon facts. 12.3 At the meeting, the Superintendent of Education of Safe Schools or designate will inform the adult student or parent(s)/caregiver(s) of the option of completing Minutes of Settlement, in lieu of attendance at the expulsion hearing. It will be made clear to the adult student or parent(s)/caregiver(s) that Minutes of Settlement document does not stay an expulsion hearing, nor affect the decision of the Student Discipline Committee. Student Expulsions Procedure (SO-007) Page 7 13.0 The Superintendent of Safe Schools or Designate will: 13.1 Prepare a package of documents for the Student Discipline Committee, which will include at least the following components: • A copy of the Principal’s report • A copy of the original suspension letter and the notice of expulsion sent to the adult pupil or parent(s)/caregiver(s) • A report containing a recommendation • The Minutes of Settlement if the adult student or parent(s)/caregiver(s) has chosen this option • Ensure the adult pupil or parent(s)/caregiver(s) is informed of the date and location of the expulsion hearing, and provided with a copy of the Expulsion Hearing Rules, and a copy of the documentation that will be presented to the Student Discipline Committee • Ensure that the item is placed on the Student Discipline Committee agenda 14.0 Hearing before the Student Discipline Committee 14.1 Members of the Student Discipline Committee are Trustees appointed as per General Working By-law 4.6. 14.2 Resource staff to the Student Discipline Committee are the Principal Leader of Safe Schools and the Superintendent of Safe Schools. 14.3 If the Principal recommends expulsion, the Student Discipline Committee shall hold a hearing. See Appendix A. 14.4 Guidelines for Expulsion Hearings are as follows: • The Student Discipline Committee shall consider oral and written submissions from the Principal, pupil and parent(s)/caregiver(s), or adult pupil • Minutes of Settlement may function in the place of oral and written submissions • The Student 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 Grand Erie expulsion • The Student 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 • The Student Discipline Committee shall consider other matters as appropriate 14.5 In determining whether to impose an expulsion, the Student Discipline Committee shall consider the following factors: • The submissions and views of the parties • Any written response to the Principal’s report provided before the completion of the hearing • Minutes of Settlement • Matters the Student Discipline Committee considers appropriate 14.6 Where there is a conflict in the evidence presented by the parties on the issue of whether the pupil committed the infraction, the Student 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 Student 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. 15.0 No Expulsion 15.1 If the Student Discipline Committee decides not to expel the pupil, the Committee will take the submissions of the parties into account, including mitigating and other factors, in determining whether to: Student Expulsions Procedure (SO-007) Page 8 • Consider alternative discipline • Uphold the suspension and its duration • Uphold the suspension and shorten its duration and amend the record accordingly, or rescind the suspension and expunge the record f r o m t h e Ontario Student Record (OSR) • Make such other orders as the Student Discipline Committee considers appropriate 15.2 The Superintendent of Safe Schools will give written notice to all parties of the decision not to impose an expulsion and the decision with respect to the suspension. 15.3 The Student Discipline Committee’s decision with respect to the suspension is final. 16.0 Expulsion 16.1 In the event the Student Discipline Committee decides to impose an expulsion on the pupil, the Committee will decide whether to impose Grand Erie expulsion or a school expulsion. In determining the type of the expulsion, the Student Discipline Committee shall consider any mitigating and other factors. 16.2 Where the Student Discipline Committee decides to impose a school expulsion, the student will be assigned to Grand Erie program or another school. 16.3 Where the Student Discipline Committee decides to impose an expulsion from all Grand Erie schools, the Committee will assign the pupil to a Grand Erie Safe Schools program for expelled pupils. 16.4 The Superintendent of Safe Schools will promptly provide written notice of the decision to expel. The written notice shall include: • The reason for the expulsion • A statement indicating whether the expulsion is a school expulsion or Grand Erie expulsion • Information about the school or program to which the pupil has been assigned • Information about the right to appeal the expulsion, including the steps to be taken 16.5 The Superintendent of Safe Schools will direct the Grand Erie Safe Schools Team to enact the SAP created for the expelled student. 16.6 An expelled pupil remains a pupil of Grand Erie, even when attending a program for expelled pupils at another school board, unless the pupil registers at another school board. 17.0 Appeal of Grand Erie Decision to Expel 17.1 The adult pupil or the pupil’s parent(s)/caregiver(s) may appeal a Student Discipline Committee’s decision to expel the pupil to the Child and Family Services Review Board. 17.2 The Child and Family Services Review Board is designated to hear and determine appeals of Grand Erie decisions to expel pupils. 17.3 The decision of the Child and Family Services Review Board is final. 18.0 Re-entry Requirements Following an Expulsion 18.1 A pupil who is subject to an expulsion is entitled to re-admission to a Grand Erie school once they have successfully completed a program for expelled pupils and have satisfied the objectives required for completion of the program, as determined by the Superintendent of Safe Schools. 18.2 Under the direction of the Superintendent of Safe Schools, the Principal Leader of Safe Schools will determine the most appropriate school setting for admission. • Consideration will be given as to whether a return to the same school will have a negative impact on the school climate and any victims Student Expulsions Procedure (SO-007) Page 9 • The pupil will be required to demonstrate that they have learned from the incident and have sought counselling, where appropriate • It may be determined that a different school is a more appropriate placement for the pupil Definition: Adult pupil refers to a student who has reached the age of 18 or has withdrawn from parental control at age 16 or 17. Weapon is defined by the Criminal Code as “anything used or intended for use in causing death or injury to persons whether designed for such purpose or not; or anything used or intended for use for the purpose of threatening or intimidating any person.” A weapon will also be defined as anything deemed by the Principal to be dangerous or a threat to others. Reference(s): • Student Expulsions Policy (SO-07) • Criminal Code • Education Act, R.S.O. c. E.2 • Ontario Regulation 472/07 • Safe Schools Act, 2000 • The Education Amendment Act (Progressive Discipline and School Safety) 2007 Filed in OSR Retention: Current Year + 3 yrs. Removed by the Principal if deemed appropriate GRAND ERIE DISTRICT SCHOOL BOARD NOTICE OF SUSPENSION PENDING EXPULSION A. STUDENT INFORMATION NAME: D.O.B.: CURRENT AGE: ADDRESS: TELEPHONE: SCHOOL: PARENT(S)/CAREGIVER(S): GRADE: Exceptional Pupil:  No  Yes Exceptionality: B. REASON FOR SUSPENSION Please be advised that this expulsion is made in accordance with Section 310 of the Education Amendment Act. This notice Is to inform you that has been suspended from for the following reason:  Possessing a weapon or replica, including a firearm;  Using a weapon or replica to cause or to threaten bodily harm to another person;  Committing physical assault on another person that causes bodily harm requiring treatment by a medial practitioner  Committing sexual assault;  Trafficking in weapons or illegal/restricted drugs;  Committing robbery;  Giving alcohol or cannabis to a minor;  Bullying, including cyber-bullying, if: i. The pupil has previously been suspended for engaging in bullying, AND ii. The pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person;  Any inappropriate behaviour 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 other protected human right, where i. The pupil has previously been suspended for this behaviour, AND ii. The pupil’s continuing presence in the school creates an unacceptable risk to the safety or mental well-being of another person;  Committing an act of vandalism that causes extensive damage to Grand Erie or personal property on school premises or any school related activities.  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 Grand Erie. C. SPECIFICS OF SUSPENSION Date of Suspension: Length of Suspension: 20 Days PENDING EXPULSION has been suspended from and from engaging in all school related activities. This suspension applies to all school facilities, grounds, school buses and school functions and trips. The Education Act (Section 310) and Grand Erie Policy S07 require that a principal immediately suspend a student where the principal believes that the student may have committed an infraction for which the student may be expelled. Based on the information which has come to my attention, it is my belief that may have committed the infraction indicated above. I will be conducting a Principal’s Investigation into this matter to review the allegations against As part of this process, I will want to speak with you and to review the allegations. is suspended pending the outcome of my investigation into this matter. You will soon receive further written notification of my decision whether to refer this matter to the Student Disciplinary Committee of the Grand Erie District School Board. Should you wish to discuss this suspension pending expulsion, contact myself or the Superintendent responsible for Safe Schools, 349 Erie Avenue Brantford, ON N3T 5V1 (519) 756-6301. Please be aware that a review of this suspension pending expulsion does not stay the suspension. Information regarding an alternative suspension program is available from the school principal. We encourage students to make use of this opportunity to continue their education during the suspension period. Sincerely, Principal’s Signature Student Expulsions Procedure (SO-007) Page 11 APPENDIX A GRAND ERIE DISTRICT SCHOOL BOARD EXPULSION HEARING PROCESS 1.0 PRE-HEARING PROCEDURES 1.1 Notice of Hearing and Pre-Hearing Conference: Following the completion of a Principal Investigation when a school principal has made the decision to recommend a student for an expulsion hearing, the school principal will inform the student and/or student caregiver in writing of the recommendation to expel and of a pre-hearing conference to be conducted by the Superintendent responsible for Safe Schools. 1.2 Pre-Hearing Conference A Pre-Hearing Conference will be convened by the Superintendent responsible for Safe Schools with the student and/or parent(s)/caregiver(s) of the student who has been recommended for expulsion. At this meeting the Superintendent will explain the process of the expulsion hearing and advise the party of the following: An oral or written outline of the parties’ positions on the recommendation to expel. (In the case of the Principal, the Principal’s Investigation will set this out.); Copies of any documents which the party proposes to give to the Committee at the hearing; If the party proposes to call witnesses, a list of the witnesses whom the party intends to call at the hearing and a brief outline of what the witness(s) will say; and Decision as to whether the party be represented by an advocate or lawyer. 1.3 Minutes of Settlement During the Pre-Hearing Conference, the Superintendent of Education responsible for Safe Schools will inform the parent(s)/caregiver(s) or adult student of the option of completing Minutes of Settlement (Appendix B). This option does not affect the decision of the Student Discipline Committee but offers the opportunity for the parent(s)/caregiver(s) or adult student to participate in the expulsion hearing without the obligation to attend the hearing. 2.0 CONDUCT OF THE HEARING 2.1 Time Limits for Presentations at Hearing The maximum time allotted for each hearing will be one hour. Where either or both parties persuade the Committee that additional time is reasonably required in order to have a fair opportunity to present their case in the particular circumstances, the Committee may extend the timelines for the presentation. 2.2 Order of Presentation The Principal will proceed to make their presentation first, commencing with an opening statement and a presentation of the results of the “Principal Investigation”. This may include any witnesses or recorded evidence. The Student/Parent(s)/caregiver(s) will then be given an opportunity to make an opening statement and presentation which also includes calling witnesses or videotaped evidence. At this point the Hearing Committee can ask questions or clarifications of either party. Finally, the parties will be asked to leave the room and will be called back when a decision is reached. Student Expulsions Procedure (SO-007) Page 12 2.3 Maintenance of Order of Hearing The Committee has the power under the Statutory Powers Procedure Act to make orders or to give directions at a hearing as it considers necessary for the maintenance of order at the hearing. Should any person disobey or fail to comply with any such order or direction, the Committee or a member may call for the removal of that person from the hearing. 2.4 Failure of Party to Attend Hearing After Due Notice Where notice of a hearing has been given to a party to the hearing in accordance with this procedure, and that party fails to attend the hearing, the Expulsion Committee may proceed in the absence of the party. In the case of an absent parent(s)/caregiver(s) or adult pupil, a Minutes of Settlement document may have been submitted. 2.5 Notice of Decision to Expel In the event the Committee decides to expel the student, the Director of Education shall ensure that a written notice of the expulsion is given promptly to the adult student, or to the parent(s)/caregiver(s). 2.6 Decision That Discipline Other Than Expulsion Is Appropriate When the Committee decides that an expulsion should be not be imposed in the circumstances, the Committee may consider whether alternative discipline is appropriate in the circumstances. Where the Committee decides that a suspension, including a reduced suspension, is appropriate and so directs, notice of the Committee’s decision shall be provided to the student. 2.7 Reasons for Decision The Committee is required to provide a notice setting out its decision. The Statutory Powers Procedure Act provides that if requested by either party, the Committee will provide a brief statement of the reasons for its decision. Student Expulsions Procedure (SO-007) Page 13 APPENDIX B MINUTES OF SETTLEMENT IN THE MATTER OF Part XIII of the Education Act, as amended AND IN THE MATTER OF the expulsion of the pupil DOB: a student at Grand Erie District School Board. BETWEEN: THE SCHOOL and PARENT( S)/CAREGIVER(S) and STUDENT Student Expulsions Procedure (SO-007) Page 14 Minutes of Settlement IN THE MATTER of the expulsion hearing with respect to scheduled to take place on pursuant to section 311.3 of the Education Act, R.S.O. 1990, c. E.2; The parties to these Minutes of Settlement consent to waive the minimum procedural requirements and rules pursuant to section 4 of the Statutory Powers Procedure Act, R.S.O. 1990, c. S.22; The parties further consent to have this matter resolved by the Discipline Committee without attending a hearing; The parties consent to have these Minutes of Settlement (the “Agreement”) filed with the Student Discipline Committee of the Grand Erie and form part of its decision in this matter. THE PARTIES AGREE AS FOLLOWS: 1. The parties agree to the decision of the Student Discipline Committee of the Grand Erie District School Board appointed under the Education Act, which may impose on an expulsion from all schools of Grand Erie, therefore making eligible for Safe Schools, the program for expelled students. 2. The parties consent to the Student Discipline Committee considering the attached Schedule “A” (Summary of Principal’s Investigation Recommending Expulsion) to decide whether to impose the expulsion. 3. and acknowledge that they have had the terms of the agreement explained to them by Grand Erie personnel and were informed of their right to have their independent legal counsel review this matter. 4. and declare that they fully understand the terms of settlement contained in this document and further declare that they voluntarily accept the terms of settlement. 5. The parties agree that this settlement is made without admission of liability on the part of . 6. This Agreement shall be binding upon the parties of and the respectively. 7. and agree they signed the Agreement freely, voluntarily and without duress. Student Expulsions Procedure (SO-007) Page 15 8. This Agreement cancels and supersedes any prior understandings and agreements between the parties. 9. This Agreement is governed by the laws of the Province of Ontario Signed on this day of , 20 Witness Principal Witness Parent(s)/caregiver(s) Pupil Witness Adult Pupil PROCEDURE SO-006 STUDENT SUSPENSIONS Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2019/11/25 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Purpose: To outline the process which may result in the suspension of a pupil or the appeal of a suspension. Guiding Principles: A Principal’s investigation of an incident should include consultation with the parents/caregivers and the pupil involved (or the adult pupil). [As per PPM 141, an adult pupil is a student who is eighteen (18) years of age or older or a sixteen (16) or seventeen (17) year old student who has withdrawn from parental control.] If it is determined 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 will consider whether that pupil should be suspended. Mitigating and other factors will be taken into account. An anti-oppressive and anti-racist lens will be applied to all decision-making. The Principal will contact the police, consistent with the Grand Erie police protocol, if the alleged infraction requires such contact. When in doubt, the Principal will consult with the Principal Leader of Safe Schools, the Family of Schools Superintendent and/or the Superintendent of Safe Schools. 1.0 Circumstances in Which a Principal May Consider Suspending a Student • Threatening to inflict serious bodily harm on another person. • Possession of alcohol, drug paraphernalia, illegal or restricted drugs, or cannabis, without a medical prescription. • Under the influence of alcohol, illegal or restricted drugs, or cannabis, without a medical prescription. • Swearing at, or in reference to, a teacher or another person in a position of authority. • Committing an act of vandalism that causes significant damage to board or personal property on school premises or any school-related activities. • Bullying, including cyberbullying. • Physical or verbal aggression. • Persistent opposition to authority. • Any inappropriate behaviour 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 other protected human right; or • Any act considered by the Principal to be injurious to the moral tone of the school or the well-being of members of the school community. 2.0 The minimum duration of a suspension is one (1) school day and the maximum is 20 school days. Student Suspensions Procedure (SO-006) Page 2 3.0 Factors to Consider Before Deciding to Impose a Suspension 3.1 Before deciding whether to impose a suspension, or some other form of discipline, a Principal will make every effort to consult with the parent(s)/caregiver(s) and pupil involved (or adult pupil) to identify whether any mitigating and/or other factors might apply in the circumstances. An antioppressive and anti-racist lens will be applied to all decision-making. 4.0 Mitigating Factors 4.1 The following mitigating factors will be taken into account: • the pupil does not have the ability to control their behaviour. • The pupil does not have the ability to understand the foreseeable consequences of their behaviour. • The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person. 4.2 If a pupil does not have the ability to control their behaviour or does not understand the foreseeable consequences of their behaviour, alternative discipline and/or other interventions may be considered by the Principal. If the pupil poses an unacceptable risk to the safety of others in the school, the Principal will consult with the Principal Leader of Safe Schools, the Family of Schools Superintendent, or the Superintendent of Safe Schools regarding appropriate accommodations and/or strategies that might be instituted to ensure the safety of employees and pupils. 5.0 Other Factors to be Considered 5.1 Where the pupil is able to control their behaviour and is able to understand the foreseeable consequences of their behaviour, the Principal will 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: 5.1.1 The pupil’s history. 5.1.2 Whether a progressive discipline approach has been used with the pupil. 5.1.3 Whether the activity for which the pupil may be or is being suspended was related to any harassment of the pupil because of their race, ethnic origin, religion, disability, gender or sexual orientation. 5.1.4 How the suspension would affect the pupil’s ongoing education. 5.1.5 The age of the pupil. 5.1.6 In the case of a pupil with a disability or for whom an individual education plan has been developed, • whether the behaviour was a manifestation of the disability identified in the pupil’s individual education plan. • whether appropriate individualized accommodation has been provided; and • whether the suspension is likely to result in an aggravation or worsening of the pupil’s behaviour or conduct. 6.0 Progressive Discipline The Principal will review the following in the context of progressive discipline: 6.1 Whether the educator, Principal or designate has utilized early and/or ongoing intervention strategies to prevent unsafe or inappropriate behaviours, such as: • Contact with the pupil’s parent(s)/caregiver(s) • Oral reminders • Review of expectations • Written work assignments with a learning component • Assigning the pupil to volunteer services to the community • Conflict mediation and resolution • Peer mentoring Student Suspensions Procedure (SO-006) Page 3 • Referral to counseling 6.2 Whether the Principal has used a progressive discipline approach to address inappropriate behaviour for which a suspension could have been imposed, such as: • Meeting(s) with the pupil’s parent(s)/caregiver(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 In circumstances where one or more of the factors above mitigate the decision to apply a suspension as a form of discipline, the Principal may consider whether alternative discipline and/or other intervention is appropriate in the circumstances. 7.0 Consultation 7.1 Consultation will occur between the Principal and the Family of Schools Superintendent before imposing a suspension of ten (10) days or longer. As well, before imposing suspensions of fifteen (15) days or longer, the Superintendent of Safe Schools will also be consulted. In both circumstances, consultation will be regarding: • The investigation undertaken. • The circumstances of the incident. • Whether or not one or more of the factors outlined above are applicable in the circumstances. • The appropriate length of the suspension. 8.0 School Work 8.1 A pupil who is subject to a suspension of under six (6) school days will be provided with schoolwork by school personnel to complete at home while serving the suspension. 8.2 In addition to receiving schoolwork for the first five (5) school days of suspension, a pupil who is subject to a suspension of over five (5) school days will be offered an academic program through the Grand Erie Safe Schools Program. 9.0 Procedural Steps When Imposing a Suspension 9.1 Where a Principal has determined that it is appropriate in the circumstances to impose a suspension, they will take the following steps: • Within 24 hours of the decision, the Principal will make all reasonable efforts to inform the parent(s)/caregiver(s) (or adult pupil) of the suspension. • The Principal will inform the pupil’s teacher(s) of the suspension within 24 hours of its issuance. • The Principal, in conjunction with the pupil’s teacher(s), will organize schoolwork to be provided for the pupil to be completed during the duration of the pupil’s suspension. • The Principal is responsible for the prompt written notification of the suspension to the parent(s)/caregiver(s) (or adult pupil) and the Family of Schools Superintendent. 9.2 The written notice of suspension will include: • The reason for suspension. Student Suspensions Procedure (SO-006) Page 4 • The duration of the suspension. • Information about the Grand Erie Safe Schools Program (GESSP), where the pupil is suspended for six (6) or more school days. • Information about the right to receive an informal review of the suspension by the Superintendent of Education and the right to appeal the suspension. 9.3 Every effort should be made to include the schoolwork with the letter of suspension on the day the pupil is suspended. If it is not possible to provide the letter because the pupil and/or parent(s)/caregiver(s) are not available, the letter should be mailed, couriered, faxed or e-mailed to the home address that day and the parent(s)/caregiver(s) (or adult student) should be notified that schoolwork will be made available for pick-up from the school the following school day. 9.4 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. 9.5 If notice is sent by fax or e-mail, it is deemed to have been received the first school day after it was sent. 10.0 Grand Erie Safe Schools Program (GESSP) 10.1 Where a pupil has been suspended for over five (5) school days, the pupil will be provided with schoolwork by school personnel for the first five (5) school days and will be offered a Safe Schools Program. 10.2 A pupil cannot be compelled to participate in this program. Should the parent(s)/caregiver(s) (or adult pupil) choose not to have the pupil participate, the pupil will continue to receive schoolwork consistent with the pupil’s program, to be completed at home for the duration of the suspension. This schoolwork will be available at the school for pick-up during the suspension period. 10.3 A Student Action Plan (SAP) will be developed for every pupil subject to a suspension of six (6) or more school days who agrees to participate in a Grand Erie Safe Schools Program (GESSP). 10.4 Agreement or refusal to participate in a GESSP may be communicated to the school verbally by the parent(s)/caregiver(s) (or adult pupil). Where the parent(s)/caregiver(s) (or adult pupil) declines the offer to participate, the Principal will record the date and time of such refusal. 11.0 Planning Meeting 11.1 For pupils subject to a suspension for over five (5) school days who choose to participate in the GESSP, the Principal of the school or designate will hold a planning meeting for the purpose of developing the SAP. 11.1.1 The parent(s)/caregiver(s) and the pupil (where appropriate), (or adult pupil), as well as any appropriate teaching and support employees, including members of the Safe Schools Team, will be invited to participate in the planning meeting. 11.1.2 The Principal will strive to schedule a planning meeting to occur within three (3) school days of the parent(s)/caregiver(s) (or adult pupil) informing the school that the pupil will participate in a GESSP. 11.1.3 If the parent(s)/caregiver(s) (or adult pupil) is not available to participate in the planning meeting, the meeting will proceed, and a copy of the SAP will be provided following the meeting. 11.1.4 During the planning meeting the Principal will review the issues to be addressed in the pupil’s SAP. Student Suspensions Procedure (SO-006) Page 5 12.0 Student Action Plan (SAP) 12.1 A pupil subject to suspension for eleven (11) or more school days will be provided with both academic and non-academic supports, which will 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. 12.2 The SAP will be developed under the direction of the Principal with assistance from the Safe Schools Team. 12.3 The Principal will make every effort to complete the SAP within three (3) school days of the parent(s)/caregiver(s) (or adult pupil) informing the school that the pupil will participate in a GESSP. This timeline will be communicated to the parent(s)/caregiver(s) (or adult pupil). 12.4 Once completed, the SAP will be shared with the parent(s)/caregiver(s) and the pupil (or adult pupil) and all necessary employee(s) to facilitate implementation. 12.5 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. 12.6 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 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, information regarding how the individualized program will be implemented 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 nonacademic program and those services will be accessed; and • The measurable goals the pupil will be striving to achieve during the period of suspension. 13.0 Re-Entry 13.1 Following a suspension of six (6) or more school days, a re-entry meeting will be held to provide positive and constructive redirection for the pupil. Where the pupil has participated in a long-term suspension program, the pupil’s success in achieving the goals outlined in the SAP will be reviewed with the parent(s)/caregiver(s) and pupil (or adult 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. 14.0 Informal Review Process 14.1 An informal review by the Superintendent of Education may be requested by the parent(s)/caregiver(s) (or adult pupil) - prior to an appeal. If, after consulting the Superintendent of Education, the parent(s)/caregiver(s) or adult pupil wishes to appeal the suspension under section 309 of the Education Act, the appellant will provide written notice of intention to appeal to the Superintendent of Education within ten (10) school days of the commencement of the suspension. 14.2 A request for review does not stay the suspension. Student Suspensions Procedure (SO-006) Page 6 15.0 Suspension Appeal Process 15.1 The Suspension Appeal will be held in accordance with the Education Act and Grand Erie’s Suspension Policy. All suspension appeals will be received by the Superintendent of Education. 15.2 An appeal of a suspension does not stay the suspension. 15.3 A person who intends to appeal a suspension will give written notice of the intention to appeal within ten (10) school days of the commencement of the suspension. 15.4 Grand Erie will hear and/or determine the appeal within fifteen (15) school days of receiving the notice of intention to appeal unless the parties - school Principal and parent(s)/caregiver(s) (or adult pupil) agree to an extension. 15.5 Appeals of suspensions will be heard by the Student Discipline Committee sitting as a committee of three (3) Trustees appointed by Grand Erie. One of the appointed Board of Trustees will be elected the Student Discipline Committee Chair. Appeals will be scheduled by the Superintendent of Safe Schools or Designate. 16.0 Student Discipline Committee Rules of Procedure: 16.1 A suspension may be appealed by a parent(s)/caregiver(s) (or adult pupil) or any third party with legal decision-making authority for a student. 16.2 The Superintendent of Safe Schools or Designate will act as Secretary to the Student Discipline Committee to facilitate the Appeal, ensure that a copy of the Principal’s Report is forwarded to the Appellant prior to the Appeal and provided to the Student Discipline Committee at the beginning of the Appeal, and to ensure that any documents, reports and/or submissions prepared by the Appellant are provided to the Principal at the earliest opportunity and to the Student Discipline Committee at the beginning of the Appeal. 16.3 A lawyer or advocate may represent the Appellant. Prior notice of a lawyer’s or an advocate’s attendance at the Appeal will be provided to the Superintendent of Safe Schools. If prior notice is not provided, the suspension appeal may be rescheduled by the Student Discipline Committee at the request of the Principal. 16.4 The Principal may exercise the right to legal counsel. 16.5 The Principal will prepare a report summarizing the incident, the evidence relied upon and the rationale for discipline, including the pupil’s disciplinary and academic history, any progressive discipline strategies that have been used and any mitigating and other factors that may be applicable. 16.6 The Student Discipline Committee will wait for thirty (30) minutes after the time communicated for the commencement of the suspension appeal. If the Appellant(s) or their representative have not yet attended and notice that they may be late has not been provided, the Student Discipline Committee may proceed to hear the appeal or dismiss the appeal in the absence of the Appellant. 16.7 The Superintendent of Safe Schools or Designate will invite the parties into the Student Discipline Committee meeting room and will introduce the parties to the Student Discipline Committee. 16.8 The Student Discipline Committee Chair will introduce the committee and indicate: • That they have been appointed by Grand Erie to hear the matter. • That they are not connected as Trustees to the school in question. • That they have had no prior involvement with the matter that has come before them. • That this matter will be heard in camera (in private); and • That the decision of the Discipline Committee is final. 16.9 The Student Discipline Committee Chair will call the Suspension Appeal meeting to order. Student Suspensions Procedure (SO-006) Page 7 16.10 The Student Discipline Committee Chair will outline: • The process to be followed during a Suspension Appeal. • The matter on appeal before the Student Discipline Committee, including the Suspension that was imposed and the infraction for which the pupil was suspended. 16.11 The Appellant will make a verbal presentation to the Student Discipline Committee. 16.12 Members of the Committee and the Principal may ask questions of clarification through the Chair. 16.13 The Principal will make a verbal presentation. 16.14 Committee members and the Appellant may ask questions of clarification through the Chair. 16.15 The Appellant will be invited to respond to the Administration’s presentation, but only with respect to issues the Appellant has not previously addressed. 16.16 At the conclusion of both presentations, the Appellant and the Administration will be invited to make summary statements but may not introduce new issues. 16.17 The Student Discipline Committee may choose to have a brief recess prior to hearing the summary statements. 16.18 Committee members may ask final questions of clarification. 16.19 The Student Discipline Committee Chair will explain that: 16.19.1 All persons, except the Student Discipline Committee and the Secretary of Grand Erie, will be asked to leave the room while the Student Discipline Committee deliberates and makes its decision. 16.19.2 The Student Discipline Committee will consider, based on the written and/or oral submissions of both parties, whether the decision to discipline and the discipline imposed were reasonable in the circumstances, and will determine: • The Suspension was justified and should be upheld; or • The Suspension was justified but that the number of days imposed was too many, in which case the Student Discipline Committee may reduce the length of the Suspension and amend the record of suspension; accordingly, or • The Suspension was justified, but that the record of Suspension be removed after a period of time if there are no further incidents requiring discipline; or • The Suspension was not justified, in which case the record of Suspension will be expunged, and the pupil will be permitted to return to school if the suspension remains outstanding. 16.20 At the conclusion of the hearing, the Student Discipline Committee may deliver the decision to the parties. However, the committee, if it considers appropriate may reserve its decision to be delivered at a later time. 16.21 The Superintendent of Safe Schools will inform the Appellant, in writing, of the decision of the Student Discipline Committee. Reference(s): • Student Suspensions Policy (SO-06) • Education Act, R.S.O. c. E.2 • Education Amendment Act (Progressive Discipline and School Safety) 2007 • Ontario Regulation 472/07 • Policy/Program Memorandum 141 • Safe Schools Act, 2000 PROCEDURE PR-010 SUPERVISED ALTERNATIVE LEARNING (SAL) AND OTHER EXCUSALS FROM ATTENDANCE AT SCHOOL Superintendent Responsible: Superintendent of Education, Secondary Schools Initial Effective Date: 2019/04/24 Last Updated: 2023/06/26 Next Review Date: 2027/04/20 Purpose: To provide students 14-17 years of age, who have significant difficulties with regular attendance at school or with an alternative learning experience as outlined in Ontario Regulation 374/10. Background: An individualized plan is created to enable the student to progress toward obtaining an Ontario Secondary School Diploma or achieving other educational and life goals, where possible. This program helps to maintain a learning connection between the school and student throughout a planned period of time. Once approved for a SAL Plan (SALP), students are given a start date and an end date. Each SALP will consist of one or more of the following activities: • Credit courses (regular day school, e-Learning, cooperative education, Credit Recovery) • Part-time or full-time employment • Volunteering • Counselling • Earning a certificate or participating in training for a specific job • Developing job-search skills • Other courses/workshops When a SALP is completed, a Transition Plan is developed to support the student’s next steps. This process will take place 15 days prior to the end date of the SALP. Note: All active SALP’s end on June 30 of each school year. A pupil who turns 18 years of age while participating in Supervised Alternative Learning may, if they wish, continue participating in Supervised Alternative Learning until the pupil’s plan expires or is terminated. Guiding Principles: 1.0 Committee and Participants 1.1 A SAL committee will be comprised of: one trustee; one Superintendent of Education or designate; one person who is not an employee of the board. • SAL committees meet monthly during the school year • No committee meeting will be invalid in cases where there are changes in SAL Committee members or changes in the representatives attending on behalf of the pupil • Personal information may be gathered, used or disclosed during the SAL meeting. Such information is regulated by the Municipal Freedom of Information and Protection of Privacy Act • The function of this committee is to accept, reject, or modify the proposed SAL plan 1.2 The parent(s)/caregiver(s) /pupils and support person are entitled and encouraged to attend the initial SAL meeting Supervised Alternative Learning (SAL) and Other Excusals from Attendance at School Procedure (PR-010) Page 2 • In situations where a support person attends without the parent(s)/caregiver(s) or pupil withdrawn from parent(s)/caregiver(s) control, the support person has the same rights as the pupil, parent(s)/caregiver(s) • A pupil who is at least 16 years old and has withdrawn from parental control, has the same rights and obligations as parent(s)/caregiver(s) 2.0 Referral of Pupil to the SAL Committee The Administrator(s) of the school at which the pupil is enrolled shall refer the pupil to the SAL Committee: • If in the Administrator’s opinion it would be in the pupil’s best interests to participate in SAL • If a parent(s)/cargiver(s) or the pupil submits a request for SAL based on the best interests of the pupil • Within 15 school days of a request for referral Parent(s)/caregiver(s) may make up to two requests for SAL during the school year; the second request shall not be made until at least 60 school days have passed since the day the previous request was made. 3.0 Contents of the Application for SAL 3.1 The Administrator(s) will provide the pupil and parent(s)/caregiver(s) with a copy of the referral notice, the SAL Plan, and a notice of the time and place of the meeting and explaining their rights regarding SAL. 3.2 The Executive Assistant to the Committee structures the agenda and notifies schools. The SAL Committee shall meet within 20 school days of receiving a referral unless there is a written parental request or the parent(s)/caregiver(s) consents to meet at a later date. 4.0 Committee Decisions 4.1 The Administrator(s) of the school or designate participates in the SAL Committee meeting at which the referral is considered and will provide information as required by the SAL Committee. 4.2 After a Committee considers a referral to SAL, • The Committee shall make a decision to accept, modify, or not approve participation by the pupil in SAL • If no SAL Plan was submitted by the principal, the Committee may recommend the creation of a Plan to support the pupil’s participation in SAL 5.0 Communication of Decisions 5.1 Within five days of the meeting, the SAL Committee forwards the results of its deliberations, in writing, to the parent(s)/caregiver(s) , and/or pupil as appropriate, and the school. This notice will include information about the process of requesting reconsideration of the application. The SAL Plan will be a component of the letter. 5.2 If the Committee requires the Administrator(s) to develop a SAL Plan, the committee will communicate the date by which the Plan must be developed and re-submitted. Within 20 school days of re-submitting the Plan, the Committee shall hold a meeting to consider the plan and decide to approve, modify, or not approve participation in SAL and follow appropriate communication with all stakeholders 6.0 Reconsideration of the Committee Decision 6.1 A parent(s)/ Administrator(s) of a pupil may submit to the principal a written request that the Committee reconsider its decision within 10 school days of receiving the written decision. 6.2 The Administrator(s) shall forward the parent’s/ caregiver’s request to the Committee as soon as possible, and within 20 school days, the Committee will meet to reconsider its decision unless there is a written parent(s)/caregiver(s) request or the parent(s)/caregiver(s) consents to meet later. 6.3 The Committee will communicate its decision in writing within five (5) school days. Supervised Alternative Learning (SAL) and Other Excusals from Attendance at School Procedure (PR-010) Page 3 7.0 Administration of SAL 7.1 The Administrator(s): • Will designate a primary contact person for each pupil participating in SAL • Shall ensure that an employee(s) of the school or Grand Erie visits the site before the pupil begins participating in an activity taking place in a location that is not a school site as part of supervised alternative learning, unless in the opinion of the Administrator(s) the visit is not necessary at that time. The Administrator(s) shall ensure that a Work Education Agreement (WEA) form is completed • Shall issue a progress report about each pupil in the school who is participating in SAL. This report will be issued at the same time as the Administrator(s) issues report cards for other pupils. A copy of this report will be placed in the pupil’s OSR 7.2 Primary Contact Person: • Must monitor the pupil’s progress and there must be successful two-way communication between the pupil and the primary contact at least once every 30 calendar days • Must keep records of the observations made in monitoring the pupil’s progress • Is entitled to receive information, including personal information relevant to the pupil’s progress from any individual who is involved in the implementation of the pupil’s plan. 8.0 Review of Plan The Administrator(s) shall provide a copy of the Supervised Alternative Learning Plan Review to the pupil and parent(s)/caregiver(s) before the plan expires. This report will include: • Observations of the progress made by the pupil • Overall review of the appropriateness and impact of the plan • Recommendations regarding whether, after the plan expires, the pupil should continue to participate in SAL 9.0 Renewal of Plan 9.1 Before the expiry of the Plan, if in the opinion of the Administrator(s) of the pupil’s school it would be in the pupil’s best interests to continue to participate in SAL, the Administrator(s) shall submit a recommendation to the committee to renew the plan. 9.2 The Committee will meet within 20 school days after receiving a recommendation to renew the plan or to renew with modifications or begin a new SAL process. 10.0 Termination of the Plan 10.1 A plan is terminated if any of the following circumstances exist: • The pupil provides the Administrator(s) with a written statement that they want to return to school • The primary contact person provides the Administrator(s) with a written statement that the pupil is not complying with the program and/or attendance requirements • The Administrator(s) determines, with the agreement of a Superintendent of Education, that termination is in the pupil’s best interests. The Superintendent of Education needs to be a qualified teacher 10.2 The Administrator(s) or designate must indicate on the SAL Monitoring Report that the student is not conforming to/progressing satisfactorily on the program prescribed by the Committee. When the SAL Committee completes its monthly review they may direct that a Warning Letter or Return to School Letter to the pupil and the parent(s)/caregiver(s) of the pupil. 11.0 Transition plan for pupil The Administrator(s) shall ensure that a transition plan has been developed for helping a pupil whose SAL Plan has expired or been terminated. Supervised Alternative Learning (SAL) and Other Excusals from Attendance at School Procedure (PR-010) Page 4 12.0 Attendance for pupils in a SAL program If a pupil stops participating in their SAL program activities and there is no successful two-way communication between the pupil and the primary contact the student may be removed from their SAL program. Reference(s): • Ontario Regulation 374/10 • Municipal Freedom of Information and Protection of Privacy Act PROCEDURE BU-001 SUPPLIER EXCLUSIVITY: FOOD SERVICES AND VENDING MACHINES IN SCHOOLS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2008/04/28 Last Updated: 2023/06/09 Next Review Date: 2026/03/03 Purpose: To support open and fair treatment of all approved suppliers. Grand Erie District School Board (Grand Erie) may deem it necessary or beneficial to enter into an exclusive agreement with a supplier, in accordance with approved procedures and the Broader Public Sector Procurement Directive. Guiding Principles: 1.0 Overview 1.1 Vending Machines: Grand Erie will recover its operating costs and the balance of revenue will remain with the participating school. 1.2 Food Services: Grand Erie will share revenue with each participating school, based on a rate of return negotiated with suppliers when revenues exceed the anticipated incremental operating costs. 1.3 Food services and vending machine contracts will be reviewed separately and may be sourced in separate competitive bids where appropriate. 1.4 Food Service and Vending Machine providers who are awarded contracts with the Grand Erie will be expected to guide their operations in schools in accordance with Grand Erie Policies: Distribution of Materials in School (SO-04) and Advertising (BU-011), 1.5 Food Service and Vending Machine providers will be offered exclusive rights to all participating schools within Grand Erie. 1.6 All Food Services and Vending Machine Contracts will include provisions that ensure compliance with Canada Revenue Regulations with respect to the proper collection and remittance of Harmonized Sales Tax (HST). 2.0 Supplier Selection 2.1 A supplier selection committee will be created at the outset of each project. 2.2 Committee membership will include three or more voting members including the following: • Two (2) Secondary School Administrator(s) • Manager of Facility Services • Superintendent of Business & Treasurer 2.3 Bid documents will be compliant with the Government of Ontario Policy/Programs for School Food and Beverage Policy and catering for other school-related functions. 2.4 School Administrator(s) shall have the option of selecting which products from the contracted supplier will be made available in their school. 2.5 School Administrator(s) will be permitted to arrange and participate in small ventures with independent suppliers. 2.6 Participating schools will receive a copy of the awarded contract for information and dissemination purposes. 2.7 All contract renewals will be brought to Senior Administration for consideration no later than six months prior to the expiration of the contract term. Supplier Exclusivity: Food Services and Vending Machines in Schools Procedure (BU-001) Page2 Reference(s): • Advertising Procedure (BU-011) • Broader Public Sector Procurement Directive • Distribution of Materials in School Policy (SO-04) • Distribution of Materials in School Procedure (SO-004) • Government of Ontario School and Food and Beverage Policy Guides PROCEDURE HR-020 TEACHER PERFORMANCE APPRAISAL Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2017/01/30 Last Updated: 2023/12/20 Next Review Date: 2027/12/20 Purpose: To outline the teacher performance appraisal process for Grand Erie District School Board (Grand Erie). Guiding Principles: Grand Erie is committed to providing an environment where employees are supported in achieving the performances expectations of their position in order to contribute to the achievement, and well-being of students. 1.0 Experienced Teachers 1.1. Annual Learning Plans 1.1.1. Grand Erie will ensure that every teacher employed by Grand Erie has an Annual Learning Plan (ALP) that addresses the teacher’s own professional growth. 1.1.2. The teacher must prepare an ALP every year in consultation with their Administrator(s) and submit it by October 15th. 1.1.3. All ALPs must include the teacher’s professional growth objectives as well as their proposed action plan and timelines for achieving those objectives. 1.1.4. In the teacher’s evaluation year, the teacher and Administrator(s) must review and update the teacher’s current ALP in a meeting as part of the performance appraisal process. The pre-observation and postobservation meetings provide opportunities for this review to take place. 1.2. Teacher Performance Appraisals 1.2.1. Teacher performance appraisals are to be conducted using the timelines and procedures as outlined in the Education Act, Regulations and the document entitled, “Performance Appraisal of Experienced Teachers – Technical Requirements Manual”. 1.2.2. Administrator(s) must conduct a minimum of one performance appraisal for each experienced teacher in their year of review. 1.2.3. The Administrator(s) must notify all teachers for whom performance appraisals will be conducted within the first 20 school days of the school year. 1.3. Documentation Requirements 1.3.1. Every person who conducts a performance appraisal of a teacher shall submit a copy of the summative report and the ALP to the Family of Schools Superintendent for inclusion in the Human Resources file of the teacher. Teachers who have had a performance appraisal will receive a copy of the signed Summative Report. 1.3.2. Human Resources will retain a copy of each performance appraisal record for at least six years from the date of the summative report. Teacher Performance Appraisal (HR-020) Page 2 2.0 Teachers New to the Profession 2.1. Teachers newly hired by Grand Erie into permanent contract positions (full-time or part-time) to begin teaching for the first time in the province of Ontario. 2.2. Teacher Performance Appraisals 2.2.1. Teacher performance appraisals are to be conducted using the timelines and procedures as outlined in the Education Act, Regulations and the document entitled, “Teacher Performance Appraisal – Technical Requirements Manual”. 2.2.2. Administrator(s) must conduct two performance appraisals in the first 12 months that a teacher new to the profession is employed. For teachers who do not receive two performance appraisals with satisfactory ratings in the first 12 months after they begin teaching, additional evaluation(s) will occur in a second 12-month period. 2.2.3. Where a secondary teacher is teaching in only one semester, both evaluations will be completed during that one semester. 2.2.4. Where a secondary teacher is assigned to semester one in a school and semester two in another school, one performance appraisal shall be completed in each school during the teacher’s initial 12 months of employment. 2.3. Documentation Requirements 2.3.1. Every person who conducts a performance appraisal of a teacher shall immediately submit a copy of the summative report to the Family of Schools Superintendent for inclusion in the Human Resources file of the teacher. 2.3.2. After two satisfactory performance appraisals have been completed within the first 12 months of teaching, and the teacher has participated in the NTIP (orientation, mentoring, professional development and training), the Administrator(s) shall complete an Individual Strategy Form. The form is submitted to Human Resources and the performance appraisals to their Family of Schools Superintendent, who will then forward them to Human Resources. 2.3.3. Human Resources shall notify the Ontario College of Teachers that the teacher has successfully completed the New Teacher Induction Program within 60 calendar days of completion. 2.3.4. Human Resources will retain a copy of each performance appraisal record for at least six years from the date of the summative report. 3.0 Teachers New to Grand Erie (but not new to the profession) 3.1. Teachers newly hired by Grand Erie into permanent contract positions (full-time or part-time) who have previous permanent teaching experience with another Board in the province of Ontario. 3.2. Teacher Performance Appraisals 3.2.1. Teacher performance appraisals are to be conducted using the timelines and procedures as outlined in the Education Act and Regulations. 3.2.2. Administrator(s) must conduct at least one performance appraisal in the first year that a teacher is employed. 3.3. Documentation Requirements 3.3.1. Every person who conducts a performance appraisal of a teacher shall submit a copy of the summative report (and the ALP with the first report) to the Family of Schools Superintendent for inclusion in the Human Resources file of the teacher. 3.3.2. Human Resources will retain a copy of each performance appraisal record for at least six years from the date of the summative report. 3.3.3. When an Administrator(s) is considering employing a teacher from another Board, the Administrator(s) shall conduct appropriate reference checks with the teacher’s former Administrator(s) using the approved Reference Check Form. Completion of the Reference Check Form will Teacher Performance Appraisal (HR-020) Page 3 indicate if the teacher had a recent Teacher Performance Appraisal and what the rating was. Prior to making any job offer, the school administrator shall contact Human Resources who, if necessary, will then contact the last Board that employed the teacher to request the following:  Copies of the performance appraisal document and all other documents relied on in conducting the last two performance appraisals of the teacher, if either of those appraisals resulted in an unsatisfactory rating  Copies of any documents relating to the termination of the teacher’s employment or to a recommendation for the termination of the teacher’s employment that are in the possession of the Board and that, in the opinion of the Board, may be relevant to the decision of the requesting Board  Copies of any documents relating to the teacher’s resignation while on review status that are in the possession of the Board and that, in the opinion of the Board, may be relevant to the decision 4.0 Duties and Powers re: Performance Appraisals 4.1. The Administrator(s) assigned to the school to which the teacher is assigned must conduct the performance appraisals in the teacher’s evaluation year. 4.2. Duties or powers of an Administrator(s) shall be performed or exercised by the Family of Schools Superintendent where:  The Administrator(s) and Superintendent agree that the Superintendent shall perform the duty or exercise the power of completing performance appraisal.  The Family of Schools Superintendent is of the opinion that the Administrator(s) is unable to perform the duty or exercise the power in a timely way because of absence or some other reason 4.3. The duty or power of the Family of Schools Superintendent may be performed or exercised by another Superintendent employed by Grand Erie where the Superintendent who would ordinarily perform the duty or exercise the power is unable to do so in a timely way because of absence or some other reason. 4.4. When a series of one or more performance appraisals are to be conducted as part of a process, the effect of each of the appraisals is the same regardless of whether the duties or powers in relation to different appraisals are performed or exercised by different individuals or individuals holding different titles. 4.5. Where a teacher is assigned to teach part-time in each of two schools, the performance appraisal will be completed by the Administrator(s) of the teacher’s designated home school. 4.6. Performance appraisals for central system teachers will be completed by the appropriate Principal-Leader or Superintendent and will involve observing the mandated competencies in situations such as the delivery of workshops, program meetings, parent(s)/caregiver(s)/student conferences, and the teaching of sample lessons. 5.0 Accountability 5.1. In order to ensure compliance with all timelines provided in the teacher performance appraisal process, the Family of Schools Superintendent will communicate with each of their Administrator(s) by both January 31 and May 31 of each school year and will review the progress of the performance appraisals. 5.2. Administrator(s) are expected to comply with the timelines and procedures outlined. 5.3. The Director of Education and Secretary of the Board, or designate, has overall responsibility for ensuring that performance appraisals are conducted according to the acts, regulations and Grand Erie policies and procedures. Teacher Performance Appraisal (HR-020) Page 4 Reference(s):  Education Act R.S.O. 1990 C. E.2.  Education Act, Regulation 99/02  Education Act, Regulation 266/06 PROCEDURE FA-015 TEMPORARY CLOSURE OF SCHOOLS AND FACILITIES Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2015/03/30 Last Updated: 2023/10/23 Next Review Date: 2027/10/25 Purpose: To provide directive on temporary closure of Grand Erie District School Board (Grand Erie) schools and facilities that impact occupant safety and operational logistics. Guiding Principles: 1.0 Any Grand Erie school or facility may be closed under the following circumstances: 1.1 Failure of a major building system that makes the operation of the school/facility unfeasible and/or places the health and safety of the school occupants at an unreasonable risk. 1.2 Extreme weather situations, pending the decision of the Director of Education and Secretary of the Board or the Superintendent of Business and Treasurer. 1.3 Strikes or lock-out of employee groups. 1.4 At the discretion of the Director of Education and Secretary of the Board (or designate) in consultation with the Superintendent of Business and Treasurer. 2.0 When a decision has been made to close a Grand Erie facility temporarily, the Director of Education and Secretary of the Board (or designate) will contact the Manager of Communications and Community Relations to update Grand Erie’s website and initiate mass communication to appropriate parent(s)/caregiver(s), students, employees. 3.0 When the decision is made to temporarily close a Grand Erie facility, all occupants shall leave the building and not re-occupy until the building has been re-opened. Only emergency services personnel, contractors and/or Facility Services employees working on the emergency shall be allowed in the building while it is temporarily closed. PROCEDURE HR-021 TERM ASSIGNMENTS – CENTRAL SUPPORT STAFF Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/06/24 Last Updated: 2024/09/23 Next Review Date: 2028/08/28 Purpose: To outline Grand Erie District School Board (Grand Erie) system teaching and administrator positions and their terms. Guiding Principles: System positions are created to support students and schools in priority areas and subject to funding. 1.0 Coordinator Coordinators will be assigned an initial term of three years. At the end of their term, the Coordinator may be assigned to a position in accordance with their collective agreement provisions. Employees may reapply to this position following the end of their term. 2.0 Teacher Consultant Teacher Consultants will be assigned for an initial term of three years. At the end of their term, the Consultant may be assigned to a position in accordance with their collective agreement provisions. Employees may reapply to this position following the end of their term. 3.0 Principal Leader Principal Leaders will be assigned for an initial term of three years. At the end of their term, the Principal Leader will return to a position of School Administrator within Grand Erie. Employees may reapply to this position following the end of their term. 4.0 Positions Created by Special Project Funds or System Initiatives e.g. (Instructional Coach or Itinerant Teacher) Employee(s) will be assigned for an initial term of up to two years. At the end of this term, the employee(s) may be assigned for an additional term of one year, on the recommendation of Executive Council. At the end of their term, the employee(s) may be assigned to a position in accordance with their collective agreement provisions. Employees may reapply to this position following the end of their term. 5.0 Assignment Duration 5.1 All term assignments will end on June 30th. 5.2 When an employee(s) is given a term assignment in mid-year, the first term will begin on the September 1 of the following year. 5.3 When an employee(s) on a term assignment takes a non-statutory leave or leave of absence during their term, the end date of the term will not change. PROCEDURE SO-047 THIRD-PARTY SPEAKERS IN SCHOOLS Superintendent Responsible: Superintendent of Education Initial Effective Date: 2024/06/17 Last Updated: 2024/06/17 Next Review Date: 2028/08/28 Purpose: To outline the process for informing parents/caregivers of a third-party speaker or group who are invited into Grand Erie District School Board (Grand Erie) schools during the instructional day and involves all students in the school, or students in multiple classes. Guiding Principles: A third-party presenter or group can add a richness to the educational experience for students in school. 1.0 Grand Erie 1.1. Reserves the right to exclude certain information (such as date and time of activity) where it determines that posting this information would pose a safety risk to students and/or staff. 2.0 School Administrators 2.1. Will approve all third-party presenters who will present in their schools or multiple classes during the instructional day, including any handout materials, give-aways, or literature 2.1.1. This includes presentations organized by the school, a department, a teacher or other staff member, school council, or a student group 2.2. Will communicate to parents and caregivers, at least 14 calendar days in advance of the presentation the following:  The date and time of the activity  Name(s) of the guest speaker(s) and the organization they represent, if any  The title and location of the activity, together with the names of the presenters or performers  Topic or focus of the activity  Curricular connections and/or purpose of the activity  Details of any handout materials, give-aways, or literature that will be provided 2.3. If, at any time, there is a change to a planned event or should arrangements at the school level not allow for 14 calendar days’ advance notice (i.e., change in speakers, limited planning time), the school will be required to provide this information to parents and caregivers as soon as final arrangements are confirmed. 2.4. Will ensure that educators follow this process for a single class of students. Reference(s):  Education Act, R.S.O. 1990, c. E.2 PROCEDURE TR-001 INCLEMENT WEATHER Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/05/29 Last Updated: 2023/04/24 Next Review Date: 2027/04/26 Purpose To outline Grand Erie District School Board’s (Grand Erie) processes when transportation services are cancelled. Guiding Principles 1.0 Cancellation of Transportation Services To minimize the disruption of service and possible danger on such days, the following processes will apply. 1.1 Safety 1.1.1 Since determining safety under adverse weather conditions is difficult and at times subjective, Administrator(s) will inform parent(s)/ caregiver(s) by the school’s regular communication means, no later than November, that it is the parent’s/caregiver’s responsibility at all times to decide if it is safe for their child(ren) to attend school, as they would at any other time. 1.2 School Zones 1.2.1 Weather conditions may require that transportation services be cancelled in specific zones. For the purpose of inclement weather decisions, Grand Erie is divided into four zones. The four zones include: • Norfolk County (Zone 1) • Haldimand County (Zone 2) • County of Brant (Zone 3) • City of Brantford (Zone 4) The cancelled zone(s) will be posted on Grand Erie website, communicated through social media and shared with local media. School names will not be announced. The weather may cause more than one zone to be affected. 1.2.2 The zone numbers and names with the schools are listed in Appendix A. The Appendix is subject to periodic updates as required to align with school openings, closings or zone modifications. 1.3 Communication 1.3.1 Zone information will be communicated to parent(s)/caregiver(s) annually. 1.3.2 Student Transportation Services Brant Haldimand Norfolk (STSBHN) will broadcast the decision to users via their subscribed notification email. Any instance of cancelled transportation services will be posted on Grand Erie’s website, communicated through social media and shared with local media as soon as possible. Inclement Weather Procedure (TR-001) Page 2 1.3.3 When transportation is cancelled before the day starts, the decision will be posted by 6:30 a.m. where possible. 1.3.4 When transportation is cancelled in any other situation e.g., early dismissal, the decision will be posted as soon as possible through the same channels. 1.3.5 Internal communication: the Communication and Community Relations Department will advise all employees through email of any closures. 1.4 Early Dismissal for Inclement Weather 1.4.1 Early dismissal will occur only in extreme circumstances. The decision to have students transported home early will be made by 12:00 noon where possible. 1.4.2 When it is necessary to dismiss early, parent(s)/caregiver(s) (or alternate emergency contacts) of all students where applicable, will be contacted unless the school has previously made alternate arrangements with parent(s)/caregiver(s). If no contact can be made before buses leave, students will remain at school until parent(s)/caregiver(s) have been contacted and they have made arrangements to pick up their child(ren). Adequate number of employees will remain at school to provide supervision. Administrator(s) will be responsible for developing an appropriate process for early dismissal. 1.5 Cancellation of Transportation Services Only 1.5.1 In the following circumstances, transportation will be cancelled (by zone) but schools and facilities will remain open: The outdoor air temperature, without wind-chill, is at or below -30 degrees Celsius, as of 5:00 AM, on the Environment Canada website in: • Simcoe, ON for Zone 1 • Haldimand County, ON for Zone 2 • Brantford, ON for Zones 3 and 4 The Environment Canada Wind Chill Chart, as of 5:45AM on the Environment Canada website, indicates a high risk of frostbite to occur in 10 minutes or less in: • Simcoe, ON for Zone 1 • Haldimand County, ON for Zone 2 • Brantford, ON for Zones 3 and 4 1.6 Cancellation of Transportation Services Triggering Closures 1.6.1 Manager of Transportation or designate must gather information on road and weather conditions from various sources and contacts and assess conditions with the Superintendent of Business and Treasurer (or designate). The decision to cancel transportation services will be made by the Superintendent of Business and Treasurer and the Manager of Transportation. The decision to cancel transportation will be made when: • The forecasted road conditions during the travel time when students are on board are believed to not allow for the safe provision of services, • Visibility is anticipated to be significantly impacted during the travel time when students are on board. Inclement Weather Procedure (TR-001) Page 3 1.6.2 When transportation is cancelled, it will trigger closures and the following shall apply: • All schools and facilities within the identified zone(s) will be closed to students and employees. • If a school-purpose vehicle travels through other inclement weather zones during the normal course of its route to take students to school, the school-purpose vehicle route will not operate on inclement weather bus cancellation days. Transportation will not be supplied for students attending schools outside the zone. If buses are cancelled only for a specific zone(s), anyone living in one of the cancelled zones would not have Grand Erie provided transportation, even if the school they attend is in a different zone and is open. • Students living in a zone where transportation has not been cancelled will not be transported into a zone where transportation has been cancelled. • When morning transportation has been cancelled, all transportation will be cancelled for the day. 1.6.3 STSBHN will make its own assessment of travel conditions for routes that travel outside of Grand Erie into neighbouring jurisdictions (i.e., Oxford County) and communicate any cancellations for these routes. The decision to cancel transportation by an adjacent school board does not pertain to Grand Erie routes. 2.0 Employees 2.1 When school transportation is cancelled due to inclement weather, the facilities within the designated zone(s) will be closed to students and employees. 2.2 When transportation is not cancelled within the zone in which an employee works, the following will apply: 2.2.1 Employee(s) are expected to make reasonable efforts to reach their assigned place of employment, using safety and common sense as the guiding criteria. 2.2.2 If employee(s) are unable to reach their assigned place of employment, a Leave of Absence request for ‘Hazardous Weather’, with an explanation will be submitted in accordance with their Collective Agreement/Terms and Conditions. 2.3 All employees that work the afternoon/night shift will call into the Facility Services Department at least two hours prior to the start of their shift to obtain direction on reporting to work. 2.4 Long-term occasional employees will not attend closed schools (but will be paid according to the per diem rate). 2.5 When there are closures in any of the four zones, employees will be notified of the status of any scheduled training session and meetings. Reference(s): • Inclement Weather Policy (TR-01) • Environment Canada Wind Chill Chart Inclement Weather Procedure (TR-001) Page 4 APPENDIX A Inclement Weather Procedure (TR-001) Page 5 POLICY FA-09 TRANSITION COMMITTEE Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2009/02/23 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective: To ensure Grand Erie District School Board (Grand Erie) establishes a Transition Committee for all new schools, school additions in excess of 100 pupil spaces where students are moved from one school to another or when schools are being re-organized as the result of a school closure. Policy Statement: Grand Erie believes that community input is essential to the successful completion of school reorganization and construction projects. Reference(s): • Transition Committee Procedure (FA-009) • Disposal of Surplus Furniture and Equipment Procedure (FA-021) • Fundraising Policy (SO-01) • Fundraising Procedure (SO-001) • Major Construction Policy (FA-01) • Major Construction Procedure (FA-001) • Naming/Renaming of Schools and Facilities Policy (FA-03) • Naming/Renaming of Schools and Facilities Procedure (FA-003) • New Construction Policy (FA-02) • New Construction Procedure (FA-002) PROCEDURE FA-009 TRANSITION COMMITTEE Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2009/02/23 Last Updated: 2025/10/02 Next Review Date: 2029/10/02 Purpose: To identify the structure and responsibilities of the Transition Committee. Guiding Principles: 1.0 The Transition Committee will be comprised as follows: • Family of Schools Superintendent(s) - Chair of the Committee • Superintendent of Business and Treasurer or designate • Administrator(s) of the school(s) involved in a transition • One (1) School Council representatives from the school(s) involved in a transition • One (1) Teacher from the school(s) involved in the transition • Student(s) (where appropriate) • Additional members as the Chair of the Committee deems appropriate 2.0 The Transition Committee reviews information and provides input to the Administrator(s) and the Family of School Superintendent(s) with regards to transition matters. The committee must: 2.1 Consider and review program (including Specialized Services) delivery within the context of the project. 2.2 Determine the disposition of furniture and equipment in accordance with - Disposal of Surplus Furniture and Equipment Procedure (FA-021). 2.3 Provide input and advice regarding the transition process as students prepare to change schools. 2.4 Provide advice with regard to appropriate closing/opening ceremonies. 3.0 Senior Administration will establish a Transition Committee when: 3.1 The closure of a school. 3.2 A new school or an addition resulting in an increase in capacity of more than 100 students, where students are moved from one school to another that is within six months of opening. 4.0 Where applicable, Senior Administration will establish a Transition Committee when boundary reviews have been approved. 5.0 The Family of School Superintendent on the Transition Committee will prepare a summary report outlining the activities of the committee to Senior Administration. Reference(s): • Transition Committee (FA-09) • Disposal of Surplus Furniture and Equipment Procedure (FA-021) • Fundraising Policy (SO-01) • Fundraising Procedure (SO-001) Transition Committees Procedure (FA-009) Page 2 • Major Construction Policy (FA-01) • Major Construction Procedure (FA-001) • Naming/Renaming of Schools and Facilities Policy (FA-03) • Naming/Renaming of Schools and Facilities Procedure (FA-003) • New Construction Policy (FA-02) • New Construction Procedure (FA-002) Traumatic Events Response Resource Guide September 2019 Table of Contents 32TAcknowledgements32T .......................................................................................................... 3 32TBackground32T ...................................................................................................................... 4 32TGrand Erie’s Traumatic Response Definition32T ..................................................................... 4 32TDefinitions32T ....................................................................................................................... 5 32TRoles and Responsibilities32T .............................................................................................. 10 32TTraumatic Events Response- System Support Team Process32T ............................................. 13 32TTraumatic Events Response Planning- School Level32T ........................................................ 14 32TTraumatic Events System Response in Grand Erie System Support Team Response32T .......... 17 32TTraumatic Events Response Team – School-Level Response32T ............................................ 18 32TAppendix A: Checklist for Principals32T............................................................................... 19 32TAppendix B: Guidelines for Staff Meetings32T ...................................................................... 21 32TAppendix C: Helping Children Cope with Loss32T ............................................................... 23 32TAppendix D: Helping Children and Youth after Tragic Events32T ......................................... 28 32TAppendix E- Info Sheet for Educators on Tragic Events32T .................................................... 29 32TAppendix F: Handout for Parents32T .................................................................................... 33 32TAppendix G: Sample Parent Meeting Agenda32T ................................................................. 35 32TAppendix H: Bereavement Policy32T ................................................................................... 39 32TAppendix I: Six Nations Tragic Event Protocol32T ................................................................ 40 Traumatic Events Resource Guide – September 2019 Page 3 of 45 Acknowledgements Traumatic Events Response in Grand Erie District School Board Grand Erie District School Board has a long history of providing outstanding supports to students, staff and families when a crisis or traumatic event occurs. Superintendents, Principals, Vice- Principals, Traumatic Events Response Team and other staff members provide leadership at every level of the system. This resource guide builds on Grand Erie’s foundation of excellence and aligns with current research and best practice. It also includes trauma-informed practices and complements other Safe and Inclusive Schools policies and approaches. This document was written by: Christine Bibby, Safe and Inclusive Schools Lead Ann Myhal, Principal Leader Student Success Julie Seldon, Social Worker Safe Schools Amy Vukelich, Child and Youth Worker In consultation with: Wayne Baker, Superintendent of Education, Safe and Inclusive Schools Piyali Bagchee, Mental Health and Well-Being Lead Kimberly Newhouse, Manager of Communications and Community Relations Assisted by the Traumatic Events Response Committee We would also like to acknowledge the ongoing support we receive from community partners, in times of crisis and trauma, including but not limited to: Brantford Police Services, Brant OPP , Norfolk OPP, Haldimand OPP, Six Nations Police, Victim Services of Brant, Haldimand Norfolk Victim Services, Six Nations Mental Health Services, St. Leonard’s Community Support Services, Nova Vita, Haldimand Norfolk Women’s Services, Brant Family and Children’s Services, Haldimand Norfolk Children’s Aid Society, Woodview Autism and Mental Health Services, and Haldimand Norfolk REACH. This resource has been informed by: Grand Erie District School Board Tragic Events Response Guide, 2014 Grand Erie District School Board Tragic Events Response Team Guide 2009 Saskatoon Public Schools Traumatic Response Guide, 2015 School and Community Protocol for Violence Threat Risk Assessment and Intervention, Grand Erie District School Board and Brant Haldimand Norfolk Catholic District School Board, 2019 Psychological First Aid, National Child Traumatic Stress Network Traumatic Events System Model Training, North American Centre for Threat Assessment and Trauma Response, 2018 Traumatic Events Resource Guide – September 2019 Page 4 of 45 Background This resource guide is designed to provide a proactive, consistent and organized response to events that are traumatic in nature and have an impact on our students, families, staff and communities. It recognizes the roles of staff throughout the system in responding to these events, and the responsibilities of the members of both the System Support Team (SST) and the Traumatic Events Response Team (TERT) at the school. The Traumatic Events System model acknowledges that members of the Senior Management team play an integral part in responding to events that occur both at the school and system level. Grand Erie District School Board is committed to providing safe and inclusive school spaces. We recognize that a trauma-informed approach in our classrooms and our schools can positively mitigate the impact of trauma. A timely and informed response to traumatic events has a direct impact on the longer-term recovery of individuals and schools. Grand Erie shares with the broader community the responsibility of caring for the well-being of our students, families and staff. The model of Traumatic Events Response recognizes that when events occur that are traumatic in nature, we require the support of our community agencies to assist in the recovery process. Through respectful partnerships and clear communication processes, we can involve our community partners in meaningful ways. This model also honours the role parents, guardians and caregivers have in providing an ongoing natural support system for our students. In addition, this model recognizes that violence threat risk assessment and traumatic events are inextricably linked. Violence precipitates traumatic response, and traumatic events are known to elevate risk in already vulnerable persons. Through being aware of these possibilities, schools are well positioned to respond to concerning student behaviour and ensure supports are in place for those who require it. Grand Erie’s Traumatic Response Definition A traumatic event is defined as one that is unexpected and has multiple impact zones. Often during a traumatic event, the system (e.g., the school) that is impacted does not have the necessary resources to respond and must rely upon outside resources and supports to respond to the magnitude of the event. Grand Erie schools span three geographic areas, in addition to deep connections with both Mississauga’s of the Credit and Six Nations of the Grand River when traumatic events occur, we know that there can be a far-reaching impact on our students, families, staff and communities, as well as how these systems function together. In an age of social media, communication about a traumatic event often spreads quickly. Given this reality, it is important that we act quickly in organizing a timely response to ensure accurate information is shared. Some traumatic occurrences have wider impact zones, that may include multiple classrooms, schools and communities. These events require a broader and more comprehensive trauma response plan. Traumatic Events Resource Guide – September 2019 Page 5 of 45 Additionally, there are factors that intensify the impact of a traumatic occurrence on individuals, schools and our community. Some of these include: • The unexpectedness of the event; • The nature of the event (e.g., violence); • The relationship of the individual(s) involved with students and staff; • Family members and close friends attending the school; • Pre-traumatic functioning of individuals or groups within the impact zone (consider the possibility of multiple impact zones); and • Cumulative impact of previous or related tragic or traumatic events in the school and community. Definitions UCrisis A crisis event is “contained” within the system it occurs. Typically, in a crisis event, the school can manage the response with its own resources. The broader system is not impacted. The school can function with the support of the school-based Traumatic Events Response Team and requires minimal involvement of the System Support Team. An example would be the death of a parent in the school community. UTrauma The definition of trauma is an event or series of events that overwhelms individuals, such as a school or community. It is an unexpected event that requires significant intervention to assist the school, or system, to return to a state of equilibrium. It typically has a broader impact zone than a crisis and requires a broader response. The System Support Team has an ongoing role in supporting schools who are managing and responding to a traumatic event with key responsibilities such as communication, support and safety. An example would be the death of a staff member who worked in several school locations. UTraumatic Event System Response (TES) Model The TES Model was developed by the North American Centre for Threat Assessment and Trauma response and incorporates system theory and current trauma research into traumatic event assessment and response in schools. This model recognizes that the pre-trauma functioning of an individual, school or system is important in developing a responsive intervention plan. It also aids multi-disciplinary teams in effectively assessing individuals as well as the systems in which they are functioning (i.e., the classroom, school or family). A team approach ensures adequate resources are provided for the response. The TES model has helped to inform this resource for Grand Erie. UEntitlement The concept of entitlement as it relates to traumatic events is an important one to understand. Anyone can be impacted by a traumatic event, regardless of their connection to it. It is important to recognize that individuals who have been impacted by loss are vulnerable to re-experiencing symptoms related to previous trauma when an event occurs. Proximity does not predict the grief response. Traumatic Events Resource Guide – September 2019 Page 6 of 45 UNatural Grief Grief (also called bereavement) is the experience of loss. Many people associate grief with the death of an important person or pet. However, people experience grief after any important loss that affects their life, such as the loss of a job or relationship. Grief after diagnosis of an illness or other health problem is also common. Individuals experience grief in different ways and experience a wide range of thoughts or feelings during their journey. Some may feel shocked, sad, angry, scared, or anxious. Others feel numb or have a hard time feeling emotions at all. At times, many even feel relief or peace after a loss. Some do not cry or react outwardly. Some do not find talking about the loss helpful. Some have a delayed grief reaction, particularly when they must care for others during or after a traumatic event. There is no singular way to experience grief. Feelings, thoughts, reactions, and challenges related to grief are very personal. Some people have thoughts or feelings that seem at odds with each other. For example, someone might feel very depressed about their loss but also accept the loss at the same time. Many people find that the intensity of their grief changes significantly over time. For example, anniversaries or holidays can often bring up strong feelings. People work through grief in their own ways. UComplicated Grief The term “complicated grief” refers to factors that interfere with the natural healing process. These might range from characteristics of the bereaved person, to the nature of the relationship with the deceased person, to the circumstances of the death, or things that occurred after the death. Individuals with complicated grief know their loved one is gone however they still cannot believe it. They feel that time is moving on, but they are not. They often have strong feelings of yearning or longing for the person who died that do not lessen as time goes on. Thoughts, memories, or images of the deceased person frequently fill their mind, capturing their attention. They might have strong feelings of bitterness or anger related to the death. They find it hard to imagine that life without the deceased person has purpose or meaning. It can seem like joy and satisfaction are gone forever. UImpact Zone The impact zone is the geographical or social areas impacted by the traumatic occurrence. An event may have an impact on an initial school location (i.e., where the student was attending school or where staff were employed) and potentially on other school locations (e.g., schools where family members worked, or siblings attended, sports teams, extra curricular, etc.). Traumatic events might affect multiple sites and systems (i.e., schools, families, individuals) but this does not imply that the impact is equal. When a traumatic event occurs, it is essential to assess the impact zones and then plan the appropriate response. Traumatic Events Resource Guide – September 2019 Page 7 of 45 UCritical Periods There are critical time periods to be aware of, and monitor, when responding to trauma that significantly impact individuals, the school, system or community: Critical Period 1 At the time of the incident when staff and students are informed; Critical Period 2 Two weeks (post-incident) from the time the media coverage subsides; Critical Period 3 One month prior to Christmas; Critical Period 4 The anniversary of the incident within the impact zone; Critical Period 5 When in the impact zone of another incident; and Critical Period 6 Unique to each school and community and linked to their own history. UNatural or Primary Supports Natural or primary supports are the relationships that occur in everyday life. They usually involve relationships with family members, friends, groups and neighbours. These supports can be the constant in a person’s life and should be the initial focus of the communication and intervention. UPsychological First Aid Psychological First Aid is an evidence-informed approach to help children, adolescents, adults and families immediately after a traumatic event or crisis. It is designed to reduce the initial distress caused by traumatic events and to foster short- and long-term coping. Research has demonstrated that early, brief and focused intervention can reduce the social and emotional distress of both children and adults after traumatic events. More on this: 32TUPsychological First Aid Manual. UNaturally Open Systems The healthiest school environment is a naturally open system, which has defined leadership, and where communication flow is multi-dimensional. In this environment, leaders openly share information relevant to each level of the school, (i.e., staff, students, parents) and all levels of the school openly communicate with the leadership. In other words, in naturally open systems, students are more likely to report and share information with staff, parents share information with the school, and, staff share with administrators and vice versa. In a naturally open system, crisis and trauma can be managed with supports from both within and outside the environment, and there is a collaborative relationship between professionals. An open system allows for information and supports to be invited in for the benefit of the system’s functioning. A range of emotions and affective states (e.g., fear, sadness, guilt, anger, etc.) is expected and tolerated. This theory can also be applied to family functioning as well as school functioning. Understanding a school’s pre-trauma functioning is an important aspect of responding to traumatic events. Schools that are naturally closed, traumatically closed or traumatically open may require additional internal or external supports to assist them toward functioning in a naturally open way. Traumatic Events Resource Guide – September 2019 Page 8 of 45 USystem Traumatic Events Response Plan As we have learned through experience and training, a traumatic event is not always contained within the school site where it occurs. In fact, it might have multiple impact zones and impact multiple schools and communities. Following the assessment phase, which involves both system and school-level teams, a planned, coordinated response will assist in providing students and staff with the appropriate supports. These supports are based on individual and school need and will assist in returning the learning community to regular school activities in a timely manner. This process supports those affected by the event and decreases the potential long-term effects on individuals and the school community. Effective and organized responses will help further build strength and resilience into schools and communities. In collaboration with the school and system, community agencies will be included as part of the plan to respond and promote recovery. Respectful and clear partnerships will help students, families and staff feel supported during challenging times. USystem Support Team The System Support Team (SST) provides Board-wideS Ssupport during crises or traumatic events that impact schools. The SST includes: Grand Erie’s Director of Education, Superintendent of Schools, Superintendent of Safe and Inclusive Schools, Manager of Communications and Public Relations, Mental Health and Well-Being Lead, and Safe and Inclusive Schools Lead. Other staff will be included as required, for example the Manager of Transportation, Superintendent of Business, Manager of Human Resources and Division Manager of Operations and Health and Safety. Team membership will vary depending on the situation and required response. The responsibility of the SST is primarily to provide leadership through coordinated response and communication to school sites. Through the Family of Schools Superintendent, the SST is notified, and an immediate consultation with the group takes place by phone or in person to share and confirm information and discuss next steps. A determination will be made by the SST as to the need to mobilize additional supports, including but not limited to, additional administrative support, counselling staff, teaching staff, and/or community agency supports. This decision is made in conjunction with the school-based Traumatic Events Response Team (TERT) [see page 13] which is on site and assessing the situation to help make timely decisions. Members of the SST may be on site or off site, depending on the nature of the situation. Best practice recognizes that it is helpful to have additional staff present when they have a designated role. The SST is also responsible for decision making regarding system communications, as well as supporting the on-site TERT process. The SST will assist with writing scripts for staff to use in staff meetings, the office and in the classroom, to ensure consistency of messaging during traumatic events. The Family of Schools Superintendent or designate will communicate decisions of and information from the SST directly with the Principal(s) and/or TERT to ensure one primary line of communication. A system of communicating regular updates throughout the response will be established, as the situation requires. Traumatic Events Resource Guide – September 2019 Page 9 of 45 UTraumatic Events Response Team Members of the Traumatic Events Response Team (TERT) include staff both within and outside of the school. These staff are trained in responding to traumatic events and work as a multi-disciplinary team. School Social Workers, Child and Youth Workers, Attendance Counsellors, Guidance Teachers, Vice-Principals, Principals and other teachers may be part of a TERT. Each school team is unique. Every member of the TERT has roles and responsibilities in responding to a traumatic event or crisis. Roles are determined in advance of traumatic events occurring. However, at the time of a traumatic event, responsibilities are divided as part of the TERT assessment and planning process. Staff involved in TERT serve as role models for calm and resilience during the response, in addition to working collaboratively with the natural support systems in the school and community (i.e., parents, teachers, federal/union representatives, OPC and other community agencies as necessary). UPrivacy and Information Sharing Grand Erie District School Board believes that personal information must be respected, especially during traumatic events. Personal and private information must be shared only on a “need to know” basis. To make decisions on who needs to know, the following must be considered: • Who from the System Support Team needs to know to provide the best support to the school, the student(s) and staff involved, and to coordinate and support the response required in all school locations? • Besides the Traumatic Events Response Team in the school, who in the school building needs to know the information to provide the best support to the school, the student(s) and staff? • Personal information is shared to meet the needs of the individuals who have been affected by loss, tragedy or trauma. The information is intended for those inside of the circle of care. • What information has the family given permission to share within the school community? While there can often be rumours about traumatic occurrences, it is essential that we respect the family’s privacy and that we only share the confirmed facts with the school community as appropriate. • The school Principal will keep the Family of Schools Superintendent informed when and with whom personal information is shared. Broader-scope personal and private information will be shared only after confirmation and permission from the family has been gained. Additionally, the information is shared only with those who will be directly supporting students and staff within the impact zone. All communication will be vetted through the Manager of Communications. Traumatic Events Resource Guide – September 2019 Page 10 of 45 UGuidelines for Communicating with the Family • Ensure that the Principal or Vice-Principal, and Family of Schools Superintendent have been consulted prior to contacting the family; • Refer to the student’s or staff’s electronic file for pertinent information; • Be aware of the complexities of various family structures, including blended families, separated or divorced families, foster care, faith and cultural communities, etc.; • Be conscious of the emotions that the family is experiencing; Express genuine sympathy on behalf of yourself and school community; • Maintain follow-up contact with family, as appropriate; • Obtain information regarding funeral services and family wishes, share condolences of school gathered through a “Memory Box” • In the case of a staff member provide contact information for their union/federation representation • Elicit the wishes of the family for sharing information regarding the loss (i.e., who can it be shared with, what specific information can be shared, etc.); Roles and Responsibilities All staff involved in responding to a traumatic event are alert to the possibility of a conflict of interest and the reality that they might be affected by a trauma at a personal as well as professional, level. When either of these possibilities occurs, staff will consult with a colleague using their ethical code to guide them about how, or if, they will continue to be involved in the trauma response. In tandem, they will consult with their Supervisor to fully inform about the conflict of interest or influencing personal connection to the traumatic event. Staff are aware that there may be times they are unable to have a role in responding. Staff are also aware that there may be a need to consider risk assessment for specific individuals and groups, based on the response to the trauma. Sharing of appropriate information among team members is essential for ongoing assessment of risk. UPrincipal The Principal is the leader in the school before, during and after a TERT response. They help to ensure the safety and well-being of students and staff. The Principal is responsible for the functioning of the school building and communication with the SST as events unfold. The Principal will lead staff meetings, as well as assist the TERT co-leads in establishing a school-based intervention plan. The Principal knows the nature of their school community and pre-trauma functioning. This knowledge must be used to help support the work of the TERT in the school and community. The Principal’s visibility during a TERT is imperative and helps to re-establish calm after a traumatic event. The Principal can request additional assistance in performing these duties from the SST. (Appendix A) Traumatic Events Resource Guide – September 2019 Page 11 of 45 UCo-leaders of the TERT School Social Workers and Child and Youth Workers, are responsible for assisting the Principal and team to devise a school-based plan. In addition, the co-leaders assist with, and delegate tasks such as: a) UStaff Meeting Support: Assisting the Principal in messaging to staff and for providing the outline of a response plan, including resources available both within and outside of school (Appendix B); b) UClassroom Debriefing: Assisting teachers in the classroom to share information with students (Appendix C, D, E); c) UHigh-Risk Assessment: Identifying and assessing students and staff potentially at risk or who might require immediate contact; compiling a list of individuals who might need support and follow-up; d) UCounselling: Providing individual and small-group support, to both students and staff, as well as contacting parents by phone to follow-up on students or make referrals; e) UResources: Providing resources and community agency information to students, staff and families; coordinating community agency involvement (Appendix F); f) UCommunication: Identifying who, in addition to the Principal, will communicate with the SST, particularly if there is a broader impact zone; assisting with creating scripts for staff, students and parents; establishing who will connect with the family; g) UParent Meetings: Assisting with setting an agenda and participating in parent meeting(s) to provide information and guidance to parents, guardians and families to assist them in supporting their children (Appendix G); and h) UDebriefing: Assisting with the end-of-day debriefing with staff, as well as arranging other opportunities for those who are interested or request further debriefing; providing feedback to SST. As part of postvention, provide accessible resources for staff (e.g. Life speak, Employee Assistance Program, local crisis services, counselling agencies). UTeachers Integral to the overall functioning of schools, especially after a traumatic event has affected individuals or the school itself. Teachers provide nurturing, soothing and responsive care for students. When a traumatic event affects a school, students need to be able to depend on teachers responding to their needs in a consistent fashion, using a calm, open presence. Openness does not Traumatic Events Resource Guide – September 2019 Page 12 of 45 imply sharing personal or private information, or information that could cause unrest in the school building. Teachers provide consistent care for students under their umbrella of responsibility. At times, individual teachers are identified who require more information about a death or traumatic event to serve individual students in their classroom. Teachers will be provided with the information they need to support their classrooms. (Appendix C, D, E) Information provided to specific teachers is on a need-to-know basis, typically through the Principal. However, there are occasions when a teacher will be given sensitive information about a death or traumatic event from a student’s family member or close friend. When this occurs, it is the teacher’s responsibility to inform their Principal immediately. UOffice Staff Often during the unfolding of a traumatic event, it is the office staff who are fielding calls and questions from concerned parents and community members. Providing a script for office staff, as well as support and guidance for dealing with phone calls, is an important part of the process. It is crucial that a member of the TERT meets with office staff and provides adequate information and preparation so that they can give consistent and clear messaging. UParents and Caregivers Parents, caregivers and families are the natural support systems for our students. It is important to ensure that parents and caregivers are included in the response. Consider ways to support parents through open and timely communication and provide information that will help them support their children. (Appendices F, G) UCounselling Staff Trained professionals who are familiar with both systems theory and traumatic events response. They may be members of Support Services or community agency staff. They provide short-term assessment and intervention with individuals who are impacted by the event and assist to connect people with their natural support systems. In situations where the natural support system is not adequate, counsellors assist to make referrals to community-based supports. Counsellors contact parents to follow-up on interventions provided at the school level. For TERT, consent is not required for the initial intervention to occur. Services are offered individually, in small groups, and/or classroom settings. In concert with the overall traumatic response plan, counsellors may be asked to provide information to certain classes with the classroom teacher. While this intervention occurs at times, it is not always determined to be in the best interest of the students or school team. Thus, Counsellors will work closely with the Principal, Superintendent and SST, to determine when, and if, age-appropriate information is shared in individual classrooms. In most instances the preferred communication plan is that information is shared in an adult-to-adult manner so that parents, caregivers, and guardians can share information in the safety and comfort of their home. Once the school returns to normalcy and equilibrium, counsellors are involved in following up with students who have been identified as at-risk or significantly affected by the tragedy or trauma. Counsellors often assist with referrals to outside agencies or professionals to support a student’s healing process. Traumatic Events Resource Guide – September 2019 Page 13 of 45 UCommunity Agencies Provide crisis response services may be involved in the initial response at the school. The role of community agency supports is to enhance the response of the school and provide seamless transition to community-based services. For community agencies to participate in a TERT response, there will be pre-determined partnership agreement(s) that outline the roles and responsibilities of the professionals involved. The SST will assist in making requests from community agencies for support in the school. The Principal and co-leaders of the TERT will be responsible for designating roles and responsibilities at the time of the response and based on the needs of the individuals and school. Traumatic Events Response- System Support Team Process 1. System Support Team Contacted Family of Schools Superintendent or Designate initiates team through Manager of Communications in response to an event, for example, death, near death, violent incident, threats, accidents (any incident that has a large impact on the school/community) 2. System Support Team Convenes a. Family of Schools Superintendent or Designate is single point of contact with Principal b. Manager of Communications arranges conference (in person or by teleconference) 3. System Support Team Includes a. Director of Education • Gives direction as system leader b. Family of Schools Superintendent of Education or Designate • Key point of contact with Principal c. Superintendent of Safe and Inclusive Schools • Advises regarding safety and protocols with Police d. Superintendent of Business • Advises regarding facilities and transportation e. Mental Health and Well-Being Lead • Coordination of student support, on site as needed f. Safe and Inclusive Schools Lead • Coordination of student and community support, on site as needed g. Manager of Communications and Community Relations • Communication and liaison with Police services h. Division Manager of Operations and Health and Safety 4. Initial Assessment and Response Plan Determined a. Assessment of Scope of Impact Zone - How many schools and communities are impacted and what supports are required? What is the history of the school and community involved? b. Coordination of Information with school-based Traumatic Events Team - What additional resources are required based on the needs of the school? How can the SST assist the school? (e.g., delegate communication) c. Roles of System Support Team are determined d. Communicate with federations/unions and professional associations Traumatic Events Resource Guide – September 2019 Page 14 of 45 5. Communication to Systems a. All messages are created by the Manager of Communications in consultation with the Principal and SST with consent to share b. System - including plan for communicating with Trustees, broader staff, messaging from Principals, scripts for staff c. Families d. Website (if required) e. Social Media (if required) f. Local Media (if required) 6. Reassessment and Revision to Response Plan a. As required, time periods are established to connect with the school-based TERT b. Establish next steps based on reassessment c. Consider longer-term needs for recovery 7. Debrief a. At end of day, debrief and determine next steps b. Arrange a debrief for one week after the incident Traumatic Events Response Planning- School Level 1. Initial Assessment and Response Plan Devised Meeting with Principal/Vice Principal and co-leaders of Traumatic Events Response Team and System Support Team (Appendix A-Checklist for Principals) Determine the Following: a. Number of TERT members needed on site b. Where counselling team is to be located (e.g., Student Services, library, etc.) c. Space for students who need support, and staff who need support (should be two separate spaces) d. Who will contact family to obtain permission to inform staff, students and system and what information the family would like shared (if Principal has not)? e. Community partners who could be accessed and/or notified to help support students and staff 2. Communication with Staff a. A staff meeting should be arranged before classes start to inform staff of traumatic event and plan for the day b. Most affected and vulnerable staff should be identified and informed privately, where possible c. There may be circumstances where alternate means of notifying staff may need to be considered (e.g.; notifying by phone or email) d. Support should be offered, and decisions made about whether the staff member is able to manage in the classroom or needs to be relieved e. Office staff require a script for answering calls from the community. f. Whereby the event occurs during the school day, an email will be sent to alert staff about meeting, or sharing information g. Ensure that staff that are away are contacted (occasional staff, staff on field trips, etc.) Traumatic Events Resource Guide – September 2019 Page 15 of 45 h. Memo in mailbox if no other option to inform i. Provide staff with resource on talking with the class (Appendix E) 3. Communication with Students a. Where possible, students who will be most affected should be removed from class and advised privately b. Give classroom teachers a written script containing information and guidelines for classroom discussion c. During staff meeting members of TERT should offer support to classroom teachers d. Consider students who are absent that may need to be contacted 4. Communication with Families a. Contact Manager of Communications regarding messaging to be sent to parents b. Parents of students most affected by the traumatic event should be contacted by phone if possible c. Provide information to parents about the TERT team and where to get support in community d. In consultation with SST, consider hosting a meeting for families to offer information, support and guidance 5. Reassessment and Revision of Support Plan a. School-based TERT will meet to review plan and determine next steps b. SST and school-based TERT will communicate to share information and determine next steps c. Consider longer-term needs for recovery 6. Debrief a. At the end of the school day, a mandatory staff meeting will be held to inform, answer questions, and discuss next steps. b. Follow-up support meetings can be provided on a voluntary basis for staff who are interested, in conjunction with TERT and community agencies c. Findings from debrief shared with SST for continuous improvement Other Considerations in the Event of Death 1. School Flag- Consult with Manager of Communications regarding lowering of the flag 2. Classroom and School presence- the student’s desk/locker and personal belongings should be left until after the funeral or a natural break 3. Consider a way for staff and students to express condolences, such as a “Memory Box” or book for writing condolences and messages to the bereaved family. This will need to be reviewed before giving it to the family 4. Notification Systems and Absences - ensure that these systems are disabled, where necessary 5. School memorial services and on-site permanent memorials at the school are not recommended. Instead, help the school community find other ways to honour the individual Traumatic Events Resource Guide – September 2019 Page 16 of 45 6. Funeral Arrangements - wishes of the family concerning the school’s involvement and student attendance need to be determined and shared with the school as appropriate. The school should determine who will be representing the school at the visitation and funeral 7. Expression of sympathy on behalf of school - as appropriate. Express condolences on behalf of the school to the family of the deceased taking into consideration the religious/ cultural beliefs and family wishes Traumatic Events Resource Guide – September 2019 Page 17 of 45 Traumatic Events System Response in Grand Erie System Support Team Response Traumatic Incident Occurs Site Contacts Family of Schools Superintendent of Education System Support Team Notified (Manager of Communications) Initial Assessment and Response Plan Devised with Administration [Communication with School-Based Traumatic Events Response Team] (TERT) Communication to System as Required Reassessment and Revision of Response Plan (Consultation with School-Based TERT) Debrief Traumatic Events Resource Guide – September 2019 Page 18 of 45 Traumatic Events Response Team – School-Level Response Incident Occurs Site Contacts Family of Schools Superintendent of Education System Support Team Notified (Manager of Communications) Traumatic Events Response Team (TERT) Notified TERT Co-Leaders Meet with Principal Initial Assessment and Response Plan Devised (Consultation with System Support Team) Communication with Staff Communication with Students and Parents Reassessment and Revision of Support Plan (Consultation with System Support Team) Follow-Up Meeting with Staff Debrief Traumatic Events Resource Guide – September 2019 Page 19 of 45 Appendix A: Checklist for Principals In the event of a death or traumatic event: 1. Contact Family of Schools Superintendent; 2. Contact family (this may be delegated to a member of the System Support Team) a. offer condolences b. Confirm accuracy of information c. Request permission to inform staff and students d. Ask family what they would like shared e. Request permission to release photos for memory table; 3. Contact police if required- e.g. if police investigation is pending and/or to confirm information; 4. Identify staff and students who will likely be most affected and inform privately; 5. Staff meeting before or after school day begins; 6. Inform affected staff, students or support staff who may not be at the meeting or in the school that day (e.g. field trips, sick days, leave of absence, etc.); 7. Consider need for classroom coverage for teachers and educational assistants; 8. Prepare staff to inform students of event (Appendix B) and provide scripts as appropriate; 9. Share process for monitoring students who may wish to leave the class, go home, or speak with a member of the TERT; 10. Caution staff against rumours, posting comments on social media, or having contact with the media; 11. Determine if other schools or individuals in the system will be affected by the event (e.g. child’s elementary school, staff in other schools). Share this information with the System Support Team; 12. Consider how to inform parent community in conjunction with the Manager of Communications; 13. Determine space for TERT to see students; 14. Consult with Manger of Communications regarding lowering the flag; 15. Ensure the deceased child’s name is removed from the automated attendance phone system and class lists; 16. In the event of a staff member, contact the individual’s union to ensure supports have been offered; 17. Provide office staff with script to manage incoming calls from parents and community; 18. Be aware of your own reactions and feelings, seek support and look after yourself; 19. Keep the student or staff belongings until after the funeral or at family’s request (e.g. locker contents, desk contents); 20. Arrange staff de-brief for end of day (staff meeting); 21. Obtain information about funeral arrangements and share as permitted; Traumatic Events Resource Guide – September 2019 Page 20 of 45 22. Discuss with family their wishes regarding student’s and staff’s attendance at the funeral; 23. Consult Board Policy regarding bereavement and leaves of absence (Appendix H) and have TERT members available to support staff and students on the day of the funeral; and 24. Consider longer term needs for recovery for the school community, consult with school based TERT and System Support Team. Traumatic Events Resource Guide – September 2019 Page 21 of 45 Appendix B: Guidelines for Staff Meetings 1. Introduce TERT members. 2. Give staff most recent accurate information about the incident. 3. Advise staff where team will be located and how to access support: a. Individual counseling for staff and students, group support b. Classroom intervention, discussion and support c. Assessment for at-risk students d. Home/school liaison for students and parents most affected e. Reporting information received from students or parents f. Offer support of TERT members in talking to classes about the traumatic event 4. Important information to share with staff regarding expectations for the day: a. Expect that people will react in all different ways (e.g. sad, angry, shock, inappropriate humour); b. Reinforce importance of modelling calmness; c. Anticipate that vulnerable or highly anxious people will likely react even if they did not know the individual- you could expect behaviour increase; d. Focus on well-being not curriculum, delay tests or other challenging academic tasks; e. Identify vulnerable people; f. Connect vulnerable people with guidance staff, administration or TERT team members; g. Know the whereabouts of vulnerable people and report to administration if they leave school premises; h. Remember that grief triggers other grief- you may be thinking about losses you have experienced; i. Discuss issue of rumours, how they can be hurtful to families, and how to manage rumours; j. Remind staff to be aware of their own reactions and feelings, take care of themselves and seek support (e.g. Employee Assistance Program, Lifespeak); k. Invite staff to support one another and their students; l. Consider reaching out to colleagues beyond the school day; and m. Ask staff to help identify school, support staff or staff who have moved or retired that might need to be informed. 5. Discuss how to share information about the traumatic event: a. Give only information confirmed to be true; b. Answer questions honestly- It is ok to say we don’t know; c. Set some boundaries around discussion- It is normal to want details, but this is not always; appropriate- address students who are perpetuating rumours by saying that we will only be discussing what we know to be true, and why rumours are hurtful to those most impacted; Traumatic Events Resource Guide – September 2019 Page 22 of 45 d. Allow students opportunity to be upset and express their feelings about loss; e. Allow students to leave classroom (following school procedures) to access support; and f. Complete activity with class, such as making cards for the family sharing memories, condolences, messages of support, and 6. Arrange an end of day staff meeting to bring people back together to debrief. Traumatic Events Resource Guide – September 2019 Page 23 of 45 Appendix C: Helping Children Cope with Loss Helping Children Cope with Loss, Death, and Grief Tips for Teachers and Parents How school personnel handle distress can help shape the immediate and longer-term grieving process for students, staff and families. Children, in particular, will need the love and support of their teachers and parents to cope with their loss and reach constructive grief resolution. UExpressions of Grief Talking to children about death must be geared to their developmental level, respectful of their cultural norms, and sensitive to their capacity to understand the situation. Children will be aware of the reactions of significant adults as they interpret and react to information about death and tragedy. In fact, for primary grade children adult reactions will play an especially important role in shaping their perceptions of the situation. The range of reactions that children display in response to the death of significant others may include: • Emotional shock and at times an apparent lack of feelings, which serve to help the child detach from the pain of the moment; • Regressive (immature) behaviors, such as needing to be rocked or held, difficulty separating from parents or significant others, needing to sleep in parent’s bed or an apparent difficulty completing tasks well within the child’s ability level; • Explosive emotions and acting out behavior that reflect the child’s internal feelings of anger, terror, frustration and helplessness. Acting out may reflect insecurity and a way to seek control over a situation for which they have little or no control; • Asking the same questions over and over , not because they do not understand the facts, but rather because the information is so hard to believe or accept. Repeated questions can help listeners determine if the child is responding to misinformation or the real trauma of the event. UHelping Children Cope The following tips will help teachers, parents, and other caregivers support children who have experienced the loss of parents, friends, or loved ones. Some of these recommendations come from Dr. Alan Wolfelt, Director of the Center for Loss and Life Transition in Fort Collins, Colorado. • Allow children to be the teachers about their grief experiences: Give children the opportunity to tell their story and be a good listener. Traumatic Events Resource Guide – September 2019 Page 24 of 45 • Don’t assume that every child in a certain age group understands death in the same way or with the same feelings: All children are different, and their view of the world is unique and shaped by different experiences. (Developmental information is provided below.) • Grieving is a process, not an event : Parents and schools need to allow adequate time for each child to grieve in the manner that works for that child. Pressing children to resume “normal” activities without the chance to deal with their emotional pain may prompt additional problems or negative reactions. • Don’t lie or tell half-truths to children about the tragic event: Children are often bright and sensitive. They will see through false information and wonder why you do not trust them with the truth. Lies do not help the child through the healing process or help develop effective coping strategies for life’s future tragedies or losses. • Help all children, regardless of age, to understand loss and death: Give the child information at the level that he/she can understand. Allow the child to guide adults as to the need for more information or clarification of the information presented. Loss and death are both part of the cycle of life that children need to understand. • Encourage children to ask questions about loss and death: Adults need to be less anxious about not knowing all the answers. Treat questions with respect and a willingness to help the child find his or her own answers. • Don’t assume that children always grieve in an orderly or predictable way: We all grieve in different ways and there is no one “correct” way for people to move through the grieving process. • Let children know that you really want to understand what they are feeling or what they need: Sometimes children are upset but they cannot tell you what will be helpful. Giving them the time and encouragement to share their feelings with you may enable them to sort out their feelings. • Children will need long-lasting support: The more losses the child or adolescent suffers, the more difficult it will be to recover. This is especially true if they have lost a parent who was their major source of support. Try to develop multiple supports for children who suffer significant losses. • Keep in mind that grief work is hard: It is hard work for adults and hard for children as well. • Understand that grief work is complicated: Deaths that result from a terrorist act or war can brings forth many issues that are difficult, if not impossible, to comprehend. Grieving may also be complicated by a need for vengeance or justice and by the lack of resolution of the current situation: the conflict may continue, and the nation may still feel at risk. The sudden or violent nature of the death or the fact that some individuals may be considered missing rather than dead can further complicate the grieving process. • Be aware of your own need to grieve: Focusing on the children in your care is important, but not at the expense of your emotional needs. Adults who have lost a loved one will be far more able to help children work through their grief if they get help themselves. For some families, it may be important to seek family grief counseling, as well as individual sources of support. Traumatic Events Resource Guide – September 2019 Page 25 of 45 UDevelopmental Phases in Understanding Death It is important to recognize that all children are unique in their understanding of death and dying. This understanding depends on their developmental level, cognitive skills, personality characteristics, religious or spiritual beliefs, teachings by parents and significant others, input from the media, and previous experiences with death. Nonetheless, there are some general considerations that will be helpful in understanding how children and adolescents experience and deal with death. • Infants and Toddlers: The youngest children may perceive that adults are sad but have no real understanding of the meaning or significance of death. • Preschoolers: Young children may deny death as a formal event and may see death as reversible. They may interpret death as a separation, not a permanent condition. Preschool and even early elementary children may link certain events and magical thinking with the causes of death. For instance, as a result of the World Trade Center disaster, some children may imagine that going into tall buildings may cause someone’s death. • Early Elementary School: Children at this age (approximately 5-9) start to comprehend the finality of death. They begin to understand that certain circumstances may result in death. They can see that, if large planes crash into buildings, people in the planes and buildings will be killed. In case of war images, young children may not be able to differentiate between what they see on television, and what might happen in their own neighborhood. However, they may over-generalize, particularly at ages 5-6 - if jet planes don’t fly, then people don’t die. At this age, death is perceived as something that happens to others, not to oneself or one’s family. • Middle School: Children at this level have the cognitive understanding to comprehend death as a final event that results in the cessation of all bodily functions. They may not fully grasp the abstract concepts discussed by adults or on the TV news but are likely to be guided in their thinking by a concrete understanding of justice. They may experience a variety of feelings and emotions, and their expressions may include acting out or self-injurious behaviors as a means of coping with their anger, vengeance and despair. • High School: Most teens will fully grasp the meaning of death in circumstances such as an automobile accident, illness and even the World Trade Center or Pentagon disasters. They may seek out friends and family for comfort or they may withdraw to deal with their grief. Teens (as well as some younger children) with a history of depression, suicidal behavior and chemical dependency are at particular risk for prolonged and serious grief reactions and may need more careful attention from home and school during these difficult times. UTips for Children and Teens with Grieving Friends and Classmates Seeing a friend try to cope with a loss may scare or upset children who have had little or no experience with death and grieving. Following are some suggestions teachers and parents can provide to children and youth to deal with this “secondary” loss. • Particularly with younger children, it will be important to help clarify their understanding of death. See tips above under “helping children cope.” • Seeing their classmates’ reactions to loss may bring about some fears of losing their own parents or siblings, particularly for students who have family in the military or other risk Traumatic Events Resource Guide – September 2019 Page 26 of 45 related professions. Children need reassurance from caregivers and teachers that their own families are safe. For children who have experienced their own loss (previous death of a parent, grandparent, sibling), observing the grief of a friend can bring back painful memories. These children are at greater risk for developing more serious stress reactions and should be given extra support as needed. • Children (and many adults) need help in communicating condolence or comfort messages. Provide children with age-appropriate guidance for supporting their peers. Help them decide what to say (e.g., “Steve, I am so sorry about your father. I know you will miss him very much. Let me know if I can help you with your paper route….”) and what to expect (see “expressions of grief” above). • Help children anticipate some changes in friends’ behavior. It is important that children understand that their grieving friends may act differently, may withdraw from their friends for a while, might seem angry or very sad, etc., but that this does not mean a lasting change in their relationship. • Explain to children that their “regular” friendship may be an important source of support for friends and classmates. Even normal social activities such as inviting a friend over to play, going to the park, playing sports, watching a movie, or a trip to the mall may offer a muchneeded distraction and sense of connection and normalcy. • Children need to have some options for providing support—it will help them deal with their fears and concerns if they have some concrete actions that they can take to help. Suggest making cards, drawing helping with chores or homework, etc. Older teens might offer to help the family with some shopping, cleaning, errands, etc., or with babysitting for younger children. • Encourage children who are worried about a friend to talk to a caring adult. This can help alleviate their own concern or potential sense of responsibility for making their friend feel better. Children may also share important information about a friend who is at risk of more serious grief reactions. • Parents and teachers need to be alert to children in their care who may be reacting to a friend’s loss of a loved one. These children will need some extra support to help them deal with the sense of frustration and helplessness that many people are feeling at this time. UResources for Grieving and Traumatized Children At times of severe stress, such as the trauma of war or terrorist attacks, both children and adults need extra support. Children who are physically and emotionally closest to this tragedy may very well experience the most dramatic feelings of fear, anxiety and loss. They may have personally lost a loved one or know of friends and schoolmates who have been devastated by these treacherous acts. Adults need to carefully observe these children for signs of traumatic stress, depression or even suicidal thinking, and seek professional help when necessary. Traumatic Events Resource Guide – September 2019 Page 27 of 45 Resources to help you identify symptoms of severe stress and grief reactions are available at the National Association of School Psychologist’s website— Uwww.nasponline.orgU . See also: For Caregivers • Deaton, R.L. & Berkan, W.A. (1995). Planning and managing death issues in the schools: A handbook. Westport, CT: Greenwood Publishing Group. • Mister Rogers Website: www.misterrogers.org (see booklet on Grieving for children 4-10 years) • Webb, N.B. (1993). Helping bereaved children: A handbook for practitioners. New York: Guilford Press. • Wolfelt, A. (1983). Helping children cope with grief. Bristol, PA: Accelerated Development. • Wolfelt, A (1997). Healing the bereaved child: Grief gardening, growth through grief and other touchstones for caregivers. Ft. Collins, CO: Companion. • Worden, J.W. (1996). Children and grief: When a parent dies. New York: Guilford Press • Helping Children Cope with Death, The Dougy Center for Grieving Children, www.dougy.org. For Children • Gootman, M.E. (1994). When a friend dies: A book for teens about grieving and healing. Minneapolis: Free Spirit Publishing. • Greenlee, S. (1992). When someone dies. Atlanta: Peachtree Publishing. (Ages 9-12). • Wolfelt, A. (2001). Healing your grieving heart for kids. Ft. Collins, CO: Companion. (See also similar titles for teens and adults) Adapted from material first posted on the NASP website after September 11, 2001. NASP has made these materials available free of charge to the public in order to promote the ability of children and youth to cope with traumatic or unsettling times. The materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. However, the integrity of the content must be maintained and NASP must be given proper credit. © 2003, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org Traumatic Events Resource Guide – September 2019 Page 28 of 45 Appendix D: Helping Children and Youth after Tragic Events Helping Children and Youth after Tragic Events After a tragic event has occurred, students will have a lot of questions and parents will have increased worries about the safety of their children. You may notice a range of emotions and reactions in students such as sadness, anxiety, fatigue, isolation and absenteeism. An individual’s response to a tragic event will depend on a multitude of factors, including their developmental age, prior traumatic experiences, and their physical proximity and/or emotional connection to the event. In the days, and sometimes weeks, following a tragic event, varied reactions are not uncommon. Typically, these reactions subside over time as students are reassured they are safe and protected, gain a factual understanding of the event, and are provided opportunities to talk about their thoughts, feelings, and fears. There are several ways that you can help support students:  During times of tragedy, the reaction of adults will set the tone for students.  Maintain a calm classroom environment, with a measured pace of learning.  Maintain normal and predictable routines.  Consider if any sensitive curriculum content needs to be delayed or changed.  Listen and notice how students are viewing the situation.  Notice when students are struggling and may require quiet check-in, additional support or dialogue to help alleviate fears.  Validate feeling of sadness, worry, anger, etc. and understand that it takes time to process tragic events.  Answer questions but keep explanations of events age-appropriate and factual.  Where appropriate, help students to notice blessings, heroism, and signs of hope.  Calm student’s worries and fears by reminding them of safety procedures.  Encourage students to draw on natural supports, faith and self-care skills, and other sources of strength that foster feelings of closeness and security. Help students identify trusted adults they feel comfortable talking to.  Encourage breaks from news and social media as constant exposure may heighten anxiety and fear. Take notice of your own needs and self-care:  Recognize that you will need an opportunity to process the event, reflect on personal thoughts, feelings and fears, and consider any challenges that could arise while supporting students in your classroom and school.  Keep regular schedules and routines.  Remember the importance of self-care such as eating, being hydrated, sleeping, physical activity, exercise and connecting with others.  Learn and practice positive ways of coping and ask for help, if needed. Sources: School Mental Health ASSIST, National Association of School Psychologist and Mayoclinic.org Traumatic Events Resource Guide – September 2019 Page 29 of 45 Appendix E- Info Sheet for Educators on Tragic Events INFO-SHEET Mental Health Literacy for Educators Helping Children and Youth after Tragic Events After a tragic incident, it can be difficult to know what to do to support children and youth who have been affected or influenced by these events. You may observe that students appear upset, sad, anxious or tired, and/or you may notice a range of physical complaints. Reactions will vary according to students’ development stage, physical or emotional proximity to the event, and prior experience with traumatic circumstances. In the days, and sometimes weeks, following a tragic event, these reactions are not uncommon, and typically will subside over time as students have an opportunity to talk through feelings, to be reassured that they are safe and protected, and to gain perspective. Note - To provide needed support for your students, remember that you need to engage in your own self-care. Tragic events affect individuals in different ways, and you are not immune to the impact of these circumstances. Take time to process your thoughts and emotions with colleagues, friends, family, or using professional mental health assistance as needed, so that you are able to be present and helpful to students. As a caring adult in student’s lives, there are many ways you can provide support: 1. SUPPORT FOR ALL – Maintain a calm classroom environment • Maintain a calm classroom environment • Support students as they work through strong feelings after a tragic event, in the course of daily school life • Notice when a student is struggling and may require additional support • Offer classroom accommodations to students struggling with social emotional concerns after a tragic event • Assist struggling students and their families to access more intensive support, as needed. COMMON REACTIONS TO TRAGIC EVENTS SADNESS ANGER OR IRRITABILITY ANXIETY SOCIAL DISTANCING FATIGUE PHYSICAL COMPLAINTS LACK OF FOCUS ABSENTEEISM Traumatic Events Resource Guide – September 2019 Page 30 of 45 • During times of tragedy, the reactions of adults will set the tone for students. • Set a calm pace for learning, relaxing deadlines as needed. • Maintain normal, predictable routines. • Reduce the emphasis on and/or duration of formal lessons. • Consider if any sensitive curriculum content might need to be delayed/changed. • Use learning activities that allow you to float and check-in with students. • Create quiet spaces for student reflection and dialogue within the classroom. • Encourage students to take breaks from news and social media. Support students as they work through strong feelings after a tragic event  Rather than raising this at a class level, invite students to initiate conversations when the time is right for them.  Listen well and notice how your students are viewing the situation.  Keep explanations of events age-appropriate and factual.  Calm worries, re-affirm safety procedures, and reassure students that they are safe.  Validate feelings of sadness, anger, anxiety, etc. and note that it may take time to work through these emotions.  Encourage students to draw on their faith, natural supports, self-care skills, and other sources of strength.  Model compassion, positive coping and self-care skills.  Help students to notice blessings, quiet heroes, and signs of hope. 2. SUPPORT FOR SOME – Notice when a student is struggling and may require additional support  Make a list of students who may be at risk given proximity to the tragic event, prior trauma, etc.  Monitor these students more closely, checking in with them each day.  Be mindful that there may be students without an obvious link or vulnerability who may experience difficulty.  Watch for changes in student behavior and/or emotions that are excessive in duration and intensity.  Watch for signs that student behavior and/or emotions is interfering with day to day functioning at school.  If you have concerns, record your observations and consult with appropriate staff (e.g., principal, social worker). Traumatic Events Resource Guide – September 2019 Page 31 of 45  Discuss your concerns with the student in a compassionate and age-appropriate manner.  Use regular school/class protocols to connect with parents/guardians to discuss your observations and concerns. - Offer classroom accommodations to students struggling after a tragic event  Welcome students who may be more at risk, in a calm, caring, and intentional way each day.  Let these students know about available school supports and how to access them.  Create opportunities for quiet check-ins and dialogue.  Maintain academic expectations but soften these if a student seems overwhelmed.  Help students to complete school tasks by chunking assignments, pairing them with another student, etc.  Offer more time for test and assignment completion, as needed.  Allow students to cue you if they are struggling and want to talk, or need to step back from a task for a time  Help these students to engage in activities that may assist with healing (e.g., write a card, make a donation, etc.) 3. SUPPORT FOR FEW – Assist struggling students and their families to access support  Know about available supports at the school, board, and community level.  Know your local pathway to accessing services.  Work with the school team to describe available supports to the parent/guardian and/or student.  With parent/guardian consent, share your observations to assist with referrals and treatment planning.  Continue to provide classroom accommodations to students struggling after a tragic event.  Use classroom strategies recommended by the service provider. Personal Resiliency and Self-Care As noted above, tragic events can be emotionally challenging for us as educators. It is not uncommon for grief reactions in ourselves, and in our students, to last many days or weeks. The following strategies can be helpful to encourage personal resiliency during difficult times.  Take the opportunity to process the situation and your feelings with your friends, family and colleagues.  Keep regular schedules and routines.  Remember to eat, sleep, play, exercise, and laugh.  Practice positive ways of coping with sadness, fear, anger, and worry.  Ask for help. This is not an experience that you have to face alone. Traumatic Events Resource Guide – September 2019 Page 32 of 45 School Mental Health ASSIST is a provincial implementation team, working alongside the Ministry of Education, to support Ontario’s 72 school boards and four school authorities in their efforts to enhance student mental health and well-being. Visit us: smh-assist.ca @SMHASSIST Sources: Hamilton-Wentworth District School Board; Ottawa-Carleton District School Board; Peel District School Board; Simcoe-Muskoka Catholic District School Board; Toronto Catholic District School Board; Toronto District School Board; The Fred Rogers Company; the Child Mind Institute; PBS Parents; National Association of School Psychologists (NASP). GETTING HELP Every Ontario school board has a Mental Health Leader who works to support schools with resources and coaching support. To find the Mental Health Leader for your board, visit smh-assist.ca, and use the pull-down menu to find your board. Traumatic Events Resource Guide – September 2019 Page 33 of 45 Appendix F: Handout for Parents HANDOUT FOR PARENTS COMMON REACTIONS TO STRESS OR TRAUMA Having nightmares or trouble sleeping. When something really scary or upsetting happens, it takes awhile to figure out exactly what happened and what it means. After severe stress or trauma, people tend to keep thinking about what happened in order to digest it, just like your stomach has to work to digest a big meal. Nightmares are one way of digesting what happened. Thinking about it all the time. This is another way to digest what happened. Just like nightmares, thinking about the trauma all the time is a problem because it makes you feel upset. It can be unpleasant. Wanting to NOT think or talk about it. This is natural, since it is upsetting to think about a past stress or trauma, and it can make you feel all sorts of emotions. Avoiding it makes things easier, but only for a little while. It’s important to digest what happened sooner or later. So, while avoiding it sometimes makes sense, you have to set aside some time to digest it also. Avoiding places, people, or things that make you think about it. Just like not wanting to talk about or think about the trauma, avoiding situations that remind you of what happened can help you feel better right then. The problem with this, though, is that it keeps you from doing normal things that are an important part of your life. Feeling scared for no reason. Sometimes this happens because you remember what happened to you, or you are thinking about what happened. Other times it happens because your body is so tense all the time that you just start feeling scared. Feeling “crazy” or out of control. If all of these things are problems for you, you can start to feel really out of control or even crazy. Don’t worry, though; these problems don’t mean that you are going crazy. They are all common reactions to stress or trauma. Not being able to remember parts of what happened. This happens a lot to people. The stressful event can be so awful that your memory doesn’t work the way it usually does. Sometimes it gets easier to remember it later on, and sometimes it gets harder. This can be frustrating, but it’s really normal. Having trouble concentrating at school or at home. With all the nervousness you are feeling and all the time you are spending thinking about what happened, it can be hard to concentrate on school work or even what your friends or family say to you. Being on guard to protect yourself; feeling like something bad is about to happen. After something bad happens to you, it makes sense to be prepared for another bad thing to happen. The problem with this is that you can spend so much time waiting for the next bad thing to happen that you don’t have time or energy for other things in your life. Also, it is scary to think something bad is going to happen all the time. Jumping when there is a loud noise. This is another way to say that your body is prepared for action, in case something else happens. Traumatic Events Resource Guide – September 2019 Page 34 of 45 Feeling anger. Sometimes people feel angry about the stress or trauma that happened, or the things that happened afterward. Other times, people just feel angry all the time, at everything and everybody. Feeling shame. Sometimes people are ashamed about what happened to them, or how they acted. Even though it’s hard to believe, this gets better the more that you talk about what happened. If you keep it a secret, it’s hard for the shame to go away. Feeling guilt. People can feel guilty about what happened or about something they did or did not do. Sometimes you blame yourself for things that you couldn’t control. You may also feel guilty for upsetting other people. Guilty feelings can make it hard to talk about what happened. Feeling sadness/grief/loss. Sometimes stress events include losing someone close to you or losing something that is important to you. This make you feel sad and down. Feeling bad about yourself. Sometimes, all this stress can make you feel really bad about yourself, like you’re a bad person or that no one likes you. This makes it harder to be friendly and to have fun with others. Having physical health problems and complaints. Stress has an effect on your body as well. People tend to get sick more often and to notice pain and discomfort more often when they have been under stress. ©2004 by Sopris West Educational Services. This page may be photocopied. Adapted from “Cognitive Behavioral Intervention for Trauma in Schools” by Lisa Jaycox, Ph.D. Traumatic Events Resource Guide – September 2019 Page 35 of 45 Appendix G: Sample Parent Meeting Agenda TEMPLATE ONLY Agenda i) Welcome and Introductions ii) Context/Why we are here! iii) Local School Community Focus – Data Phase o What are your students/children saying? o What else are your children or students talking about? What insights are they giving you? o Where some of you connected in other ways to the car crash (i.e. knew the driver and are struggling to make sense how it could be him etc.)? iv) Local School Community Focus – Teaching Phase Teach some of the aftermath dynamics and common responses to crises and trauma Lessons learned ➢ Trauma Response Continuum ➢ Delayed and Denied Responses to Trauma ➢ Pre-trauma Functioning as a Predictor for Response and Recovery ➢ Open vs. Closed Family and School Systems ➢ Polarization ➢ Entitlement ➢ The Power of a Meaningful Conversation: Open Communication with Our Students and Children and Each Other. ‘The biggest problem in human communication isn’t that people won’t answer the question(s), it is that we are often too afraid to ask’. POTENTIAL HIGH-RISK STUDENTS: Note: These criteria may be extrapolated and applied to assess struggling staff and parents as well. • anyone whose senses were activated by traumatic stimuli (i.e., student who witnesses a school incident) • immediate family members • relatives • close friends • boyfriend/girlfriend • team mates • ex-boyfriend(s)/girlfriend(s) • classmates • students with active mental health concerns (i.e., suicidal ideation, severe depression, anxiety disorder...) • students who abuse drugs and alcohol Traumatic Events Resource Guide – September 2019 Page 36 of 45 • students with a significant emotional tie with the deceased, positive or negative. (This includes any student who was involved in an adversarial relationship with a victim.) • students that have experienced a recent loss such as death of a parent, sibling, friend • students with unresolved abuse/trauma • leaders or over-responsible students who may blame themselves for “not seeing the signs” or not “knowing what to do” Individual Trauma Response Continuum No Response • any that you intuitively suspect may be at risk student(s) etc. INDIVIDUAL TRAUMA RESPONSE CONTINUUM No Response PTS v) Local School Community Focus – Assessment Phase 1. Considering the Trauma Response Continuum, how would you say the students are doing? 2. How are your staff doing? 3. How are your parents/caregivers doing? NOTES Traumatic Events Resource Guide – September 2019 Page 37 of 45 * Teach (reference) the BASIC Assessment/Screening Model as a more focused way of assessing self and our children (students): Changes in Functional Domains (Mild – Moderate – Severe): B – Behavioural A – Affective S – Somatic I - Interpersonal C – Cognitive Focusing on these domains is not meant to be a comprehensive assessment it is just a way for the adults to make sense of what changes they are seeing but haven’t been able to put words to. Also, the most important qualifier of the assessment is the whether or not the frequency or intensity of the symptoms are actually increasing or decreasing. Many individuals may actually be doing better, and their symptoms are reducing but they don’t see it that way because they believe “getting better” means having no symptoms at all. Local School Community Focus – Intervention Phase • School staff, what do you need the most? • Parents, what do you need the most? • Community Professionals – What we can offer! Available Supportive Resources • Community Professionals – What we need from you? * Teach (reference) the BASIC Assessment/Screening Model as a more focused way of assessing self and our children (students): Changes in Functional Domains (Mild – Moderate – Severe): B – Behavioural A – Affective S – Somatic I – Interpersonal C – Cognitive Focusing on these domains is not meant to be a comprehensive assessment it is just a way for the adults to make sense of what changes they are seeing but haven’t been able to put words to. Also, the most important qualifier of the assessment is the whether or not the frequency or intensity of the symptoms are actually increasing or decreasing. Many individuals may actually be doing better, and their symptoms are reducing but they don’t see it that way because they believe “getting better” means having no symptoms at all. Traumatic Events Resource Guide – September 2019 Page 38 of 45 NOTES: * This can be Mental Health and the other professionals saying: 2. We need each school to assign one designate to be our contact person when school consults are being requested or referrals made. 3. We need both parents or caregivers (inasmuch as possible) involved in the treatment of their children to create a solid support for the child. 4. We need you staff members and parents (just like us counsellors) to be honest with yourselves as well and ask for help when you need it – we are all in this together! vi) Conclusion/Next Steps Traumatic Events Resource Guide – September 2019 Page 39 of 45 Appendix H: Bereavement Policy 32Thttps://www.granderie.ca/application/files/3615/5907/1683/HR1_Bereavements.pdf Traumatic Events Resource Guide – September 2019 Page 40 of 45 Appendix I: Six Nations Tragic Event Protocol An updated version will be inserted at a later date. Traumatic Events Resource Guide – September 2019 Page 41 of 45 Traumatic Events Resource Guide – September 2019 Page 42 of 45 Traumatic Events Resource Guide – September 2019 Page 43 of 45 Traumatic Events Resource Guide – September 2019 Page 44 of 45 Traumatic Events Resource Guide – September 2019 Page 45 of 45 PROCEDURE BU-010 TRAVEL AND EXPENSE CLAIMS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/09/29 Last Updated: 2024/09/18 Next Review Date: 2028/09/17 Purpose: To establish criteria and processes for the reimbursement of expenses incurred by all Grand Erie District School Board (Grand Erie) employees while performing duties on behalf of Grand Erie. Guiding Principles: Expenditures for travel and expenses must be necessary, reasonable and transparent with appropriate accountability and reporting mechanisms based on system-wide policies and government regulations. Of note, the Canada Revenue Agency (CRA):  considers driving back and forth between home and work as personal use.  considers a regular place of employment any location where your employee regularly reports for work or performs the duties of employment.  provides an interpretation that if an employee has multiple regular work locations and travels between home and several work locations during the day, that only the trip from the employee's home to the first work location or, the trip from the last work location to home is personal driving.  provides an interpretation that when an employer reimburses their employee for the personal driving of their own vehicle, there is a taxable benefit that has to be calculated and included in their income. As such, Grand Erie will classify employees into 4 categories.  Group A: Employees with a primary location. (i.e., School Administrators, Classroom Teachers, Educational Assistants, School Clerical, Coordinators, Board Office employees) o The daily cost of travel from home to the employee’s primary worksite is personal use and is not reimbursed by Grand Erie. This includes work at night, weekends, or during summer break. Employees will only be reimbursed travel costs in excess of their daily round trip commute for business related activities. o Primary locations are defined as locations that are visited, on average, at least four (4) times per week.  Group B: Employees with two primary locations (i.e., teacher with two assignments) o Travel expense is only allowable for required travel between sites when the employee’s assigned position comprises more than one location. o However, travel expense is not allowable for travel between sites when an employee applies for and obtains more than one part-time position in different locations. o This group is eligible for claiming mileage expenses for conferences and workshops  Group C: Itinerant employees without a primary location(s). (i.e., Itinerant Teachers, Consultants, Coaches) Travel and Expense Claims Procedure (BU-10) Page 2 o Travel expenses are only eligible to claim mileage between their starting and ending location in a given day as there is no home to primary location deduction. o This group is eligible for claiming mileage expenses for mandatory system professional development activities. This will be calculated from the employee’s home to the site and back.  Group D: Casual Employees (i.e., Daily Occasional Teachers, Occasional Educational Assistants) o Casual employees are not eligible for mileage reimbursement. Where specified, prior approval of an immediate supervisor is required before the expense is incurred if it is to be eligible for reimbursement. The Director of Education and Secretary of the Board (or designate) must approve all out-of-province travel. Grand Erie assumes no obligation to reimburse expenses that are not in compliance with this procedure. Employees will be reimbursed for expenditures subject to the following parameters: 1.0 Allowance for Use of Personal Automobile 1.1 Mileage allowance rates are approved by Grand Erie. The approved rates will be applied per calendar year (January to December) to meet CRA guidelines, communicated annually to the system and noted within the mileage application. 1.2 Employee(s) will be reimbursed for the use of their personal automobile provided:  it is the most convenient method of travel  the travel is for authorized Grand Erie business  employees must submit mileage reimbursements using the mileage application found on the employee portal  the employee(s) carries a minimum of $1M public liability and property damage insurance coverage  to promote sustainability and alleviate traffic congestion, employees are permitted to carpool or ride-share, if possible. 1.3 The allowance paid for the use of a personal automobile is deemed to cover all costs of operation including insurance, depreciation, gas, oil, repairs etc. 1.4 In accordance with the Guidelines for Working Remotely, if employees are working from home and required to travel for business-related activities, the daily round trip deduction from home to the primary location will still be expected to be made. 1.5 The approval of the immediate supervisor is required before claims will be processed. 1.6 Travel for mandatory system professional development activities is covered, while elective attendance at Grand Erie-sponsored training workshops is not covered. 1.7 Travel for clerical to the post office, bank etc. and travel for teachers to support school teams and field studies is to be charged to school budget accounts. 1.8 Travel to conferences and workshops is to be charged to professional development budgets. 1.9 Travel claims will not be processed in advance. 2.0 Other Expenses Incurred on Grand Erie Business (i.e. Professional Development, Conferences, or other approved travel): 2.1 These claims include but are not limited to, actual out-of-pocket expenses for: a) courses, conferences or workshop charges Travel and Expense Claims Procedure (BU-10) Page 3 b) hotel room charges for accommodation in a standard room – no additional reimbursement will be made for suites, executive floors or concierge c) short term property rentals (i.e. Airbnb) where the cost would be comparable or less than standard hotel accommodations d) meals, if not included in registration e) tips and gratuities (to a maximum of 18% unless the restaurant applies an automated gratuity) f) business telephone calls g) rideshare services such as taxi cabs and/or Uber h) immediate supervisor approved car rental when a car rental is more economical than the use of a personal vehicle and related mileage i) public transportation at the lowest fare practicable j) necessary parking fees k) other business expenses (i.e., couriers, internet, 407 ETR). 2.2 The following will not be reimbursed: a) expenses of a personal nature are not eligible for reimbursement (i.e., video rentals, mini-bar charges, fitness facility charges, sightseeing tours,) b) movies c) alcohol or cannabis products d) valet parking (unless no other option is available) e) charges incurred by a spouse f) parking violations or traffic tickets g) auto expenses (these are reimbursed per kilometer) h) any purchases restricted by immediate supervisor. 2.3 Meals a) Reasonable and appropriate meal expenses will be reimbursed if the expenditure is incurred when the employee is on Grand Erie business. In all cases, itemized receipts for the meal must be submitted. Credit card slips or hotel statements with meal charges are not sufficient backup for the expense and do not meet audit requirements. b) Reimbursements for meals (plus exchange rate) are subject to the following limits:  For Breakfast - $12.00  For Lunch - $23.00  For Dinner -$40.00  Total for one day not to exceed $75.00 (This is not a per diem rate) Tips and taxes are included in the daily totals. c) For a full day of meal claims (breakfast, lunch and dinner), individuals have the discretion to allocate the daily total among the meals. d) Reimbursement of meal costs must not include reimbursement for any alcoholic beverages. e) Reimbursement of meal costs will not be permitted where the meal is included as part of a workshop or conference. Exceptions, such as dietary restrictions, may be considered by the employee’s supervisor. 3.0 Reporting 3.1 All claims for approved expenses (other than mileage) should be made on the Conference Expense Claim Form which is available on the staff portal or Monthly PCard submission where a Grand Erie issued PCard is the method of payment 3.2 Mileage claims must be submitted through the mileage application, which is available on the employee portal 3.3 Travel and Expense Claims can be submitted electronically by the immediate supervisor of the claimant via email to reimbursements@granderie.ca. All receipts and necessary documentation must be attached with submission. Travel and Expense Claims Procedure (BU-10) Page 4 3.4 When submitting a statement of expense, the purpose of the trip must be stated in the space provided. 3.5 Claimants must sign the form and attach all invoices/receipts showing the detail of the expense. Credit/debit card slips are not acceptable as they do not provide sufficient detail to authorize payment or meet audit requirements. An acceptable receipt will show what was purchased, a tax breakdown, the vendor’s HST number, name and address of how it was paid for (i.e.: cash, Visa, debit etc.). A receipt that only shows the amount paid by credit or debit card will not be accepted. 3.6 Expense claims must be submitted within three (3) months of the date of travel or expenditure, with the exception of travel occurring between June and August, which must be submitted by the due date as outlined in the year-end instructions sent to all staff. 3.7 Due to budget management, mileage claims cannot span more than one school year. 3.8 Mileage claims must not span two calendar years. 3.9 Any claim that is submitted after the dates outlined above, will not be reimbursed. 3.10 Conference Claim Expense forms will be reviewed and authorized by the Administrator (for school employees) or immediate supervisor prior to their submission to Business Services for processing. Expense forms for the Director of Education and Secretary of the Board will be reviewed and authorized by the Chair of the Board. 3.11 The Administrator(s) or immediate supervisor authorizing the claim is providing their approval as the person knowledgeable about the activity and the one who acknowledges that the expenditure complies with this procedure. 3.12 Final approval will be that of Business Services (Superintendent of Business and Treasurer, Manager of Business Services (or designate)). This approval is the final check that the claim complies with this procedure. Payment will be processed only after this final checking has been done. 4.0 All amounts reimbursed are subject to the budget restrictions set annually by Grand Erie. Reference(s):  Canada Revenue Agency o Motor Vehicles Expenses o Personal Driving (Personal Use)  Guidelines for Working Remotely Travel and Expense Claims Procedure (BU-10) Page 5 Out of Province Travel Approval Travel and Expense Claim Procedure (BU-010) states: Where specified, prior approval of an immediate supervisor is required before the expense is incurred if it is to be eligible for reimbursement. The Director of Education and Secretary of the Board (or designate) must approve all out-of-province travel. Employee Information: First name Last name School Name / Department Supervisor Name Trip Information: Date of Departure Date of Return Destination City Province/State Country Purpose for Out of Province Travel Estimated Cost Funding Source Approvals Supervisors Name Signature of Supervisor Date Director of Education & Secretary of the Board Name (or Designate) Signature of Director of Education and Secretary of the Board (or Designate) Date Grand Erie District School Board Education Centre: 349 Erie Avenue, Brantford, Ontario N3T 5V3 519-756-6301 | www.granderie.ca | info@granderie.ca POLICY BU-04 TRUSTEE HONORARIA Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2008/04/28 Last Updated: 2023/10/30 Next Review Date: 2027/10/29 Objective: To provide the calculation methodology for Honoraria for Grand Erie District School Board (Grand Erie) Trustees in accordance with the Education Act. Policy Statement: Grand Erie is committed to providing, in a transparent, public way, fair levels of honoraria for Board of Trustees in accordance with Ministry Regulation 357/06. Board of Trustee Honoraria calculations shall be updated annually prior to November 1st and by October 15th in an election year. Trustee Honoraria Components 1.0 The Honorarium for Board of Trustees, excluding student trustees, for any year of their term of office shall consist of the following components: a. 100% of the maximum base amount for the year b. 100% of the enrolment amount for the year c. 100% of the maximum allowable attendance amount d. 0% of the distance amount for the year. Reference(s): • Ontario Regulation 357/06: Honoraria for Board Members POLICY IT-04 USE OF ELECTRONIC COMMUNICATION AND SOCIAL MEDIA Superintendent Responsible: Superintendent of Education, Information Technology Services Initial Effective Date: 2018/05/28 Last Updated: 2022/10/17 Next Review Date: 2025/11/25 Objective: To support appropriate, safe and secure two-way communication between Grand Erie District School Board (Grand Erie) schools and departments and their communities (employee(s), students, parent(s)/caregiver(s), by providing guidelines for effective electronic communication to support building a culture of learning, well-being and belonging. Policy Statement: Grand Erie encourages schools and departments to communicate information and activities by developing and maintaining appropriate communications channels and tools in consultation with all departments. Grand Erie recognizes the changing nature of technology and continues to work to remain current while providing employee(s) with increased opportunities to develop and implement new technologies and applications. Reference(s): • Use of Electronic Communication and Social Media Procedure (IT-004) • Acceptable Use of Information Technology Policy (IT-01) • Acceptable Use of Information Technology Procedure (IT-001) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Ontario College of Teachers – Professional Advisory: Use of Electronic Communication and Social Media • Website Requirements Procedure (IT-005) POLICY IT-04 USE OF ELECTRONIC COMMUNICATION AND SOCIAL MEDIA Superintendent Responsible: Superintendent of Education, Information Technology Services Initial Effective Date: 2018/05/28 Last Updated: 2022/10/17 Next Review Date: 2025/10/17 Objective: To support appropriate, safe and secure two-way communication between Grand Erie District School Board (Grand Erie) schools and departments and their communities (employee(s), students, parent(s)/caregiver(s), by providing guidelines for effective electronic communication to support building a culture of learning, well-being and belonging. Policy Statement: Grand Erie encourages schools and departments to communicate information and activities by developing and maintaining appropriate communications channels and tools in consultation with all departments. Grand Erie recognizes the changing nature of technology and continues to work to remain current while providing employee(s) with increased opportunities to develop and implement new technologies and applications. Reference(s): • Use of Electronic Communication and Social Media Procedure (IT-004) • Acceptable Use of Information Technology Policy (IT-01) • Acceptable Use of Information Technology Procedure (IT-001) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Ontario College of Teachers – Professional Advisory: Use of Electronic Communication and Social Media • Website Requirements Procedure (IT-005) PROCEDURE IT-004 USE OF ELECTRONIC COMMUNICATION AND SOCIAL MEDIA Superintendent Responsible: Superintendent of Education, Information Technology Services Initial Effective Date: 2018/05/18 Last Updated: 2022/10/17 Next Review Date: 2025/10/17 Purpose: To outline parameters by which Grand Erie District School Board (Grand Erie) employee(s), students and community engage in electronic communications and use social media. Guiding Principles: Electronic communication includes social media and other messaging forms that allow users to interact, create, share and communicate information online. Electronic communication includes, but is not limited to, messaging or video chat applications, websites, email, texting and blogging. It also includes but is not limited to social media networking platforms such as Facebook, Twitter, YouTube, Instagram, LinkedIn and SnapChat. The use of social media is voluntary. Although accounts do not require Grand Erie or school approval, students, School Council representatives and employee(s) are required to inform their school Administrator(s) when creating an account connected to the school (e.g., a club, group, event or activity). Any activity that relates to the operation of Grand Erie and/or the education of students is considered the business of Grand Erie. All employee(s), students and stakeholders of Grand Erie, including but not limited to, School Councils, the Grand Erie Parent Involvement Committee (GEPIC), Special Education Advisory Committee, Indigenous Education Advisory Committee and the Student Senate, will take this into consideration when using technology to communicate about the business of Grand Erie. A personal account for employee(s), whether the individual identifies their place of work or not, or if not accessible by non-followers is considered public. Employee(s) must always consider their professional standards of practice when engaging on social media. Grand Erie or school personnel may discuss or address an individual’s choice of content when that content is inconsistent with this procedure. Each time employee(s) communicate, they shape public opinion about themselves, their profession, their school, Grand Erie and public education. Statements such as, “Tweets are my own and do not reflect my employer’s views” do not hold true. Employee(s) must use sound judgement and due care when using social media both on and off duty. Use of Social Media to Support School Initiatives, Events and Activities Employee(s), students, or School Council Chairs who administer social media accounts on behalf of a student group, a School Council, or an official school/Grand Erie group, club, event or activity should abide by the following: 1. Any use of the Grand Erie official logo on social media must follow the General Governance Policy. 2. Social media can be used to promote events – before, during or after-the-fact. Use of Electronic Communication and Social Media Procedure (IT-004) Page 2 3. Social media can promote public education and can positively impact Grand Erie’s reputation. 4. Social media can be used to communicate day-to-day activities as well as emergency situations. 5. Content on a website can be repurposed through social media. 6. Social media can be used to promote meetings, decisions and actions or to highlight achievements or accomplishments. 7. Use social media as a tool for collaboration and two-way communication. 8. Use social media to solicit input or feedback on various topics while ensuring privacy and respect for others. 9. Retweet/share information that promotes student, parent(s)/caregiver(s), employee(s) or community engagement, including information you feel is relevant to these groups. Important considerations when using Social Media 1. Respect others. 2. Maintain confidentiality and privacy. 3. Be clear, factual and accurate. Correct mistakes. 4. Understand your personal responsibility with respect to the content created and/or shared. Ensure that you have permission to share the personal information of others. 5. Consistently monitor and stay current with social media trends and activity. 6. Build community. Try to be positive and add value to the conversation. 7. Understand that nothing is private. The comments and information shared is public and users are responsible for what is posted, commented on and shared. 8. Avoid political or commercial endorsements. 9. Be mindful when someone is expressing an opinion and when someone is being confrontational. 10. Remain calm when conflict occurs. Take time to respond thoughtfully. 11. Users that post social media content that contravenes Grand Erie’s mission/vision will be required to remove it. 12. Report inappropriate or unsafe behaviour. 13. All online dialogue and interactions with students must be for educational purposes only. 14. Social media interactions should be professional and reflect Grand Erie’s policy and expectation for professionalism. 15. Be mindful of all equity and inclusivity-related policies and the Ontario Human Rights Code when posting content. 16. Retweets, likes and favourites are perceived as endorsements. These interactions should be limited and done with care. All Users of Social Media and Electronic Communication When using social media, employee(s) are expected to: 1. Maintain a clear distinction between personal and professional social media use. 2. Maintain professionalism and good judgement at all times. 3. Maintain confidentiality. 4. Do not follow students on their personal social media accounts. 5. Do not post pictures of students. Obtain permission from any adult whose photo, video footage and/or work is posted on social media, with the exception of photos taken at public events where there is no expectation of privacy. 6. Do not post images or content promoting alcohol, drug or tobacco use, or explicit content on Grand Erie, classroom, department and professional accounts. 7. Do not use professional accounts to promote political parties, religion or politics. 8. Refer students to the educational social media account if they become aware of an employee’s personal social media account. 9. Review privacy settings to block student access to personal social media. When Grand Erie finds that a violation of this procedure has occurred, it may result in the imposition of one or more of the following: Use of Electronic Communication and Social Media Procedure (IT-004) Page 3 1. Administration of the Progressive Discipline Procedure (HR-119) process 2. Usage of Grand Erie’s computer equipment and applications restricted or removed 3. Disciplinary action up to and including student expulsion 4. Disciplinary action up to and including employee(s) termination 5. Civil or criminal proceedings Reference(s): • Use of Electronic Communication and Social Media Policy (IT-04) • Acceptable Use of Information Technology Policy (IT-01) • Acceptable Use of Information Technology Procedure (IT-001) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Ontario College of Teachers – Professional Advisory: Use of Electronic Communication and Social Media • Website Requirements Procedure (SO-134) PROCEDURE SO-029 VIOLENCE THREAT RISK ASSESSMENT AND INTERVENTION Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2019/05/27 Last Updated: 2025/06/06 Next Review Date: 2029/06/06 Purpose: To respond to all student behaviours that pose a potential risk to self, other students, employees, and members of the school community as determined through the Violence Threat Risk Assessment and Intervention (VTRA) Protocol. Guiding Principles: 1.0 The assessment of violence, threat and risk is a team approach to identify, evaluate and address potential threats from students toward themselves, other students, employees and parents/caregivers within the school and community environment 2.0 A multi-disciplinary assessment of student behaviour may involve police and other community partners to help determine whether a student is moving on a pathway towards violence against self or others, and creates an opportunity to intervene to decrease the risk identified 3.0 Through development of an individualized intervention plan, the underlying issues that contribute to high-risk behaviour can be addressed 4.0 Where a high risk is identified, a student may require further assessment from community professionals, including, but not limited to, child protection agencies and medical practitioners 5.0 High-Risk Behaviour: When to Enact the Violence Threat Risk Assessment Protocol: 5.1. Student behaviour that poses a threat or risk to self or others can present in a variety of ways. Examples of high-risk behaviours include, but are not limited to: • Serious violence or violence with intent to harm or kill • Indicators of suicidal ideation as it relates to fluidity (both homicidal and suicidal) • Clear, direct and plausible threats to kill others • Use of technology to communicate threats to harm/kill others or cause property damage • Possession of weapons, including replicas • Bomb threats (making and/or detonating explosive devices) • Fire setting • Sexual intimidation or assault • Ongoing issues with bullying and/or harassment • Gang-related intimidation and violence • Hate incidents motivated by factors including, but not limited to, race, culture, religion, and/or sexual orientation • Rehearsal behaviours or evidence of planning an attack 5.2. Students who have experienced ongoing harassment and/or bullying, including cyber-bullying, or students who have a history of perceived victimization, may pose a risk to safety and could be considered for a risk assessment. Violence Threat Risk Assessment and Intervention (SO-029) 2 5.3. All behaviours that may pose a risk or threat to others are to be reported to the Administrator(s). This includes the behaviour of students, employees or community members. 6.0 VTRA Steps 6.1. The process of implementing a threat and risk assessment protocol ensures that potentially high-risk behaviour of students is properly assessed and supportive intervention plans put in place. The following steps are fully developed within the School and Community Violence Threat Risk Assessment and Intervention Protocol (2018) i. Make sure all students are safe and call the police (911) ii. Determine if the student making the threat has access to the means (knife, gun, etc.) of the threat. iii. Interview witnesses, including all participants directly and indirectly involved. iv. Notify the parent(s)/caregiver(s) of all students involved, unless the student is 18 (or is 16 or 17 and has withdrawn from parental control). v. Initiate data collection with Violence Threat Assessment Team members. vi. Review findings with the Violence Threat Assessment Team. vii. Decide on a course of action viii. Develop an intervention plan Definitions: Threat assessment is the process of determining if a student actually poses a risk to the person(s) they have threatened. A threat is when a person utters, writes or communicates through technology a threat to harm or kill a person or persons. Typically, threat assessment occurs within a few hours of a threat being made. The timeliness of information gathering is essential and includes input from the student, family, peers, school employees, and the community agencies that may have access to information relevant to the threat being made. Risk assessment is the process of determining if a student of concern may pose a risk to self (e.g., suicide) or risk to some person(s) at some unknown period of time. Typically, risk assessment is a lengthier process that may involve a number of assessments, tests and measures beyond the scope of the school-based multi-disciplinary team. Consultation with the school social worker is required in order to request a risk assessment for a student. Reference(s): • School and Community Violence Threat Risk Assessment and Intervention Protocol (2018) PROCEDURE SO-029 VIOLENCE THREAT RISK ASSESSMENT AND INTERVENTION Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2019/05/27 Last Updated: 2025/06/06 Next Review Date: 2029/06/06 Purpose: To respond to all student behaviours that pose a potential risk to self, other students, employees, and members of the school community as determined through the Violence Threat Risk Assessment and Intervention (VTRA) Protocol. Guiding Principles: 1.0 The assessment of violence, threat and risk is a team approach to identify, evaluate and address potential threats from students toward themselves, other students, employees and parents/caregivers within the school and community environment 2.0 A multi-disciplinary assessment of student behaviour may involve police and other community partners to help determine whether a student is moving on a pathway towards violence against self or others, and creates an opportunity to intervene to decrease the risk identified 3.0 Through development of an individualized intervention plan, the underlying issues that contribute to high-risk behaviour can be addressed 4.0 Where a high risk is identified, a student may require further assessment from community professionals, including, but not limited to, child protection agencies and medical practitioners 5.0 High-Risk Behaviour: When to Enact the Violence Threat Risk Assessment Protocol: 5.1. Student behaviour that poses a threat or risk to self or others can present in a variety of ways. Examples of high-risk behaviours include, but are not limited to: • Serious violence or violence with intent to harm or kill • Indicators of suicidal ideation as it relates to fluidity (both homicidal and suicidal) • Clear, direct and plausible threats to kill others • Use of technology to communicate threats to harm/kill others or cause property damage • Possession of weapons, including replicas • Bomb threats (making and/or detonating explosive devices) • Fire setting • Sexual intimidation or assault • Ongoing issues with bullying and/or harassment • Gang-related intimidation and violence • Hate incidents motivated by factors including, but not limited to, race, culture, religion, and/or sexual orientation • Rehearsal behaviours or evidence of planning an attack 5.2. Students who have experienced ongoing harassment and/or bullying, including cyber-bullying, or students who have a history of perceived victimization, may pose a risk to safety and could be considered for a risk assessment. Violence Threat Risk Assessment and Intervention (SO-029) 2 5.3. All behaviours that may pose a risk or threat to others are to be reported to the Administrator(s). This includes the behaviour of students, employees or community members. 6.0 VTRA Steps 6.1. The process of implementing a threat and risk assessment protocol ensures that potentially high-risk behaviour of students is properly assessed and supportive intervention plans put in place. The following steps are fully developed within the School and Community Violence Threat Risk Assessment and Intervention Protocol (2018) i. Make sure all students are safe and call the police (911) ii. Determine if the student making the threat has access to the means (knife, gun, etc.) of the threat. iii. Interview witnesses, including all participants directly and indirectly involved. iv. Notify the parent(s)/caregiver(s) of all students involved, unless the student is 18 (or is 16 or 17 and has withdrawn from parental control). v. Initiate data collection with Violence Threat Assessment Team members. vi. Review findings with the Violence Threat Assessment Team. vii. Decide on a course of action viii. Develop an intervention plan Definitions: Threat assessment is the process of determining if a student actually poses a risk to the person(s) they have threatened. A threat is when a person utters, writes or communicates through technology a threat to harm or kill a person or persons. Typically, threat assessment occurs within a few hours of a threat being made. The timeliness of information gathering is essential and includes input from the student, family, peers, school employees, and the community agencies that may have access to information relevant to the threat being made. Risk assessment is the process of determining if a student of concern may pose a risk to self (e.g., suicide) or risk to some person(s) at some unknown period of time. Typically, risk assessment is a lengthier process that may involve a number of assessments, tests and measures beyond the scope of the school-based multi-disciplinary team. Consultation with the school social worker is required in order to request a risk assessment for a student. Reference(s): • School and Community Violence Threat Risk Assessment and Intervention Protocol (2018) POLICY SO-25 VISUAL IDENTITY Superintendent Responsible: Director of Education & Secretary to the Board Initial Effective Date: 2021/01/25 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective: Grand Erie District School Board’s (Grand Erie) visual identity supports the mission, vision and values of the Board. Grand Erie’s visual identity includes: Board Name, Logo, Colours, Tagline, Styles, Typography. Policy Statement: Staff shall adhere to the visual standards of the Board to promote consistency in Grand Erie. The Director, Superintendents and the Manager of Communications and Community Relations will monitor compliance with the Visual Identity Policy. Reference(s): • Visual Identity Procedure (SO-025) • Visual Identity Guide • Advertising Procedure (BU-011) • Certification of Copyright: Official Mark (logo), Name, and Design (Trademark file numbers: 918209, 918055) • Accessibility Standards Canada • Multi-Year Strategic Plan 2021-26 • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) PROCEDURE SO-025 VISUAL IDENTITY Superintendent Responsible: Director of Education & Secretary to the Board Initial Effective Date: 2021/01/25 Last Updated: 2025/10/03 Next Review Date: 2029/10/03 Purpose: Grand Erie District School Board (Grand Erie) maintains visual identity processes and principles to support the Board’s vision, mission and values and consistency in the application of visual identity elements. Guiding Principles: 1. This Procedure governs: all signage, advertisements, newsletters, school and department websites, business cards, templates for schools and departments, Board and school letterhead, promotional products, videos, social media, brochures and other publications. School-branded clothing, spirit wear and team uniforms are exempt from this Procedure (see Visual Identity Guide). 2. The Manager of Communications and Community Relations and the Graphic Designer/Website Coordinator will provide templates to schools and departments as outlined in the Visual Identity Guide. Reference(s): • Visual Identity Policy (SO-25) • Visual Identity Guide • Advertising Procedure (BU-011) • Certification of Copyright: Official Mark (logo), Name, and Design (Trademark file numbers: 918209, 918055) • Accessibility Standards Canada • Multi-Year Strategic Plan 2021-26 • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) POLICY SO-16 VOLUNTARY INDIGENOUS SELF-IDENTIFICATION Superintendent Responsible: Superintendent of Education, Indigenous Education Initial Effective Date: 2020/02/24 Last Updated: 2023/02/27 Next Review Date: 2026/02/27 Objective: To recognize that all First Nation, Métis and Inuit (FNMI) students have the right to self-identify to receive improved access to services and instructional supports. Policy Statement: The Grand Erie District School Board (Grand Erie) believes in establishing strong partnerships with Indigenous families, organizations and communities both on and off-reserve, First Nation governments, and Indigenous Services Canada with a goal to improve student learning, achievement, mental health, well-being and belonging for all FNMI students. Grand Erie is required, by the Ministry of Education, to collect data on FNMI student achievement to determine if programs currently delivered are successful and to provide information for the development of future programs and courses to better meet the needs of FNMI students. In order to collect this data, the Grand Erie needs to ensure that all parent(s)/caregiver(s) for FNMI student(s) under the age of 18 and student(s) over the age of 18 have the opportunity to voluntarily self-identify as Indigenous. The data collected will be shared with the schools, Board of Trustees, and the Ministry of Education in order to assess the progress in improving FNMI student learning, achievement, mental health, well-being and belonging. Reference(s): • Voluntary Indigenous Self-Identification Procedure (SO-016) • Constitution Act. 1982, Sections 35(2) • Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. F.31 • FNMI Framework • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56 • Ontario Student Records Procedure (SO-104) PROCEDURE SO-016 VOLUNTARY INDIGENOUS SELF-IDENTIFICATION Superintendent Responsible: Superintendent of Education, Indigenous Education Initial Effective Date: 2020/02/24 Last Updated: 2023/02/27 Next Review Date: 2026/02/27 Purpose: To better meet the needs of First Nation, Métis and Inuit (FNMI) students, The Grand Erie District School Board (Grand Erie) provides a voluntary self-identification process to ensure that all parent(s)/caregiver(s) for FNMI students have the opportunity to voluntarily self-identify as Indigenous. The data collected will be shared with the schools, board, and the Ministry of Education in order to assess the progress in improving FNMI student learning, achievement, mental health, well-being and belonging. Guiding Principles: 1.0 Outcomes of the Voluntary Self-Identification Process Grand Erie has two primary outcomes for Indigenous Education: To attain higher levels of student achievement and close the gaps between Indigenous and non-Indigenous students in the areas of literacy, retention of students in school, graduation rates and advancement to their chosen post-secondary goal. Grand Erie has established the following outcome statements of the Voluntary Self-Identification Process: a) to provide high-quality, learner-oriented, culturally, and historically relevant teaching and learning experiences for all students b) to provide learning opportunities that are responsive, flexible, and accessible for FNMI students c) to improve the success of FNMI students in elementary and secondary school courses and programs d) to improve literacy and mathematics EQAO (Education Quality and Accountability Office) scores for FNMI students e) to increase the graduation rates for FNMI students f) to provide access to culturally relevant and authentic services and supports for FNMI students 2.0 Implementation Parent(s)/caregiver(s) for FNMI students will be given the opportunity to self−identify as FNMI. Schools will include an annual verification process insert and self-identification cards will be available for parents and visitors and ensure information about voluntary selfidentification is provided during the Kindergarten registration and new student to board registration process. Administrator(s) will be responsible for ensuring that all students, and their parent(s)/caregiver(s), who wish will have the opportunity to self-identify in one of the following two categories: a) FNMI students who live in the jurisdiction of and attend provincially funded elementary or secondary schools; and b) First Nation students who live in First Nation communities and attend provincially funded elementary or secondary schools under a Reciprocal Education Agreement. 3.0 Data Collection, Storage, Use and Protection Grand Erie is responsible and respectful in all matters relating to collection, storage, use and protection of students’ information. All data collected under this Self-Identification process will be securely stored. The data collected will be shared with the schools, Board, and the Ministry of Education in order to assess the progress in improving FNMI student learning, achievement, mental health, well-being and belonging. Voluntary Indigenous Self-Identification Procedure (SO-016) Page 2 All student information in Grand Erie’s student information system is confidential and is protected under the Education Act, the Ontario Student Record Guideline, Provincial Freedom of Information and Protection of Privacy Act, and the Municipal Freedom of Information and Protection of Privacy Act. Definitions Grand Erie acknowledges the diversity of Nations across Turtle Island. Where possible, the specific Nation’s name will be used, otherwise, the term First Nation, Métis or Inuit will be referenced in print or otherwise. These groups include the following categories: First Nation, Métis and Inuit students who live in the jurisdiction of and attend provincially funded elementary or secondary schools; and First Nation students who live in First Nation communities and attend provincially funded elementary or secondary schools under a Reciprocal Education Agreement. Reference(s): • Voluntary Indigenous Self-Identification Policy (SO-16) • Constitution Act. 1982, Sections 35(2) • FNMI Framework • Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. F.31 • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56 • Ontario Student Records Procedure (SO-104) PROCEDURE SO-046 VOLUNTEERS Superintendent Responsible: Superintendent of Education Initial Effective Date: 2015/10/26 Last Updated: 2023/11/14 Next Review Date: 2027/11/14 Purpose: To outline the process and expectations for participating as a school volunteer. Guiding Principles: The Grand Erie District School Board (Grand Erie) recognizes and values the importance of volunteers in schools. The support of volunteers enhances school life and students' educational experiences. School volunteers contribute to positive school, home, and community partnerships. Grand Erie welcomes and encourages participation of volunteers in its schools. 1.0 Definitions A volunteer in a school may be a parent or caregiver who currently has a child enrolled in the system, a member of the community, a student, or a Grand Erie employee, including a coach, who agrees to undertake, without pay or for academic credit, a designated task which supports a classroom, a classroom excursion, a school or a system-wide program. 2.0 Roles and Responsibilities 2.1 Role of Administrator and Employees The Administrator(s), or designate, is responsible for the following:  Determining the volunteer needs of a school  Recruiting, selecting and screening of volunteers  Approving and clarifying the tasks and assignments of volunteers in consultation with school employees working with the volunteers  Training, orientation and supervision of volunteers  Providing a copy or directing volunteers t0 the Volunteer Guidebook  Ensuring volunteer contributions are formally recognized The Administrator(s) and employees of the school will ensure that:  Volunteers are not responsible for the supervision of students or the delivery of programs without teacher direction  Student volunteers have regular direct supervision by school employees at all times  Volunteers will not be involved in any assessment and evaluation of students, school personnel or program, and not be given access to personal information regarding students, their families or employees unless it is essential to the performance of their duties as a volunteer  Parent(s)/caregiver(s) are informed if volunteers will be participating in classroom or school-wide activities  The participation of volunteers will not violate any collective agreement requirements Administrators will refer to the Volunteer Checklist located in the Communications and Community Relations Section under Departments on the staff portal to guide individual school volunteer plans in the areas of recruitment, selection, orientation, and recognition. Volunteers Procedure (SO-046) Page 2 2.2 Role of the Volunteer 2.3 Volunteer will:  Perform their assigned duties as directed by a Grand Erie employee  Neither be responsible for the discipline nor evaluation of students, or for the identification or diagnosis of their learning strengths or difficulties  Maintain in confidence any personal information which is shared with them in the performance of their duties, in compliance with the Municipal Freedom of Information and Protection of Privacy Act  Follow dress and behaviour codes as established by the school, will report to the school office on arrival, and, if applicable, will wear an identification badge at all times while in the school  Notify their supervising teacher/Grand Erie employee of any unexpected absence, as far in advance as possible  Follow all Grand Erie health and safety procedures and ensure that they act in a safe manner for the protection of both themselves and others  Volunteers are not permitted to bring additional guests or children when acting as a volunteer 3.0 Screening and Risk Management 3.1 The Administrator(s) will:  Arrange a school orientation session for all volunteers, as appropriate  Provide in-service in relevant school and Grand Erie policies for volunteers 3.2 Police Record Check: Volunteers will provide the original copy of a Police Record Check that includes a Vulnerable Sector Search subject to availability, completed within the previous six (6) months and acceptable to Grand Erie, prior to commencement of duties.  Police Record Checks will remain valid for a three-year period from the date they are received by the school  Police Record Checks can be transferred within the three-year period between schools  Current employees serving as volunteers are not required to provide a Police Record Check  The Administrator will provide the prospective volunteer with a copy of the appropriate forms to be taken to the Police Service in the jurisdiction in which the volunteer resides  The volunteer is responsible for the cost of the Police Record Check  The Administrator will retain the original, or a true copy taken from the original copy of the Police Record Check, in accordance with Section 5.0 Files will be accessed by Administrator(s) or designate only.  Files will be maintained while the volunteer provides services to the school and for a two-year period thereafter, after which time they will be shredded. The Administrator(s) will not knowingly offer a volunteer position to any person with a record of criminal conviction for which a pardon has not been granted. The following offences, regardless of whether a pardon has been granted, are considered to compromise the safety and well-being of students, employees and other volunteers:  Any sexual offence under the Criminal Code  Any violations under the Controlled Drug and Substances Act  Any criminal offence involving minors  Crimes of violence which include, but are not limited to threats, assaults, and use, possession or concealment of a weapon or imitation of a weapon  Propagation of hate literature or incitement to hatred  Possession, distribution or sale of any pornographic or violent material  Other offences specifically related to the job Volunteers Procedure (SO-046) Page 3 Where evidence is received of a criminal conviction or other relevant conviction, the Administrator(s) will consult with the appropriate Superintendent of Education. 4.0 Accessibility for Ontarians with Disabilities Act (AODA) Training All volunteers are required to complete an online AODA training module. Once a volunteer completes the training, they will receive a certificate acknowledging completion which can be printed and taken to the school or emailed directly to the school. A photocopy of the certificate of completion may be used if the volunteer offers their services at more than one location. If a volunteer has documentation of AODA training completed in another context this can be accepted by the Administrator(s). 5.0 Volunteers Acting in the Capacity of Coach 5.1 All facilities, equipment and activities have inherent risks. Supervisors should be trained to manage those risks. The Administrator(s) will appoint a “coach liaison” who is a teacher or Administrator for every team with a volunteer coach(es). The “liaison coach” will provide supervision for all practices, games and competitions. 5.2 A school employee will accompany and be responsible for any team/individuals participating in out-of-town sanctioned competitions. All out-of-town trips will comply with the Field Trips and Excursions Policy (SO-15) and Field Trips and Excursions Procedure (SO-015). 6.0 Volunteer Drivers Grand Erie requires all volunteer drivers to complete the “Volunteer Driver” form as required in Field Trips and Excursions Policy (SO-15) and Field Trips and Excursions Procedure (SO-015): Volunteer Drivers Information and Vehicle Liability Insurance. 7.0 Insurance 7.1 Volunteers are insured under Grand Erie's Public Liability Insurance Policy when performing assigned duties in good faith and in a reasonable manner. Volunteers should be aware that Grand Erie’s insurance does not include a loss of income provision (i.e., Workers’ Safety Insurance Board) should the volunteer sustain an injury that prevents them from resuming normal employment. 8.0 Termination Volunteers who do not adhere to the policies and procedures of Grand Erie, or undertake an unauthorized role, or fail to satisfactorily perform their volunteer assignment, may have their assignment terminated at the sole discretion of the Administrator(s) or the appropriate Superintendent of Education Reference(s):  Code of Conduct Policy (SO-12)  Code of Conduct Procedure (SO-012)  Field Trips and Excursions Policy (SO-15)  Field Trips and Excursions Procedure (SO-015)  Volunteers in Grand Erie  Accessibility for Ontarians with Disabilities Act, 2005, S.O. 2005, c. 11  Accessibility Standards for Customer Service, O. Reg. 429/07  Controlled Drugs and Substances Act, S.C. 1996, c. 19  Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56  Ontario School Boards Insurance Exchange (OSBIE) Volunteers Procedure (SO-046) Page 4 VOLUNTEER PORTFOLIO AND CHECKLIST Recruitment | Selection | Orientation | Recognition Learn more about the definition and role of the volunteer, the roles and responsibilities of the School Administrator/employees, screening and risk management, expectations of the Police Record Check, and insurance and termination information by accessing Administrative Procedure SO-046 – Volunteers. Recruitment: Volunteers may be a parent or caregiver, a family or community member, or even a student. Administrators can recruit volunteers through their School Council, by accessing parents of the school, through seniors’ organizations, local universities, community colleges and secondary schools, local volunteer centres or service clubs. Before you begin:  Have you considered the school program/activity area that your volunteers will be engaged in?  Have you determined the types of skills/interest that will be useful to carry out the assignment?  Are you prepared to keep an inventory/database of your volunteers?  Have you arranged a location where you can store the personal information of your volunteers to ensure the requirements of privacy and information management are met?  Have you considered a School Volunteer Information Sheet? This includes: volunteer name, address, contact numbers, interests/skills, languages spoken, program or activity area they wish to volunteer, availability of days and times preferred by the volunteer, etc. Selection: The most significant requirement in the selection process is the Police Records Check and a Vulnerable Sector Search. An individual must have the Police Record Check and Vulnerable Sector Screen complete and approved before they are able to volunteer. In addition to the Police Records Check and Vulnerable Sector Screening, you may consider one or more character reference checks. Some suggested questions to consider asking when inquiring about a volunteer include:  How long have you known this person and in what capacity?  Is this person reliable and punctual?  Would you consider this person for a volunteer position? Orientation: A well-prepared orientation is a key component to outline expectations. Orientations may be conducted individually or in a group. September may be an optimal time for the orientation and training. Consider the following in your orientation:  Provide a copy of SO-046-Volunteers  Review School Policies  Code of Conduct  Identification (name tags)  School Tour  Employee Introductions  School Council Information  Fill in a School Volunteer Information Sheet  Sign a School Volunteer Agreement*  Discuss the importance of confidentiality *School Volunteer Agreements can be useful resources. Information on an agreement may state friendly terms based on the expectations of the school and the volunteer. An agreement Volunteers Procedure (SO-046) Page 5 may also include: duties and responsibilities, time commitment, statements that respect confidentiality, starting date and ending date, and a procedure for reporting absences. The volunteer and Administrator sign the agreement. Recognition: The recognition of volunteers for a job well done should be an integral part of the volunteer experience at a school. Recognition can be shown in a friendly gesture or during a formal celebration. Some items to consider may include:  Hosting a Volunteer tea or luncheon at any time or during National Volunteer Week in April  Holding a special year-end ceremony to honour school volunteers  Issuing Certificates of Appreciation (Contact: Manager of Communications)  Displaying photos of volunteer work on a Bulletin Board  Newsletter inserts to profile, recognize and/or recruit volunteers  Contact the Manager of Communications and Community Relations to share a story about one of your volunteers on the Grand Erie website and via social media  Use the Submit an Event feature when you have an event that celebrates volunteers PROCEDURE IT-005 WEBSITE REQUIREMENTS Superintendent Responsible: Superintendent of Education, Information Technology Servcies Initial Effective Date: 2021/11/22 Last Updated: 2023/06/14 Next Review Date: 2025/05/26 Purpose To outline the requirements to be followed when students and employees publish material on the Internet including website content. Guiding Principles 1.0 Overview: 1.1 The availability of Internet access in all Grand Erie District School Board schools provides an educational opportunity for students and employees to contribute to Grand Erie’s web pages. 1.2 The creation of a web page provides a means for sharing information with Grand Erie and the world about school curriculum and instruction, school-authorized activities, and other information relating to our schools, our mission and vision; and provides instructional resources for employees and students. While Senior Administration supports a decentralized approach to administering school websites, Senior Administration retains the final decision on the suitability of website content and design and can direct schools to change content and/or design. 2.0 Website Content Requirements: 2.1 All board and school website pages will provide a section for feedback (e.g., info@granderie.ca). Schools will have in place a mechanism for reviewing and addressing feedback submissions in a timely manner. Information should be organized in a coherent manner that is easy to navigate. Content must be clear, comprehensive and jargon-free. It must be responsive and provide a mechanism for visitors to the site to contact the school or board e.g., by offering an email address. 2.2 All board and school websites must comply with the Visual Identity of the board and must be hosted on the appropriate web platform supported by Information Technology Services. School sites will have a shortened style domain address for ease of access. No alternative domain, site, blog, or server will be used to represent the school in an official or unofficial capacity. 2.3 Grand Erie websites should be relevant, have information that is easy to access, reflect the values of Grand Erie and establish brand equity throughout the system. 2.4 Grand Erie employs communication methods and strategies to convey and strengthen the image and culture of the organization as a quality public educator which reflects equity and inclusivity. Consistent messaging in print and electronic materials supports this objective and helps our communities identify with Grand Erie, which is essential in maintaining the Grand Erie as the educator of choice for the communities we serve. 2.5 Websites must meet the Web Content Accessibility Guidelines (WCAG) under the Accessibility for Ontarians with Disabilities Act (AODA). 2.6 Websites should provide information about Grand Erie schools, programs and services and reflect a positive image. Websites should provide a high degree of customer service and demonstrate how the Grand Erie District School Board is fulfilling its Multi Year Plan. 2.7 Content on Grand Erie sites, including school sites, will not be in contravention of any Board policy or procedure, including but not limited to: (a) Content will not promote violence or hatred Website Requirements Procedure (SO-023) Page 2 (b) Content will not contain sectarian or denominational content (c) Content that is focused on issues must inform or educate, create awareness of issues in the community and or/facilitate community discussions (d) Content will not promote a specific political party (e) No advertising (commercial or promotional) from external organizations (f) Content will not contain criticisms of trustees, employees or students or statements that could cause the board embarrassment or liability (g) Content must adhere to the privacy and information requirements 2.8 All board and school websites will provide public pages (accessed by school and local community) and secure pages (accessed by single sign-in authentication; not available to others outside board). Functionality in secure pages will be specific to the users logging in (employees, students, and parent(s)/caregiver(s)). 2.9 External links should be relevant and are subject to the same standards of content quality as Grand Erie websites as noted in Sections 2.4 and 2.5 of this document. All linked pages should open in a new window, thereby maintaining the visitor within a Grand Erie website. 3.0 Photographs, Personal Information and Student Safety: 3.1 Grand Erie employees should refrain from taking or posting photographs of a large group when there are students in the group who do not have consent to be photographed. 3.2 For the safety of students, the board will not use the name of a Grand Erie student or the photograph of a Grand Erie student on any website without consent given through the Freedom of Information Parent/Caregiver Information Sheet process collected annually through the registration form or the current verification forms. 3.3 A class picture will not be posted online if there is even one student in the photo whose parent(s)/caregiver(s) have not provided informed written consent on the Registration/Current Information Sheet based on the Freedom of Information Parent(s)/Caregiver(s) Information Sheet. 3.4 Grand Erie cannot control or prevent the further distribution or use of photos, videos, or other personal information taken by parent(s)/caregiver(s) or members of the community at public functions held inside or outside the school. Grand Erie urges all school guests to protect the personal information and identity of students and seek consent from parent(s)/caregiver(s) of the child(ren) before posting pictures, videos or other personal information on the internet. 3.5 Due to the nature of certain types of personal information, some information should never be included on school or board public facing pages. This includes: • Student’s report card and academic transcript • Student’s Ontario Student Record (OSR) • Student’s full name, telephone number, home address, personal/student email address, and social media account/contact information • Parent(s)/Caregiver(s) full name, telephone number, home address, personal email address • Employee’s personal email address, home address, and/or telephone number 4.0 Content Standards: 4.1 Subject Matter All subject matter on Grand Erie web pages and any links must relate to curriculum and instruction, school-authorized activities, or information about the Grand Erie or Multi Year Plan. • Employee(s) or student work may be published only as it relates to a class project, course, or other school-related activity • Employee(s) and student work should not contain or promote non-school items, events or products unless approved by the school and/or Senior Administration • Neither students, employee(s), nor other individuals may use Grand Erie’s or the school’s public web pages to provide access to their personal pages (non-teaching Website Requirements Procedure (SO-023) Page 3 pages) on other servers or online services. Employees and students may provide links to instructional sites or materials not on Grand Erie servers from within the secure pages, but these links/materials need to be related to class work, curriculum, and instruction and should never divulge personal information of students • Classroom or individual teacher web pages are to be linked from the landing page of the secure student or teacher page on the school website. Web tools that facilitate communication, learning and dialogue may be used with the permission of the Administrator(s) e.g., discussion wikis, podcasts etc. These tools may not be used to communicate personal information or facilitate personal conversations, they must be learning focused 4.2 Copyright (a) All posted content must comply with copyright and trademark regulations and Copyright - Fair Dealing Guidelines. (b) Graphics, video, audio, or text created by another person may not be placed on a page without demonstrated permission of the author or artist. 4.3 Quality (a) All content must be free of any spelling or grammatical errors. (b) Documents may not contain objectionable material or point directly to objectionable material (i.e., material that does not meet the standards for instructional resources specified in other related board procedures). 4.4 Content should be regularly updated and maintained. Content that is no longer relevant will be removed by content owner in a timely manner. 5.0 School Websites: 5.1 Roles & Responsibilities (a) The Administrator(s) is responsible for the content of the school website. The Administrator(s) or an employee volunteer approved by the Administrator(s) will act in the role of school webmaster. The webmaster will assist employees in the school in ensuring these. (b) Requirements are adhered to and that the content of the school web pages meets these procedures and the Administrator’s approval. (c) Students or parent(s)/caregiver(s) volunteers cannot act as webmaster or have access to update web-content on public pages of school sites. 5.2 All school websites are required to adhere to the following: (a) School web pages may not contain any commercial or promotional advertising. School web pages may contain small acknowledgements of school partnerships or sponsorships. (b) Public school pages’ content cannot provide the means for people to contact any student directly. If communication back to the school is needed, it should be directed to the appropriate employee(s). School website training opportunities and resources are available for school employees by connecting with the Communications Department through info@granderie.ca. Reference(s): • Acceptable Use of Information Technology Policy (IT-01) • Acceptable Use of Information Technology Procedure (IT-001) • Code of Conduct Policy (SO-12) • Copyright - Fair Dealing Guidelines Policy (SO-24) • Copyright – Fair Dealing Guidelines Procedure (SO-024) • Equity and Inclusive Education Policy (SO-14) • Equity and Inclusive Education Procedure (SO-014) • Privacy and Information Management Policy (SO-19) • Visual Identity Policy (SO-25) PROCEDURE HS-009 WORKING WITH BLOOD-BORNE INFECTIONS, PRECAUTIONS AND PRACTICES Superintendent Responsible: Superintendent of Education: Human Resources Initial Effective Date: 2021/01/21 Last Updated: 2021/01/21 Next Review Date: 2023/11/20 Purpose: These procedures outline precautions applying to any employee involved in the care and the handling of individuals when blood and other body fluids are present. Although the risk of contracting blood-borne infections through occupational exposure is very low, these infections are a reality when dealing with Hepatitis “B” (HBV), Human Immune- Deficiency Virus positive serology (HIV), Hepatitis C Virus (HCV) and other potential infections. Employee who may be exposed to blood and other body fluids should take appropriate precautions to minimize direct contact. Guiding Principles: 1.0 Responsibility: Administrator(s) have the responsibility to ensure that their employee are aware of the precautions and safe practices regarding blood-borne infections. 2.0 Precautions: In order to minimize direct contact with blood and body fluids, the following general precautions are suggested for all situations where blood or body fluids are encountered: 2.1 Hand washing: Hands (and any skin surface) must be washed thoroughly as soon as practicable. To wash hands, use plain soap and vigorously rub together all surfaces of lathered hands for at least twenty seconds. Rinse thoroughly under a stream of water. Cuts or sores on hands should also be covered with a waterproof dressing. 2.2 Gloves: New, disposable waterproof vinyl gloves (or nitrile) should be worn when in contact with blood, blood products, other body fluids, open wounds or sores (non-intact skin) and items or surfaces soiled with blood or other body fluids. If gloves are punctured or cut they should be removed as soon as practicable. Schools will provide gloves for all employee who are involved. 3.0 Procedures for Using Gloves: 1. Wash hands. 2. Put on gloves, making sure they cover cuffs if long sleeves are worn. 3. After using gloves, remove them by hooking gloved fingers of dominant hand into lower outside edge of the other glove. Pull the glove inside out as you remove it and then hold the glove in your gloved hand. 4. Tuck your ungloved hand into the inside of the remaining glove. Remove that glove by pulling it inside out and encase the other glove as you do so. 5. Dispose of gloves immediately in waste disposal. 6. Wash hands thoroughly after removal of gloves. 7. Employee unfamiliar with gloving procedures are advised to contact the Health and Safety Office. 8. Pocket Masks or Other Ventilation Devices: These can be purchased for those settings where the need for resuscitation can be anticipated. However, the risk of infection is so slight that no one should hesitate to give mouth-to-mouth resuscitation if such equipment is not available. Employees must be adequately trained in the use of such equipment. Working with Blood-Borne Infections, Precautions and Practices Procedure (HS-009) Page 2 4.0 Clean-up of Spills and Contaminated Surfaces: 4.1 Spills of blood or other body fluids and contaminated surfaces should be cleaned promptly with detergent and water, using disposable towels. The area should then be disinfected with a disinfectant cleaning product and left to dry. Chemical germicides approved for use as hospital disinfectants can also be used. The Material Safety Data Sheet for the product must be checked before use and all safety precautions followed. 5.0 Waste Disposal: 5.1 Sharp Devices and Glass (needles, syringes, broken glass, sharp devices or instruments): • should be placed in disposable, puncture-resistance containers • prior to disposal, puncture resistant containers should be securely sealed and the contents identified with a label or tag • schools may be able to arrange for disposal through hospitals in the community • if in doubt, call the Health and Safety Office 5.2 Solid Wastes (i.e., disposable articles and dressings): • should be placed in a sturdy impervious (plastic) bag, tied securely with a twist tie and the contents identified with a label or tag • double bagging is necessary only if the outside of the bag is contaminated with blood or other body fluids, or if there is potential for leakage • dispose with regular garbage in a secure sanitary landfill or have incinerated 5.3 Un-clotted Blood and Other Body Fluids: • dispose into a drain connected to a sanitary sewer and flush with water 5.4 Soiled Clothing: • clothing which has been soiled with blood or other body fluids may be washed with regular laundry • soiled linen and clothing should be handled as little as possible • linen and clothing which have been heavily soiled with blood or other body fluids should be transported in bags that prevent leakage, and be tagged indicating the contents 6.0 What to do if Exposure Occurs: 6.1 Where there has been contact or splashes of blood or other body fluids on the skin, the area should be thoroughly washed as soon as practicable with soap and water; 6.2 Splashes of mucosa membranes such as the lips, mouth, eyes or nose, should be flushed with water as soon as practicable; 6.3 Clothing which becomes soiled with blood or other body fluids should be removed as soon as practicable; 6.4 Penetrating wounds such as needle/stick punctures or cuts from sharp objects should be encouraged to bleed and then washed thoroughly with soap and water; medical attention should be sought as soon as possible if exposure to a biological or chemical agent is suspected. 6.5 Penetrating wounds or splashes onto mucous membrane or non-intact skin should be reported to the employee’s principal/supervisor. If blood enters an open cut or sore on your hands, etc., wash thoroughly and proceed to the nearest hospital emergency for follow-up for HBV, HCV, and HIV, preferably within one to two hours of exposure 6.6 Employees who are exposed should complete the online Employee Injury Report through the Employee Portal within 24 – 48 hours, so that the event can be documented and forwarded on to the Workplace Safety Insurance Board (WSIB). Working with Blood-Borne Infections, Precautions and Practices Procedure (HS-009) Page 3 7.0 Giving First Aid to Any Person: 7.1 Where feasible, wash your hands first. 7.2 Always: • Wear disposable gloves, especially if you have any open cuts, sores, etc. on the hands • Wash your hands thoroughly with soap and water after giving the first aid • If blood enters an open cut or sore on your hands, etc., wash thoroughly and proceed to the nearest hospital emergency for follow-up for HBV, HCV, and HIV, preferably within one to two hours of exposure • After wiping up spilled blood with a paper towel, etc., wipe the surface with a disinfectant cleaning product and allow to air dry • Soiled gloves, towels, etc. should be placed in a plastic or paper bag and discarded in the waste disposal PROCEDURE HR-022 WORKPLACE ACCOMMODATION AND RETURN TO WORK PROGRAM Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/02/24 Last Updated: 2024/02/27 Next Review Date: 2028/02/28 Purpose: To outline the workplace accommodation and return to work program for Grand Erie District School Board (Grand Erie) employees. Guiding Principles: 1.0 Background Grand Erie workplace accommodation and return-to-work program are integrated partnerships among employee(s), School Administrator(s)/Immediate Supervisor(s) and health care providers that foster a widespread understanding that the way to reduce the incidence and duration of an employee’s absence is through early intervention and support. 2.0 Purpose of the Program 2.1. Workplace accommodation and the return-to-work program facilitate a safe and timely transition from illness/injury to active employment. 2.2. When appropriate, employee(s) may be supported by assistive devices, rehabilitation support, gradual return to work and/or modified work prior to returning to regular full-time, part-time, or occasional work. 2.3. When a permanent disability exists, Grand Erie will modify both the work and the workplace to accommodate the needs of the permanently disabled employee(s), based on medically supported restrictions and/or limitations, provided that it does not cause undue hardship to Grand Erie. 3.0 Temporary Disability 3.1. An employee(s) who becomes ill or is injured and who is absent from work, is responsible for providing medical restrictions and/or limitations documented by the appropriate treating medical practitioner(s) or specialist for assessment by the Health and Disability Officer, or Designate. The restrictions and/or limitations shall be shared with the School Administrator(s)/Immediate Supervisor(s), and at the discretion of the employee(s), their union representative. 4.0 Permanent Partial Disability 4.1. An employee who becomes permanently disabled because of an illness or injury, such that they are unable to return to their former position, may be accommodated based on their physical, mental, and vocational capabilities. 4.2. The conditions for providing such work are:  The employee(s) provides current medical restrictions and/or limitations from the appropriate treating medical practitioner(s) and/or by submitting Functional Abilities Evaluation (FAE) documentation  The employee(s) participates in a vocational assessment approved by the employer, as needed  Grand Erie will facilitate the re-training of injured employee(s) as circumstances warrant Workplace Accommodation and Return to Work Program (HR-022) Page 2  Employee(s) who have a permanent partial disability may be given preference for suitable job postings, subject to mutual agreement by the employer and the relevant union(s)  Employee(s) are accommodated based on availability of positions, ability to perform the essential duties of the job and in accordance with collective agreement, Terms and Conditions, individual contract, and/or relevant legislation 5.0 Responsibilities 5.1. The Health and Disability Officer, or Designate  On initial contact, informs the employee(s) that, should they desire, they may have a union representative attend any meetings  Will contact the employee(s) directly in one of two ways  Phone to discuss workplace accommodation and/or the return-to-work program; and/or  Send a letter to the employee(s) outlining workplace accommodation and/or the return-to-work program  Works with employee(s) to assess restrictions and/or limitations  Assesses the employee’s work capabilities in conjunction with medically supported restrictions and/or limitations provided by the appropriate treating medical practitioner(s)  Informs the employee’s School Administrator(s)/Immediate Supervisor(s) of the work restrictions and/or limitations and initiates the development of a workplace accommodation and/or a return-to-work plan  Performs a workplace assessment with the School Administrator(s)/Immediate Supervisor(s), and as required, with the employee(s), and/or Health and Safety Officer, or Designate, to ensure compatibility of work restrictions and the duties to be performed within the work environment  Co-ordinates the modification of the work or workplace, as needed, in conjunction with medically supported restrictions and/or limitations  Reviews proper body mechanics with the employee and provides instruction, as required  Assesses need for change in location and/or assignment  Coordinates the development of a workplace accommodation and/or return-to-work plan with the School Administrator(s)/Immediate Supervisor(s), based on medically supported restrictions and/or limitations and the workplace assessment in (vi) above, if any  Shall share a draft workplace accommodation and/or return-to-work plan with the employee(s), School Administrator(s)/Immediate Supervisor(s), the employee’s union representative if the employee so chooses, or as relevant, the appropriate treating medical practitioner(s), the Workplace Safety Insurance Board, LTD insurance carrier or other staff. Any agreed-upon revisions are incorporated, and the final plan is then signed by the parties  Maintains regular contact with the employee(s) and their School Administrator(s)/Immediate Supervisor(s), for the duration of the workplace accommodation and/or the return-to-work plan  Maintains an ongoing assessment of the accommodation and/or the returnto- work plan  Arranges regular follow-up during the accommodation and/or the returnto- work plan to modify the plan as required 5.2. The School Administrator(s)/Immediate Supervisor(s)  Participates in the development of the employee’s workplace accommodation and/or return-to-work plan  Modifies the work or workplace, as outlined in the workplace accommodation and/or the return-to-work plan Workplace Accommodation and Return to Work Program (HR-022) Page 3  Assigns work or duties according to the employee’s workplace accommodation or return-to-work plan  Closely monitors the progress of the employee through the accommodation and/or the return-to-work plan and immediately reports any problems or concerns to the Health and Disability Officer, or Designate 5.3. The Employee(s)  Engages in medical rehabilitation and/or treatment that can be expected to facilitate a timely return to work  Participates in development of the workplace accommodation and/or the return-to-work plan and recovery goals  Maintains regular contact, as identified in the return-to-work plan, with the Health and Disability Officer, or Designate, to provide updates on status, changes in condition and review progress through the return-to-work plan 6.0 Development of a Workplace Accommodation and/or Return to Work Plan 6.1. Workplace Accommodation and/or Return to Work Plan 6.1.1. Identification of candidates for participation in a workplace accommodation and/or a return-to-work plan shall be made initially by the Health and Disability Officer, or Designate, based on documentation received from the appropriate treating medical practitioner(s) and, when appropriate, representatives of the Workplace Safety and Insurance Board and Long-Term Disability (LTD) Insurance carrier. 6.1.2. Workplace accommodation and/or a return-to-work plan, in general may include, but are not restricted to, some or all of the following:  Reduced work hours  Provision of workplace assistive devices  Modification of duties  Workplace modifications  Removal of physical barriers  Job sharing  Reassignment to another position, if available, if the employee has the necessary skills and abilities to perform the essential duties of that positio 6.1.3. The employee(s) may be provided with a letter to be given to the appropriate treating medical practitioner(s) that outlines a return-towork plan and which indicates that modified work is available. The letter may also include documentation regarding the employee’s job description and physical demands analysis. A release of medical documentation consent form may also be provided. 6.1.4. Modified work is provided within the employee’s own school or service area wherever possible. 6.1.5. While participating in an accommodation and/or a return-to-work plan, the employee’s status will be monitored by the Health and Disability Officer, or Designate, School Administrator(s)/Immediate Supervisor(s), in consultation with the appropriate treating medical practitioner(s). 6.1.6. Ongoing reviews of the employee’s accommodation and/or returnto- work plan will be conducted with any necessary adjustments made to support the employee’s successful re-entry into the workplace. The frequency of these reviews is established prior to the placement of an employee in the plan. 6.1.7. Grand Erie will modify both the work and the workplace to accommodate the needs of permanently disabled employees provided that it does not cause undue hardship to Grand Erie. 6.1.8. All documentation will be maintained by the Health and Disability Officer, or Designate, filed separately from the personnel file, and will not be further released without the employee’s written permission or Workplace Accommodation and Return to Work Program (HR-022) Page 4 unless required by law. The documentation is collected to help the employee with a successful re-entry into the workplace. 6.1.9. The Health and Disability Officer, or Designate, will review the documentation, and then contact the employee to discuss the employee’s participation in a workplace accommodation and/or a return-to-work plan. 6.1.10. The Health and Disability Officer, or Designate, in consultation with the School Administrator(s)/Immediate Supervisor(s) shall develop a workplace accommodation and/or return-to-work plan based on medically supported restrictions and/or limitations and the workplace assessment if any. The workplace accommodation and/or return-towork plan shall be shared with the employee, School Administrator(s)/Immediate Supervisor(s), the employee’s union if the employee so chooses, or as relevant, the appropriate treating medical practitioner(s), the Workplace Safety Insurance Board, LTD insurance carrier or other staff. 6.1.11. Any necessary changes to the work environment will take place prior to the employee’s commencement of the accommodation and/or a return-to-work plan. 6.1.12. Should the employee(s) not be medically cleared to participate in a workplace accommodation and/or a return-to-work plan, the employee(s) and the Health and Disability Officer, or Designate, will maintain regular contact. Ongoing updated medical documentation will be obtained from the appropriate treating medical practitioner(s) to determine when participation in a workplace accommodation and/or a return-to-work plan will be feasible. 6.1.13. The employee(s) may be required to participate in an Independent Medical Evaluation, conducted by a third party, to determine restrictions and/or limitations and the employee’s capacity to perform the duties of their position, and to assist in the development of a workplace accommodation and/or a return-to-work plan. 6.1.14. A workplace accommodation and/or a return-to-work plan may include the following information:  Essential job duties/tasks  Specific physical requirements  Restrictions and/or limitations  Work schedule  Follow-up work assessment date(s) by the Health and Disability Officer, or Designate  A gradual resumption of duties assigned under the return-towork plan  A gradual increase in hours worked  Expected date of completion of plan  Next meeting date  Conditions for withdrawal of the individual from the plan A workplace accommodation and/or a return-to-work plan will contain signatures of employee, Health and Disability Officer, or Designate, School Administrator(s)/Immediate Supervisor(s), appropriate treating medical practitioner(s) and/or union representative (where appropriate). 6.2. Regular follow up meetings will occur during a workplace accommodation and/or a return-to-work plan to ensure that the employee’s needs are being met and to make any necessary changes to the modifications or accommodations should there be a change in the employee’s restrictions and/or limitations. 6.3. The employee(s) continues to participate in the plan until they have reached maximum medical recovery and are working at full capacity within any restrictions and/or limitations, including those that may be permanent in nature. Workplace Accommodation and Return to Work Program (HR-022) Page 5 Reference(s):  Employee Absenteeism Procedure (HR-011)  Ontario Human Rights Code  Personal Health Information Protection Act  Workplace Safety and Insurance Board Act POLICY HS-02 WORKPLACE VIOLENCE Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/10/28 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Objective: To ensure a working and learning environment in which all individuals treat each other with respect and dignity and that is free from workplace violence, sexual violence, domestic violence, in the workplace. Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to providing a safe and healthy working and learning environment free from Workplace Violence. Violence in the workplace is unacceptable and will not be tolerated. Under the Occupational Health and Safety Act (OHSA), everyone in the workplace has a responsibility to act cooperatively to provide a safe and healthy work environment. Grand Erie will take appropriate steps from a human resource, student discipline, and safety perspective to address concerns regarding unsafe or violent behaviour. Violent behaviour and behavior which increases the risk of violence in the workplace will not be tolerated. These processes will be implemented through Grand Erie’s Health and Safety Program and reviewed and amended annually through consultation with the Joint Occupational Health and Safety Committee. Reference(s): • Workplace Violence Procedure (HS-002) • Workplace Violence Manual (HS-02-M) • Bullying Prevention and Intervention Policy (SO-10) • Bullying Prevention and Intervention Procedure (SO-010) • Progressive Discipline and Promoting Positive Student Behaviour Procedure (SO-011) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Employee Safety Protocol at Non-Board Locations Procedure (HS-004) • Harassment and Objectionable Behaviour Policy (HR-05) • Harassment and Objectionable Behaviour Procedure (HR-005) • Health and Safety Policy (HS-01) • Health and Safety Procedure (HS-001) • Maintaining Employee Safety While Working with Students Procedure (HR-107) • Occupational Health and Safety Act • Student and Staff Safety-Personal Protective Equipment and Physical Intervention Techniques Procedure (HS-011) PROCEDURE HS-002 WORKPLACE VIOLENCE Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/10/28 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Purpose: To establish the framework for the Grand Erie District School Board (Grand Erie) to comply with the Occupational Health and Safety Act (OHSA), related to workplace violence prevention; and to demonstrate the commitment in providing a work environment that is safe and free from workplace violence. Guiding Principles: This procedure is to be interpreted and applied in conjunction with other Grand Erie processes related to employee behaviour, progressive discipline and school safety. Grand Erie will review this procedure annually to ensure all legislated requirements and practices are maintained. The Joint Occupational Health and Safety Committee (JOHSC) will review the procedure annually and make recommendations to ensure that the processes remain relevant and appropriate. 1.0 Application This applies to all members of the Grand Erie community, including but not limited to, students, employees, visitors such as parent(s)/caregiver(s) and community members, volunteers, permit holders, contractors, and employees of other organizations who work on or are invited onto Grand Erie property. 2.0 Definition of Violence 2.1. The OHSA defines workplace violence as: • The exercise of physical force by a person against a worker, in a workplace, that causes or could cause physical injury to the worker • Attempt to exercise physical force against a worker in a workplace, that could cause physical injury to the worker • A statement or behaviour that a worker could reasonably interpret as a threat to exercise physical force against the worker, in a workplace, that could cause physical injury to the worker This definition of workplace violence is broad enough to include acts that would constitute offences under Canada’s Criminal Code. 2.2. The following examples are provided for guidance and illustration and are not intended to limit the applicability of the Workplace Violence Policy. • Verbally threatening to attack a worker, biting, scratching, hitting, kicking, punching and all other forms of violence • Leaving threatening notes at the workplace or sending threatening e-mails to a worker • Wielding a weapon at work • Throwing an object at a worker • Sexual violence against a worker • Situations where non-workers, students for example, are fighting and a worker is injured when he or she intervenes. The non-workers may not have intended their violence to impact anyone else, but they used physical force, which could ultimately cause physical injury to a worker Workplace Violence Procedure (HS-002) Page 2 • A person who has a personal relationship with a worker – such as a spouse or former spouse, current or former intimate partner or a family member – may physically harm, or attempt or threaten to physically harm, that worker at work. In these situations, domestic violence is considered workplace violence 2.3. Domestic violence occurring in the workplace is recognized by the OHSA as workplace violence. Unlike many risks which may lend themselves to regular and ongoing assessment, the risk of domestic violence taking place in the workplace is much more variable and less easily anticipated, although nonetheless real. The OHSA does not require an assessment of the risks of domestic violence becoming workplace violence. However, Grand Erie is committed to educating workers regarding domestic violence, and to take every reasonable precaution to protect workers from domestic violence that is likely to expose workers to physical injury in the workplace. 3.0 Definition of Workplace The OHSA defines a workplace as “any land, premises, location or thing at, upon, in or near which a worker works.” 4.0 Duties of Workplace Parties 4.1. Duties of Employer 4.1.1. Under Section 25 of the OHSA, an Employer shall “take every precaution reasonable in the circumstances for the protection of a worker.” 4.1.2. This includes protecting workers from the hazard of workplace violence and harassment. Under Section 32.0.2 (1) of the OHSA: 4.1.3. “An employer shall develop and maintain a program to implement the policy with respect to workplace violence required under clause 32.0.1(1)(a).” 4.1.4. Domestic Violence Under section 32.0.4 of the OHSA: “If an employer becomes aware, or ought reasonably to be aware, that domestic violence that would likely expose a worker to physical injury may occur in the workplace, the employer shall take every precaution reasonable in the circumstances for the protection of the worker.” 4.1.5. Measures and Procedures for Summoning Immediate Assistance When Workplace Violence Occurs or is Likely to Occur Depending on the nature, location and level of risk, this includes summoning assistance from the site supervisor or site emergency response team as well as community assistance through 911. When determining the effectiveness of various devices, it is important to consider the employee’s location (onsite or offsite) and time of day (working during or outside of regular hours). Training in emergency communication procedures is essential if they are to be used effectively. 4.1.6. Information about a Person with a History of Violent Behaviour The OHSA clarifies that employers and supervisors must provide workers with information, including personal information, related to a risk of workplace violence from a person with a history of violent behaviour. However, this duty is limited and applies only when the: • Worker can be expected to encounter that person in the course of their work • The risk of workplace violence is likely to expose the worker to physical injury. Employers and supervisors must also not disclose more personal information than is reasonably necessary for the protection of a worker from physical injury Workplace Violence Procedure (HS-002) Page 3 4.2. Duties of Supervisors 4.2.1. “Advise a worker of the existence of any potential or actual danger to the health or safety of the worker of which the Supervisor(s) is aware;” • “Where so prescribed, provide a worker with written instructions as to the measures and procedures to be taken for protection of the worker” • “Take every precaution reasonable in the circumstances for the protection of a worker.” This includes protecting workers from workplace violence” 4.2.2. Board-wide and school codes of conduct will be shared during each school year, and employees will receive training appropriate to the tasks they perform to deal with violent acts and the potential for violent acts. 4.2.3. Supervisors share the same duties related to Domestic Violence and Information about a Person with a History of Violent Behaviour as listed above for an Employer. 4.3. Duties of Workers with respect to Workplace Violence 4.3.1. If employees are working with a student who has a BeSafe Plan, then the employees need to be aware of the plan and follow the steps outlined within that plan. 4.3.2. Report workplace violence incidents to Administrator(s)/immediate Supervisor(s) immediately. 4.3.3. Complete an incident report using the Safe Schools/Workplace Violence Incident Tool found on the portal within 48 hours if possible. 4.3.4. Complete other reports as required: • Grand Erie’s Work-Related Injury Form if an injury was sustained (for workers/WSIB) • Grand Erie’s Physical Restraint Incident Form may also be required. See Student and Staff Safety-Personal Protective Equipment and Physical Intervention Techniques Procedure (HS-011) 4.4. Duties of Workers with respect to Domestic Violence: 4.4.1. Employees are obligated to report if they believe they may be exposed to domestic violence in the workplace. 4.4.2. Employees are obligated to report if they believe a co-worker is experiencing domestic violence (or engaging in domestic violence) such that this may cause a risk to themselves or others at work. 4.5. Enforcement of Personal Protective Equipment The OHSA requires employers to take all precautions reasonable in the protection of a worker. This protection may include the implementation and use of personal protective equipment as part of a plan to increase employee safety. The OHSA also provides a duty to workers to use or wear protective devices or clothing as required by their employer. This will be supervised and monitored by the Administrator(s)/immediate Supervisor(s). The need for such equipment should be reviewed as required. 5.0 Resources 5.1. Grand Erie will provide assistance and resources as required during and after workplace violence incidents. Such assistance and resources may include: Grand Erie Resources • Traumatic Events Response Team • Employee Assistance Providers (for Board employees) • System supports - Specialized Services • System supports - Safe and Inclusive Schools • Human Resources Department • Health and Safety Officer Workplace Violence Procedure (HS-002) Page 4 • Processes outlined in the Board’s Harassment and Objectionable Behaviour Policy (HR-05) • Board Policies and Procedures • Community Based Resources • Police • Children’s Aid Society (CAS) 6.0 Reporting and Response 6.1. To the extent legally possible, reports of workplace violence or of potentially violent behaviour will be held in confidence. 6.2. Under this policy, persons are required to report an act of violence. 6.3. Verbal reports shall be made to a person’s Administrator(s)/immediate Supervisor(s). 6.4. Complete an online incident report using the Safe Schools/Workplace Violence Incident Tool which is found on the Portal. The Employer is obliged to investigate the report. In most cases, the investigation will be done by the Administrator(s)/immediate Supervisor(s). 6.5. Implement immediate crisis response measures if reasonably required by the circumstances. 6.6. The results of the investigation will be communicated to the person who reported the circumstances and to others involved in the investigation who reasonably ought to be informed of the result. 6.7. Grand Erie will provide such medical and counseling support as necessary in the circumstances consistent with programs described in collective agreements or terms and conditions applicable to non-unionized employees. 6.8. Implement progressive discipline as per Grand Erie Progressive Discipline procedure HR-018 and Ministry policy. 6.9. In conjunction with any discipline that may be imposed, Grand Erie may reassign employees or students during or after Grand Erie’s investigation as reasonable in the circumstances. 6.10. The JOHSC will be provided with written notice of any incident of workplace violence reported within 4 days of the occurrence as per Section 52 of the OHSA. Written notice will include all information at required by the OHSA. 7.0 STEPS IN THE REPORTING PROCEDURE 7.1 Following a report of workplace violence, immediate crisis response measures will be implemented if reasonably required by the circumstances. 7.2 Requirement for employee(s): 7.2.1 Report immediately to their Administrator(s)/immediate Supervisor(s) (or Superintendent/Manager if supervisor is involved); and the police if there is any question as to whether a criminal act has taken place. Complete an incident report using the Safe Schools/Workplace Violence Incident Tool found on the portal If the police become involved in the incident, they will take control of the situation and the environment. Their instructions must be adhered to and they must be allowed to complete their duties before an internal investigation is initiated 7.2.2. Complete other reports as may be applicable based on injuries sustained to workers, students, parent(s)/caregiver(s), contractors or others. Such forms may include: • Grand Erie’s Employee Injury Report if an injury was sustained or medical addition or lost time occurred from the event. • Grand Erie’s Physical Restraint Incident Form Workplace Violence Procedure (HS-002) Page 5 7.2.3 An employee(s) who is the victim of an act of violence/threat may refuse to work if the workplace violence/threat is likely to endanger themselves. (An employee’s right to refuse work does not apply where the circumstances are such that the life, health or safety of a student is in imminent jeopardy.) The employee(s) must follow steps for work refusal as outlined in OHSA. In such a case the worker, pending the investigation, shall remain at work during the worker’s normal working hours, in a safe place that is as near as reasonably possible to their workstation and available to the inspector for the purposes of the investigation. 7.1. The Supervisor must: • Give the injured workers priority • Call emergency services for medical assistance, secure area and administer first aid • Take all reasonable precautions in the circumstances to ensure workplace safety and the safety of persons who are connected with the reported incident • Request completion of an incident report using the Safe Schools/Workplace Violence Incident Tool found on the portal • Implement interim response measures as necessary while incident is under investigation • In the case of a critical injury (loss of consciousness, substantial loss of blood, a fracture of the leg or arm, loss of sight, significant burns) as defined by regulation 834 under the OHSA, report the incident immediately to Grand Erie’s Health and Safety Officer and if not available report to the Occupational Health and Safety Branch of the Ministry of Labour. The incident scene is to be preserved until an inspector from the Ministry of Labour has had an opportunity to view it or to instruct otherwise • Apart from the OHSA considerations, if there is a possibility that the incident may constitute an offence under the Criminal Code, the police should be notified immediately. The incident scene should not be disturbed • Consideration must be given as to whether Grand Erie’s Traumatic Events Response Team needs to be notified • Consideration must be given as to who needs to be immediately informed (i.e., family members) • A list of potential witnesses needs to be developed • In consultation with the Superintendent, or designate, an initial analysis ought to be conducted which will include a plan for the incident investigation • All incidents of workplace violence must be reported to the school’s Superintendent and the Superintendent responsible for Health and Safety or designate. All incidents and measures taken need to be documented • Complete online the Supervisor section of the incident report in the Safe Schools/Workplace Violence Incident Tool once received and forward to the school’s Superintendent and the Superintendent responsible for Health and Safety or designate • Ensure that the investigation includes steps to prevent reoccurrence and that those steps identified are implemented/completed in a timely fashion • Complete the Workplace Violence Investigation/Be Safe Plan Checklist for Administrators. This document will be completed each time there is a workplace violence report submitted or situation occurs that requires changes to the Be Safe Plan (i.e., a new trigger is identified). Please see the Workplace Violence Manual • Ensure the Notification of Risk Map is updated as needed Workplace Violence Procedure (HS-002) Page 6 • Ensure Be Safe Plans are updated as needed as new information becomes available (i.e., triggers or practices). Ensure all employees working directly with the student receive updated copies • Complete other reports as required based on injuries sustained to workers, students, parent(s)/caregiver(s), contractors, or others. • Grand Erie’s Work-Related Injury Form • Ontario School Board’s Insurance Exchange (OSBIE) Incident Report Form (for student(s), parent(s)/caregiver(s) or other visitors to the building) • Grand Erie’s Physical Restraint Incident Form 8.0 Information and instruction specific to employees in workplace areas where elevated risk exists Grand Erie and the site supervisor shall ensure that: • All employees who work on a regular basis in positions where moderate to high risk exists shall have the qualifications, experience, and training necessary to minimize the risk of workplace violence • All employees have received training in the nature and recognition of the risks specific to their assignment • All employees have received training in procedures/safety measures that minimize the risks specific to their assignment • All employees working regularly with a student who has a Be Safe Plan have current certification in Behaviour Management Systems or equivalent • All employees have any personal protective equipment (PPE) deemed reasonable and necessary in the circumstances • All employees working regularly with a student will be involved in the development of the Be Safe Plan. A copy of the Be Safe Plan is made available to all employees working with the student • Procedures and safety measures that are implemented to reduce risk are included in the Be Safe Plans and are available to the affected employee as required • Training is updated and/or refreshed as often as necessary • Procedures are in place when these employees are absent • Any replacement employees (short or long-term) are aware of the risks and are provided with access to any Be Safe Plans in the classroom and have the training requirements noted 9.0 Low Risk Worker 9.1. When there is a moderate to low risk of workplace violence to employees, such workers will be made aware of workplace violence prevention through this process. A copy of the Notification of Risk Map (see the Workplace Violence Manual) will be posted in the Main Office in a binder and will be made available to other employees if they will be in contact with students. 9.2. A copy of the Violence Awareness for School Employees (see the Workplace Violence Manual) will be posted. 10.0 New Hires 10.1. Behaviour Management Systems Training All newly hired Educational Assistants, Designated Early Childhood Educators, Special Education support employees and teaching employees working in areas of elevated risk may be required to have behaviour management systems training or equivalent prior to being hired by Grand Erie. However, if new Educational Assistants, Early Childhood Educators, Special Education support employees and teachers do not have behaviour management systems training or equivalent and will be working with students who have a Be Safe Plan in effect, Workplace Violence Procedure (HS-002) Page 7 they must be trained in Behaviour Management Systems techniques or equivalent before beginning work in that area. 10.2. Workplace Violence Prevention Procedure All new hires to Grand Erie will be made aware of the workplace violence prevention process. 11.0 Annual Review All employees will be required to complete an annual awareness review of their workplace responsibilities as outlined. 12.0 Re-Assessment OHSA 32.0.3(4) an employer shall reassess the risks of workplace violence as often as is necessary to ensure that the related policy… and program … continue to protect workers from workplace violence. Grand Erie shall ensure that: • Ongoing annual review procedures are in place to monitor levels of workplace violence risk and to evaluate the effectiveness of controls, procedures and measures in place • All incidents of workplace violence are documented and reported immediately to the site supervisor and as required to the Joint Occupational Health and Safety Committee • An ongoing site-based process is in place to modify controls, procedures and measures as necessary • On an annual basis, or as required by change, that completion of Workplace Violence Assessment Survey is done by the building Administrator in consultation with employees at the location and posted to employees for information • On an annual basis, or as required by change, that the Notification of Risk Map identifying areas of risk is updated as needed, as soon as reasonably possible after a change. A copy is to be posted in the Main Office in a binder and will be made available to other school board employees if they will be in contact with students 13.0 Records All workplace violence records generated under this policy or manual are subject to the Municipal Freedom of Information and Protection of Privacy Act and are to be stored electronic format for current year -plus three (3) previous years. If after three (3) years, there is no litigation, investigation (i.e., Workplace Safety Insurance Board) or further activity under this policy involving a party to the original complaint, all records of the complaint will be shredded or erased. 14.0 Confidentiality 14.1. It is the duty of Administrator(s)/Immediate Supervisor(s) to maintain confidentiality in the complaint process to the extent possible. All complainants, respondents, and other persons involved with the complaint processes under these procedures have a responsibility to ensure that all matters remain confidential. The obligation to maintain confidentiality does not prohibit any party to a complaint from obtaining advice or counsel or from speaking to any union/association representative. 14.2. Grand Erie may be required to provide information obtained during an investigation to an outside agency that has the right to require information otherwise protected by the Municipal Freedom of Information and Protection of Privacy Act. Examples of such agencies are the Ministry of Labour or Police. Workplace Violence Procedure (HS-002) Page 8 15.0 Contacts and Supports • Local ETFO President • Local OSSTF President • Local CUPE President • Superintendent of Human Resources • Manager of Human Resources • Human Rights Commission, Toronto Office – Phone (416) 326-9511 or 1-800-387-9080 • Ministry of Labour, Call Centre – 1-877-202-0008 Reference(s): • Workplace Violence Policy HS-02 • Workplace Violence Manual (HS-02-M) • Bullying Prevention and Intervention Policy (SO-10) • Bullying Prevention and Intervention Procedure (SO-010) • Progressive Discipline and Promoting Positive Student Behaviour Procedure (SO-011) • Code of Conduct Policy (SO-12) • Code pf Conduct Procedure (SO-012) • Employee Safety Protocol at Non-Board Locations Procedure (HS-004) • Harassment and Objectionable Behaviour Policy (HR-05) • Harassment and Objectionable Behaviour Procedure (HR-005) • Health and Safety Policy (HS-01) • Health and Safety Procedure (HS-001) • Maintaining Employee Safety While Working with Students Procedure (HR-107) • Municipal Freedom of Information and Protection of Privacy Act • Occupational Health and Safety Act • Student and Staff Safety-Personal Protective Equipment and Physical Intervention Techniques Procedure (HS-011) J O I N T P R O T O C O L F O R S T U D E N T A C H I E V E M E N T 2 0 2 4 JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 2 TABLE OF CONTENTS INTRODUCTION ........................................................................................................................................... 3 SCOPE ......................................................................................................................................................... 3 GOALS & OBJECTIVES ................................................................................................................................ 4 GUIDING PRINCIPLES ................................................................................................................................ 4 ROLES AND RESPONSIBILITIES OF SCHOOL & SOCIETY POINT PERSON .............................................. 5 INFORMATION SHARING ............................................................................................................................ 7 ADMINISTRATIVE PROCESSES .................................................................................................................. 9 School Transfer Process .......................................................................................................................... 10 School Board Enrolment .......................................................................................................................... 11 PLANNING FOR STUDENT ACHIEVEMENT . ……..……………………………………………………………………….…12 The Realizing Educational Achievement for Children/Youth Team ...................................................... 12 The Education Success Plan ................................................................................................................... 14 Pathways Planning ................................................................................................................................... 15 School Attendance……………………………………………………………………………………………………………………15 Providing Continuity for the Student…………………………………………………………………………………….…….17 Community Supports & Extra-Curricular Activities ................................................................................. 17 Promoting Student Mental Health & Well-Being .................................................................................... 18 Quality Standards for Education & Collaboration with Residential Licensed Providers ...................... 18 JPSA Training .................................................................................................................................................. 19 DISPUTE RESOLUTION ............................................................................................................................. 21 MONITORING & EVALUATION ............................................................................................................................. 22 SIGNATORIES ........................................................................................................................................... 23 APPENDIX A: CONTACT SHEET ................................................................................................................. 24 APPENDIX B: GLOSSARY .......................................................................................................................... 25 JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 3 INTRODUCTION The Joint Protocol for Student Achievement (JPSA) has been developed to support the unique circumstances and educational needs of children and youth involved with the child welfare system. It is an agreement between school boards and children’s aid societies (societies) to support the academic success and well-being of students in care, or students receiving services from societies, to facilitate school transfers and to ensure access to educational supports and programs. It outlines the scope of important collaborative practices and processes, such as: 1. Information Sharing; 2. Administrative Processes; 3. Planning for Student Achievement; 4. Dispute Resolution; and 5. Monitoring and Evaluation of the Protocol. Children and youth involved in the child welfare system encounter numerous barriers to school success, and often experience academic, social, emotional, and behavioural challenges. They may be dealing with trauma, and the emotional and spiritual consequences of being separated from their families, friends and communities. These issues often result in frequent residential changes and movement among schools. This instability may make it difficult for children and youth to focus on their studies as they adjust. One of the recommendations of the Blueprint for Fundamental Change to Ontario’s Child Welfare System1 was to provide “support, including transportation, to allow children and youth to stay in their schools of origin if this is the best option for them.” The Joint Protocol for Student Achievement (JPSA) details the commitment of Brant Haldimand Norfolk Catholic District School Board, Conseil Scolaire Catholique Mon Avenir, Conseil Scolaire Viamonde, Grand Erie District School Board, Hamilton- Wentworth Catholic District School Board, Hamilton-Wentworth District School Board, Child and Family Services of Grand Erie, Catholic Children’s Aid Society of Hamilton, Hamilton Child and Family Support and Ogwadeni:deo, also referred to in this document as “the parties”, to establish and implement the following processes and policies to support academic success and well-being for Kindergarten to Grade 12 students who are eligible for supports under this protocol. The JPSA comes into effect on September 3, 2024. SCOPE OF THE JPSA The JPSA applies to the following children and youth, also referred to in this document as “a student” or “the student”, or “students”, provided consent is obtained, as per the Information Sharing section: • those in the care of a society through a court order or by voluntary agreement (e.g., extended society care*, interim society care*, temporary care and custody order* or a temporary care agreement*; • those receiving voluntary or court-ordered services from a society in the community (e.g., voluntary services, a supervision order*, customary care arrangements*, through a Voluntary Youth Services Agreement*, or Ready Set Go*). Note: terms marked with an asterix (*) are defined in the glossary on Page 24. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 4 GOALS AND OBJECTIVES To help societies and school boards improve the educational success and well-being of students in public schools or alternative education programs* through a framework that: 1. Enhances working relationships, including ongoing collaborative practices and processes that support knowledge exchange and communication within the context of all applicable legislation and regulations; 2. Clarifies roles and responsibilities of partnering societies, schools and school boards, including the engagement of parents/legal guardians, caregivers, Elders, representatives of a child’s. Indigenous community and diverse communities (e.g. Indigenous, Black, racialized, and 2SLGBTQI+*); 3. Supports children and youth involved with the child welfare system to achieve their full potential through a strength-based, trauma-informed, culturally safe*, responsive and equitable educational approach that acknowledges the diverse needs and intersectional identities of students. GUIDING PRINCIPLES • All students— including those who are Indigenous and/or have special needs, or are Black, racialized, ‘Two-Spirit, Lesbian, Gay, Bisexual, Trans, Queer or Questioning, Intersex’ (2SLGBTQI+)— and their families, caregivers* and/or parents/legal guardians will: o Be welcomed and treated with dignity and respect by all parties; o Be valued for their individual strengths and diverse needs; o Be involved in decisions that affect them and their views and wishes be given due weight in accordance with the age and maturity of the child, unless they cannot be ascertained o Be supported by societies, school boards, and school/community partners who share the responsibility of supporting academic success and well-being; o Have timely access to all available opportunities and appropriate academic supports including integrated cultural and language supports and community representatives as required. • Services will be provided in a way that reflects a commitment to equity, diversity, and inclusion and takes into account a child’s race, ancestry, place of origin, colour, ethnic origin, citizenship, family diversity, disability, creed, sex, sexual orientation, gender identity and gender expression, as per P art I.(2)3.iii of the Child, Youth and Family Services Act, 2017 (CYFSA). • For Indigenous students, where matters of jurisdiction and the provision of services appear to be in conflict, all parties will strive to respect the spirit of Jordan’s Principle* whereby all First Nations students are able to access the products, services and supports they need, when they need them. • For First Nation, Inuit and Métis children and youth, services will be provided in a manner that recognizes their cultures, heritages, traditions, connections to their communities and the concept of extended family, as per Part I (2).6 of the Child, Youth and Family Services Act, 2017 (CYFSA). • Confidentiality beyond the information sharing described in this protocol or otherwise permitted or required by law must be respected to reduce stigmatization and protect the privacy of students in care* or receiving services (see Information Sharing). JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 5 ROLES AND RESPONSIBILITIES OF SCHOOL & SOCIETY POINT PERSON The School Point Person The school principal, or a designate, will be the School Point Person, who will be the primary contact at the school level for all processes involving a student identified by the society with appropriate consents (see Information Sharing). The roles and responsibilities of the School Point Person include the following: General Responsibilities • Monitor the educational progress of each student and ensure that all relevant educational supports outlined in this protocol, including a Realizing Educational Achievement for Children/Youth* (REACH) Team and an Education Success Plan* (ESP), are made available to eligible students. • Liaise with the previous school, Society Point Person, and other appropriate partners to obtain and share relevant information needed to support the student’s educational success, while ensuring confidentiality and obtaining appropriate consents. • Ask the parent/legal guardian or caregiver for relevant information about the student’s academic successes and challenges. • Support the student and facilitate support from the parent/legal guardian or caregiver in academic achievement, extracurricular activities, and long-term education and career/life planning. • Monitor the student’s educational progress including attendance to ensure that the student receives the support they require. • Inform the student and parent/legal guardian or caregiver of supports and opportunities available to the student, including formal and informal mentorships, cooperative education courses, Ontario Youth Apprenticeship Programs (OYAP), internships, part-time work, job shadowing, educational supports (e.g., mental health, well-being, culturally responsive, trauma-informed, and other available programs). • Engage the participation of other school staff when appropriate and with consent (e.g., supporting student success, preparing for a REACH Team meeting, developing, and implementing the ESP, reporting student achievement to caregivers, Attendance Counsellor and Society Point Person). REACH Team and ESP Responsibilities • Work with the Society Point Person and other appropriate partners to establish a REACH Team for the student (see REACH Team). • Support and facilitate the development, implementation, monitoring, review, and updating of the ESP by the REACH Team. • Encourage the participation of the parent/legal guardian or caregiver in the development and implementation of the student’s ESP. • Ensure that the needs and strengths of the student are given primary consideration in the development of the ESP. • Monitor the student’s educational progress to ensure that the student receives support. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 6 Responsibilities when a REACH Team and/or ESP is not established For students working with the Society without a REACH Team or ESP, the School Point Person is responsible for monitoring these students’ educational progress and ensuring the student receives the supports they need and/or providing the Society Point Person and/or caregiver with information to ensure students receive the supports they need, as part of the school’s regular processes. They should maintain communication with the Society Point Person as appropriate and in accordance with legislation, regulation, and the necessary consents. The Society Point Person The Society Point Person will be the primary contact at the society level for all processes involving the student. The Society Point Person could be the student’s caseworker or the Education Liaison. The roles and responsibilities of the Society Point Person should include the following: General Responsibilities • Liaise with the previous school, the new School Point Person, and other appropriate partners to obtain and share relevant information needed to support the student’s educational success, in accordance with relevant legislation and regulation and appropriate consents. • Provide the School Point Person with information to help identify the student’s strengths and needs to facilitate educational programming with appropriate consents. • Ask the parent/legal guardian or caregiver for relevant information about the successes and challenges of the student. • Support the student and facilitate support from the parent/legal guardian or caregiver in academic achievement, extracurricular activities, and long-term education and career planning. • Attend re-admission meetings or expulsion hearings, supporting the parent/legal guardian or caregiver to attend as well, as required. • Advise the parent/legal guardian and/or student about the available supports for student achievement, and, if authorized by the parent/legal guardian, act as their liaison with the relevant School Point Person regarding access to these supports. REACH Team and ESP Responsibilities • Participate in REACH Team meetings and in developing, implementing, monitoring, and, reviewing the ESP. • Encourage the participation of the parent/legal guardian or caregiver in the development and implementation of the student’s ESP. • Ensure that the needs and strengths of the student are given primary consideration in the ESP. • Ensure the alignment of programming and supports provided by society, the school and board. • Identify and suggest to the REACH Team the participation of other supporting partners, with input from the parent/legal guardian or caregiver and student, such as community representatives, cultural advisers, contracted agency staff, and adults significant to the student, as appropriate. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 7 Responsibilities when a REACH Team is not established Where the necessary consent is not provided for a School Point Person or REACH Team involvement, the Society Point Person’s responsibilities include the following: • Assist and encourage the student to advocate for his/her own needs in school or the parent/legal guardian to advocate for the student’s needs in school; • Maintain communication with the School Point Person as appropriate and in accordance with legislation, regulation, and the necessary consents; • Initiate an annual discussion with student or parent/legal guardian about establishing a REACH Team to support the student. INFORMATION SHARING A society may disclose personal information about a student in the care of or receiving services from the society to a school board or school administrator regarding students for the purpose of supporting and improving educational success and well-being, provided consents are in place where required. Information should be disclosed in a timely manner to authorized persons on a need-toknow basis and in accordance with all applicable legislation and regulations, including but not limited to the Education Act, the Child, Youth and Family Services Act, 2017 (CYFSA), the Youth Criminal Justice Act (YCJA) and the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). In most circumstances, information sharing will require consent, as follows: • A student who is capable of providing consent to disclose their personal information must give express consent to the disclosure of their information. A student is capable to provide consent if they are able to understand the information that is relevant to deciding whether to consent and they are able to appreciate the reasonably foreseeable consequences of giving or withholding consent. • For capable students who are under 12, a substitute-decision maker may also provide consent for the student on their behalf. • Where a student is not capable of providing consent, consent to disclose their personal information may be provided by their substitute decision maker: • The decision of a capable student to give, withhold or withdraw consent to the society to disclose personal information will always prevail over a conflicting decision by the substitute decision maker. In addition, the substitute decision maker may only give, withhold or withdraw consent on behalf of 16- or 17-year-olds if the student has authorized them in writing to act as their substitute decision maker. • It is the responsibility of the society to advise the school board when a student is in care and to obtain any consent needed to initiate this protocol and to provide the board with a copy of this consent or confirm the terms of the consent it has obtained. • The Society Point Person* or Society Lead should provide the parent/legal guardian* and the student with information about any limitations as well as the potential benefits and risks of consenting to the sharing of information between the society and the school so that the parent/legal guardian and the student are reasonably informed before giving or withholding consent. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 8 • There may be other circumstances in which a society and a school board/school are authorized to share information under applicable legislation and regulations, and nothing in this protocol is intended to interfere or limit such authorized disclosure. For example, under Section 292 of the C YFSA there are circumstances where a service provider may without consent, disclose personal information collected for the purpose of providing a service; for example, to contact a relative, friend or potential substitute decision maker in the case of an emergency and to assess, reduce or eliminate a risk of serious harm. Another example is where information must be reported in accordance with the duty to report that a child is in need of protection under Section 25 of the CYFSA. The Process for Information Sharing Personal information about students will be safeguarded and information sharing will only be for authorized purposes. Society and school boards will work together to communicate regularly and provide training on information sharing processes to close communication gaps and enable consistent information sharing. Delays in sharing information and documentation can affect a student’s ability to access vital supports and can put their educational success and well-being at risk. The process for sharing information is as follows: 1. After consent is obtained, the Society Lead will provide the designated School Lead with the necessary information regarding the student register with that school who is eligible for support under this protocol. The limits or restrictions on the consent for the society to disclose personal information to the school board will be provided; 2. Societies will consider sharing information about a student’s race, ancestry, place of origin, and other factors at the time of school registration, and any other time as needed thereafter, as outlined in Part I, s. 1(2) para 3.iii of the CYFSA, which states that services should take these factors into account (see guiding principles). This information will facilitate school transfers and the identification of customized supports; 3. Where legally authorized, the principal or School Point Person will facilitate the release of the following information to the Society Point Person, including but not limited to: • Report cards and attendance records, including absences (excused/ unexcused/ persistent); • Credits and community involvement hours to date (for secondary school students); • Individual Education Plan & Identification, Placement and Review Committee documents; • Ontario Secondary School Literacy Test & Education Quality Accountability Office* results; • Information within the Ontario Student Record (OSR)* necessary to support the student. 4. Each school board/agency will use their own consent forms, ESP documents and all relevant school board documents (e.g. Safety Intervention Plans, Behaviour Support Plans, IEP, transition plans). 5. If there is a change in consent related to information sharing, all relevant parties and institutions, including Indigenous bodies, will be notified in a timely manner. 6. In order to meet the mandate of the two French-language school boards, the Conseil Scolaire Catholique Providence and the Conseil Scolaire Viamonde, in the regions of Hamilton JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 9 Wentworth and Haldimand-Norfolk regions, all documentation sent to English-language school boards will be translated into French within a reasonable timeframe to ensure that messages and events are current. ADMINISTRATIVE PROCESSES The parties will implement efficient administrative processes to support students who are registering in a new school as a result of one or more of the following circumstances: • A graduation from elementary to secondary school; • A change in residence or placement that necessitates a change in school; • Registration of a student who is not currently in school, or returning to school after a prolonged absence or returning from a special program • A transfer from a federally operated or First Nation-operated school to a provincially-funded school or vice-versa. Where possible, school boards will access Transportation and Stability Supports* (2023-24 Priorities and Partnerships Funding (PFF) Memorandum 2023: B05 (gov.on.ca) to allow students who are changing residences to remail in their existing school. (see Planning for Students Achievement). Where a change is necessary, thoughtful integrated planning between societies and school boards will occur to help facilitate a successful transition for the student. Providing as much stability as possible for a student is a common goal and attempts will be made to minimize the number of transitions. School Transfer Process A positive initial experience at a new school sets the stage for a student’s academic success and well-being. The parties will follow the steps below to ensure that school transfers are completed in a timely and efficient manner. ➢ The Society Lead will provide necessary documentation for registration on an annual basis and any updates within the school year that will support planning for student success. ➢ For students in the care of a society, the Society Point Person should contact the previous school for relevant documentation and the receiving school to register the student. Where appropriate, the Society Point Person can delegate this action to the guardian or caregiver. ➢ For students receiving services from a society, the Society Point Person will support the parent/legal guardian or caregiver in registering the student, if appropriate. ➢ Considerations for Indigenous Students ❖ If the family and/or student self-identify as First Nation, Métis, or Inuit, consideration will be given, and consent sought, as to whether a Band Liaison or representative from their community will be involved in administrative processes. ❖ If a student is transitioning between a federally operated or First Nation operated school to a provincially funded school or vice versa, a member of the community, school and REACH JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 10 team* will be involved in administrative processes. ❖ The Society Point Person will contact the education sector Band Liaison for transfers between a provincially funded school and a First Nation-operated/federally funded school. ❖ If a student who is part of the Anishinabek Education System transfers schools, a representative from the Kinoomaadziwin Education Body* and the REACH team will be involved in the administrative process. ➢ Consideration will be given by societies as to what representatives should be involved in administrative processes based on a student’s race, ancestry, place of origin, and other factors, as outlined in s.1.(2) 3.iii of the CYFSA (see guiding principles). ➢ When a student is new to a school board, the parent/legal guardian, the society, or the caregiver, as appropriate, will provide the administrators with documentation to meet the enrolment requirements. If the required documentation cannot be provided at the time of registration, school boards, the principal, and/or administrators will consider alternative options (e.g. following up on outstanding documentation) to prevent a delay of the student attending school. ➢ A planning meeting will be scheduled by the new school as soon as possible when a move is pending and should occur within five school days of the school’s receipt of registration information. If applicable, a student’s Individual Education Plan (IEP) and Individual Pathways Plan (IPP) will be shared so the receiving school can better support the student. The student may wish to participate in the meeting and will be invited as appropriate, considering age, developmental level, and cognitive capabilities. ➢ After the planning meeting, if attendance at school is not achieved within five school days of the student’s relocation to the school’s catchment, the dispute resolution process can be initiated (See Dispute Resolution). ➢ Whenever possible during the transition process, a student will remain in their home school (the school holding the student OSR) without interruption to attendance. In cases where a student cannot remain in their home school, interim bridging strategies must be implemented by the home school to ensure educational continuity. ➢ School transfers and registration will be monitored so the student’s attendance, safety and wellbeing are accounted for. A consistent Society Point Person and trusted support person or caring adult (e.g., families, guardians, etc.) will be closely involved, working with the School Point Person. ➢ When a student for whom special education equipment was purchased moves to a new school, the equipment must move with the student, unless the move is to another school board and it is deemed impractical to move the equipment. (see S pecial Education Funding Guidelines). ➢ For students transferring in and out of an Education and Community Partnership Program (ECPP)*— formerly ‘Care and/or Treatment, Custody and Correctional (CTCC) Programs’— school boards will reference EDU’s ‘G uidelines for Approval and Provision of an Education and C ommunity Partnership Program 2021-22’ for information about transitions, the transfer of information and confidentiality. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 11 School Board Enrolment Enrolment and attendance at school is critical for student learning.1 O ntario Regulation 298 of the E ducation Act requires a student to attend classes punctually and regularly. School boards are asked to ensure children and youth in care and receiving services from children’s aid societies continue to be enrolled and attending school when they may be experiencing other changes in their lives, including changes in residences. To encourage regular attendance, school boards will ensure that students, their parents, guardians, caregivers, and the Society Point Person are informed about the school’s policy on attendance. Parents, guardians, or caregivers (which may include the Society Caseworker or Society Point Person) are responsible for communicating planned pupil absences or lateness to the school on a timely basis. For students with identified/prior attendance concerns, school staff, and Society Workers will develop an attendance plan with the student. For information on attendance see Planning for Student Achievement. Boards and schools will be mindful of their responsibilities before and after a student is removed from the register due to prolonged student absences, as outlined in the annual Enrollment Register Instructions If a student is not in the care of a society but receives services from a society, the Society Point Person may, if appropriate, offer to provide support to the parent/legal guardian in setting up an appointment for school enrollment when registering the student. ▪ Base a student’s placement and timetable on their strengths, needs, and interests. ▪ Involve Black Graduation Coaches*, Indigenous Graduation Coaches*, Indigenous Education Leads* and/or Education Liaisons* in school transfer processes to align services and programs available to students. ▪ Include information about current credits being worked on and any accumulated community involvement hours when transfers take place mid-semester. ▪ Include information about current credits being worked on and any accumulated community involvement hours when transfers take place mid-semester. ▪ For students transitioning to a new school, planning at the initial registration meeting will reference the Ministry policy Creating Pathways to Success (2013). ▪ If there are concerns with attendance, involve the board Attendance Counsellor. 1 As a general rule, children in care should not be charged fees to enrol. Boards may wish to refer to S ection 4 7 and 49(6) of the Education Act for further details. Boards are also reminded of their responsibility to ensure no student who is in Canada unlawfully is denied access to enrol in a school. P olicy/Program M emorandum No. 136 (“Clarification of Section 49.1 of the Education Act: Education of Persons Unlawfully In Canada”) provides further clarification. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 12 PLANNING FOR STUDENT ACHIEVEMENT THE REALIZING EDUCATIONAL ACHIEVEMENT FOR CHILDREN/YOUTH (REACH) TEAM A REACH Team is a circle of caring adults who support the academic success and well-being of a student. Provided appropriate consents are in place, a REACH Team must be offered to every student who has been identified by the society to the school board, both in care and receiving services from a Society, as outlined in Information Sharing. A strength-based, trauma-informed, culturally safe, responsive and equitable approach will be central to all educational planning. A REACH Team is a proactive and preventative support offered to all eligible students not only to those experiencing challenges. An initial discussion with the School Point Person, the Society Point Person, the student, the parent/legal guardian and other partners or diverse community members will take place to discuss the benefits of establishing a REACH Team prior to implementation. If the student (or their substitute decision maker) opts not to have a REACH Team, the Principal or School Point Person will monitor the student’s educational progress and wellbeing, and if appropriate consents are in place, provide the Society Point Person and the parent/legal guardian or caregiver with updates as part of the school’s regular processes. Opting out of a REACH Team does not preclude the student from accessing other supports offered by the school (e.g., student success teachers*, Indigenous or Black Graduation Coaches, Attendance Counsellor, etc.) or the society (e.g., tutoring, mentoring, cultural supports) or asking for a REACH Team later in the year. The REACH Team will include, at a minimum: • The student, as appropriate to their age, developmental level, and cognitive capabilities; • The parent/legal guardian and/or caregiver as appropriate; • The School Point Person; • The Society Point Person. Depending on the circumstances of the student, and student input, the REACH Team may also include at different points in time: • Staff members of a cross-panel elementary school team or a secondary school Student Success Team* or other school/board staff and educational supports as appropriate, including school-board mental health professionals, Education System Navigators*, Indigenous or Black Graduation Coaches, or special education staff; • The Education Liaison of the society, who supports students, society and board staff, and caregivers in responding to ongoing changes to educational services and navigating and coordinating supports; • Other identified community partners, as needed, (e.g., cultural advisers, community Elders/Knowledge Keepers/Senators, mental health professionals, youth workers, youth justice workers, Student Family Advocates*, • A caring adult or mentor nominated by the student (e.g., family friend, mentor); JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 13 • A representative from any of a child’s communities of First Nations, Inuit, or Métis peoples or the Board Indigenous Lead if the student self-identifies as First Nation, Métis, or Inuk; • A representative from the Kinoomaadziwin Education Body (if the student is part of the Anishinabek Education system). The team will be interdisciplinary and reflective of the student’s identity— and, as relevant, inclusive of educators and community members/staff from organizations that work locally with Indigenous, Black, racialized and 2SLGBTQI+, youth to identify and support the provision of appropriate services. Responsibilities of the REACH Team: • Support academic achievement and well-being, and identify learning needs, by creating an Education Success Plan and/or by supporting the implementation of a student’s Individual Education Plan* (IEP), specialized services documents (e.g. Safety Intervention Plan, Behaviour Support Plan, Transition Plan) and an Individual Pathways Plan (IPP). • Promote mental health, well-being and facilitate student involvement in extra-curricular activities, community programs, and employment opportunities. • Coordinate educational supports and collaborate with other resources across the education and child welfare systems, as needed (e.g. Ontario Education Championship Teams, Youth in Transition Workers). • Monitor and promote regular school attendance and promote continuity and stability within the education system. • Identify options and solutions to overcome any barriers to student well-being and success in consultation with the student; • Celebrate the student’s accomplishments. • Consideration within the meetings the use of Transportation and Stability Supports funding. The Reach Team’s responsibilities are described in more detail in the subsections that follow: • Meetings • The Education Success Plan • Pathways Planning • School Attendance • Providing Continuity for the Student within the Education System • Community Supports and Extra-Curricular Activities • Promoting Student Mental Health and Well-Being • Quality Standards for Education & Collaboration with Residential Licensed Providers • JPSA Training Meetings REACH Team meetings will: • Occur within the first month of a student’s registration at school or the student’s entry into care; JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 14 • The principal, vice principal, or their designate (school point person) will initiate and plan the REACH team meetings in collaboration with the Society point person. • Take place at least twice a year, and as requested by members (including the student), to develop, implement, and review the ESP and/or the IPP; • Be student-centred, strength-based, solution-focused, culturally responsive*, safe and traumainformed. • Align, where possible, with existing school reporting periods (or when there is an identified need) and the Society Point Person’s and/or caseworker’s meetings with the student and the parent/legal guardian or caregiver; • Include important documents required by schools, school boards and societies, to make informed decisions; • Be followed by communication between team members and follow-up, as needed with parents/guardian/caregivers and/or a key liaison person in the residential licensed setting. The Principal, the School Point Person or the Society Point Person will notify the REACH Team of, or may request a meeting to discuss, academically relevant changes in a student’s residence, health, mental health or behaviour; issues with attendance; pathways or transition planning; academic accomplishments or challenges, or any requests from the student or parent/guardian/caregiver to meet, with as much notice as possible. The Education Success Plan (ESP) Students who consent to have a REACH Team will be offered the opportunity to have an individualized Education Success Plan (ESP). The ESP is a written plan that outlines services and supports and identifies key people and their roles for promoting the educational success and well-being of students. It is to be outcome based, culturally safe, responsive, trauma informed*, focused on solutions, and built on the student’s strengths and needs. The plan aligns and augments other plans such as the IEP, the IPP, and where relevant, the Society Plan of Care*, but it does not replace them. The REACH Team supports the development and implementation of the ESP, as well as strategies required to support the plan. The ESP is developed/amended within one month of the student’s start in a school, or as needed throughout the year, with consent. The plan should: • Outline the services and supports needed, including any specific special education program* needs or needs for alternative learning programs, or school-based mental health supports, to enable the student to achieve their identified goals and educational outcomes; • Identify whether or not an IEP exists, either at the current or previous school board; • Identify the relevant society and school personnel who have responsibility for the ESP; • Provide mechanisms that enable partners to communicate and take joint action, based on their knowledge, expertise, and experience, to support the student’s learning and well-being; • Include opportunities to celebrate the accomplishments of the student; and JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 15 • Support e ducation and career pathways planning in the student’s ‘All About Me’ portfolio (K–6) or IPP (Grades 7–12). Access to the ESP should be limited to the REACH Team and other relevant personnel that are identified in the ESP or authorized by the REACH Team with appropriate consents. Pathways Planning to Post-Secondary Destinations As recommended in the B lueprint for Fundamental Change to Ontario’s Child Welfare System, teachers, society caseworkers, caregivers and guardians will have ongoing discussions with students about career plans and post-secondary options starting at an early age. As per Ready, Set Go Guide; Education Addendum, pathways planning for youth in extended society care will be ongoing beginning at the age of 13 to assist young people in identify and navigate education related supports to help them achieve their educational goals. Career planning is reinforced in EDU’s C reating Pathways to Success: An Education and Career/Life Planning P rogram for Ontario Schools: Policy and Program Requirements, Kindergarten to Grade 12 ( 2013) , which requires all students to capture their developing sense of themselves in an “All About Me” portfolio (Kindergarten to Grade 6) and in a web-based IPP (Grades 7 to 12). The REACH Team will support the student’s IPP by linking it to opportunities in the ESP and collaborating with the Ontario Education Championship Teams*, post-secondary institutions, businesses, and the community to explore careers and to ensure the student is prepared for post-secondary options. All available programs that support post-secondary access will be considered, including the O ntario Postsecondary Application Fee Reimbursement Program | ontario.ca the L iving and Learning Grant - Student Loans and Grants, P ost-Secondary Student S upport Program (sac-isc.gc.ca) for Indigenous youth, and the R egistered Education Savings Plan ( RESP) - Canada.ca the society may have for the student. The REACH Team will also assist in identifying opportunities to prepare the student for entry into the workforce through, where appropriate, alternative education and learning programs, community placements, formal and informal mentorships, internships, co-operative education courses, part-time work, job shadowing, dual credits, apprenticeship courses, Ontario Youth Apprenticeship Programs (OYAP), Pathseekers summer credit program in healthcare, Specialist High Skills Major* (SHSM), and other available programs. School Attendance Research and anecdotal evidence indicate that students in care are more likely than other students to miss school because of suspensions, delays in school placements, expulsions, refusal or reluctance to attend, or health issues. The REACH Team will work to develop strategies to support educators, society caseworkers, and parents/legal guardians or caregivers in promoting students’ regular attendance, developing attendance plans, identifying students who are at risk of leaving school, and minimizing disruptions in school programming. For example: • When there are early signs that a student is at risk of being suspended, expelled or of withdrawing from school, the School Point Person will notify the REACH Team and the Society Point Person to seek a resolution of the situation to prevent this from occurring; JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 16 • When a student has withdrawn from school or is absent for extended periods, the REACH Team will develop a transition plan, including necessary supports, to facilitate the student’s return to school; • When a student is in and out of hospital/medical care or treatment, including for mental health reasons, the REACH team will assess the processes and supports required, including options for alternative programming and school-based mental health supports. • When students, 18 years of age, have withdrawn from school and would like to re-engage in completing their OSSD, they would be eligible to complete their credits at a high school according to what is best for the student’s academic paths, their social integration and their well-being. As necessary, school board Attendance Counsellors*, Student Success teachers, schoolbased mental health professionals, including social workers, and other caring adults can be consulted. In implementing interventions and/or strategies, the REACH Team will follow the procedures outlined in P olicy/Program Memorandum No. 145, “Progressive Discipline and Promoting P ositive Student Behaviour” (October 17, 2018), as well as relevant school board policies and the school’s progressive discipline plan. REACH Team members will review the resource guide for school and system leaders ‘Supporting Bias-Free Progressive Discipline in Schools’ to support early preventative intervention practices that support positive student behaviour. In the event that a student’s previous school history and/or current or recent serious behavioural, emotional or academic challenges contravene school and/or school board policies and prevent a timely return to school, the REACH Team may need to institute an alternative planning process that involves: • Defining the presenting issue, sharing information and ideas, and exploring possible solutions; • Predicting the likely consequences of each suggested solution; • Choosing a solution, developing a plan of action, and following up on the agreed-upon plan. The REACH Team, in collaboration with other school personnel, can explore an alternative or adapted home support program including Supervised Alternative Learning (SAL)* while the alternative planning process is underway. If this process does not lead to timely access to school supports and/or programs for the student, the Society Lead will consult with the School Board Lead to determine the most appropriate next steps, which may include: • Consultation with other appropriate society/school board personnel to seek input on next steps; • A case conference that includes the REACH Team, staff from the school board, the school, the society, and any other relevant parties. Information shared at a case conference must be in accordance with any necessary consents, and may include but is not limited to: • Previous transition and/or attendance plans; • Documentation on which the decision about the issue in question was based; JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 17 • Current relevant assessments held by both the school and the society (e.g., recent report cards, current IEP); • Relevant content from the OSR (see note below); • The most recent record of behaviours or academic challenges; • Options that would result in an entry/transition resolution; • Possible alternative programming and services that could be offered to the student while a resolution is found. Note: Section 266 of the Education Act protects the OSR as a whole. Access to individual documents that are required to be filed in the OSR (for example, a student’s report card or IEP) does not require a special consent that references the OSR. It is only if access to the entire OSR is required that a consent specific to the OSR would be needed. If these steps do not produce a satisfactory resolution, see Dispute Resolution. Providing Continuity for the Student within the Education System At times, students in care, or receiving services from a Society, may move outside the catchment area of the school they are attending. When this happens: • The Society Point Person will inform the principal of the situation and the school point person should request a meeting with the REACH team to identify the impact of the change in residence and to help determine next steps based on the best interests of the student; • The REACH Team will carefully consider the preferences of the student and where applicable inform the student of all processes, supports and programs available; • The student will be at the centre of their care and given the ability to influence their care based on their knowledge of themselves and the situation. • If it is determined that it is in the best interests of the student to continue in the current school, the REACH Team will identify options and solutions to facilitate the placement; • The parties will work together within the framework of existing policies, procedures and programs (e.g. Transportation and Stability Supports for Children and Youth in Care, etc.) and cost-sharing options to address the financial aspects of maintaining the student in their current school; • If it is determined it is in the best interests of the student to move to a new school, the REACH Team will work with the new school and board to facilitate a seamless transition (see School Transfer Process) by ensuring that all knowledge about the student is appropriately transferred, and that any supportive connections between the student and the community are maintained. • The REACH Team will also support the transition and integration of students in an Education and Community Partnership Program (ECPP) with the ECPP education staff and ECPP agency staff. Community Supports and Extra-Curricular Activities The REACH Team will: • Support, encourage, and facilitate the student’s participation in extra-curricular activities during or after school in the community, including athletic/recreational activities and identity-based/culturally JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 18 responsive, trauma-informed supports, as well as tutoring, mentoring, coaching, and land-based learning opportunities; • Provide Indigenous students with options to take Indigenous language classes and learn about their history and culture; • Conduct assessments of local supports and services including those available within societies and schools, to determine if and when other community supports/programs and partners need to be involved to support the student’s academic success and well-being; • Make equitable programming and culturally appropriate supports available to Indigenous students, 2SLGBTQI+, Black and racialized students, as a means of addressing disparities and disproportionalities in the child welfare system; • For students in care, the appropriate level of delegation of signing authority will be determined by the society for school-related matters, such as experiential learning opportunities, class trips, cultural experiences, transportation arrangements, access to student records and, communication to support student success and well-being. Promoting Student Mental Health and Well-Being Children and youth receiving services from societies may face the same challenges related to mental health and well-being as other students. However, they often face additional issues, including placements out of their home, trauma from experiences of child abuse and neglect, loss, difficult socio-economic circumstances and living semi- or fully independently. They may be more likely to experience anxiety and depression as a result of these circumstances. Schools are ideal settings for well-being and mental health promotion, prevention and early intervention. Educators and caring adults play a key role in ensuring that students have necessary wrap-around supports both inside and outside the school setting. The REACH Team will ensure that students are aware of and have access to: • Student mental health resources that provide students with tools for self-care and seeking help, such as Student Mental Health Ontario’s online resources; • School Board Mental Health Professionals, who can assess and ensure supports are in place at school and refer students to a children and youth mental health agency or adult mental health supports (if the student is over 18 years of age) if necessary; • Supports for students who experience bullying, discrimination, harassment and/or racism, which have been connected to negative mental health outcomes; • Local supports and services that promote student well-being, including those that are culturally relevant and reflect the student’s identity. This could include mental health and culturally relevant supports provided by Indigenous, Black, racialized, and newcomer organization. Quality Standards for Education & Collaboration with Residential Licensees (or Person Designated by the Licensee) Educators, including school administrators, teachers and REACH Team members, will maintain regular communication with licensed residential service providers, such as group homes and foster care homes, to coordinate educational supports, monitor school attendance, enhance JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 19 academic success. The Reach team will work to remove barriers to positive conditions for learning and student well-being in licensed residential settings and schools. Ongoing collaborations between key partners will align with: • Conditions to support educational success as outlined in O ntario’s Quality Standards F ramework: A Resource Guide to Improve the Quality of Care for Children and Young Persons i n Licensed Residential Settings (framework); and, • Obligations under P art IX of the CYFSA and its associated regulations (O.Reg 155/18 and 156/18) as established for residential licensed providers. JPSA Training for REACH Team, Societies, Boards, Schools and Parents/ Guardians/ Caregivers School boards, schools, and societies will develop and share training materials to provide training opportunities on the JPSA to their staff, the REACH team, new staff or members joining the team, as well as to students, parents, caregivers, and guardians. Training materials will be relevant and accessible to diverse communities (Indigenous, Black, racialized, and 2SLGBTQI+), and will promote an understanding of both the education and child welfare sector. Societies and school boards will have a process in place to ensure transfer of knowledge and information about the protocol in the event of staff transitions. Society and School Board Leads will regularly review the responsibilities of participants identified in the protocol with school principals, society managers, caseworkers, and supervisors, and other key senior staff. Training resources for staff and the Reach Team will include: • An overview of the JPSA and the roles of the Reach Team and society/school board personnel; • Background information on supporting students in care/receiving services from societies and their unique challenges, including: • The mental health, emotional, social, cultural, and educational challenges and risks faced by students, including intergenerational trauma, racism, bullying, human trafficking, uncertain immigrational status, and multi-intersectional and developmental needs; • Diversity, trauma-informed, culturally responsive and safe resources and practices, particularly in relation to Indigenous, and racialized students to address bias, systemic barriers and discrimination; • First Nation, Métis and Inuit histories, cultures, and traditions Training resources for parents, guardians, caregivers, and students will include: • Student and parent friendly materials outlining the benefits of the JPSA, the Reach Team, the ESP and associated supports; • Information on setting goals and expectations, creating supportive homework environments, and planning for post-secondary education and/or entry to the workforce. • Create a monitoring binder or an electronic folder for each student where they track their goals, attendance and accomplishments. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 20 ▪ Maintain regular communication with the Board Indigenous Education Lead and local community through the board Indigenous Education Council. * ▪ Consider holistic planning that includes reviewing health, mental health and well-being assessments, risk identification/mitigation, childcare, early intervention services, prevention and development services that are culturally safe, responsive, trauma-informed and support the continuity of care to at least age 21. ▪ Proactively identify interventions and preventative measures at early onset of any challenges to keep students on track to achieving their goals and maintaining well-being. ▪ Involve parents/legal guardians, caregivers, and staff when planning for transitions back from suspensions and expulsions. ▪ Establish early and ongoing regular communications with a key contact person identified by the licensed residential setting to support learning and well-being. ▪ Organize opportunities for community partners to meet the student, members of the REACH Team, or other school and board staff who will be supporting the student. ▪ Establish early and ongoing regular communications with a key contact person identified by the licenced residential setting to support learning and well-being. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 21 DISPUTE RESOLUTION If disagreements arise between the parties, dispute resolution strategies will be used to lead to positive educational outcomes for students. Societies and school boards will be aware of each organization’s procedures and mandates. The Society Point Persons, Society Leads* or Education Liaisons* can also work with societies and School Board Leads and persons to understand the concerns within each organization and to support a resolution. The following dispute resolution process will be used to identify solutions for individual cases and at the system level. This process is not an appeal or a legal process. Step1: Society Point Person & School Point Person will be first level of dispute resolution authority. Step 2: If dispute is not satisfactorily resolved within 10 school days, the matter will be referred to the identified Society Lead and the identified School Board Lead. Step 3: If the dispute continues to be unresolved within another 10 school days, the matter will be further referred to the following staff listed below at a higher level (and may possibly include the authorized signatories of this protocol): (Insert name of society) (Insert society position) (Insert name of society) (Insert society position) (Insert name of school board) (Insert school board position) (Insert name of school board) (Insert school board position) Disputes that have an immediate impact on the student’s educational success or pathway goals will be resolved within 10 days. All disputes and resolutions will be documented, and the records retained. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 22 MONITORING AND EVALUATION OF THE PROTOCOL The protocol will be reviewed by all signing parties to ensure that it is responsive to each party’s needs and is an effective vehicle for realizing the goals of the protocol. Society and School Board Leads will regularly review the responsibilities of participants identified in the protocol with school principals, society managers, caseworkers, and supervisors, and other key senior staff, including at the beginning of each school year. Quantitative and qualitative measures will be determined at the local level and will be used to evaluate the protocol and serve as the basis for revisions. Individual educational outcome measures will be monitored as well including measures such as the Education Quality and Accountability Office (EQAO) results, high school credit accumulation, suspension and expulsion data, attendance, and high school graduation. Examples of measures to evaluate processes include assessing the number of case planning meetings and how many youth attended those meetings. The protocol will be formally reviewed by all parties every two years. DESIGNATION OF SOCIETY/SCHOOL BOARD LEADS A designated lead from each society and school board will facilitate effective cooperation between societies and school boards for all processes related to the implementation of this protocol. The responsibilities of the designated leads include but are not limited to: ensuring implementation of the protocol, ensuring appropriate collection and dissemination of information, protecting personal privacy, intervening when requested where procedures are not followed or organizational barriers are identified, and developing strategies to address these barriers. The designated Society Leads who are the primary contacts: Education Liaison Catholic Children’s Aid Society of Hamilton Education Liaison Child and Family Services of Grand Erie Education Liaison Hamilton Child and Family Supports Education Liaison Ogwadeni:deo The designated School Board Leads who are the primary contacts: Safe, Inclusive and Engaging Schools Lead Brant Haldimand Norfolk Catholic District School Board Superintendent of Education Conseil scolaire catholique Mon Avenir Superintendent of Education Conseil scolaire Viamonde Superintendent of Education Grand Erie District School Board Superintendent of Safe Schools Hamilton-Wentworth Catholic District School Board Superintendent of Student Achievement Hamilton-Wentworth District School Board Page 23 JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 SIGNATORIES We, the signatories of the partnering children’s aid societies and school boards, agree to the roles, responsibilities, and processes outlined in this protocol to support student achievement for children and youth in the care of or receiving services from societies, from kindergarten to Grade 12. We will champion this protocol and the principles it espouses within our organizations. Michael McDonald, Director of Education Brant Haldimand Norfolk Catholic District School Board Date: JoAnna Roberto, Director of Education Grand Erie District School Board Date: Donna Zan, Executive Director Catholic Children’s Aid Society of Hamilton Date: Sara Goff, Director Permanency & Resource Hamilton Child and Family Supports Date: Sally Johnson, Executive Director Child and Family Services of Grand Erie Date: David Hansen, Director of Education Hamilton-Wentworth Catholic District School Board Date: Nicole Mollot, directeur de l’éducation Conseil scolaire catholique Mon Avenir Date: Sheryl Robinson-Petrazzini, Director of Education Hamilton-Wentworth District School Board Date: Michel Laverdière, Interim Director of Education Conseil scolaire Viamonde Date: Karen Hill, Executive Director Ogwadeni:deo Date: 09/16/2024 09/17/2024 09/25/2024 10/04/2024 10/17/2024 10/23/2024 10/23/2024 10/31/2024 11/14/2024 11/20/2024 Page 24 JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 APPENDIX A: CONTACT SHEET School boards and societies will distribute this form yearly to ensure contact information for signatories, the Reach Team, and other important contacts, remain up to date. NAME & TITLE AFFILIATION CONTACT INFORMATION DATE OF LAST UPDATE Insert name and title of contact person School Board/Society/School/ Community organization, etc. Include emails and telephone numbers Insert date that contact information was provided Page 25 JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 APPENDIX B: GLOSSARY Alternative Education Programs Alternative education programs referred to in this document include programs implemented by school boards and/or education partners designed to support and re-engage students. Attendance Counsellor Black Graduation Coach District school boards appoint one or more school attendance counsellors who are responsible to enforce compulsory school attendance. School attendance counsellors work with school staff, parents, students and community partners to support student attendance. A Black Graduation Coach provides intensive, culturally-responsive support to Black students to address systemic barriers to achievement and support the success and well-being of Black students. Caregiver A person providing care to a child/youth in an out-of-home setting. There are two main categories of caregivers: those in family-based, out-of-home settings and those in institutional out-of-home settings. Family-based out-of-home settings may include foster homes and kinship care homes. Institutional out-ofhome settings may include group homes. Child, Youth and Family Services Act, 2017 (CYFSA) Culturally Responsive Cultural Safety Customary Care Ontario Legislation governing certain services for children and families, including child welfare services. Replaced the Child and Family Services Act when it came into force in April 2018. An approach, practice or education that recognizes all students learn differently and that these differences may be connected to background, language, family structure and social or cultural identity. Cultural safety in education, in this document, acknowledges the impacts of colonization, oppression, and systemic racism on Indigenous students and that over time, these have created significant inequities. Cultural safety is intended to look at creating levels of cultural awareness and finding positive approaches to analyze and build on reflective practices to shift the balance of power. Indigenous peoples should feel safe and accepted in terms of their cultural identity, behaviors, and lifestyles and should not feel judged, marginalized, challenged, or harmed as a result of their interactions with services providers through programs and support services. For the purpose of the Child, Youth and Family Services Act (CYFSA) customary care means the care and supervision of a First Nations, Inuk or Métis child/youth by a person who is not the child/youth’s parent, according to the custom of the child/youth’s band or First Nations, Inuit or Métis community. The child/youth is not in the care of a society. Page 26 JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Education and Community Partnership Program (ECPP) The Education and Community Partnership Program (ECPP) (formerly Care and/or Treatment, Custody and Correctional Programs) is for students who cannot attend school due to their primary need for care, treatment or due to a court order. These are collaborative, integrated programs wherein the school board provides the educational component, and the facility provides the care, treatment or youth justice services. ECPP programs are sometimes referred to as Section 23 programs. This is a reference to Section 23 of the Grants for Student Needs which provides the regulatory parameters for the provision of an ECPP program Education Quality & Accountability Office (EQAO) An independent organization that conducts the following provincial assessments: • Primary (Grade 3) and Junior (Grade 6) assessments of student achievement in reading, writing, and mathematics. • Grade 9 assessments of student achievement in mathematics. • The Grade 10 Ontario Secondary School Literacy Test (OSSLT). Education Success Plan (ESP) A written plan that outlines services and supports and identifies key people and their roles for promoting the educational success of a student in the care of, or receiving services from, a society. The ESP includes and augments but does not replace plans such as the Individual Education Plan (IEP) and the Individual Pathways Plan (IPP). Education Systems Navigator Education System Navigators (employed by First Nation Education Authorities and Tribal Councils) provide support to students and their families by removing barriers and improving access to education and other support services while students attend secondary school in urban settings. Education System Navigators assist students within the justice system, addiction centers and mental health facilities into education related programs, and support students as they transition between First Nation/Federally-operated schools and Provincially-funded schools. Education Liaison The Education Liaison program, launched in 2017-18, is designed to improve the educational outcomes of children and youth in care by coordinating educational services and building capacity within societies to support educational outcomes. Each of the 50 societies across Ontario receives targeted funding to support an Education Liaison. Extended Society Care In Care A child/youth in extended society care has been found by a court to be in need of protection and has been placed in the care of a society by court order. The placement is not time limited. The society is obligated to carry out the rights and responsibilities of a parent for the purpose of the child’s care. Formerly referred to as Crown wardship. A child/youth is in care if they have been assigned to the care of a society due to protection concerns. This could occur by way of a court order or temporary care agreement. The society has the rights and responsibilities of the parent. The child/youth is placed in an out-of-home placement through kinship care, foster care, or group care. Page 24 JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Indigenous Education Council Since 2007, the Ministry of Education has set the expectation that district school boards establish formalized processes or committees, such as Indigenous Education Councils (IECs), to develop relationships with their Indigenous communities, share information, identify promising practices for supporting Indigenous students, and undertake the collaborative work of implementing programs and initiatives to support Indigenous students Indigenous Education Lead The Indigenous Education Lead is critical in supporting programs and initiatives aimed at supporting the academic success and well-being of Indigenous students, closing the achievement gap between Indigenous students and all students, as well as assisting in building the knowledge of all students and educators on Indigenous histories, cultures, perspectives and contributions. The Indigenous Education Lead supports the school board in its engagements with Indigenous communities, partners, and organizations to co-develop and implement the Board Action Plan on Indigenous Education. Indigenous Graduation Coach An Indigenous Graduation Coach supports Indigenous students in obtaining an Ontario Secondary School Diploma by facilitating access and referrals to academic supports and community resources. A Coach also provides relevant supports to Indigenous students as they transition from federally-funded/First Nation-operated schools to provincially-funded secondary schools as well as into post-secondary education, training or labour market opportunities. Individual Education Plan (IEP) A written plan describing the specific educational program and/or services required by a particular student, based on an assessment of the student’s strengths and needs that affect their ability to learn and demonstrate learning. Individual Pathways Plan (IPP) The primary planning tool that students create and use as they proceed through school towards their initial postsecondary destination. All students in Grades 7 to 12 have a web-based IPP, which they review and revise at least twice a year. Interim Society Care Jordan’s Principle Kinoomaadziwi n Education Body A child/youth in interim society care has been found to be in need of protection by a court and has been placed by the court in the care of a society for a timelimited period. This placement is subject to review by the court before the time period expires. The society has the rights and responsibilities of a parent for the purpose of the child’s care. Formerly referred to as Society wardship. Jordan’s Principle is a ‘child-first principle’ intended to ensure that First Nations children do not experience denials, delays, or disruption of services ordinarily available to other children due to jurisdictional disputes. The Kinoomaadziwin Education Body (KEB) is the statutory corporation established by the 23 Participating Anishinabek First Nations to support First Nation delivery of education programs and services related to the Anishinabek Education System (AES), and the central liaison between the 23 Participating Anishinabek First Nations and Ontario on education matters. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 25 Kinship Care Care of a child/youth by members of the child/youth’s family or community who have been approved as foster parents for a child/youth. Kinship Service An arrangement whereby a child/youth resides with a relative or community member to prevent an admission into care. The child/youth is not in the care of a society, although the placement is supervised by a society. There may be an order placing the child/youth in the care and custody of the caregiver subject to supervision by the society or the placement may be voluntary. 2SLGBTQI+ Two-Spirit, Lesbian, Gay, Bisexual, Trans, Queer or Questioning, and Intersex Living and Learning Grant Youth between the ages of 21-24 who have left the care of a society may be eligible for the Living and Learning Grant. Students are considered for the LLG when they submit a full-time OSAP application. The grant currently provides approximately $2,000 per semester ($116.28 x the number of weeks in the student’s study period) of full-time study to a maximum of $6,000 per year for a maximum of four years. Ontario Child Benefit Equivalent (OCBE) OCBE funding is provided to societies to support increased access to educational, social, cultural and recreational opportunities for children and youth in care and in customary care (ages 0 -17 inclusive), as well as a savings and financial literacy program that enables older youth (ages 15 – 17 inclusive) to save money to help them transition successfully to independent living. Funds are placed by societies into savings accounts for eligible youth aged 15-17 who are in care and customary care or a Voluntary Youth Service Agreement, to help build their financial assets. Ontario Education Championship Team Ontario Student Record (OSR) Parent/Legal Guardian The Ontario Education Championship Teams for Children in Extended Society Care are funded through the Ministry of Colleges and Universities. Teams are composed of partnerships among local school boards, societies, postsecondary institutions and Employment Ontario service providers to support youth in and leaving care to complete secondary school and transition to postsecondary education, training or employment. Formerly referred to as Crown Ward Education Championship Teams (CWECT). An official record for each student that contains achievement results, credits earned, diploma requirements completed, and other information relevant to the education of the student. Students and their parents (if the student is under 18 years of age) may examine the contents of the OSR. These records are protected by the Education Act and freedom of information and protection of privacy legislation. A person who is a biological parent, an adoptive parent, or a person who under a written agreement or court order (which could include voluntary services, supervision orders, and customary care arrangements) has custody of or decision-making responsibility for the child/youth. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 26 REACH Team A group responsible for developing and implementing a plan to support and promote the educational success of a student in the care of, or receiving services from, a society. The team includes a variety of school, school board, and society personnel, other relevant personnel, and the student, as appropriate for his/her age, developmental level, and cognitive capabilities. Ready, Set, Go The Ready Set Go (RSG) program launched in 2023, replacing the Continue Care & Support for Youth (CCSY) program. RSG aims to provide youth transitioning out of care with the supports needed to transition successfully from care to adulthood. Registered Education Savings Program RESPs are a special savings account for a child’s education after high school. Societies are required to establish for eligible children in care, and youth in a Voluntary Youth Services Agreement if they elect to join the program, and to support planning for the pursuit of post-secondary education or training. Societies are required to use funds to establish RESPs for eligible children and youth, as follows: $160 per month for eligible children in care who are under the age of six; and $60 per month for eligible children and youth in care aged six through 17. School Board Lead A person in every school board who is identified to facilitate effective cooperation between societies and school boards for all processes related to the implementation of this protocol. The responsibilities of the designated leads include but are not limited to: ensuring implementation of the protocol, ensuring appropriate collection and dissemination of information, protecting personal privacy, intervening when requested where procedures are not followed or organizational barriers are identified, and developing strategies to address these barriers. School Point Person Society Lead Society Point Person Special Education Program A person designated by the School Board Lead or principal who is the primary contact at the school level for all processes involving the student, where the student has been identified as per the Information Sharing section of the JPSA and consent has been received. A person in every society who is identified to facilitate effective cooperation between societies and school boards for all processes related to the implementation of this protocol. The responsibilities of the designated leads include but are not limited to: ensuring implementation of the protocol, ensuring appropriate collection and dissemination of information, protecting personal privacy, intervening when requested where procedures are not followed or organizational barriers are identified, and developing strategies to address these barriers. A person designated by the society who is the primary contact at the society level for all processes involving the individual student. An educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan (the Individual Education Plan) containing specific objectives and an outline of educational services that meets the needs of an exceptional pupil. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 27 Residential Plan of Care Specialist High Skills Major (SHSM) A plan developed by a residential licensee (which may be a society) for a child placed in a licensed residential setting. The plan of care is intended to be a roadmap that outlines the child’s needs and identifies the services and supports required to meet those needs, support progress towards their goals, and enhance their overall outcomes. An SHSM is a Ministry of Education approved specialized program that allows students to focus their learning on a specific economic sector while meeting the requirements to graduate from secondary school. It also assists in their transition after graduation to apprenticeship training, college, university or the workplace. Student Family Advocate The Student and Family Advocates (SFA) offer community-based and culturally relevant advocacy supports to Black students and families in the Greater Toronto Area, Ottawa and Hamilton. They work directly with families and students to develop individual strategies to overcome barriers when navigating school processes and systems. Student Success Leader A senior staff person in every school board funded by the Ministry of Education who is responsible for coordinating Student Success initiatives. Student Success Teacher A designated teacher in every secondary school who is tasked with tracking the progress of students at risk of not graduating, providing direct support/instruction to students to help them improve their achievement, and working with parents, the broader school, and the local community to improve outcomes for struggling students. Student Success Team Supervised Alternative Learning (SAL) Supervision Order A team in each secondary school that includes the principal, the Student Success Teacher, a guidance counsellor, and a special education teacher. The team identifies and provides extra attention and support for students who are at risk of not graduating. Supervised Alternative Learning (SAL) is a program designed to re-engage students of compulsory school age (14-17 years old) with serious attendance issues, where other strategies have not been effective. Students in SAL are excused from compulsory attendance by the board SAL Committee to participate in one or more approved activities in an individualized SAL Plan. The SAL Plan may include credit courses or other activities such as volunteering, counselling, training, employment. A primary contact (school staff person) contacts the student at least every 30 calendar days. A court order that provides for the oversight by a society of a child/youth’s placement in the home of their parent or in the home of a person who is not the child’s parent. These orders generally impose terms and conditions relating to the child’s care and supervision. JOINT PROTOCOL FOR STUDENT ACHIEVEMENT 2024 Page 28 Temporary Care Agreement Temporary Care and Custody Order A written agreement between a society and a person who is temporarily unable to care adequately for a child in the person’s custody providing for the society to have care and custody of the child/youth for a specified period of time. A child who is 12 or older must be a party to this agreement. A temporary care agreement may be made for a period of up to 6 months and can be extended to a maximum total period of 12 months. Under the agreement, the parent/legal guardian may maintain certain parental rights. Any party may terminate a temporary care agreement at any time. A court order that places a child/youth in the temporary care and custody of a society during an adjournment period, before the court has made a finding that the child is in need of protection. Transportation and Stability Supports for Children and Youth in Care A program that provides funding to provincially-funded district school boards to safeguard supports that enable greater stability for children and youth in care during times of instability and transition. Trauma- Informed Approach Voluntary Youth Services Agreement (VYSA) A trauma-informed lens necessitates that a person be aware of trauma’s impacts when working with children. Trauma-informed approaches focus on the strengths of children rather than their faults and help them to establish and achieve goals that they may not have the courage to set for themselves. If a 16–17-year-old is in need of protection and cannot be adequately protected at home or in their current living situation, and there are no safe options with family or friends, they may enter into an agreement with a society for services and supports, including a housing option that is safe and appropriate. This is called a Voluntary Youth Services Agreement (VYSA). When entering a VYSA, the youth is eligible for a number of supports which may include living arrangements, financial and social supports. The society will work with the youth to develop a Voluntary Youth Services (VYS) Plan that will outline the different supports available to them PROCEDURE IT-001 ACCEPTABLE USE OF INFORMATION TECHNOLOGY Superintendent Responsible: Superintendent of Education, Information Technology Services Initial Effective Date: 2014/10/20 Last Updated: 2024/06/24 Next Review Date: 2028/08/28 Purpose The purpose of this procedure is to ensure that employee(s) and students are aware of the acceptable use of the Grand Erie District School Board’s (Grand Erie) information technology network, hardware and software in order that they may take all reasonable precautions to maintain a safe, secure, positive and productive Information Technology environment for all users. Guiding Principles: 1.0 Responsibilities of the School Board It is the responsibility of the Grand Erie District School Board to:  Protect students and employee(s) from misuse and abuse of information technology resources and services and will take all reasonable steps to ensure that they are used only for appropriate purposes  Make all reasonable efforts to create and maintain a positive, productive, safe and secure Information Technology environment  Maintain Information Technology resources and services  Recognize the potential to support instruction and student learning as well as to support communication and collaboration across the system  Maintain the right to monitor and access any and all files, documents and electronic communications and Grand Erie technology as well as use of the internet to ensure the integrity of the system and compliance with this procedure  Grant network accounts to users to assist in fulfilling their employment duties and educational responsibilities  Grant account access should there be a need for a supervisor to have access to that account, for example in the instance of an illness or investigation of inappropriate use, access will be granted through Information Technology Services in consultation with Human Resources and/or Director of Education. Access provided to the Supervisor will be temporary and for the expressed purposes intended. 2.0 General Responsibilities of All Users Take all reasonable measures and to ensure the safe, secure, ethical and appropriate use of Information Technology resources, as outlined herein, at all times  All users are expected to report the inappropriate use of Grand Erie’s information technology resources in a manner that conflicts with Grand Erie’s policies and procedures, or of the suspected loss or theft of board-owned computer property, or any unauthorized access, disclosure or inappropriate copying of confidential information  Understand that a user’s account is the property of Grand Erie and therefore that the user should have no reasonable expectation of privacy for any and all information stored or accessed through Grand Erie’s network or devices  Use and access Grand Erie’s technology to the extent authorized by Grand Erie for the purpose of carrying out the mandate of Grand Erie, regardless of the location of the equipment  Use one’s own identity to access the board network and Internet resources  Maintain privacy of their Grand Erie network credentials with others  Exercise extreme caution when accessing emails from an external source Acceptable Use of Technology Procedure (IT-001) Page 2  Record passwords in a place that cannot be accessed by others  Log out to protect their account when not in use  Complete an on-line acceptance of the Acceptable Use of Information Technology declaration or Appendix A for students, annually  Complete cyber security training during orientation and as determined necessary by Grand Erie  Adhere to the expectations of Grand Erie’s Social Media Guidelines  Understand what restrictions and parameters exist under the Copyright Act including obtaining, transmitting and/or storing unauthorized copies of licensed and/or copyrighted material which may include, but is not limited to, software, music, video, or other such data  Use Grand Erie’s data network and Internet resources for personal use, provided that such use is reasonable in duration, does not interfere with the user’s employment duties and responsibilities, does not result in increased cost to Grand Erie and is in compliance with this procedure. Personal use will occur outside of assigned work time.  Use discretion when to share guest passwords with non-board employee(s) for temporary access. The employee(s) sharing the access code is responsible for the guest access  Take reasonable steps to ensure that confidential information stored on Grand Erie’s network is not lost, stolen, modified, deleted or subject to unauthorized access, disclosure or copying, including: ○ Be present with ID cards when printing confidential information ○ Situate computer display terminals to prevent disclosure of confidential information ○ Use secure passwords for accessing the system ○ Access email and cloud resources on personal owned devices (laptops, tablets, or cellphones) only if the devices are password protected ○ Use certain forms of data protection and/or encryption depending on a user’s role. ○ Safely store computer equipment (i.e., laptops) when not in use or when transporting ○ Return all equipment and portable storage media to the Information Technology department for proper disposal or reuse ○ Understand and apply the responsibilities under privacy legislation for how cloudbased applications are used to collect, use, share, and store/retain student personal information when considering the use of any external tools or applications ○ Follow all applicable privacy legislation when leveraging external tools and applications ○ Educators to leverage School Messenger as the primary application for communicating personal information securely to parent(s)/caregiver(s) ○ Contact ITS Help Desk if it is believed that user network credentials have been compromised and/or a data breach has occurred. Failure to follow Acceptable Use of Information Technology Procedure (IT-001) without obtaining prior documented approval from the Manager of Information Technology Services or the Superintendent of Education, Information Technology Services responsibility, or the Director of Education and Secretary of the Board, shall be construed as a deliberate and malicious act, the consequences of which will be carried out as per the Enforcement Section 8.0. 3.0 Responsibilities of Administrators, Managers and Supervisors It is the responsibility of Administrator(s), Managers and Supervisors to:  Review and communicate the expectations of Acceptable Use of Technology Procedure (IT-001) annually with employee(s)  Ensure that employee(s) complete an Acceptable Use of Technology and the Internet Declaration at the beginning of each school year  Ensure that The Student Acceptable Use of Technology and the Internet Agreement (Appendix A) is signed and returned to the school at the beginning of each school year (Administrator(s) only) Acceptable Use of Technology Procedure (IT-001) Page 3  Restrict access to students on all social media platforms on school networks and school devices  Ensure social media platforms will only be used by students for educational purposes, directed by an educator  Determine exceptions for the use of technology and social media by students for pedagogical or work-related purposes  Use Multi-Factor Authentication on Grand Erie issued devices to access Grand Erie resources  Co-operate fully with the Grand Erie, local, provincial, or federal officials in any investigation concerning or relating to Information Technology. 4.0 Responsibilities of Information Technology Services Employee(s) It is the responsibility of Information Technology Services employee(s)to:  Provide and maintain a secure, safe, and productive Information Technology environment  Inspect the contents of a user’s device or other personal electronic data if: ○ directed by the user; or ○ required by law; or ○ required by the policies and procedures of Grand Erie; or ○ at the direction of Human Resources and/or Director of Education in order to investigate complaints regarding inappropriate content which was intentionally sent or solicited, and is alleged to contain defamatory, inaccurate, abusive, obscene, profane, sexually-oriented, threatening, racially offensive, or illegal material.  Randomly scan data in order to expose instances of unauthorized software and/or data  which must be reported to the site’s Supervisor and deleted when instructed to do so  Refrain from sharing or communicating confidential information they come into contact with during their day-to-day activities. Any violation of this directive will be treated as a violation of this procedure  Report violations of this procedure to their immediate supervisor. In some cases, as required by law, employee(s) may be expected to contact law enforcement agencies.  Carry out activities which fall under the Unacceptable Activities defined in this procedure. These activities are to be undertaken by employee(s) ONLY at the direction of Management in order to monitor and enforce this procedure, and in these specific cases will not be treated as violations. Such activities may include, but not be limited to: ○ Technical maintenance, repair and management ○ Produce information, including e-discovery, as per legal requirements ○ Restore deleted records/files ○ Conduct investigations involving employee use ○ Ensure continuity of work and continuous operations (i.e., employee is absent due to illness and work needs to be retrieved) ○ Improve Grand Erie processes and to manage productivity ○ Prevent misconduct and ensure compliance with the law by monitoring system activity, by conducting periodic audits to the system and by investigating potential misconduct. 5.0 Responsibilities of Students Students should understand that use of Grand Erie Information Technology resources and services is a privilege. It is the responsibility of students to:  Refrain from using personal mobile devices during instructional time except under the following circumstances: ○ For educational purposes, as directed by an educator ○ For health and medical purposes ○ To support special education needs  Use information technology resources and services solely for educational purposes and comply with the directives contained in this procedure  Review and complete the Student Acceptable Use of Technology and the Internet Agreement (Appendix A). The completed Student Acceptable use of Technology and Acceptable Use of Technology Procedure (IT-001) Page 4 Internet Agreement will be maintained by the school for the duration of the school year and then will be securely removed in June. 6.0 Responsibilities of Parent(s)/Caregiver(s) In order that parent(s)/caregiver(s) are aware of their responsibilities under this procedure, they will be provided with the Student Acceptable Use of Technology and the Internet Agreement for signature annually. It is expected that parent(s)/caregiver(s) will review this form with their child(ren). Parent(s)/caregiver(s) should understand that use of Grand Erie Information Technology resources and services is a privilege. It is the responsibility of parent(s)/caregiver(s) to:  Review with their child(ren) and sign The Student Acceptable Use of Technology and the Internet Agreement (Appendix A). 7.0 Express Restrictions on Information Technology Use The following unacceptable activities involving use of the Grand Erie’s Information Technology resources are strictly prohibited. Users must not:  Violate any local, provincial or federal statutes  Store Grand Erie data on any personally owned device or internet-based service (e.g., Gmail, Dropbox, etc.)  Use electronic recording devices in schools and the workplace to record any interactions between two or more parties unless all parties explicitly consent  Use Grand Erie’s data network and internet resources to violate a person’s intellectual property, including by using Grand Erie’s data network and internet resources to engage in theft of software, music and movies  Engage in personal use of Grand Erie’s data network and internet resources that interferes to any degree with the performance of their job responsibilities  Use Grand Erie’s data network and internet resources for the purpose of carrying out a business enterprise without written authorization from Grand Erie, through the Superintendent of Business  Respond to phishing emails where usernames and passwords are requested  Use Grand Erie’s data network and internet resources for personal, financial or political causes  Circumvent any security or control measures on Grand Erie’s network including the use of unauthorized Virtual Private Networks (VPN’s). Use Grand Erie’s data network and internet resources for a purpose or in a manner that is inconsistent with Grand Erie’s legitimate interests  Intentionally delete emails with informational value to the detriment of legal and statutory Grand Erie operations  Willfully collect, maintain or disclose personal information in contravention of the Municipal Freedom of Information and Protection of Privacy Act  Create, transmit, solicit or willingly accept, or store data which is defamatory or harassing towards any individual, contains obscene, indecent, lewd or lascivious material, contains profane language, panders to racism, sexism, any form of discrimination or other material which explicitly or implicitly refers to sexual conduct. including jokes, e-mails, music, videos, sounds, images, GIF’s (graphics interchange format) or other electronic forms of information  Violate any laws or participate in the commission or furtherance of any crime or other unlawful act  Use Grand Erie’s computer equipment/resources to violate another person’s intellectual  property, including engaging in the theft of hardware/software, music and/or movies.  Intentionally deface and/or damage Information Technology equipment  Develop automations, scripts or viruses, designed to disrupt usage of Information Technology resources.  Communicate information concerning passwords, identifying codes, personal identification numbers or other confidential information without the permission of its owner or the controlling authority of the school to which it belongs. Acceptable Use of Technology Procedure (IT-001) Page 5 8.0 Distribution, Registration and Replacement for eTokens and Cell Phones for Multifactor Authentication (MFA) Grand Erie shall provide an eToken and, if applicable, access to authentication via cell phone at no cost to employees. eTokens are the property of the Grand Erie District School Board and are not to be tampered with, defaced, damaged, or exposed to theft or loss. Name should not be written on eTokens. The process for obtaining an eToken is as follows:  The Human Resources department (HR) will provide eTokens to all new staff members during the onboarding process  With a refundable deposit of $25.00, Grand Erie may provide eTokens to Grand Erie contractors, as approved by the Manager or Information Technology Services. Authentication via cell phone will be at no charge  Management staff responsible for contractors will arrange for contractors to receive eTokens from ITS  Management staff responsible for contractors will arrange for MFA enrollment emails to be sent to those receiving eTokens or wishing to enroll with their cell phones. This is done by contacting the ITS Helpdesk via https://selfservice.granderie.ca  Registration of eTokens or cell phones must be done within two weeks of receiving registration emails Damaged eTokens eTokens damaged from normal wear and tear will be replaced at no charge to employees /contractors. eTokens exposed to excessive or chronic damage, will result in a replacement charge to the employee / contractor. eTokens willfully damaged will result in a replacement charge to the employee / contractor. Lost eTokens Employees and contractors are required to notify the ITS Department as soon as they realize their eToken is missing. Replacement eTokens will be issued and result in a replacement charge to the employee / contractor. eToken Replacement Charge eTokens have a replacement charge of $25. Contractors will have a deduction applied to their next invoice. Surrendering eTokens eTokens are required to be returned under the following conditions:  Employee(s) who retire, resign, or have their employment terminated are required to surrender their eToken to their immediate supervisor who will return the eToken to ITS.  Contractors who no longer have contracts with the are to surrender eTokens to: Facility Services Clerk Facility Services Building 349 Erie Avenue, Brantford 519-756-6301 or Toll Free 1-888-548-8878  Failure to surrender eTokens when required will result in a $25.00 charge. Employees Changing Locations / Leaves eTokens remain with an employee during their employment with Grand Erie.  Changing Locations: Employee(s) transferring to another location will hold onto their eToken.  Medical, Parental or Other Leave of Absence: eTokens are required to access Grand Erie digital resources while on leaves and should be kept by staff while on leave. 9.0 Enforcement The enforcement of this procedure is the responsibility of all Management. When Grand Erie suspects a violation of this procedure, it may restrict a user’s access to the Grand Erie’s computer equipment pending completion of an investigation. When Grand Erie finds Acceptable Use of Technology Procedure (IT-001) Page 6 that a violation of this procedure has occurred, it may result in the imposition of one or more of the following:  Restrictions on the use of specific Information Technology resources and services  Suspension of access to all Information Technology resources and services  Administration of the Progressive Discipline Procedure (HR-119) process  Disciplinary action up to and including expulsion (for students)  Disciplinary action up to and including termination for employee(s)  Civil or criminal proceedings. Use of technology is governed by all relevant federal and provincial laws, and Grand Erie’s policies and procedures. Activities that are in contradiction of this procedure will be reported to the appropriate level of supervision or Management based on the user involved. In addition, Grand Erie may report, or be required to report, suspected violations of the law to law enforcement and will cooperate with all local, national and international law enforcement agencies. Grand Erie is not responsible for steps taken by these agencies in the investigation and prosecution of public law. Definitions: Information Technology, is defined to include but is not limited to Grand Erie owned:  computers, data devices (e.g., phones, laptops, netbooks, & tablets) and hardware  servers and data storage devices  communication networks and associated devices  data  software  systems providing a service that are owned and/or maintained by a third party  peripherals  cloud based and subscribed apps and storage  blogs, websites and social media platforms Grand Erie data, is defined to include:  personal student, parent(s)/caregiver(s) or employee(s) information (including text, data, and media files), as well as materials considered to be of confidential nature with respect to school or Grand Erie work Communication Networks is defined to include, but is not limited to:  Grand Erie wireless and wired data networks  Connections to the Internet and Internet Service Providers (ISP)  Remote connections i.e.. Virtual Private Network (VPN) Peripherals is defined to include, but is not limited to:  printers and copiers  robotics equipment  monitors, projectors, and interactive devices (i.e.. SMART boards, Assistive technology)  portable data storage devices  input devices Users is defined to include:  students  staff  agencies of Grand Erie  partners of Grand Erie  volunteers  parent(s)/caregiver(s)  guests Reference(s):  Acceptable Use of Information Technology Policy (IT-01)  Code of Conduct Policy (SO-12) Acceptable Use of Technology Procedure (IT-001) Page 7  Code of Conduct Procedure (SO-012)  Copyright – Fair Dealing Guidelines Policy (SO-24)  Copyright – Fair Dealing Guidelines Procedure (SO-24)  Cyberbullying Policy (SO-09)  Cyberbullying Procedure (SO-009)  Duties and Expectations of Teachers Procedure (HR-103)  Employment Standards Act (2000)  Grand Erie Social Media Guidelines  Municipal Freedom of Information and Privacy Protection Act  The Provincial Code of Conduct and School Board Codes of Conduct (PPM 128)  Privacy and Information Management Policy (IT-02)  Privacy Breach Response Procedure (IT-003)  Progressive Discipline Procedure (HR-119)  Progressive Discipline and Promotion of Positive Student Behaviour Procedure (SO-011) Acceptable Use of Technology Procedure (IT-001) Page 8 Appendix A Student Acceptable Use of Technology and the Internet Agreement Background Technology Resources, which include software, hardware, the Internet and other components, are an important ingredient to each student’s education at our school. Each student has the privilege of using the Technology Resources and must use them in an acceptable way. Acceptable Use As a general rule, students must use Technology Resources, including personal devices, in ways consistent with Provincial and Federal laws as well as consistent with the policies and procedures of the School and the School Board. PROTECT  I will not post information online that will put myself or others at risk.  I will report any online attacks or inappropriate behaviour directed at myself or others.  I will protect myself, my passwords and my resources.  I will protect others by not forwarding inappropriate communications or materials.  I will refrain from pirating or distributing digital resources that aren’t free or don’t belong to me.  I will verify the accuracy of online information.  I will refrain from using a personal mobile device during instructional time except under the following circumstances: ○ For educational purposes, as directed by an educator ○ For health and medical purposes ○ To support special education needs RESPECT  I will give thoughtful consideration as to what personal information about my life, experiences and relationships I post.  I will respect myself and others through my online actions and responses.  I will not use electronic media to insult, bully, harass or stalk other people.  I will not visit sites that are inappropriate.  I will request permission to use online resources when necessary and cite all references to websites, books, media, etc.  I will respect all equipment and all resources available to me. School Name Student Name This is to confirm that I have read the Student Acceptable Use of Technology and the Internet Agreement and will abide by the rules and procedures as outlined. Signature of Student Print Name Signature of Parent/Caregiver Print Name Date File location: School Office Retention: CY (CY = current school year) Acceptable Use of Technology Procedure (IT-001) Page 9 Appendix B Code of Digital Citizenship POLICY IT-01 ACCEPTABLE USE OF INFORMATION TECHNOLOGY Superintendent Responsible: Superintendent of Education, Information Technology Services Initial Effective Date: 2014/10/20 Last Updated: 2022/10/17 Next Review Date: 2025/11/25 Objective: To support the appropriate use of information technology resources by providing guidelines and expectations for all Grand Erie District School Board (Grand Erie) users to support building a culture of learning, well-being and belonging. Policy Statement: Grand Erie believes that every user of Information Technology resources has a responsibility to comply with all related policies, procedures and relevant legislation and take all reasonable measures and precautions to assist in ensuring the safe, secure, ethical and appropriate use of Information Technology resources at all times. Grand Erie believes that students and employee(s) should have opportunities to: • be both consumers and creators of information; • collaborate and communicate with both local and global communities; • develop knowledge and skills that will be useful throughout their lives. Grand Erie will make all reasonable efforts, using the resources available, to create and maintain a positive, productive, safe and secure Information Technology environment. Reference(s): • Acceptable Use of Information Technology Procedure (IT-001) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Copyright – Fair Dealing Guidelines Policy (SO-24) • Copyright – Fair Dealing Guidelines Procedure (SO-24) • Cyberbullying Policy (SO-09) • Cyberbullying Procedure (SO-009) • Duties and Expectations of Teachers Procedure (HR-103) • Grand Erie Social Media Guidelines • Municipal Freedom of Information and Privacy Protection Act • Privacy and Information Management Policy (IT-02) • Privacy Breach Response Procedure (IT-003) • Progressive Discipline Procedure (HR-119) • Progressive Discipline and Promotion of Positive Student Behaviour Procedure (SO-011) PROCEDURE SO-013 ACCESS TO SCHOOLS AND FACILITIES Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2020/01/27 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Purpose: To outline the provisions of access to Grand Erie District School Board (Grand Erie) schools and facilities. Guiding Principles: 1.0 Entrances to Grand Erie sites will be locked at all times during the school/work day. 2.0 Schools and facilities will not be accessible during any emergency response. 3.0 All authorized visitors must report their presence to the school or facility office or main reception. 4.0 The following persons are permitted access to schools and facilities: a) Students of the school b) Parent(s)/caregiver(s) of students c) Grand Erie employee(s) d) A person who is otherwise on the premises for a lawful purpose  Invited to attend an event or meeting  Invited for a particular purpose by the Administrator(s) or employee(s)  Vendors and contractors who have been approved by Grand Erie 5.0 Invitation to be on Grand Erie property does not entitle a person to have access to all areas of the schools and facilities. 6.0 Grand Erie may lock schools and facilities when they are not being used for a purpose authorized by Grand Erie. 7.0 A person is not permitted to remain at a school or facility if their presence is detrimental to the safety or mental health and well-being of a person at that school or facility, as determined by the Administrator(s) or designate/immediate Supervisor authorized by Grand Erie to make such a determination. 8.0 Schools and facilities must have signs posted at the main entrance, as well as at other strategic locations, advising visitors to report their presence to the office/reception. 9.0 It is the responsibility of employees to notify the Administrator(s) or designate/immediate Supervisor authorized by Grand Erie to make such a determination of the presence of unauthorized persons. 10.0 The Administrator(s) or designate/immediate Supervisor may direct a person to leave the school or facility premise if they believe that the person is prohibited from being there. Access to Schools and Facilities Procedure (SO-013) Page 2 Reference(s):  Access to Schools and Facilities Policy (SO-13)  Education Act, R.S.O. 1990, c.E.2, Section 265 (1) (m)  Education Act, R.S.O. 1990, c. E.2, Section 305(4)  Ontario Regulation 474/00  Emergency Planning Policy (SO-05)  Emergency Planning Procedure (SO-005)  Trespass to Property Act POLICY SO-31 ACCESSIBILITY Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2021/01/25 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective: To provide accessibility accommodations that foster independence, equity of opportunity, dignity and respect for student(s), parent(s)/caregiver(s), Grand Erie District School Board (Grand Erie) employee(s) and the community. Policy Statement: Grand Erie must adhere to the Integrated Accessibility Standards Regulation (IASR) of the Accessibility for Ontarians with Disabilities Act (AODA), which includes mandatory accessibility standards that identify, remove, and prevent barriers for people with disabilities in five areas: Customer Service, Information and Communications, Employment, Transportation, and Design of Public Spaces. This policy applies to relevant Grand Erie policies and procedures. Reference(s): • Accessibility Procedure (SO-031) • Accessibility for Ontarians with Disabilities Act 2005 (AODA) • Accessibility Standards for Customer Service, Ontario Regulation 429/07 • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Policy (SO-33) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Procedure (SO-033) • Equity and Inclusive Education Policy (SO-14) • Grand Erie’s Multi-Year Accessibility Plan, 2022-27 • Integrated Accessibility Awareness Manual (SO-31-M) • Integrated Accessibility Standard Regulation (IASR), Ontario Regulation 191/11 • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.M.56 • Management of Potentially Life-Threatening Health Conditions. Including Administration of Medication, in Schools Policy (SO-30) • Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools Manual (SO-30-M) • Ontario Human Rights Code • Volunteers Procedure (SO-126) PROCEDURE SO-031 ACCESSIBILITY Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2021/01/25 Last Updated: 2025/10/02 Next Review Date: 2029/10/02 Purpose: To provide the process followed to provide accessibility accommodations that foster independence, equity of opportunity, dignity and respect for student(s), parent(s)/caregiver(s), employees and the community, in accordance with the Accessibility Standards Regulation (IASR) of the Accessibility for Ontarians with Disabilities Act (AODA). Guiding Principles: 1.0 All employees will participate in Accessibility Awareness Training. 2.0 Training for employee(s) of the Grand Erie District School Board (Grand Erie) on the Ontario Human Rights Code as it pertains to persons with disabilities and the Integrated Accessibility Standards Regulation (IASR) will be provided when required. 3.0 A record of the training, including the names of those trained and the dates on which the training was provided, shall be kept. 4.0 Employees will consider the impact on persons with disabilities when purchasing new equipment, developing or building new spaces, designing new systems, planning a new initiative and providing accessible means of transportation wherever deemed appropriate. Accessibility Committee 1.1 A committee will be struck to prepare a multi-year accessibility plan in relevant years. Annual progress reports will be completed in the interim years. Accessibility Implementation The Accessibility Awareness Implementation Manual shall be used for training and daily operation. Definitions: Disability: Disability covers a broad range and degree of conditions, some visible and some not visible. A disability may have been present from birth, caused by an accident, or developed over time. Accessibility: Accessibility is defined as that which enables people to achieve their full potential. Barrier: A barrier means anything that prevents a person with a disability from fully participating in all aspects of society because of their disability, including a physical barrier, an architectural barrier, an information or communications barrier, an attitudinal barrier, a technological barrier, policy or a practice; (“obstacle”) Accommodation: An accommodation is a means, through reasonable efforts, of preventing and removing – in a timely manner - barriers that impede individuals with disabilities from participating fully. Accessibility Procedure (SO-030) Page 2 Reference(s): • Accessibility Policy (SO-30) • Accessibility for Ontarians with Disabilities Act 2005 (AODA) • Accessibility Standards for Customer Service, Ontario Regulation 429/07 • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Policy (SO-33) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Procedure (SO-033) • Equity and Inclusive Education Policy (SO-14) • Grand Erie’s Multi-Year Accessibility Plan, 2022-27 • Accessibility Awareness Implementation Manual • Integrated Accessibility Standard Regulation (IASR), Ontario Regulation 191/11 • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.M.56 • Management of Potentially Life-Threatening Health Conditions. Including Administration of Medication, in Schools Policy (SO-30) • Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools Procedure (SO-030) • Ontario Human Rights Code • Volunteers Procedure (SO-126) POLICY SO-13 ACCESS TO SCHOOLS AND FACILITIES Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2020/01/27 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Objective: To support Grand Erie District School Board (Grand Erie) sites in creating and maintaining positive environments that are safe, caring and welcoming for all students, employees, and community members. Policy Statement: Access to Grand Erie sites shall follow the provisions of Ontario Regulation 474/00. Reference(s): • Access to Schools and Facilities Procedure (SO-013) • Education Act, R.S.O. 1990, c.E.2, Section 265 (1) (m) • Education Act, R.S.O. 1990, c. E.2, Section 305(4) • Ontario Regulation 474/00 • Emergency Planning Policy (SO-05) • Emergency Planning Procedure (SO-005) • Trespass to Property Act PROCEDURE HR-017 ADMINISTRATOR PERFORMANCE APPRAISAL Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2018/03/26 Last Updated: 2022/06/13 Next Review Date: 2026/06/09 Purpose The following procedure sets out the process for the appraisal of new and experienced Administrator(s) in accordance with the Education Act. Guiding Principles 1.0 Roles and Responsibilities 1.1. Administrator(s) appraisals are to be conducted using the timelines and procedures as outlined in the Education Act, Regulations and the document entitled, “Principal/Vice-Principal Performance Appraisal (PPA): Technical Requirements Manual and Resource Package, 2013”. 1.2. Superintendents shall conduct the performance appraisals for Principals and may conduct the performance appraisal for Vice-Principals. Principals shall conduct the performance appraisal for Vice-Principals unless alternate arrangements are made with the Superintendent. Using the Performance Plan and Annual Growth Plan templates referenced below, Administrator(s) will meet with the appraiser during the evaluation year to discuss progress, next steps and take part in the final reporting process leading to the summative report. 2.0 Scheduling Requirements 2.1. Commencing in their second year in the role, each Administrator(s) shall be appraised and assigned a five-year cycle for performance appraisal. This means that there will be four non-evaluation years between each evaluation year. Within 20 school days after the appraisee commences their evaluation year, the appraiser must notify the appraisee that it is an evaluation year. 2.2. An experienced Administrator(s) new to the Grand Erie District School Board (Grand Erie) must be appraised in the first year they are employed by Grand Erie 2.3. Performance appraisals of an Administrator(s) that are additional to those required may be conducted at the discretion of the Superintendent if it is advisable to do so in light of circumstances relating to the performance of the Administrator(s). 3.0 Annual Growth Plan The Annual Growth plan is completed each year and provides a vehicle to plan for the Administrator’s professional learning. In an evaluation year the Administrator(s) uses the Annual Growth Plan to assist them in attaining the goals stated in the Performance Plan. The Performance Plan will outline the goals, strategies/actions, practices/competencies, as well as methods and indicators to measure attainment of the goals. The results section of the Performance Plan is to be completed by the Administrator(s) before the third appraisal meeting takes place. Results show what happened in relation to the goals that were set earlier. 4.0 Appraisal Meetings 4.1. Appraisal meetings are an essential component of the appraisal process. They ensure that expectations are clearly articulated, that the appraisee has the support and guidance that they need and fosters a climate of trust and Principal/Vice Principal Performance Appraisal Procedure (HR-017) Page 2 collaboration within which the requirements of the appraisal process can be completed. 4.2. At a minimum, the appraiser and appraisee must meet three times during the appraisal year, as outlined below: • First meeting: The appraiser and appraisee will develop the Performance Plan and review and update the Annual Growth Plan • Second meeting: The appraiser and appraisee will discuss the progress of the appraisee towards achieving the goals outlined in the Performance Plan, discuss any other information or supports relevant to the Performance Plan, and revise it as necessary • Third meeting: The appraiser and appraisee will review the results of the actions taken by the appraisee to achieve the goals in the Performance Plan, discuss information relevant to the Performance Plan, and review and update the annual Growth Plan if necessary 5.0 The Summative Report 5.1. The summative report provides a record of the appraisal process and outcomes, including comments by the appraiser on strengths and areas for growth and development of specific practices and competencies related to the Performance Plan, the performance rating (satisfactory or unsatisfactory), an explanation for the rating by the appraiser, and final comments from the appraiser and, optionally, from the appraisee. The appraiser must provide the appraisee with a copy of the summative report within 15 school days of the third meeting. If the performance appraisal is deemed unsatisfactory, the procedures outlined in Regulation 234/10 will be followed. 5.2. Superintendents shall ensure all signed PPA documents are included in the Administrator’s Human Resources file. Administrator(s) who have had a performance appraisal will receive a copy of the signed Summative Report. 5.3. Human Resources will retain a copy of each performance appraisal record for at least six years from the date of the Summative Report. 6.0 Definition of New and Experienced Administrators 6.1. A qualified Vice-Principal with no prior experience as a Vice-Principal in Ontario or elsewhere. 6.2. A qualified Principal with no prior experience as a Principal in Ontario or elsewhere. 6.3. Administrator(s) are considered to be “experienced” once they complete one year in the role. Reference(s): • Education Act, R.S.O. 190, c. E.2 • Growth Plan Template • Ontario Reg. 234/10 • Principal/Vice-Principal Performance Appraisal (PPA): Technical Requirements Manual and Resource Package, 2013 • Performance Plan Template • Summative Report Template PROCEDURE BU-011 ADVERTISING Superintendent Responsible: Superintendent of Education/Manager of Communications and Community Relations Initial Effective Date: 2017/03/27 Last Updated: 2023/06/23 Next Review Date: 2027/06/23 Purpose To support effective advertising that enhances the Grand Erie District School Board (Grand Erie) brand. Guiding Principles Grand Erie supports the use of advertising to inform, educate and create awareness of programs, services, issues, and events of interest or benefit to members of school communities. Advertising materials must be consistent with Grand Erie’s vision and mission and conform to style and visual identity guidelines. 1.0 Board, Department or School Advertising 1.1 All Grand Erie advertising must be coordinated through the Communications and Community Relations department. • Standard recruitment advertising is the exception to this and is managed by the Human Resources department. • The originating school/department will provide the Communications and Community Relations department a draft of any advertising, including in print, digital or social media channels, be reviewed to ensure adherence to Grand Erie standards. • Advertising for district-wide or specific campaigns or initiatives will be managed by the Communications and Community Relations department, in partnership with the appropriate department(s) or school(s). 1.2 All advertising must include an authorized version of the Grand Erie logo (and other information as relevant) as provided by the Communications and Community Relations department. Reference(s): • Visual Identity Policy (SO-25) • Visual Identity Procedure (SO-025) • Visual Identity Guide (SO-025-G) POLICY BU-05 ADVOCACY Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2007/11/26 Last Updated: 2023/03/27 Next Review Date: 2027/02/23 Objective: To develop effective two-way communications with all levels of government that support the Grand Erie District School Board (Grand Erie) mission which is that “together, we build a culture of learning, well-being and belonging to inspire each learner.” Policy Statement: Grand Erie is committed to building effective relationships with government. As an advocate for its students and community, Grand Erie follows these guidelines: • Focus on ongoing communication between school boards, education partners and government through established mechanisms and channels. • Communication will not be based on personal or partisan agendas. • Maximize resources for student success and achievement. Where consulting or other related services are required to effect advocacy initiatives of the board, such services are subject to Grand Erie’s Purchasing Policy (BU-06) and Purchasing Procedure (BU-006). Reference(s): • Ministry of Education Memorandum 2006: B15 • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) POLICY SO-33 ANIMALS IN SCHOOLS, INCLUDING STUDENT USE OF GUIDE DOGS, SERVICE DOGS AND SERVICE ANIMALS Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2020/02/24 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective: To meet the obligations pursuant to the Ontario Human Rights Code with respect to providing accommodation(s) to students with disabilities. Policy Statement: Grand Erie District School Board (Grand Erie) provides individualized accommodation(s) to students with disabilities, including access to guide dogs, service dogs or service animals in exceptional circumstances, 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. Reference(s): • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Procedure (SO-033) • Accessibility Policy (SO-31) • Accessibility Procedure (SO-031) • Accessibility for Ontarians with Disabilities Act 2005 (AODA) • Accessibility Standards for Customer Service, Ontario Regulation 429/07 • Education Act, R.S.O. 1990, c. E.2 • Equity and Inclusive Education Policy (SO-14) • Grand Erie’s Multi-Year Accessibility Plan, 2022-27 • Integrated Accessibility Standard Regulation (IASR), Ontario Regulation 191/11 • Integrated Accessibility Awareness Manual (SO-31-M) • Management of Potentially Life-Threatening Health Conditions Including Administration of Medication, in Schools Policy (SO-30) • Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools Manual (SO-30-M) • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.M.56 • Ontario Human Rights Code • Ontario Regulation 474/00 Access to School Premises • Provincial Animal Welfare Services Act, 2019, S.O. 2019, c. 13 • Volunteers Procedure (SO-126) PROCEDURE SO-033 ANIMALS IN SCHOOLS, INCLUDING STUDENT USE OF GUIDE DOGS, SERVICE DOGS, AND SERVICE ANIMALS Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2020/02/24 Last Updated: 2025/11/07 Next Review Date: 2029/11/07 Purpose To Provide guidelines about animals in schools for educational purposes and to identify the individualized process to be followed when a parent(s)/caregiver(s) or adult student applies to have a guide dog, service dog or service animal accompany the student while the student is attending school or a school-related event. Guiding Principles Grand Erie 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. 1.0 Background 1.1 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). 1.2 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. 1.3 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. (a) 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. (b) 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 made by the school. • 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. 1.4 Due to risks to safety, and risks of disruption and distraction in the learning environment, Grand Erie does not permit training of potential guide dogs and service dogs in the school setting or during school activities. Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 2 2.0 Roles and Responsibilities 2.1 Principals (a) School principals are responsible for the management of the school premises, the staff providing educational programs and the safety of all students. (b) 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. (c) 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 manual. (d) 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 manual. (e) 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. (f) 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. (g) 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. The parent will follow procedures outlined in Procedure SO126 – Volunteers. (h) Inquiries may need to be made regarding competing rights and transportation arrangements. 2.2 Parents/Caregivers/Caregivers/Adult Students (a) Parents/Caregivers 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: (i) submission of Appendix A (ii) all costs related to the dog, food, grooming, harness, crate and/or mat and veterinary care (iii) obtaining training and maintaining the Guide Dog/Service Dog training to provide the accommodation in a safe manner that does not disrupt student learning (iv) providing confirmation of municipal license for the dog (to be updated annually), (v) 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 (vi) diagnosis from a registered pediatrician, psychologist, psychiatrist, optometrist or audiologist with a recommendation for the use of a Guide Dog/Service Dog (vii) 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 (viii) 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 Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 3 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) (ix) 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) 2.3 Students (a) Students will be expected to act as the Guide Dog/Service Dog’s primary Handler. The student Handler must: (i) demonstrate the ability to control the Guide Dog/Service Dog in accordance with the training received (ii) ensure that the Guide Dog/Service Dog is always wearing a vest and leash or harness when the dog is not in its crate. (iii) 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 (iv) ensure that the Guide Dog/Service Dog’s biological needs are addressed (v) transition and maintain at all times the Guide Dog/Service Dog on a leash, harness, mat and/or crate (vi) comply with an accommodation plan that addresses the competing rights of others 2.4 Guide Dogs/Service Dogs (a) The Guide Dog/Service Dog: (i) shall be a highly trained and certified by Accredited Training Organization (ii) will have evidence of training or re-certification confirming compliance with training requirements within the last 6 months be required (iii) must be groomed and clean (iv) must at all times while on school property be responsive to commands and demonstrate that it can perform the necessary tasks or accommodation (v) 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 (vi) such behaviour includes, but is not limited to, growling, nipping, barking, attention seeking, eating (vii) any such behaviour is grounds to prohibit the Guide Dog/Service Dog’s attendance on school property and in the school building (viii) must have control of its biological functions so as not to soil the inside of buildings, or require feeding during the school day (ix) must demonstrate continuous appropriate behaviour with its Handler and others in the school environment to remain eligible for entry in school buildings or schoolrelated events 3.0 Assessment of the Accommodation Request 3.1 Once the application and all necessary documentation is received by the school principal, a review will take place by the school 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. 3.2 A meeting with the school 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. Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 4 3.3 Each request for a Guide Dog/Service Dog or Service Animal will be addressed on an individual basis, giving consideration to: (a) 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); (i) supporting documents such as psychological assessments, occupational or physical therapy assessments, functional behaviour assessments etc. (b) 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 (c) 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 (d) the training and certification of the Guide Dog/Service Dog and student as Handler (e) the impact of the accommodation on the student’s dignity, integration and independence (f) whether one or more alternative accommodations can meet the needs of the student (g) 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 (h) whether training will be required for staff and/or the student (i) the impact of the accommodation on the learning environment for the student, other students, including, health, safety, disruption and distraction (j) any competing human rights of students, staff, and community members using the school pursuant to a permit (i) recommendations for accommodation plans to reconcile competing rights 3.4 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. 3.5 Where the student is not the primary Handler, a Grand Erie staff member 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. 3.6 Service Animals shall only be considered when reasonable methods of accommodation in the school setting have been unsuccessful in meeting the demonstrated disabilityrelated learning needs of the student. Parents/Caregivers must complete an application for a Service Animal included in Appendix B of the manual. (a) 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. 3.7 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. 4.0 Implementing the Accommodation 4.1 Where approval is granted, the school principal in consultation with the school team, will do the following: (a) make changes to the student’s IEP goals and/or student’s medical plan of care (i) 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. Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 5 (b) organize an orientation session for school staff, students and the student Handler (c) develop a timetable identifying a bio-break, water break, location/process to be followed during instructional and non-instructional times (i) 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. (ii) assessment may be required by Grand Erie’s Manager of Health and Safety issues applicable to different areas/activities in the school (d) align existing emergency procedures, to include a fire exit plan, lockdown/hold and secure/shelter in place plan, evacuation plan that includes planning for the Guide Dog/ Service Dog or Service Animal (e) provide notice to the community via a letter to Parents/Caregivers; posting on the school’s website/social media; presentation by the trainer or a member of the association related to the Service Animal that can speak to the training requirements of the Guide Dog/Service Dog during a school council meeting; signage on the school’s front door, gymnasium and library doors included in Appendix E; communication to potential occasional staff accepting a position where the Guide Dog/Service Dog or Service Animal may be providing service to the student; (f) student assembly for introduction and orientation regarding the Guide Dog/Service Dog or Service Animal (g) arrangements for transportation of the Guide Dog/Service Dog or Service Animal to and from school, if necessary (i) 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 (ii) 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. (iii) 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 5.0 CONTINUOUS ASSESSMENT 5.1 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, but not less than once per school year. 5.2 Approval may be revoked at any time by the principal if: (a) there are any concerns for the health and safety of students, staff or the Guide Dog/Service Dog/Service Animal (b) 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/Caregiver will be called to pick up the Guide Dog/Service Dog/Service Animal from the school. Alternative options for accommodation will be discussed. (c) 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 Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 6 (d) there is a determination that the accommodation is not effective for the student’s demonstrated disability-related learning needs or acts of daily living. 6.0 RECORDS 6.1 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. 6.2 A copy of the confirmation of approval will be forwarded to the Superintendent of Education, Special Education. 6.3 The Grand Erie 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. 6.4 Grand Erie 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. (a) Total number of requests for students to be accompanied by Guide Dog/Service Dogs/Service Animals (i) Whether requests are for elementary or secondary school students (ii) The student’s grade (iii) Whether the student is the Handler (b) The number of requests approved and denied (i) 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 (ii) Species of Service Animals requested and approved; and (iii) Types of needs being supported: emotional, social, psychological, physical. 7.0 FOOD AREAS 7.1 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. 7.2 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. 8.0 ANIMALS IN SCHOOLS 8.1 Animals in schools refer to general animals brought into the school on an individualized basis to support or enhance educational programming. The study of specific animals and their habitats may take place in classrooms or in whole school presentations. 8.2 It is essential that all animals be properly cared for and their habitats well maintained during school days. In the majority of cases, animals will not be left at the school on weekends. Animals will not be left at school over breaks and holidays. 8.3 Teachers must obtain approval from the Principal and create a plan to ensure the safety of students, staff and the animal while it is at school. 8.4 The following checklist must be reviewed before bringing an animal into a school or classroom: • Do students or staff have any allergies to certain types of animals? • Are there any students or staff fearful of a certain type of animal? • Are there religious beliefs that may impact on the presence of a living thing in a classroom or school? • Are there appropriate habitats for the animals? Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 7 • Is all electrical equipment in good condition, proper working order, Canadian Standards Association (CSA) approved and used in a method that does not create a trip, electrical or fire hazard? • Has all electrical equipment been approved by facility services? • Are classroom teachers aware of the responsibility to clean and maintain animal enclosures? If any one of the above cannot be positively resolved before the animal is brought into the school/classroom, it will not be permitted. 8.5 General Precautions • Avoid keeping turtles, birds or fowl, as they are prone to parasite infections. • A limited number of animals should be kept in the school at any time. • All cages/habitats must be located in a well-ventilated area and should not be exposed to extreme weather conditions. • Do not let animals roam freely in classrooms. • • Animals must be well fed and must have a constant supply of fresh drinking water. • All animal waste and soiled bedding material must be removed by the responsible staff member at least daily and replaced with fresh bedding. Waste material must be placed in a sealed plastic bag for disposal, following local animal control regulations for animal waste disposal. • Caretakers or Custodians are not responsible for the care or clean-up of animals in schools. • If an animal scratches or bite breaks the surface of the skin, immediately clean the affected area and report the incident to the Principal. An OSBIE report must be completed. • ALWAYS wash hands thoroughly after handling animals. • Cats, dogs (with the exception of service dogs), snakes and other reptiles are not to be kept in schools but may be welcomed as occasional supervised visitors only after approval of the Principal. • The exhibition of exotic animals, including poisonous amphibians, requires approval of the Family of Schools Superintendent. Definitions: For the purposes of this Procedure, the following definitions apply: 1.0 Accredited training organization is a Guide Dog or Service Dog trainer that is accredited by: (a) 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, or (b) 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 (c) 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) 2.0 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 themselves from the care and control of their custodial parent Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 8 3.0 Disability (a) 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, (b) a condition of mental impairment or a developmental disability, (c) a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language, (d) a mental disorder, or (e) an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997 4.0 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 5.0 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 6.0 Parent shall be defined to mean a custodial parent of the student or a Caregiver pursuant to the Education Act 7.0 Service Dog means a dog which has been certified after successfully completing a training program provided by an Accredited Training Organization. 8.0 Service Animal for the purpose of this manual 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. Reference: • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Policy (SO-33) • Accessibility Policy (SO-31) • Accessibility Procedure (SO-031) • Accessibility for Ontarians with Disabilities Act 2005 (AODA) • Accessibility Standards for Customer Service, Ontario Regulation 429/07 • Education Act, R.S.O. 1990, c. E.2 • Equity and Inclusive Education Policy (SO-14) • Grand Erie’s Multi-Year Accessibility Plan, 2022-27 • Integrated Accessibility Standard Regulation (IASR), Ontario Regulation 191/11 • Integrated Accessibility Awareness Resource Package • Management of Potentially Life-Threatening Health Conditions Including Administration of Medication, in Schools Policy (SO-30) • Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools Procedure (SO-030) • Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.M.56 • Ontario Human Rights Code • Ontario Regulation 474/00 Access to School Premises Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 9 • Provincial Animal Welfare Services Act, 2019, S.O. 2019, c. 13 • Volunteers Procedure (SO-126) Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 10 Appendix A: Application for Guide Dog/Service Dog This Form and all accompanying documents are to be completed by the Parent/Caregiver and submitted to the School Principal School Grade Student Name: Address: Telephone Number : Home: Cell:  Disability-Related Needs to be Accommodated by Guide Dog/Service Dog ➢ 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 ➢ Please attached a copy of the municipal license, not more than 12 months old; confirmation to be updated annually.  Veterinary Certificate (submitted after approval and before the dog can be allowed on school property) ➢ Please attach a certificate from a veterinarian qualified to practice veterinary medicine in the Province of Ontario (confirmation to be updated annually) attesting to: • the breed of dog, age of dog and that the dog is an adult; • the dog does not have a disease or illness that might pose a risk to humans; • the dog has received all required vaccinations; • the dog is in good health to assist the student  Certificate of Training ➢ 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 Policy SO33. ➢ A letter confirming that the trainer, or a member of the association related to the Service Animal that can speak to the training requirements, will attend a School Council Meeting to provide a presentation and respond to questions from the school community. ➢ 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 Policy SO33.  Student NOT the Handler Animals in Schools, Including Student Use of Guide Dogs, Service Dogs, and Service Animals Procedure (SO-033) Page 11 ➢ Where the student is not the Handler, please describe below what, if any, responsibilities the student is capable of performing independently and the responsibilities that the student is unable to assume on their own  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. Signature of Parent/Caregiver/Adult Student Date: SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 12 of 21 Appendix B: Application for Service Animal This Form and all accompanying documents are to be completed by the Parent/Caregiver and submitted to the School Principal School Grade Student Name: Address: Telephone Number : Home: Cell:  Disability-Related Needs to be Accommodated by Service Animal ➢ Please attached a copy of the assessment report from a registered pediatrician, psychologist or 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 Service Animal will provide accommodation in a school setting.  Veterinary Certificate (submitted after approval and before the dog can be allowed on school property) ➢ Please attach a certificate from a veterinarian qualified to practice veterinary medicine in the Province of Ontario (confirmation to be updated annually) attesting to: • the species of animal, age and confirmation that the animal is an adult; • the animal does not have a disease or illness that might pose a risk to humans or dogs; • the animal has received all required vaccinations; and • the animal is in good health to assist the student.  Information regarding Animal ➢ Describe in detail the tasks or services performed by the animal; ➢ Identify the oral commands or visual signs to which the animal responds; ➢ Attestation will be required confirming that the animal does not make vocal noises, does not engage in distracting behaviour, does not exhibit aggression; ➢ Identify whether the animal will be on a leash/harness or in a crate; ➢ Describe the biological needs of the animal;  Student ➢ Can the student independently manage the animal? ➢ Describe in detail where, when and how the student currently utilizes the animal’s services in public spaces for accommodation purposes ➢ Please describe below what, if any, responsibilities the student is capable of performing independently  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. SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 13 of 21 Signature of Parent/Caregiver/Adult Student Date: SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 14 of 21 Appendix C: Principal’s Checklist for Guide Dog/Service Dog School Grade Student Name: Student OEN# Application Requirements for Guide Dog/Service Dog  Assessment report with diagnosis and accommodation to be provided  Supporting documents (IEP, psychological, occupational therapy, physical therapy, functional behaviour, and/or orientation and mobility assessments)  Copy of municipal license [within 12 months]  Veterinary certificate [within 3 months]  Certificate of training or attestation for Guide Dog/Service Dog [within 6 months]  Certificate of training or attestation for student Handler [within 6 months]  Letter of confirmation that the trainer, or a member of the association related to the Service Animal that can speak to the training requirements, will present to School Council  Certificate of insurance [within 3 months] or Letter from the registered charity which owns the dog  Letter of inquiry with school staff and community using the school pursuant to permit regarding allergies, phobia/fear or cultural sensitivity  Assessment by Manager of Helath and Safety Implementation Requirements  Accommodation plan where there are competing rights (may include restriction of access to areas of school, change in classroom etc.)  Timetable identifying bio breaks, when accompanying student, when in crate  Emergency procedures (fire exit plan, lockdown plan, evacuation plan)  Letter to Parents/Caregivers that Guide Dog/Service Dog will be accompanying student  Information session during to school council meeting  Posting on school website or social media that Guide Dog/Service Dog will be accompanying student  Signage for front door, gymnasium door and library door advising of Guide Dog/Service Dog  Transportation plan (if required)  Orientation for school staff and students  Training for person other than the student acting as Handler (if required)  Identification of benchmarks for assessment of effectiveness (to be reviewed with IEP) Principal Signature Date: SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 15 of 21 ON SCHOOL LETTERHEAD Appendix D: Sample Letters Sample Letter to Employees & School Permit Holders To Employees and Permit Holders This letter is to advise that the school is in the process of planning for a Guide Dog/Service Dog to atte nd with a student in order to accommodate the student’s needs pursuant to the Human Right Code. The Guide Dog/Service Dog is trained to provide service in a manner that does not disrupt the learning environment for others and is identifiable by its vest or harness. A specific timetable will be created, which identifies where and when the Guide Dog/Service Dog will be at different periods of the school day and will be shared with you. We respect the needs of all staff and our community partners in providing a safe and inclusive workplace and environment. Please let us know if you have any specific concerns regarding the presence of a Guide Dog/Service Dog in our school. Thank you for your on-going cooperation and support. Sincerely, Principal SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 16 of 21 ON SCHOOL LETTERHEAD Dear Parent/Caregiver or Adult Student This letter is to advise that a Guide Dog/Service Dog will be attending with a student in order to accommodate the student’s needs pursuant to the Human Right Code. The Guide Dog/Service Dog is trained to provide service in a manner that does not disrupt the learning environment for others and is identifiable by its vest or harness. An information session has been scheduled to take place following the school council meeting on . A trainer from will be present to answer any questions that you might have about the training of Guide Dogs/Service Dogs. An orientation session will be provided for all students, to explain the role of Guide Dogs/Service Dogs as working animals, not pets, and to identify how the Guide Dog/Service Dog will be integrated into our school community. We respect the needs of all students in providing a safe and inclusive learning environment. Please let us know if you have any specific concerns regarding the presence of a Guide Dog/Service Dog in our school. Thank you for your on-going support. Sincerely, Principal SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 17 of 21 ON SCHOOL LETTERHEAD Dear Parent/Caregiver or Adult Student On the school forwarded a letter home to all Parents/Caregivers advising that a Guide Dog/Service Dog would be introduced to our school community. This letter is to advise that a Guide Dog/Service Dog will riding a student to and from school to accommodate the student’s needs pursuant to the Human Right Code beginning The Guide Dog/Service Dog and student will be assigned a specific seating area on the bus, and the Guide Dog/Service Dog is trained not to be disruptive while riding on school transportation. It will be identifiable by its vest or harness. Your child will be participating in an orientation session to explain the role of Guide Dogs/Service Dogs as working animals, not pets, and to identify how the Guide Dog/Service Dog will be integrated into our school community. We respect the needs of all students in providing a safe and inclusive services for education. Please let us know if you have any specific concerns regarding the presence of a Guide Dog/Service Dog on your child’s bus. Thank you for your on-going support. Sincerely, STSBHN SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 18 of 21 ON SCHOOL LETTERHEAD Dear Parent/Caregiver or Adult Student On the school forwarded a letter home to all Parents/Caregivers advising that a Guide Dog/Service Dog would be introduced to our school community. This letter is to advise that a Guide Dog/Service Dog will be attending with a student in your child’s class/ in order to accommodate the student’s needs pursuant to the Human Right Code beginning The Guide Dog/Service Dog is trained to provide service in a manner that does not disrupt the learning environment for others and is identifiable by its vest or harness. Your child has participated in an orientation session to explain the role of Guide Dogs/Service Dogs as working animals, not pets, and to identify how the Guide Dog/Service Dog will be integrated into our school community. If you have any questions or concerns, please do not hesitate to contact your child’s teacher or me. Thank you for your on-going support. Sincerely, Principal SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 19 of 21 ON SCHOOL LETTERHEAD Dear Parent/Caregiver or Adult Student I am writing to communicate the decision regarding your request that your child/you attend school with a Guide Dog/Service Dog to provide accommodation for disabilityrelated learning needs/acts of daily living. I wish to confirm approval of your request. As we have discussed, your/your child’s ability to perform the responsibilities of a Handler, and assessment of benchmarks established for evaluating the effectiveness of the Guide Dog/Service Dog/Service Animal in meeting your/your child’s accommodation needs will take place on a regular basis, not less than once per school year. You will be responsible for ensuring that the Guide Dog/Service Dog/Service Animal is groomed, has a vest or harness and crate [if necessary], as well as a water bowl. All costs associated will be your responsibility. If concerns arise regarding the integration of the Guide Dog/Service Dog into the school community and your/your child’s class(es), a meeting will be scheduled to review how the issues might be resolved. In the event that the Guide Dog/Service Dog engages in behaviour that is distracting, disruptive or aggressive, including making noise, failing to follow commands, growling or nipping, you/your child/the Handler will be required to remove the Guide Dog/Service Dog from the classroom immediately and you will be required to arrange for the Guide Dog/ Service Dog to be removed from the school. In such a case, alternative options for accommodation will be reviewed. Sincerely, Principal SO33 Animals in Schools, Including Student Use of Guide Dogs & Service Animals Manual Page 20 of 21 ON SCHOOL LETTERHEAD Dear Parent/Caregiver or Adult Student I am writing to communicate the decision regarding your request that your child attend school with a Guide Dog/Service Dog/Service Animal to provide accommodation for disability-related learning needs/acts of daily living. I wish to communicate that your request is being denied. As we have discussed, your child is not able to perform the responsibilities of a Handler [and/or the Service Animal is not trained and may be disruptive or a distraction in the school environment], and reasonable alternative accommodations that respect your child’s dignity, encourage independence and facilitate integration are available to support your child’s learning needs and access to meaningful educational services. This decision is not subject to appeal; however, if you wish to discuss the alternative accommodation measures available to support your child while at school, please contact me to arrange for a meeting. Sincerely, Principal Appendix E: Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol May 25h 2022 last edited In accordance with Policy and Procedure Memorandum 166 Keeping Students Safe: Policy Framework for School Board Anti-Sex Trafficking Protocols, Grand Erie District School Board has developed this Protocol. The Grand Erie District School Board (the “Board”) is fundamentally opposed to, and has a zerotolerance policy on, sex trafficking of persons in which a commercial sex act is induced by force, fraud, or coercion. The board will educate staff and students with a view to preventing individuals from becoming victims, as well as ensure a pathway to care for any individuals impacted by human sex trafficking. The board will show compassion and ensure availability of resources to assist any students who may have been victimized by or are survivors of human sex trafficking. SCOPE This protocol applies to in-person and online learning. The protocol includes all school and school board activities, including field trips, overnight excursions, board-sponsored sporting events and board-operated before- and after-school programs. SEX TRAFFICKING Sex trafficking is a form of sexual exploitation and is a crime under the Criminal Code of Canada. It can include recruiting, harbouring, transporting, obtaining, or providing a person for the purpose of sex. It involves the use of force, physical or psychological coercion or deception. Most individuals who are trafficked for the purpose of sexual exploitation are women, girls and gender-diverse individuals, but any person could be targeted. Indigenous and racialized individuals are especially vulnerable to experiencing sex trafficking. The intersections of colonization, intergenerational trauma, systemic discrimination and barriers to accessing service compound, which increases the vulnerability of being targeted by traffickers for Indigenous women and girls – who comprise a disproportionate number of trafficked persons for the purpose of sexual exploitation, in Canada. STATEMENT OF PRINCIPLE The Board’s mission is to build together a culture of learning, well-being and belonging to inspire each learner. This protocol is imperative to the success of the Board in fulfilling this mission. The board operates on the traditional territories of many indigenous peoples. The Board has many students and families who are of indigenous descent and is situated between two reservations. The Board recognizes we as community leaders are well positioned to support our community, students, families and staff to identify, engage, and support those who are impacted by sex trafficking. Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 2 of 13 A ROLE FOR PARENTS/CAREGIVERS Parents and caregivers are key partners in preventing and identifying sex trafficking. Parent, and caregiver voices are imperative to the review and development of this protocol and implementation of education and awareness activities. Parents and caregivers are key partners in preventing children and youth from becoming vulnerable to sex trafficking and will also help inform development, implementation and review of anti-sex trafficking protocols. The Board acknowledges that care must be given when reaching out to parents, families and caregivers to ensure they are safe adults prior to engaging with them on matters regarding students. Outreach to Indigenous parents and guardians, as well as outreach to Black and racialized parents and guardians, will be trauma-informed and culturally appropriate, recognizing historic and systemic barriers that may impact their participation. Every effort will also be made to reduce cultural and/or linguistic barriers when reaching out to parents, guardians, and caregivers about this protocol. In addition, Grand Erie will ensure that information, support and communications are available to non-English speaking caregivers. FOSTER STUDENT VOICES Students are the focus of this protocol and have been and will continue to be involved in efforts to develop actions against sex trafficking. The board will continue to invite student groups to participate and inform the design, development, delivery, and implementation of anti-sex trafficking protocols and awareness activities. The Board recognizes that students with lived experience are experts and, if willing and appropriately supported through trauma-informed approaches, could share their stories and insights as part of efforts to build awareness and empower students. BUILD MULTI-SECTORAL RELATIONSHIPS WITH COMMUNITY ORGANIZATIONS Ongoing consultation and engagement with community groups/agencies that support members of the school community are essential to supporting anti-sex trafficking approaches that are responsive to diverse students and the needs of local school communities. The Board will remain a member of the Partners Against Human Trafficking (PATH) Committee to continue to foster cross-sectoral relationships across Brantford, Haldimand, Norfolk, Six Nations and Mississaugas of the Credit. The Board values the input and expertise of the community agencies doing anti-trafficking work. Agencies who reviewed, provided input and will hopefully continue to support this protocol are: • Victim Services of Brant • OPP • Nova Vita • Canadian Mental Health Association of Brant • Brant Haldimand Norfolk Catholic District School Board • Brantford Police Services • Brant O.P.P., Norfolk O.P.P., Haldimand O.P.P. • Child and Family Services of Grand Erie • Haldimand Norfolk Reach • Ganohkwasra Family Assault Support Services • Woodview Mental Health and Autism Services • Sexual Assault Centre of Brant Ongoing partnerships with local police services, child welfare and other community agencies are in place to support the Board’s goal to create safe, inclusive, and welcoming learning environments that protect students from being trafficked for the purposes of sexual exploitation and ensure timely and coordinated responses to students who are impacted or may be at risk. Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 3 of 13 INTERVENTIONS MUST BE SAFE Caring adults and students within schools can promote a sense of student belonging, increase protective factors, help to reduce risk factors associated with sex trafficking, and support early intervention through identification and appropriate response, including connecting impacted persons to supportive services. The dignity, health, safety, and well-being of students shall be given the highest priority. Every attempt will be made to respect student privacy and self-esteem. All who assist in this process must maintain confidentiality. Interventions will seek to respond to immediate dangers, lower identified risk factors and avoid any actions that will make an individual’s situation more unsafe. Responding to students at risk of, or victims of, human sex trafficking will be trauma informed, non-judgmental, and culturally responsive, and will respect confidentiality, privacy and informed consent. Board employees require comprehensive anti-sex trafficking training, so they are equipped to identify the signs of sex trafficking, safely respond to disclosures, be culturally relevant and responsive to diverse student populations, and support the immediate physical and emotional safety needs of students. Training must emphasize how to respond to immediate dangers and the need to avoid actions that will make an individual's situation worse or more unsafe. The board will educate staff and students with a view to preventing individuals from becoming victims, as well as ensure a pathway to care for any individuals impacted by human sex trafficking. The board will show compassion and ensure availability of resources to assist any students who may have been victimized by or are survivors of human sex trafficking. BUILD UP SCHOOL-BASED PREVENTION The development of this protocol will complement existing prevention efforts in schools, including the teaching of consent, healthy relationships, and healthy sexuality. It is important for school staff to understand the historical and social contexts of sex trafficking and implement prevention strategies that are responsive to the needs of students and members of the local school community. All members of the school community - trustees, administrators, teachers, support staff, students, parents/guardians, volunteers, and bus drivers - will work collaboratively and diligently to help protect all students from predators who engage in sex trafficking or grooming activities, and ensure interventions are safe. Ongoing staff development and training will take place at a system and school level regarding sex trafficking awareness, including signs of sex trafficking, reporting protocols of expected or confirmed sex trafficking activities, and pathways to care for students identified. RESPECT CONFIDENTIALITY, PRIVACY AND INFORMED CONSENT The development of procedures must respect confidentiality and ensure that the student fully understands how their information may be used and with whom it may be shared. It is key to develop referral relationships with community service organizations while adhering to applicable legal requirements, including those under the Municipal Freedom of Information and Protection of Privacy Act; the Ontario Human Rights Code; the Accessibility for Ontarians with Disabilities Act, 2005; the Education Act; and the Child, Youth and Family Services Act, 2017. PROMOTE EQUITABLE AND CULTURALLY SAFE RESPONSES This protocol will demonstrate a human rights-based, non-judgmental, culturally responsive, survivor-centred and trauma-informed approach to raising awareness, preventing, identifying and responding to sex trafficking. These protocols and interventions must be rooted in upholding student/human rights. This protocol will prioritize the safety, autonomy and choice Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 4 of 13 of any student impacted by trafficking. Academic, social, and emotional supports will be provided in a timely and collaborative way for any students who are victims of, and have been traumatized because of, sex trafficking. RAISING AWARENESS OF SEX TRAFFICKING FOR PARENTS, GUARDIANS AND CAREGIVERS In collaboration with all stakeholder groups, the board will further develop awareness activities related to cyber-safety, signs of sex trafficking, cultural impacts, school procedures, and where to get help. Awareness strategies may include but are not limited to: • Online resources for parents and caregivers that include cyber-safety, signs of trafficking and luring, how to get help, how to access the protocol, and how and where to report; • Posting on the Board website this protocol and attached appendices and related procedures, such as Duty to Report, Police Protocol, and the Mental Health and Well Being Strategy; • Sharing information on social media platforms; • Distributing emails with links to community partners, information on signs and stages of trafficking, and the link to the protocol, information on how to report, and what to do if your child has experienced grooming, luring or trafficking; • Promoting events hosted by community partners; • Recognizing Human Trafficking awareness day (February 22nd) on social media platforms; • Presentations to Parent Councils; • Ensuring that parents have access to information In their preferred language; • Awareness activities that emphasize how to respond to immediate dangers and the need to avoid actions that may make an individual's situation worse or more unsafe; • Providing resources that go home to all families. RAISING AWARENESS FOR STUDENTS The Board is committed to supporting students and the school community's safety and wellness. Prevention and education efforts are already taking place to reduce the risk of sex trafficking and sexual exploitation. These can be found in the Mental Health and Well-Being Strategy. Some key partnerships and initiatives include: • Healthy relationship presentations by Nova Vita; • Classroom presentations and lessons by Grand Erie Child and Youth Workers; • In collaboration with stakeholders, the board will further develop awareness activities to increase knowledge related to cyber-safety, human trafficking signs, stages and impacts, as well as the school procedures and where to get help. These activities include but are not limited to: o Updated Health Curriculum; o Presentations facilitated by Student Support Services and Safe and Inclusive Schools Staff; o Student-led initiatives; o Information available online, in the student handbook and through student groups on signs and stages of trafficking, how to report concerns related to trafficking, including how to report anonymously to the board; o Signs and posters at schools on the signs of sex trafficking and where to get help; o Text messages delivered by the school; o Individual conversations between youth and support staff. Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 5 of 13 What to do if you or someone you know needs help? You can speak with an adult you trust, or call Canada’s confidential Human Trafficking Hotline at 1-833-900-1010. For information and support, visit canadianhumantraffickinghotline.ca, If indigenous, call, chat or text 1-855-554-4325. If there is immediate danger or if you suspect a child under 18 is being trafficked, call 911 or the OPP. TO ENSURE EFFECTIVE AWARENESS AND PREVENTION STRATEGIES, THE BOARD WILL POST INFORMATION ABOUT ANONYMOUS REPORTING TO THE BOARD. PARENTS, CAREGIVERS, AND CONCERNED COMMUNITY MEMBERS MAY REPORT ANONYMOUSLY BY CALLING THE BOARD FROM A BLOCKED NUMBER AND/OR CALLING CRIME STOPPERS AT 1-800-222- TIPS (8477). IN ADDITION TO THE OPTIONS ABOVE, A STUDENT MAY REPORT ANONYMOUSLY USING THE TALKING LOCKER FOUND ON THE BOARD AND SCHOOL WEBSITES. RESPONSE PROCEDURES SECTION I The board response procedures have been developed in collaboration with community partners, students, survivors, and the broader school community. These procedures address when a student or a school community member has been impacted by, or engaged in, luring or trafficking. School staff includes all Board employees. It is imperative that school personnel understand trauma-informed practices and how to apply them in situations where students who are victims of human sex trafficking may be struggling with fear, shame, and embarrassment. Suspending judgment and remaining open-minded are critical to creating a trusting relationship in which vulnerable students feel safe to confide and seek support. In this context, school counsellors or other trained specialists may need to meet with a student several times before the student feels comfortable sharing information. In most cases, classroom educators or other school staff who are concerned about a student should not question the student directly. Instead, they should take their suspicions first to their school administrator, who should take the concern immediately to their school Student Support Services staff (Social Worker or Attendance Counsellor). The Student Support Services staff will then notify the Safe and Inclusive Schools Team Lead for matters regarding human trafficking. DUTY TO REPORT SUSPECTED OR CONFIRMED CASES OF SEX-TRAFFICKING OF YOUTH CAN BE FOUND HERE https://granderie.ca/download_file/view/10713/2375 STUDENT DISCLOSES TO STAFF THEY HAVE BEEN/ARE BEING SEX TRAFFICKED OR LURED OR ARE LURING OTHERS Understand that making a disclosure/declaration is a very vulnerable time for students and can be difficult as well as dangerous. • Do not disclose to ANYONE who does not need to be involved (doing so could increase safety concerns of student and/or put others safety at risk). • Ensure all people who are aware and need to be involved are not breaching confidentiality of the student (e.g., discussing the situation in hallways, classrooms, lunchrooms, etc.) • Listen without judgment to the student. Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 6 of 13 • If the disclosure happens in an online space, please notify the Administrator. Keep everyone safe. • Determine the immediate safety needs of all involved; if an imminent safety risk is determined, call 911. • Explain your duty to report to police, child protection services and the administrator. • Do not leave the student alone. • Does the student have any individual/cultural needs to consider or practical needs that will help the student feel more comfortable? Explain how you can help. • Explain to the student that you are able to help them by ensuring they are safe. • Connect them with people who can help, such as school or community supports. • Connect with the administrator to get access to resources and support. Contact the school administrator. • Based on your observations of or interactions with the student over time, if you believe indicators of sexual exploitation are present, contact the school administrator and share your concern. ADMINISTRATOR BECOMES AWARE A STUDENT HAS BEEN/ARE BEING SEX TRAFFICKED OR LURED Keep the student and staff safe. • Ensure all safety protocols have been followed. If there is an immediate threat to safety, call 911. • Ensure the student has not been left alone if disclosure is made during school hours. • Do not ask the student to repeat their story, to avoid re-traumatization. • Ensure any duty to report has been completed. Consult with the school Social Worker. • The school administrator will share their suspicions with the school Social Worker. • If required, an in-school meeting will be called. • The administrator/Social Worker will inform the Safe and Inclusive Schools (SIS) Lead. • The Social Worker will meet with the student. Communicate what you can. • Communicate next steps with the student, including who will be in contact. SOCIAL WORKER RECEIVES A DISCLOSURE THAT A STUDENT HAS BEEN/IS BEING SEX TRAFFICKED OR LURED Assessment • Depending on the information gathered, the Risk Screening Tool may be warranted to determine level of risk. Reporting • Reporting processes will be followed. • The Social Worker or SIS Lead may contact child welfare services and/ or law enforcement for background information. • Where safe to do so, the guardian must be notified. • Notification will also be shared with the Family of Schools Superintendent. Supporting • The Social Worker, the administrator and school team develop a supportive response for the student involved. Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 7 of 13 • The Safe and Inclusive Schools Lead assists with potential district impact, such as involvement of other students as victims or perpetrators. • Initiate the Violence Threat Risk Assessment protocol, where deemed necessary. Wrap Around • The Social Worker or support staff will offer the student (and family members where appropriate) a supported referral to local service providers. • A community team referral is initiated to ensure community response, as required, specializing in sexual exploitation where available and/or linkages with domestic violence, sexual assault, child welfare, housing addictions, or mental health agencies. Accommodations • The Safe and Inclusive Schools Lead, and the Social Worker engage in education planning with the survivor and provide on-going trauma- informed support if the student wishes to return to school. • School staff assess and allow learning accommodations deemed necessary. • The Safe and Inclusive Schools Team will provide academic and counselling support for the student, if deemed the most appropriate program. Luring others Many youth who recruit/traffic other youth were initially trafficked themselves and lure others as a response to their trauma or a direction from their trafficker (Bird,K. 2021). • If student is luring others, Safe and inclusive Schools team will provide intervention and consider progressive discipline as deemed necessary RESPONSE PROCEDURES SECTION II PROCEDURE FOR RETURNING TO SCHOOL AFTER AN EXTENDED TIME AWAY DUE TO SEX TRAFFICKING Remember that sex trafficking is extremely traumatic and impacts all parts of the self. Students may struggle with a variety of symptoms and the road to healing can be long. • Allow the student to lead the return-to-school plan as much as possible. • Prioritize the safety of all. • Support the student’s long-term success through ongoing conversation about barriers. • Families may also require referrals and support for this transition. Initial meeting • Collaborate with all resources necessary to reacclimatize the student to a school/learning environment, including but not limited to the school Social Worker or Child and Youth Worker, community mental health workers, Sexual Assault Centre, Victim Services, Women’s Services, Child Welfare Agencies, Youth Justice agencies or other appropriate agencies, and supports identified by the student. • Involve representatives, identified by the student, from Indigenous, Black, racialized and/or newcomer groups to provide support. • An initial meeting organized by the school social worker or Safe and Inclusive Schools Lead will be Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 8 of 13 held with the victim and other identified contacts to discuss student learning needs and successes. • Assess the risk to the student and others. A crisis/safety plan for return will be created for the student. Accommodations • School staff will provide learning accommodations as deemed necessary. • The Social Worker will check in as agreed upon with student and supports. • Academic staff will provide appropriate programming, including Supervised Alternate Program (SAL), Alternative Education, Virtual School and/or part- or full-time return to brickand- mortar school. TRAINING FOR SCHOOL BOARD EMPLOYEES The Board is committed to the ongoing training of all staff. We recognize that training will assist staff in the identification and intervention of sex trafficking. The Board will also provide virtual modules for the Health and Safety training provided to all staff. This virtual information will include: • Key Definitions and myths about sex trafficking; • Tactics used by traffickers and signs and stages of sex trafficking; • Information supporting prevention and protective factors, access to resources within the board and elsewhere; • Signs that a student may be luring or grooming another student; • Applying an equity lens to combatting sex trafficking; • Culturally safe supports and interventions; • Resources; • Online Safety; • Response procedures; • Duty to report; • Police reporting procedures; • Roles of the school board employees; • Training on this protocol; • How staff can care for themselves after receiving disclosures of sex trafficking. More intensive training will be offered to administrators and other identified staff who will be most likely to come into contact with a trafficked student. All training will be tracked and reported. MEASURING SUCCESS: ACCOUNTABILITY AND EVALUATION This protocol is multi-faceted and, as such, should be reviewed at minimum each year. The protocol, training plan and response procedures will be reviewed and may further evolve as more is learned about human trafficking in the Board The Board will work collaboratively with the Ministry of Education to develop a performance measurement framework. This framework will monitor the effectiveness of training (for example, whether staff feel they are more aware and more able to safely identify and intervene in situations where a student is suspected of being trafficked or trafficking) and whether the protocols respond to the needs of students. REFERENCES • PPM 119 - Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools • PPM 128 - The Provincial Code of Conduct and School Board Codes of Contact • PPM 166 - Keeping Students Safe – Policy Framework for School Board Anti-Sex Trafficking Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 9 of 13 Protocols • Bill 157 - Keeping our Kids Safe at School Act • Bill 212 - Education Amendment Act (Progressive Discipline and School Safety), 2007 • O. Reg. 265 - Duties of a Principal • O. Reg. 474/00 - Access to School Premises • Government of Canada/Public Safety Canada • Ontario’s Anti-Human Trafficking Strategy 2020-2025 • Children, Youth and Family Services Act, 2017 • Ontario College of Teachers – Duty to Report APPENDICES: Appendix A: Glossary of Terms Appendix B: Sex Trafficking in Ontario Facts Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 10 of 13 APPENDIX A: GLOSSARY OF TERMS 2SLGBTQQIA: Refers to two-spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex and asexual. Anti-racism: Is a process, a systematic method of analysis, and a proactive course of action rooted in the recognition of the existence of racism, including systemic racism. Anti-racism actively seeks to identify, remove, prevent and mitigate racially inequitable outcomes and power imbalances between groups and change the structures that sustain inequities. Cultural responsiveness: “Extends beyond language to include a much larger set of professional attitudes, knowledge, behaviours and practices, and organizational policies, standards and performance management mechanisms to ensure responsiveness to the diversity of [students] who walk through [schools'] doors1.” Cultural safety: Refers to “an environment that is spiritually, socially and emotionally safe, as well as physically safe for people; where there is no assault, challenge or denial of their identity, of who they are and what they need. It is about shared respect, shared meaning, shared knowledge and experience of learning together2.” Equity lens: Involves “strategically, intentionally and holistically examining the impact of an issue, policy or proposed solution on underserved and historically marginalized communities and population subgroups, with the goal of leveraging research findings to inform policy3.” Human rights-based approach: Refers to a “conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights. It seeks to analyze inequalities which lie at the heart of development problems and redress discriminatory practices and unjust distributions of power that impede development progress4.” Survivor: Refers to an individual who has escaped a trafficking situation, whereas victim is used to refer to an individual who is in the process of being recruited or is being trafficked. The term survivor may also be used to refer to an adult with lived experience of being trafficking. This approach is used for clarity and not intended to label or define an individual's experience. Individuals who have experienced sex trafficking may prefer one term over another in order to describe their experiences. School board employees should confirm how an individual impacted by trafficking prefers to be referenced. Tactics: Refers to a range of trafficking tactics used to target, recruit, manipulate and coerce victims. This can often involve a process of targeting an individual's vulnerabilities then luring, grooming, isolating, manipulating, controlling and exploiting the victim to then conduct sexual acts (for example, forcing a victim to have sex, to take images of child sexual abuse). Often, a victim may not be aware that exploitation is happening, and victims may be forced to recruit other victims. Trauma-informed approaches: Refer to “policies and practices that recognize the connections between violence, trauma, negative health outcomes and behaviours. These approaches increase safety, control and resilience for people who are seeking services in relation to experiences of violence and/or have a history of experiencing violence. 1 Indigenous Primary Health Care Council. (2018, June). Cultural Competency Guideline for Ontario Public Health Units to Engage Successfully with Aboriginal Communities. 2 Williams, R. (1999). Cultural safety—what does it mean for our work practice?. Australian and New Zealand journal of public health, 23(2), 213- 214. 3 Douglas, M. D., Willock, R. J., Respress, E., Rollins, L., Tabor, D., Heiman, H. J., & Holden, K. B. (2019). Applying a health equity lens to evaluate and inform policy. Ethnicity & disease, 29 (Supplement 2), 329 4 UNICEF. (2016, January 23). A Human Rights-based Approach to Programming: What is HRBAP? Appendix B: Human Sex Trafficking in Ontario Facts Sex trafficking is one of the fastest-growing crimes worldwide. In Ontario, most reported cases involve sexual exploitation, which may also be referred to as sex trafficking. Young women and girls are particularly at risk, though boys, men and people who identify as 2SLGBTQQIA are also targeted. The average age of recruitment into sex trafficking is 13 years old. Over 70% of human sex trafficking victims identified by police are under the age of 25. (Source: Ministry of Education, 2021) Indigenous women and girls comprise a disproportionate number of trafficked persons for the purposes of sexual exploitation in Canada. Two-thirds of police-reported sex-trafficking cases in Canada occur in Ontario. Sex-trafficking incidents are most often reported by police in urban centres, but traffickers are known to target individuals from, and traffic in, northern or remote communities. (Source: Ministry of Education, 2021) Who is Most at Risk of Human Sex Trafficking? While any student can be sex trafficked, some groups are at increased risk of being trafficked: • Systemic racism and discrimination have led to a disproportionate number of Indigenous and Black children and youth in care, which can lead to a lack of consistent relationships with caring adults and peers in schools. • Indigenous students are especially vulnerable to sex trafficking due to historic and ongoing systemic discrimination, including intergenerational trauma resulting from residential schools and the “Sixties Scoop”. • First Nation students transitioning from remote Northern communities to schools in urban centres can also face increased safety risks. • Language barriers, isolation, economic disadvantage or a lack of community and social supports may leave newcomer students with increased vulnerability to sex trafficking. • Students with disabilities may experience bullying and isolation in addition to having difficulty understanding the intentions of others. • Students who are 2SLGBTQQIA experience high rates of bullying, assaults, and sexual abuse, and they may face isolation or displacement if they experience rejection from their family or the community. Identifying the Physical, Social and/or Behavioural Indicators of Sex Trafficking If school administrators or staff begin to witness, or suspect, sudden changes to a student’s physical, social, and/or behavioural interactions that is not consistent with their usual base-line appearance or conduct, further assessment may be necessary to identify a potential sextrafficking situation or other worrisome situational matters. The indicators in this list are not exhaustive and represent only a selection of possible indicators. These indicators may not be present in all sex trafficking cases and are not cumulative. • Changes in behaviour, academic achievement (i.e., severely below expected) or school participation (e.g., a spike in truancy); • Secretiveness about their activities; • New boyfriend, girlfriend, or friend who they will not introduce to friends and family; • Signs of frequent migration, running away from home, periodic homelessness, disorientation, uncertainty of surroundings; • New or second cell phone with a secret number; • Signs of abusive or inattentive caregivers, such as untreated illness or injury, bruises, or scars; • Sexual behaviour that is high-risk and/or inappropriate for their age; Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 12 of 13 • Explicitly sexual online profile via internet community or social networking sites; • Relationship with an older man/person, receiving frequent gifts, being picked up from school by controller; • Provocative and/or expensive clothing, jewelry and more make-up; • Sexual activity in exchange for money or anything of value (e.g., clothing, food, shelter, other valuable goods, and resources). In order to identify sex trafficking when a student is under 18, it is not necessary to prove there was force, fraud, or coercion. • Knowledge of the commercial sex industry. Use of lingo such as “The Life,” “The Game,” “Daddy” (for boyfriend or controller), “Track” or “Stroll”; • Reference to dates as “Johns” or “Tricks.” The Stages of Exploitation At Risk • Traffickers identify and seek out individuals based on vulnerabilities that they can manipulate to make their victim dependent on them. What Could This Look Like: Luring (often through social media), and grooming (e.g., showering individual with gifts/affection) Transitioning In • The trafficker begins to “test limits” of the individual they are targeting to determine how effectively they can control and manipulate behaviour. What This Could Look Like: disengagement from previously enjoyed activities (e.g., school, extracurriculars, friend groups); alcohol or substance usage; spending time with a new friend or boyfriend (who may be older). Entrenchment • Traffickers use psychological, physical, emotional manipulation to control and exploit the individual. What This Could Look Like: going missing; using language of the sex trade (e.g., “the game”; “tricks”); more volatile moods; isolation from family/friends. Transitioning Away • Individuals begin to look at exiting exploitative situations, though this may take several attempts. What This Could Look Like: seeking specialized support; re-engagement in activities previously enjoyed; involvement with friends/family. What do I need to do if you suspect, or it has been confirmed/disclosed, a child is a victim of Sex Trafficking? • If the child is in immediate danger, call 911 to access emergency services. • Follow the board protocol on how to report suspected or confirmed sex-trafficking activities. • Contact Canada’s confidential Human Trafficking Hotline at 1-833-900-1010 for information and support or visit canadianhumantraffickinghotline.ca. Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 13 of 13 What should I do after I have reported my suspicion of Sex Trafficking? • School/Board personnel do not have the authority to conduct internal investigations. DO NOT attempt to conduct your own investigation as this can lead to a dangerous situation for both you and the victim. • Remain calm and continue to support the suspected victim while refraining from questioning the child. • Never confront the suspected trafficker. Confronting a trafficker may put you and the student’s life in immediate danger. Supports & Services for Victims of Human Sex Trafficking and Key Resources Ontario supports a range of initiatives to help raise awareness and combat sex trafficking in our province. Resources to help educate children and youth include: • “The Trap” a human trafficking digital education tool, teaches children and youth what human trafficking is and equip them with the skills to stay safe. • Speak Out: Stop Sex Trafficking, an educational campaign focused on raising awareness about sexual exploitation among Indigenous women and youth. • Educational resources and lesson plans for secondary school educators on child sexual exploitation. • Canadian Centre for Child Protection has resources on healthy relationships and online safety https://www.protectchildren.ca/en/ POLICY IT-06 ARTIFICIAL INTELLIGENCE POLICY Superintendent Responsible: Superintendent of Curriculum & Student Achievement Initial Effective Date: 2025/04/28 Last Updated: 2025/04/28 Next Review Date: 2029/04/27 Objective: To support the safe, secure and appropriate use of Artificial Intelligence (AI) resources by providing guidelines and expectations for all Grand Erie District School Board (Grand Erie) users. Policy Statement: Grand Erie believes that the use of AI tools can enhance learning experiences, provide efficiencies in daily work and prepare students for a future where AI is an integral part of their lives. Grand Erie believes that every user of AI tools and resources has a responsibility to comply with all related policies, procedures and existing legislation. AI users should take all reasonable measures and precautions to assist in ensuring the safe, secure, ethical and appropriate use of Artificial Intelligence tools and resources at all times and solely for educational purposes. Grand Erie will make all reasonable efforts, using the resources available, to create and maintain a positive, productive, safe and secure learning environment for the use of AI tools and resources. Reference(s): • Artificial Intelligence Procedure (IT-006) • Acceptable Use of Information Technology Procedure (IT-001) • Assessment, Evaluation and Reporting Policy (SO-20) • Assessment, Evaluation and Reporting Procedure (SO-020) • Bullying Prevention and Intervention Policy (SO-10) • Bullying Prevention and Intervention Procedure (SO-010) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Copyright – Fair Dealing Guidelines Policy (SO-24) • Copyright – Fair Dealing Guidelines Procedure (SO-024) • Equity and Inclusive Education Policy (SO-14) • Municipal Freedom of Information and Privacy Protection Act • Privacy and Records Information Management Policy (IT-02) • Privacy Breach Response Procedure (IT-003) • Progressive Discipline Procedure (HR-018) • Progressive Discipline and Promotion of Positive Student Behaviour Procedure (SO-011) PROCEDURE IT-006 ARTIFICIAL INTELLIGENCE Superintendent Responsible: Superintendent of Curriculum & Student Achievement Initial Effective Date: 2025/04/03 Last Updated: 2025/04/03 Next Review Date: 2029/04/03 Purpose To ensure that employee(s) students and their families are aware of the acceptable use of Artificial Intelligence (AI) at the Grand Erie District School Board (Grand Erie) so they may take all reasonable precautions to maintain a safe, secure, positive and productive learning environment. Guiding Principles 1.0 Overview Grand Erie provides employees with guidelines for the responsible use of Artificial Intelligence (AI) and how to utilize AI tools safely and effectively, adhering to existing regulations regarding the acceptable use of information technology, privacy and information management, and Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010). Grand Erie recognizes that responsible uses of AI will vary depending on the context, such as a classroom assignment, data analysis or design enhancement. All users are expected to employ AI tools solely for educational purposes, upholding values of respect, inclusivity, and academic integrity always. Dependence on AI tools is discouraged as it can decrease human discretion and oversight. The roles of AI in education range from directing cognitive learning (AI-Directed), supporting learners as they collaborate with AI (AI-Supported), to empowering learners to lead the interaction (AI-Empowered). As AI continues to evolve, it's crucial for users to stay informed and prepared. 2.0 Employee Responsibilities Employees will transparently communicate if, when, and how AI tools will be used, while ensuring compliance with applicable laws and regulations regarding data security and privacy. Appropriate AI use should be guided by the specific parameters and objectives defined for an activity. Employees will review all applicable Grand Erie policies and procedures before using any AI tools. 3.0 Educator Responsibilities On an ongoing basis, educators will equip students with the necessary skills to leverage AI tools effectively and responsibly, ensuring that all learners have the opportunity to benefit from these advanced resources. The integration of AI in education is not just about the technology itself, but about fostering a learning environment where both educators and students can thrive. AI does not change educators’ duty of care and to educate. Before introducing AI in the classroom, educators will explain to students: • Benefits and/or risks • Proper and ethical usage • Citation rules • Importance of protecting students’ personally identifying or sensitive information • Potential for inaccurate or misleading content generation On an ongoing basis, educators will: Artificial Intelligence (IT-006) page 2 • Supervise AI usage in the classroom • Closely supervise the use of AI with younger students under the age of 13 years as they may be less able understand and mitigate risks associated with the use of AI tools • Avoid using AI applications that direct students to divulge personal information such as creating an account are not used unless the application has been approved through the vetting of application security and privacy (VASP) process • Apply AI practices in the classroom that meet Ministry of Education curriculum standards • Communicate AI usage transparently to students and parents/caregivers and gather their feedback • Clarify if, when, and how AI tools should be used in the classroom • Review outputs generated by AI before student use • Ensure equitable access to AI tools to all students, considering that some may not have access to such resources outside of school AI may be used by educators for the following purposes: • Assessment design, however, teachers will ultimately be responsible for evaluation, feedback, and grading • Content development and enhancement for differentiation • Recommending teaching and learning strategies based on student needs • Personalized professional development based on needs and interests • Suggesting collaborative projects between subjects and/or other educators • Offering simulation-based training scenarios such as teaching a lesson or managing a parent/teacher conference Guidance on the responsible use of AI in education is contained in Grand Erie’s Artificial Intelligence in Education Strategy. 4.0 Student Responsibilities When using AI tools in projects or homework, students will: • Adhere to educator expectations for the use of AI • Clearly state which parts of work are original ideas and which parts the AI tool helped create • Use proper citation: A formal citation may be required to cite AI work: MLA Style, APA Style, or Chicago Style. At minimum, if any form of generative AI was used, a statement about how AI was used (brainstorming, outlining, feedback, editing, etc.) must be included, and copyrighted content must always be properly attributed. 5.0 Parent/Caregiver Responsibilities Parents/Caregivers play a crucial role in the integration of AI in their child(ren)’s education. Parents/caregivers will: • Keep informed with how AI is being used in their child(ren)'s school by reviewing Grand Erie’s AI Strategy. This includes knowing the types of AI tools being implemented and their purposes, such as personalized learning platforms or administrative aids • Engage with classroom teachers about AI tools and their impact on their child(ren)'s education to address concerns and staying updated on new developments • Help their child(ren) develop digital literacy skills, including how to navigate the digital world, access and evaluate online information, and understand how AI works and its implications • Monitor and guide how their child(ren) interacts with AI tools • Provide guidance to ensure their child(ren) uses AI tools effectively and ethically • Empower their child(ren) to use tools responsibly and think critically • Think carefully about what their child(ren) see online and understand that AI can change pictures, videos, audio recordings, and words Artificial Intelligence (IT-006) page 3 • Reinforce to their child(ren) that AI is a tool to aid learning, not a substitute for their child(ren)’s own understanding and effort • Discuss potential issues like plagiarism, bias in AI algorithms, and the importance of responsible use such as keeping personal information (like name, age, and address) private when online Definitions: Artificial Intelligence (AI): encompasses technologies that enable computers to simulate human intelligence. It includes machine learning, natural language processing, and deep learning. AI automates tasks, enhances productivity, and informs decision-making. Generative AI (GenAI): creates new content based on existing artifacts. It generates text, images, music, and more. GenAI has applications in content creation, automated grading, and personalized learning. However, human validation remains crucial due to potential inaccuracies or biases in generated artifacts. References: • Acceptable Use of Information Technology Procedure (IT-001) • Assessment, Evaluation and Reporting (SO-20, SO-020) • Bullying Prevention and Intervention (SO-10, SO-010) • Code of Conduct (SO-12, SO-012) • Copyright – Fair Dealing Guidelines (SO-24, SO-024) • Equity and Inclusive Education (SO-14, SO-014) • Municipal Freedom of Information and Privacy Protection Act • Privacy and Records Information Management (IT-02) • Privacy Breach Response Procedure (IT-003) • Progressive Discipline Procedure (HR-018) • Progressive Discipline and Promotion of Positive Student Behaviour Procedure (SO-011) • Artificial Intelligence in Education Strategy PROCEDURE FA-018 ASBESTOS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2015/10/26 Last Updated: 2023/10/23 Next Review Date: 2027/10/25 Purpose: To enhance safety in the workplace for all Grand Erie District School Board (Grand Erie) employees and students by providing procedures for handling building materials which may contain asbestos Guiding Principles: Grand Erie is committed to taking every reasonable precaution to protect the health and safety of its employees and students through its Health and Safety Policy and the general provisions of the Occupational Health and Safety Act of Ontario. Further, work liable to disturb asbestos is governed by the “Ontario Regulation. 278/05: Asbestos on Construction Projects and in Buildings and Repair Operations” which specifies the strict conditions under which asbestos work can be performed. This legislation is a minimum standard of care that must always be respected and, in certain instances, exceeded in order to meet the needs of Grand Erie. Every Grand Erie facility may contain asbestos in the form of floor tile, pipe wrap, transite pipe or wall panels, acoustic or texture plaster, any ceiling tile this can include 2x2 and 2x4 suspended tile in grid, drywall compound and possibly in other building materials. Where an employee fails to comply with this procedure, Grand Erie’s Progressive Discipline Procedure (HR-018) will be applied. 1.0 Responsibilities: 1.1 Manager of Facility Services (or designate) • acts as the Asbestos Coordinator for Grand Erie • ensures that pertinent construction project managers, supervisors and employees are notified of their responsibilities for working with asbestos • ensures that all Facility Services employees who may come in contact with asbestos have received instruction in asbestos through awareness training offered by the Health and Safety Office, and departmental instruction on the specific locations of asbestos • ensures that procedures, equipment and materials appropriate for the specific work locations under their authority is provided to protect the health and safety of all employees • ensures that the components of this Procedure and the Occupational Health and Safety Act and Regulations are implemented in all Grand Erie facilities • ensures Administrators and Building Managers are advised when updated copies of the Asbestos Survey report are available online • ensures that all Facility Services employees are informed about the online Asbestos Survey Report and can access the database Asbestos Procedure (FA-018) Page 2 1.2 Health and Safety Manager, Facility Division Manager(s), Facility Supervisor(s) and Information Technology Services (ITS) Manager: • Managers and Supervisors must be knowledgeable about the locations of, hazards and standard operating procedures associated with working with asbestos, the education and training requirements for working with asbestos, the appropriate standard operating procedures for all such locations under their authority • ensure that all employees under their authority are familiar with the hazards and the standard operating procedures for working with asbestos and act in accordance with the standard operating procedures for asbestos • ensure that employees and building occupants are notified of all asbestos work within their workplace • ensure that all employees under their authority are informed about the location of asbestos-containing materials that may be disturbed in the course of their duties • ensure that all employees under their authority who may come in contact with asbestos have received instruction in asbestos through awareness training offered by the Health and Safety Office, and departmental instruction on the specific locations of asbestos and only perform work in accordance with the level of training received • ensure that all employees use appropriate equipment and materials for working with asbestos at all times • arrange for the cleanup, sealing, enclosure or removal of any fallen or deteriorated asbestos • ensure that no employee of Grand Erie is assigned to perform Type 2 or Type 3 asbestos work • ensure that any Type 2 or Type 3 asbestos work is done by qualified external contractor, who specializes in such work and has a well-established reputation for quality workmanship in the field of asbestos control and remediation. (Contractor Qualifications are outlined in Appendix A of this Procedure) • prior to the commencement of any construction related activity or repair work on any building component, equipment or machinery by Grand Erie employees or qualified contractors, engage a qualified consultant to provide a designated substance report for the building area(s) to be affected by the planned work • prior to calling for tenders for any construction-related activity, or repair work on equipment or machinery, determine whether any asbestos containing material will be disturbed. Building asbestos containing material and suspect asbestos containing material is identified in the online Asbestos Survey Report database at http://gedsb.ebasefm.com/login. Material that has been identified as “suspect” will require sampling by Grand Erie’s Asbestos Consultant • prior to any building demolition, ensure that all designated substances including asbestos have been removed from the structure • provide any contractor, in advance of receiving tenders, a copy of all drawings, plans or specifications showing the location of asbestos containing material from the current Asbestos Survey Report • classify all asbestos work under their jurisdiction as Type 1, Type 2 or Type 3, in consultation with Grand Erie’s asbestos consultant • provide notification via email or phone call to the appropriate building Administrator/Manager and the Health and Safety Officer prior to the commencement of asbestos removal and repair operations. • provide assistance and information to Grand Erie’s Asbestos Consultant regarding the location of, or removal of, asbestos-containing material in Asbestos Procedure (FA-018) Page 3 Grand Erie buildings to be used in the development and updating of the Asbestos Survey Report • in the event that previously unidentified asbestos-containing material is discovered in the course of work, ensure that employees immediately stop all work and notify the Asbestos Coordinator and Health and Safety Officer 1.3 Administrator(s) or Department Managers • be familiar with; the hazards associated with asbestos, this Procedure and the location of asbestos within their building environment. Ensure an up-todate copy of your Asbestos Survey Report is accessible to all • ensure that all employees under their supervision who may come in contact with asbestos have received instruction in asbestos through awareness training offered by the Health and Safety Office, and departmental instruction on the specific locations of asbestos • on an annual basis review the contents of your Asbestos Survey Report with ALL employees and ensure they know the location of the report. Ensure ALL employees work in manner that does NOT DISTURB OR DAMAGE ANY product that does or may contain asbestos • promptly report any damage to material that is known or suspected to contain asbestos and ensure that it is reported immediately to Facility Services Dispatch at extension 281282 or the Maintenance Supervisor for your location 1.4 Health and Safety Officer(s) • provide guidance and training options to each department on their responsibilities under this Procedure • review this Procedure annually in conjunction with the Joint Occupational Health & Safety Committee (JOHSC) to ensure that it meets all legislative requirements and make recommendations as necessary • share copies of all testing done in relation to asbestos sampling or asbestos clearance reports with the JOHSC • liaise with Facility Services on issues involving accidental release of asbestos fibres and any involvement with the Ministry of Labour 1.5 Facilities Services Operations, Maintenance Employees and IT Employees • be familiar with the hazards associated with working with asbestos, the pertinent standard operating procedures for asbestos. Work in accordance with written policy and procedures for asbestos • ensure reading and acknowledgment of asbestos reports in the work order system • use the appropriate equipment and materials provided for working in the proximity of known or suspected asbestos containing material • promptly report any known or suspected asbestos-containing material to their immediate supervisor 1.6 Teaching, Office and All Other Employees need to: • be familiar with; the hazards associated with asbestos, this Procedure and the location of asbestos within their work environment by checking the current Asbestos Survey Report for their facility • work in manner that does NOT DISTURB OR DAMAGE ANY product that does or may contain asbestos • promptly report any damage to known or suspected asbestos-containing material to their immediate supervisor Asbestos Procedure (FA-018) Page 4 1.7 External Contractors will: • review the current Asbestos Survey Report before starting any work • provide written acknowledgement that they have read and will comply with the requirements of the “Asbestos on Construction Projects and in Buildings and Repair Operations Ont. Reg. 278/05”and Grand Erie Asbestos Procedure (FA-018) • ensure that all employees under their control are trained in asbestos hazards and control procedures prior to conducting any work which may disturb asbestos, and provide documentation of training to the department which is contracting the work • in the event that ANY asbestos removal (Type 1, 2 or 3) needs to occur, external contractors conducting or supervising such work will provide documentation of training for all employees, supervisors and trades under their control. The training must meet the requirements of “Ont. Reg. 278/05 Asbestos on Construction Projects and in Buildings and Repair Operations” under the Occupational Health and Safety Act and be approved by the Ministry of Training, Colleges and Universities (MTCU) effective November 1, 2007 • ensure that all employees, supervisors and trades under their control are informed about the location of asbestos-containing materials that may be disturbed • on the event that previously unidentified asbestos-containing material is discovered in the course of work, ensure that employees immediately stop all work and notify the department contracting the work 2.0 Awareness 2.1 All Grand Erie employees who work around and who may disturb friable asbestos containing material shall receive awareness training and education commensurate with their degree and risk of exposure. 2.2 Prior to commencing such activities, all Grand Erie employees who will be responsible for managing, overseeing or coordinating work that may disturb asbestos-containing material shall receive appropriate training and education in keeping with the level of asbestos work they may be involved with. 2.3 Annual asbestos awareness sessions, designed to make employees aware of the uses, locations and hazards of asbestos, work practices around asbestos and asbestos management policies in the workplace is mandatory for all Facility Services, and ITS employees who may come into contact with asbestos through the course of the work, and may be required to perform Type 1 procedures. 2.4 Annual asbestos management, designed to provide information on the uses, locations and hazards of asbestos, discuss the different impacts of friable and non-friable asbestos materials, outline work practices around asbestos and asbestos management in the workplace, is mandatory for all management employees responsible for both day-to-day management of the facility and for ongoing modifications, renovations or ultimately demolition of facilities. This will include all Facility Services Division Manager(s), Manager of Health and Safety, Health and Safety Officer(s), Maintenance Supervisor(s), Operations Supervisor(s) and ITS Manager and Supervisor(s). 3.0 Air Testing: Additional testing not required under the Regulation can be authorized at any time by the Manager of Health and Safety or the Health and Safety Officer(s). Asbestos Procedure (FA-018) Page 5 4.0 Communications: All communications related to work on asbestos must be transparent and open to Grand Erie community. Prior to conducting any asbestos work, Grand Erie will inform the building occupants by way of advising the Administrator(s)/Manager(s) of the work to be done, the methods to be used, the precautions to be followed, what to do if problems are observed, and the schedule of the work to be performed. All test results and reports of the work are to be made available on a timely basis to the Administrator(s)/Manager(s) and any other members of the community who ask for information. Prior to any formal release of information or document (i.e., letters to parents, or media release) it shall be reviewed by Grand Erie’s Manager of Communications and Community Relations. 5.0 Record of Training and Information Shared with Employees and Contractors. 5.1 A record of training required under this procedure will be signed and dated by both parties and is to be retained for a period of two years as a record by the employee’s immediate supervisor 5.2 Distribution and sharing of reports and documents and other acknowledgements required under this procedure will be tracked in eBase and retained for a period of two years. 6.0 Asbestos Management Plan: 6.1 Grand Erie must maintain an Asbestos Management Plan that includes a Survey Report of the facilities/locations of known or suspected Asbestos-containing material, the condition of this material, and detailed procedures that must be followed to reduce the health risk of asbestos exposure to staff students and others. 6.2 Information for the Asbestos Survey Report will be compiled from a room-byroom survey conducted by a specialized consultant, recognized for expertise in the field of asbestos. 6.3 The Asbestos Management Plan and Survey Report will be accessible online to Grand Erie employees, building occupants, and contractors. 6.4 The Survey Report for each building will contain the following information: • building address • location within the building of the material and its condition • indication of if it is known to be asbestos, or suspect • Inspections will be conducted annually as per Grand Erie’s Asbestos Management Plan and the online Survey Report will be updated annually or as required. Definitions: Asbestos is a generic term describing a number of naturally occurring fibrous, hydrated mineral silicates that differ in chemical composition and are suitable for use as noncombustible, non-conducting and chemically resistant materials. Different types of asbestos which may be found in buildings are chrysotile, crocidolite, amosite, tremolite, actinolite or anthophyllite. Asbestos Abatement/Remediation - Corrective action taken to minimize or eliminate the hazards associated with asbestos-containing materials, including repair, encapsulation, enclosure or removal. Asbestos-Containing Material - Any material found to contain 0.5% or greater content of asbestos by dry weight. Asbestos Survey Report - is a record of the location of all asbestos-containing materials present within a building, or those suspected of containing asbestos. The Survey Report is Asbestos Procedure (FA-018) Page 6 available to any employee or contractor whose work may result in the disturbance of such materials. The Survey Report will be made available online at http://gedsb.ebasefm.com/login. Friable Material - Asbestos containing materials may be classified as friable or non-friable. A friable material is defined as; material that, when dry, can be crumbled, pulverized or powdered by hand pressure. This category includes material that falls apart at the slightest touch, as well as products with a relatively hard surface. Friable materials present a greater hazard of releasing asbestos fibres than non-friable materials. Common friable asbestos-containing building materials include sprayed fibrous fireproofing, thermal pipe insulation, and decorative or acoustic texture plasters. Common non-friable asbestos-containing building materials include asbestos cement boards, ceiling tiles and vinyl floor tiles. Non-Friable Material - A non-friable asbestos product is one in which the asbestos fibres are bound or locked into the product matrix, so that the fibres are not readily released. Such a product would present a risk for fibre release only when it is subject to sanding or cutting with electric power tools. Examples of non-friable asbestos products include vinyl asbestos floor tiles, acoustic ceiling tiles, and asbestos cement products. Reference(s): • Canadian Standards Association (CSA) Z94.4-02 • Occupational Health and Safety Act of Ontario • Ontario Regulation 278/05 Asbestos on Construction Projects and in Buildings and Repair Operations • Ontario Regulation 490/09: Designated Substances • Progressive Discipline Procedure (HR-018) Asbestos Procedure (FA-018) Page 7 APPENDIX A CONTRACTOR QUALIFICATIONS Only those contractors with established reputations for quality workmanship in the field of asbestos control and remediation will be considered for work at any Grand Erie District School Board (Grand Erie) owned or occupied facility. Before a contractor may be considered for work at any Grand Erie owned or occupied facility, the contractor must first be able to demonstrate compliance with all of the following requirements. ☐ The firm and all supervisory staff must have a minimum of three (3) years prior experience in the field of asbestos control and remediation. ☐ All supervisory staff must have a recognized certificate proving attendance at an asbestos removal training course (2-day minimum duration). ☐ The firm must carry and/or be able to provide Commercial General Liability Insurance endorsed specifically to provide coverage in respect of any claim arising from the exposure, clean-up, removal, containment, testing or monitoring of asbestos. Said Policy must provide coverage in an amount not less than two (2) million dollars ($2,000,000.00) per occurrence and must also be issued on an Occurrence-based form. ☐ The firm must provide a valid WSIB Clearance Certificate for the period of time that the work is occurring. ☐ The firm must provide information outlining the company’s Health and Safety Program including an indicator of their accident frequency in comparison to their WSIB Rate Group. ☐ Be licensed to transport asbestos waste and/or demonstrate that sufficient arrangements have been secured with a licensed waste hauler to ensure proper handling and final disposal of all waste at a licensed landfill site. ☐ Provide proof that all employees have had instruction on the hazards of asbestos exposure, the use of respirators and training on all other aspects of asbestos controls and procedures. ☐ Provide proof that all employees (workers and supervisors) who will be involved in Type 3 Asbestos work have received training in accordance with Ontario Regulation 278/05 Asbestos on Construction Projects and in Buildings and Repair Operations under the Occupational Health and Safety Act. ☐ Provide written acknowledgement that they have read and will comply with the requirements of the Ontario Regulation 278/05 Asbestos on Construction Projects and in Building and Repair Operations and Grand Erie’s Asbestos Procedure (HR-018). POLICY SO-20 ASSESSMENT, EVALUATION and REPORTING Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2018/01/29 Last Updated: 2022/05/30 Next Review Date: 2025/02/25 Objective: To support Grand Erie District School Board’s (Grand Erie) commitment to the learning, well-being and belonging of all students through the assessment, evaluation, and reporting process. Policy Statement: The primary purpose of assessment and evaluation is to improve student learning. Reporting communicates information about learning to students and parent(s)/caregiver(s). Assessment, evaluation and reporting practices must be fair, transparent, and equitable for all students. Grand Erie educators implement assessment and evaluation practices which are grounded in the belief that all students are able to demonstrate their learning regardless of socio-economic status, ethnicity, gender identity, geographic location, first language and/or need for special services. Reference(s): • Assessment, Evaluation and Reporting Procedure (SO-020) • Ontario Ministry of Education. Growing Success – Assessment, Evaluation and Reporting in Ontario Schools (First Edition, Covering Grades 1 to 12) 2010 • Ontario Ministry of Education. Growing Success - The Kindergarten Addendum, 2016 PROCEDURE SO-020 ASSESSMENT, EVALUATION and REPORTING Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2022/05/30 Last Updated: 2022/05/30 Next Review Date: 2025/02/25 Purpose To outline Grand Erie District School Board’s (Grand Erie) guiding principles for assessment, evaluation and reporting. Guiding Principles This procedure addresses three separate key areas of assessment, evaluation and reporting: 1.0 Academic Honesty 2.0 Late, Missed Assignments - Grades 7 to 12 3.0 Impact of Mark Penalty or Mark of 0 on Final Report Cards 1.0 Academic Honesty Students are responsible for being academically honest in all aspects of their schoolwork. Teachers and parent(s)/caregiver(s) should support students in striving for excellence and producing work with integrity. Academic dishonesty may be described as the following but not limited to: Cheating • Claiming credit for work, thoughts or ideas not the product of one’s own effort • Knowledge of or toleration of cheating by others • Use of unauthorized notes or materials during an evaluation • Submitting the same work to two different classes without prior approval • A student allowing their work to be plagiarized • Assisting another student to cheat. Plagiarism • The use or close imitation of the language and thoughts of another without attribution, in order to represent them as one’s own original work. (Growing Success, 2010, p. 151) Plagiarism May Take Many Forms, Including the Following: • Copying word for word from any outside source without proper acknowledgement. This applies to use of an entire paper, to the use of entire sections and paragraphs, and to the use of a few words and phrases • Paraphrasing ideas from any outside source without proper acknowledgement • Submitting, in whole or in part, work completed by another student • Submitting, in whole or in part, an assignment completed for another course without prior approval of the teacher • Appropriation is considered submitting in whole or in part work, thoughts or ideas from any outside source without proper consent, consultation or acknowledgement • Allowing one’s work to be copied by another student. Assessment, Evaluation and Reporting Procedure (SO-020) Page 2 Prevention of Cheating and Plagiarism Students must understand all work submitted for assessment and evaluation must be their own work and that cheating, and plagiarism will not be condoned. It is important that students understand the gravity of such behaviour and the importance of acknowledging the work of others. Schools will develop strategies to help students understand what cheating and plagiarism are and how they can be avoided. Staff will communicate this information to students. Some acts of plagiarism are unintentional ─ the student simply does not realize that what they are doing is wrong. One of the most common errors is not citing sources used for an assignment. A common misunderstanding among students relates to paraphrased material. Many students do not realize that paraphrased material should be attributed to the original author in the same manner as a direct quotation. Some of the Reasons that Students may Plagiarize are: • Being unaware that they are plagiarizing • Lacking knowledge and understanding of the subject • Poor time management skills • Believing that plagiarism is not serious. Any work (including artwork, media work, music, performance tasks and other forms of student work) submitted by a student may be checked for plagiarism, including through an electronic system, and may be held in the electronic system for future matching purposes and protection of the student’s work against copying by others. Teachers will ensure that students are made aware that their work may be stored in the database. Teachers should implement developmentally appropriate instructional strategies to support academic honesty. These strategies may include but are not limited to: • Teachers will consider individual student’s learning needs and understanding of academic honesty. • Teachers review the responsibilities of the student, the proper method for citing sources, and the school policy on cheating and plagiarism at the beginning of each course/school year. • Teachers deliver direct instruction to support students’ awareness about academic honesty and plagiarism. • Teachers implement checkpoints during learning process so that student progress and work can be monitored. • Teachers review with students their rough notes, sources of information throughout the learning process. • Teachers regularly modify assignments based on student’s learning needs. • Teachers develop learning activities that develop “higher order thinking skills”. • Teachers model academic honesty through acknowledging the sources of the materials used in class. • Students will be made aware of the consequences of cheating and plagiarism. • School Administrator(s) and teachers share information about plagiarism and cheating expectation, and this is communicated to students and parent(s)/caregiver(s). Potential Consequences for Academic Dishonesty Consequences for academic dishonesty will follow progressive discipline and focus on student learning and development of skills. All consequences should consider the individual student circumstance. When an act of cheating or plagiarism has occurred, the following actions may be implemented but are not limited to: Assessment, Evaluation and Reporting Procedure (SO-020) Page 3 • The teacher will address the academic dishonesty and support the student’s learning and skills to avoid a repeat occurrence • Incidents of cheating and plagiarism will result in notification to the parent(s)/caregiver(s) • Subsequent incidents will be reported to administration • Elementary students will be expected to complete work to the best of their ability in a supportive and supervised school environment (work assigned should be developmentally appropriate and within their range of proximal development - incidents of cheating and plagiarism in young children most likely stem from a lack of understanding of the concept of academic property, or from a lack of understanding of the task at hand - both should be explored and considered a teachable moment) • Where the integrity of an evaluation activity has been compromised, a secondary student is still responsible for meeting the missed expectations. For a first offence, the teacher should provide an opportunity for the student to re-submit the evaluation activity or an alternate assignment with no penalty. At the teacher’s discretion, the student may be required to complete the evaluation activity under supervised conditions. Choosing not to complete the alternate evaluation activity or losing the opportunity due to repeated offences, may result in a mark of zero being assigned • If incidents of academic dishonesty continue to occur progressive discipline as outlined in SO11 Progressive Discipline and Promoting Positive Student Behaviour will take effect. 2.0 Late and Missed Assignments - Grades 7 to 12 Strategies to Support Students in Meeting Due Dates Teachers of Grades 7 to 12 can use a variety of instructional strategies to promote the timely completion of learning activities. They may include but are not limited to: • Collaborate with students to establish due dates for the submission of each assessment of learning (i.e., assignments for evaluation of achievement on overall expectations for reporting purposes) and clearly communicate due dates to students and, where appropriate, to parent(s)/caregiver(s) • Hold regular teacher-student conferences to monitor progress • Deliver direct instruction focused on time-management skills • Design major assignments to be completed in stages and assessment occurs throughout the process • Encourage peer tutor groups for additional learning support • Allow students to work with a school team to complete the assignment • Provide alternative assignments where it is reasonable and appropriate to do so. Late Assignments If a student does not complete an assessment of learning by the established due date, the teacher will record an “N” (for non-submitted assignment) in the mark record. This notation does not indicate a mark of “0”. The teacher will then use professional judgment and work with students to determine the subsequent course of action based on their individual circumstance. In cases where the teacher finds it appropriate a new due date without penalty may be set. The new due date should be communicated to the student and parent(s)/caregiver(s) In order to ensure that any mark deduction does not result in a percentage mark that, in the professional judgment of the teacher, misrepresents the student’s actual achievement, the penalty for late submission of work may not exceed either one full level or 10% of the final grade for the assignment. Assessment, Evaluation and Reporting Procedure (SO-020) Page 4 The teacher’s decision to change a due date and/or to deduct marks will be made on an individual basis and be based on: (1) the grade level of the student; (2) the maturity of the student; (3) the number and frequency of incidents; and (4) the individual circumstances of the student. In cases where a penalty is to be deducted, the teacher must inform the student and parent or caregiver. School Administrators will develop a process whereby teachers communicate to them those students who have late assignments. Incomplete Assignments/Evaluation Tasks The teacher will inform the parent(s)/caregiver(s) of the student’s failure to complete the assignment. If the student does not complete the assignment, the grade of “N” may change to 0 in the mark record. The decision to change the grade from “N” to 0 will also be based on the individual circumstances of the student. Opportunities to complete work beyond the deadline may be offered in order to accommodate for changes in circumstances that may have hindered a student’s chances for success. 3.0 Impact of Mark Penalty or Mark of 0 on Final Grades Determining a report card grade will involve teachers’ professional judgment and interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence. The teacher’s decision to deduct marks or assign a mark of 0 must not result in a final mark that misrepresents the student’s actual achievement. The teacher must consider each student’s level of performance on the overall expectations addressed in the course. Where one or more assignments is incomplete, the teacher must decide the impact of each incomplete assignment on the student’s ability to continue with learning in the subject area in subsequent courses. Additionally, the teacher can use the course achievement chart as a means of determining whether the performance standards of the course have been met at an appropriate level for successful learning in the next course. In some cases, alternate assessment data, including assessments for learning and/or the culminating task(s) may substitute for missed assignments covering the same overall expectations. If a teacher determines significant gaps in the achievement of overall expectations, a secondary student’s credit may be in jeopardy. It is the School Administrator’s responsibility to establish school-based procedures and appropriate course of action for students whose credits are in jeopardy. Reference(s): • Assessment, Evaluation and Reporting Policy (SO-20) • Ontario Ministry of Education. Growing Success – Assessment, Evaluation and Reporting in Ontario Schools (First Edition, Covering Grades 1 to 12) 2010 • Ontario Ministry of Education. Growing Success - The Kindergarten Addendum, 2016 PROCEDURE HR-109 AVAILABILITY AND USE OF NALOXONE IN SCHOOLS Superintendent Responsible: Superintendent of Education: Human Resources Initial Effective Date: 2019/11/25 Last Updated: 2024/02/27 Next Review Date: 2028/02/28 Purpose: To establish emergency response procedures if an individual experiences an opioid-related overdose on Grand Erie District School Board (Grand Erie) schools and facilities. Guiding Principles: Grand Erie recognizes the potential need for emergency medication to a student or other individual who becomes ill, injured, or unconscious from an opioid-related overdose while on school or facility property. Grand Erie recognizes that, if an emergency administration of medication is required, the Good Samaritan Act (2017) protects any individual who administers such medication by stipulating that such individual cannot be held liable for any harm or damage resulting from their actions, as long as they have acted in good faith in administering the medication. 1.0 Procedures 1.1 School first aid responders in Grand Erie will administer naloxone in response to opioid overdose. 1.2 Grand Erie will ensure each school and support centre has at least one naloxone kit available. The School Administrator(s) will immediately communicate the need for a replacement kit to the Manager of Health and Safety. 1.3 The Manager of Health and Safety will monitor expiry dates of all naloxone kits and replace them in a timely manner. 1.4 Each School Administrator will ensure that all employees are aware of the locations of naloxone kits within the school. 1.5 Each school and facility will have at least two employees trained in the administration of naloxone. Grand Erie will ensure that naloxone administration is a component of all first aid training. 1.6 Each school and facility will prominently display overdose-response materials, e.g., “S.O.S. Opioid Overdose” poster, “5 Steps Can Save a Life poster. In elementary schools, the office area would be an appropriate location, as would elementary washrooms. In secondary schools, appropriate locations would be the office area, washrooms, and guidance offices. 1.7 School Administrators will ensure that each administration of naloxone is recorded. An OSBIE Incident Report will be used in situations where the victim is a student or visitor; an Employee Injury Report will be used where the victim is a Grand Erie employee. 1.8 Each Grand Erie school will work with their local health unit to maintain an effective means of distributing naloxone kits to students, employees, or parents/caregivers. 2.0 Signs and Symptoms of Opioid Overdose 2.1 The school’s first responder will identify opioid overdose in the course of standard first aid assessment. The following are signs and symptoms of opioid overdose:  Unresponsive to stimulus (shake their shoulders and shout their name)  Slow or no breathing Availability Use of Naloxone in Schools Procedure (HR-109) Page 2  Bluish lips and fingernails  Body is limp  Deep snoring or gurgling sounds  Vomiting  Pinpoint pupils 3.0 Dispensing of Naloxone 3.1 Grand Erie employees will administer naloxone in the event of an opioid-related emergency on school and facility properties. 3.2 Grand Erie employees will not dispense naloxone kits proactively to students or employees, even if they are clients of the local health unit. 3.3 The local health unit may dispense naloxone kits proactively to students or staff on Board property. 4.0 Emergency Response 4.1 If the individual is unresponsive and/or experiencing any of the opioid-related overdose signs and symptoms, staff will:  Call 911 immediately  Access a naloxone kit from the nearest location  Administer naloxone 1. Peel back the tab of the naloxone nasal spray container 2. Place thumb on plunger and one finger on each side of the nasal applicator (do not press plunger/do not prime) 3. Insert tip of nozzle into one nostril 4. Support the victim’s neck 5. Press plunger into nostril  If the individual wakes up and/or breathing is restored, place the person into recovery position and stay with them until EMS arrives  If individual does not wake up and is not breathing, begin CPR  After 2-3 minutes, give the second dose of the naloxone Nasal Spray kit into the other nostril  If the individual wakes up and/or breathing is restored, place the person into recovery position and stay with them until EMS arrives  If individual does not wake up and isn’t breathing, continue with CPR until EMS arrives  Once the ambulance has arrived, employees will provide paramedics with a verbal report of care provided. 4.2 Post-Emergency  Employees will complete an OSBIE Incident Report (if the victim was a student or a visitor) or an Employee Injury Report (if the victim was a Grand Erie employee) and submit it to their School Administrator(s), or Designate.  The School Administrator(s), or Designate will immediately contact their Superintendent.  As soon as appropriate after experiencing an opioid-related incident, the School Administrator will de-brief with employee(s), who should be made aware of available supports (e.g., Employee Assistance Program). The School Administrator should also consult with the Traumatic Events Response Team. Reference(s):  Brant County Health Unit Memo of Understanding – Naloxone  Good Samaritan Act (2017)  Employee Injury Report  OSBIE Form Availability Use of Naloxone in Schools Procedure (HR-109) Page 3 PROCEDURE HR-001 BEREAVEMENTS Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/05/27 Last Updated: 2023/06/09 Next Review Date: 2026/06/09 Purpose: To outline the communication process and other protocols that occur in the event of the death of an employee(s), student(s) or significant public figure, to allow the expression of sympathy and respect without interruption of the educational program for students. Guiding Principles: The following procedures should be followed unless direction is otherwise received from the Director of Education and Secretary of the Board or designate. 1.0 Notification In the event of the death of an employee(s) or student(s), Administrator(s)/immediate Supervisor(s) who become aware should notify the Manager of Communications and Community Relations, who will send a message to the system, pending confirmed consent from the family or designate. 2.0 School 2.1 The school remains open, and programs continue to be offered to students. 2.2 Administrator(s) may choose to contact their Superintendent of Education to arrange for the assistance of the Traumatic Events Response Team. 2.3 Employee(s) may attend a funeral as representatives of the school, according to the extent to which internal arrangements for coverage can be made within the school. 3.0 Education Centre, School Support Sites Employee(s) may attend a funeral as representatives of the sites, according to the extent to which internal arrangements for coverage can be made. 4.0 Flag 4.1 In the event of the death of a current employee(s) or student(s), Administrator(s)/immediate Supervisor(s) are responsible for ensuring the flag(s) at all schools, the Education Centre and School Support Centres are flown at half-staff for three (3) days, as appropriate. 4.2 In the event of the death of a former employee(s) or student(s), the flag of the school may be flown at half-staff for three (3) days, as appropriate, at the discretion of the Administrator(s)/immediate Supervisor(s). 4.3 In the event of the death of a local politician, traditional First Nation Chief, First Nation Band Council Chief, civic official, former or present Prime Minister, Head of State of Canada, or Premier of Ontario, Administrator(s)/immediate Supervisor(s) are required to follow these procedures unless specifically directed to do otherwise by the Director of Education and Secretary of the Board or designate: Bereavements Procedure (HR-001) Page 2 4.3.1 The flag at the Education Centre, School Support Centres and schools shall be flown at half-staff on the death of a former or present Prime Minister, Head of State of Canada or Premier of Ontario, or at the direction of government officials. 4.3.2 The flag at the Education Centre and the appropriate School Support Centres shall be flown at half-staff, and at any school at the discretion of the Administrator(s)/immediate Supervisor(s), on the death of a local politician or civic official representing or working in the municipality where the school is located and on the death of certain individuals not covered above. 4.3.2 The flag will be flown at half-staff for three (3) days, as appropriate. 5.0 Memorial Statements When a current employee(s) or student(s) enrolled in our system passes away, and family permission is obtained, a Memorial Statement celebrating the life of the individual may be submitted by the Administrator(s)/immediate Supervisor(s) to the Director of Education and Secretary of the Board or designate to be read at a Regular Board Meeting. The statement will then be forwarded to the family, along with Grand Erie’s sincerest sympathy. 6.0 Sympathy Cards When an employee(s) suffers the loss of an immediate family member (parent(s)/caregiver(s), partner/spouse, sibling or child), the information should be sent to the appropriate Superintendent where possible, including the name of the employee(s) and the relationship of the employee(s) to the deceased. These losses will be acknowledged with a sympathy card from the Director of Education and Secretary of the Board/Superintendent. Reference(s): • Traumatic Events Response Guide POLICY FA-08 BOUNDARY REVIEWS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/10/20 Last Updated: 2025/03/24 Next Review Date: 2029/03/26 Objective To provide guidelines in delivering equitable and effective program offerings in environments across its jurisdiction that enhance learning opportunities and well-being for students. The board conducts boundary reviews in an effort to optimize utilization of schools in circumstances of increasing and/or declining enrolment. Policy Statement Grand Erie is committed to a transparent boundary review process which incorporates consultation for decision-making so that affected communities have a clear understanding of the process and the type of consultation that will occur. Boundary reviews are conducted by the board to review the projected enrolment for a school or a family of schools due to changes in student enrolment, program demands, new school construction, new housing development or other factors. The Board of Trustees will approve the commencement of a boundary review process and final recommendations resulting from the review. The boundary review process can be initiated by either the Board of Trustees or Senior Administration. Reference(s)  Boundary Reviews Procedure (FA-008)  Education Act 171(1), s.7 PROCEDURE FA-008 BOUNDARY REVIEWS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/10/20 Last Updated: 2024/10/24 Next Review Date: 2028/10/24 Purpose: To outline the procedures for conducting boundary reviews. The Grand Erie District School Board (Grand Erie) determines the type and quantity of schools to be established and maintained as well as the boundary for each school. Changes in student enrolment, program demands, new school construction and other factors may result in the need for changes to school boundaries Guiding Principles: 1.0 On an annual basis, or more frequently as necessary, the Planning Department will review enrolment and student accommodations to identify areas that may warrant a boundary review. The Planning Department may recommend to Senior Administration that a boundary review take place. Should it be determined that a boundary review process is required, a recommendation will be brought to the Grand Erie’s Finance Committee. Schools requesting that a boundary review be considered will forward the request to Senior Administration through their Family of Schools Superintendent. 2.0 A background report will be presented to the Board of Trustees for review and comment. The report may present options for consideration and an administrative recommendation. The Board of Trustees will consider a recommended action to refer the boundary review and recommendations of administration to a Boundary Review Working Committee for stakeholder feedback and input. 3.0 A Boundary Review Working Committee will be established under the leadership of the Superintendent of Business and Treasurer or Education. 3.1 The Boundary Review Working Committee will include:  Superintendent of Education responsible for identified schools (chair)  Superintendent of Business and Treasurer  Planning Supervisor and Representative(s)  Administrator(s) of the identified schools  School Council Representatives of the identified schools  Senior Manager of Facilities Services and Senior Manager of Transportation Services will act as a resource to the Boundary Review Working Committee.  Additional resource personnel as required by the Superintendent of Business and Treasurer or Education or Director of Education and Secretary of the Board. 4.0 Prior to a public meeting of the Boundary Review Working Committee, the Planning Supervisor shall convene an orientation meeting for all Boundary Review Working Committee members. The purpose of the orientation meeting is to prepare Boundary Review Working Committee members for the public meeting and include:  A synopsis of the Boundary Review Policy and Procedure (FA-08, FA-008)  A review of the mandate, role and responsibilities of the Boundary Review Working Committee Boundary Reviews Procedure (FA-008) Page 2 5.0 A public meeting of the Boundary Review Working Committee will be advertised on all appropriate and relevant communication channels such as. the Grand Erie and school websites, social media, school newsletter(s) or School Messenger(s). 6.0 The public meeting will include a sharing of the enrolment and accommodation data, school boundary options for consideration and administration’s recommendation for boundary amendments. The public meeting shall welcome the input of members of the school communities and provide a mechanism for the public to ask and submit questions and for the Boundary Review Working Committee to provide answers where appropriate. 7.0 Following the public meeting, the Boundary Review Working Committee will review the information, questioned posed and feedback received and report back to Senior Administration with recommendations for boundary considerations. 8.0 All minutes and data presented at the public meeting, as well as questions asked by the public and the responses, will be posted on the Grand Erie website. 9.0 Senior Administration will review the recommendations of the Boundary Review Working Committee and prepare a final recommendation for boundary revision as well as a transition plan for Board of Trustees consideration. 10.0 The Board of Trustees will receive the report and all feedback on proposed boundary revision and, if appropriate, refer the report for final consideration at a Regular Meeting of the Board to be held no less than 30 days from the date the report is presented. 11.0 Following final Board of Trustees approval, all school boundary changes will be effective at the start of the next school year provided the final decision of the Board of Trustees is made on or before the February Regular Meeting of the Board. Should the Board of Trustees approval be made later than February in any year, the boundary change will not take effect until after the completion of the next school year to permit time for communication to the affected school communities prior to the submission of secondary course selection sheets and Kindergarten registration. 12.0 In the event that there are exceptional circumstances that would require a compression or extension of the notification period, Senior Administration may recommend a different timeline for when the boundary change is effective. 13.0 The final decision will be communicated to the school community through all appropriate and relevant communication channels such as the Grand Erie and school websites, through social media, or through the school newsletter, School Messenger or direct email/letter. Reference(s):  Boundary Review Policy (FA-08)  Education Act 171(1), s.7 PURCHASING CARD USER MANUAL Purchasing Card Program ─ User Manual (BU-09-M) Page 2 Table of Contents 1. Purpose .............................................................................................................................................................................................. 3 2. Key Contacts .................................................................................................................................................................................. 3 3. Forms .................................................................................................................................................................................................. 3 4. Controls Built Into Purchasing Card Program ...................................................................................................... 3 5. Purchasing Card Restrictions ............................................................................................................................................ 3 6. Spending Limits and Commodity Blocking ........................................................................................................... 4 7. Board and Cardholder Liability ......................................................................................................................................... 5 8. Cardholder Agreement .......................................................................................................................................................... 5 9. Responsibilities............................................................................................................................................................................. 5 10. Operational Procedures ......................................................................................................................................................... 6 11. Addressing Non-Compliant Card Usage ................................................................................................................... 7 12. Transferred, Retired and/or Terminated Cardholders ...................................................................................... 7 13. Lost or Stolen Card .................................................................................................................................................................... 7 14. In Summary .................................................................................................................................................................................... 7 Schedule A - Employee Card Application ...................................................................................................................... 9 Royal Bank Visa Purchasing Card Employee Acknowledgement .............................................................. 11 Schedule C – Purchasing Card Log Sheet ................................................................................................................... 12 Schedule D – PURCHASING CARD REQUEST ........................................................................................................... 13 Purchasing Card Program ─ User Manual (BU-09-M) Page 3 1. Purpose To provide a convenient and efficient method of purchasing and paying for low dollar value goods and services which results in an overall cost savings for the board. Key benefits of this program include: a reduction in paperwork, petty cash transactions and vendor invoicing, improved financial control, and ease of use for staff and faster receipt of needed items. 2. Key Contacts • Purchasing card administrator Purchasing Supervisor, Ext. # 281194 • P-Card Statement Auditor Accounting Assistant, Ext. #281164 • US Bank Hotline for Activation or Reporting Lost or Stolen Card 1-800-588-8067 3. Forms • US Bank Visa Purchasing Card Application (Schedule A) • Purchasing Card Employee Acknowledgment (Schedule B) • Purchasing Card Log Sheet (Schedule C) • Purchasing Card Change Request (Schedule D) • Notice of Non-Conformance of Purchasing Card Procedures (Schedule E) Forms are available for download and printing in First Class under GEDSB Information Central > Purchasing Services > Visa Purchasing Card 4. Controls Built into Purchasing Card Program a) Purchasing card authorization and controls are set by the Manager of Business Services and administrated by the Supervisor of Purchasing as approved by Administrative Procedure F102. b) Decisions regarding issuance, suspension or revocation will be made by the Purchasing Card Administrator in association with the cardholder’s immediate Supervisor. c) The following control features are in place to ensure spending and procedural compliance: (i) Spending dollar limit per transaction for individual cardholder. (ii) Monthly credit limit for individual cardholder. (iii) Vendor Commodity blocking for certain types of expenditures. (iv) Review and monitoring of purchasing card log sheets. (v) Regular spot audits to trigger release of infraction notice. 5. Purchasing Card Restrictions a) The use of the purchasing card is subject to the following restrictions. Neglect of these restrictions may result in a card being suspended or cancelled and/or disciplinary action. (i) The card is to be used only for school board business as it relates to the cardholder’s duties and responsibilities. Any use of the purchasing card for personal use is prohibited. Purchasing Card Program ─ User Manual (BU-09-M) Page 4 (ii) The card is not intended to circumvent other board-approved purchasing procedures contained within this document - including existing tender contract awards. (iii) The card is issued only to the person whose name appears on the card and bank application form and may not be shared with another person. (iv) When the total purchase price exceeds the single purchase limit on the card – splitting card transactions to remain below the limit is not permitted – the normal procedure of creating a purchase requisition must be followed. (v) When a competitive bid is required as stated in the board’s purchasing procedures. (vi) The purchase of furniture and other capital equipment – the normal procedure of creating a purchase requisition must be followed. (vii) To obtain a cash advance. (viii) To purchase gift certificates. (ix) To place an order for a cellular phone or PDA. (x) To purchase software without prior clearance from ITS (Information Technology Services). 6. Spending Limits and Commodity Blocking a) Spending limits for Director, Trustees, Superintendents of Education and service area managers: (i) Single transaction, monthly limits and commodity blocks set by Superintendent of Business with input from Executive Council. b) Spending limits for Superintendent of Business (i) Single transaction, monthly limits and commodity blocks set by Director with input from Executive Council. c) Spending limits for service areas – maintenance, custodial and ITS Department. (i) Single transaction and monthly limit is set by immediate Supervisor. (ii) Standard commodity blocks. d) Spending limits for schools, curricular coordinators in support centres & all other service areas: (i) $450 per single transaction including all taxes. (ii) $1,500 monthly spending limit. (iii) Standard commodity blocks. e) Standard Commodity Blocks: (i) Hotel reservation. (ii) All travel and modes of travel (airline, rail, bus, taxi, car rental). (iii) Cash withdrawal. (iv) LCBO / Beer store. Purchasing Card Program ─ User Manual (BU-09-M) Page 5 7. Board and Cardholder Liability a) The liability for authorized use of a purchasing card rests with the Board and not the individual cardholder. b) The liability to the Board for unauthorized use of a purchasing card following loss or theft of the card is limited to $50.00. The Board is not liable for any unauthorized use of the card which occurs after a card is lost or stolen and the cardholder has reported this occurrence to the bank. 8. Cardholder Agreement a) The cardholder, by reading and signing the Employee Acknowledgment form, agrees to use the purchasing card in accordance with these purchasing card procedures. b) The card administrator will include a written copy of these procedures as an information package when a new card is issued. 9. Responsibilities a) The cardholder is responsible for: (i) Adhering to all responsibilities and restrictions as established by the purchasing card program. (ii) Staying within allotted budget. (iii) Assigning appropriate budget number(s), and collection of appropriate original receipts, for each purchase card transaction. (Vendor receipts are to identify list of contents purchased, applicable taxes, and amount of total purchase and GST number. A Visa chit/slip by itself is not sufficient proof of purchase.) (iv) Submitting approved monthly bank statement and purchasing card log sheet with supporting receipts to Business Services within 30 calendar days of receiving monthly bank statement. (v) Resolving any purchase discrepancies with vendor and obtaining credit notices the vendor may issue following resolution. (vi) Immediately notifying the bank and card administrator of any loss or theft of card. (vii) Obtaining required Material Safety Data Sheet (MSDS) for all WHMIS controlled products purchased, and immediately forwarding a copy to the appropriate health and safety staff. b) The cardholder’s manager/supervisor is responsible for: (principal for school staff; service area manager/supervisor for staff person; superintendent for principals; director for superintendents; chair for director and trustees; superintendent of business for chair): i) Authorizing and submitting to Purchasing Services a staff person’s Bank Application form and Purchasing Card Change Request form. ii) Assessing the need for purchasing card based on operational requirements of staff person. iii) Reviewing, approving, signing Purchasing Card Log Sheet and submitting to Business Services. c) The purchasing card administrator is responsible for: Purchasing Card Program ─ User Manual (BU-09-M) Page 6 i) The overall administration and monitoring of the purchase card program, including this procedural manual and the contract with the card holder. ii) Processing requests for card issuance and changes to card limits, commodity blocking and address changes. iii) Liaison between the cardholder and the accounting assistant to help resolve disputes related to payment matters, return of goods and credits. iv) Ensuring the maintenance of a master list of all cardholders. v) Monitoring the use of purchase cards with respect to conformance to this procedures manual and initiating notices for corrective action and/or removal of card. d) The accounting assistant in Business Services is responsible for: i) Reviewing all cardholder monthly log statements and supporting documentation and comparing to bank master statement. ii) Performing periodic audits of cardholder statements and identifying occurrences of non-conformance of procedures to purchasing card administrator. iii) Charging back cardholder budget account(s) as submitted on log statement. 10. Operational Procedures a) Requesting a new purchasing card: i) Employee authorized by principal or service area supervisor to acquire a purchasing card submits the US Bank Visa Application and the Employee Acknowledgment of Responsibilities forms to Purchasing Services. ii) Cardholder is responsible for reading and complying with procedures for proper handling, storing and use of purchasing card. b) Reconciliation, Payment & Records: i) The purchasing card may be used for single line item purchases up to the maximum dollar spending limit including all taxes. Multiple budget accounts within the cardholder’s authority may be used for a single line item. ii) If a transaction is made during the bank’s monthly billing cycle, a detailed statement will be mailed directly to the cardholder, who would then complete the purchase card log sheet, supported by all original receipts, and forward to the accounting assistant in Business Services. iii) The bank statement is mailed around the 10th day of each month. The cardholder should receive this statement by the 15th and is expected to forward the Purchasing Card Log Sheet with attached receipts to his/her principal/supervisor within five (5) working days following receipt of bank statement to permit sufficient time for reviewing and approval. Note: The accounting assistant must submit payment of all purchasing card statements to the bank within a set time frame. It is very important that all cardholders ensure their paperwork is in order and submitted within the required timeline. c) Dispute Process: i) If there are discrepancies and/or a need to return goods for credit the cardholder contacts the supplier directly. The cardholder will circle that line item on the bank statement and note that this entry is under investigation, but still should Purchasing Card Program ─ User Manual (BU-09-M) Page 7 include the transaction on the log sheet. If a return of goods is made, the cardholder must ensure that the credit is made to the purchasing card and not provided in any other manner. (If unable to resolve the matter, the cardholder should contact the card administrator for assistance.) d) Telephone, Mail and/or Fax Purchases: i) The cardholder selects goods and calls/mails/faxes the order to the supplier. ii) The cardholder supplies the purchasing card number and expiry date and instructs the supplier to ensure that the package is clearly marked with the cardholder’s name and that the detailed receipt, complete with the GST number, is included in the packaging. iii) Upon receipt of good(s) the cardholder inspects all items and files the receipt with the log sheet until the bank statement arrives. iv) Monthly internet or magazine/newspaper subscription charges must have supporting document attached to the log sheet (ensure when you set up this charge that the company is capable of providing this documentation.) 11. Addressing Non-Compliant Card Usage a) Controls are in place to ensure purchasing card usage follows approved procedures. If, through periodic audits, a cardholder is found to have split transactions to circumvent the spending limit and/or the cardholder’s log sheet/bank statement is not being submitted in the time frame prescribed, a Notice of Non-Conformance form explaining the occurrence will be sent to the cardholder and his/her supervisor. b) Should a similar occurrence take place within the same school year, the card will be suspended or cancelled by the card administrator. c) The following school year, the card holder may reapply for a purchasing card. 12. Transferred, Retired and/or Terminated Cardholders a) When a cardholders transfers to another job that does not warrant the use of a purchasing, or upon retirement or termination, the cardholder will turn over the purchasing card to the principal/supervisor. b) The card will be cut in half and returned to the Purchasing Services along with a written notice to cancel. c) When a cardholder transfers to another site and plans to continue using the card, the cardholder is responsible for forwarding an address change notice to the card administrator so the bank may be notified of change of address. 13. Lost or Stolen Card a) The cardholder must notify both the bank immediately of any lost or stolen card. The bank will cancel the card and issue a replacement to the cardholder. The bank “Hotline” is 1-800-588-8067. b) The cardholder will also notify the card administrator in Purchasing Services. 14. In Summary a) The purchasing card is a privilege, not a right. All purchasing cards issued by the Board remain the property of the bank and as such may be cancelled/revoked at any time. b) The Purchasing Card User Manual is posted on the Board’s website and in the Purchasing Services section of First Class, under GEDSB Information Central, along with related forms. Purchasing Card Program ─ User Manual (BU-09-M) Page 8 Purchasing Card Program ─ User Manual (BU-09-M) Page 9 VISA PURCHASING CARD CARTE VISA APPROVISIONNEMENT SCHEDULE A - EMPLOYEE CARD APPLICATION REQUEST TYPE / TYPE DE DEMANDE Account Number (For Bank Use Only) Numero de compte (Reservé à la Banque) 4 7 1 5 1 6 Iloan ( for Bank Use Only/Reservé a la Banque) Additional Comments/Instructions/Notes/directives additionnelles 0 0 0 Complete ALL information Fields Below Unless Indicated Otherwise Fournir TOUS les renseignements demandés ci-dessous, sauf indication contraire EMPLOYEE INFORMATION / DONNEES SUR L’EMPLOYÉ Birthdate (MM-DD-YYYY)/ First Name / Prénom Last Name / Nom Date de naissance (JJ-MM-AAAA) Not to exceed 19 characters in length/ne doit pas excéder dix-neuf caractères Embossing / Embossage G R A N D E R I E D S B Your Site Name and Address (NOT YOUR HOME ADDRESS) Accounting Code / Code comptable L E A V E B L A N K City / Ville Province Postal Code / Code postal O N Home Phone / Tél. au domicile Employee No. / No de l’employé(e) Business Phone / Tél. au bureau L E A V E Monthly Credit Limit Single Transaction Limit Cash Advance% Password (Mother’s Maiden Name) Limite de crédit mensuelle Limite par opération % avance de fonds 1 0 0 0 2 5 0 N O N E UNIT INFORMATION / DONNEES SUR L’UNITE Corporate Billing Information Company Number Bank Assigned Division (Numeric) Départment (Numeric) Numéro d’entreprise attribué par la Banque Division (numérique) Service (numérique) 0 0 1 8 9 0 TBR and DEF Reporting Unit (Numeric) Unit (Numeric) Unit (Numeric) Unit (Numeric / Unit (Numeric Unité (numérique) Unité (numérique) Unité (numérique) Unité (numérique) Unité (numérique COMPANY AUTHORIZATION / AUTORISATION DE L’ENTREPRISE X Issue Plastics / Emettre une carte Do Not Issue Plastics / Ne pas émettre de carte X English/Anglais Français/French Purchasing Card Program ─ User Manual (BU-09-M) Page 10 x x x x Employee Signature Date Approving Manager’s Signature Date Signature de l’employé (e) Signature du directeur autorisé (e) Schedule « A » Plan Administrator Signature Date Purchasing Card Program ─ User Manual (BU-09-M) Page 11 Schedule B –Employee Acknowledgement Grand Erie District School Board ROYAL BANK VISA PURCHASING CARD EMPLOYEE ACKNOWLEDGEMENT This form outlines the responsibilities I have as a card holder of the Royal Bank Visa Purchasing Card for procurement. My signature indicates that I have read and understand these responsibilities, and I agree to adhere to the policies and procedures established for the program.  The credit card is intended to facilitate the purchase and payment of low dollar value materials and services required to conduct Board business. The credit card is to be used only as authorized within Board policy.  I cannot use the card for personal purchases. Unauthorized use of the card can be considered misappropriation of Board funds. This could result in the suspension or cancellation of my card and/or appropriate recovery and disciplinary action as permitted by law.  I understand that there is a single transaction and monthly spending limit on the card and I will not attempt to split transactions in order to circumvent these limits.  The Purchasing Card is issued in my name. I will not allow any other person to use my card.  I understand the card must be surrendered upon termination of employment, whether for retirement, voluntary separation, resignation, or dismissal. I may also be requested to surrender the card for reasons not related to my own personal situation, such as reorganization.  I will maintain and use the card with appropriate security. If the card is lost or stolen, I agree to notify the Royal Bank and the Card Administrator immediately.  I understand since the board is responsible for payment, I may be periodically required to comply with internal control procedures designed to protect the organization’s assets. This may include being asked to produce the credit card records for audit purposes.  I understand I will receive a monthly statement that will report all activity during the last cycle for verification. I will resolve any discrepancies by either contacting the supplier or the Card Administrator as appropriate. I will obtain the original copy of the cash register receipts and submit them attached to the log sheet, to my principal/supervisor for review and authorization within five (5) days of receipt of bank statement.  I understand that all charges will be billed directly and paid directly by the Board. I understand that the Royal Bank cannot accept payment from me directly.  I agree to charge only those purchases consistent with the type of materials and services authorized by management. Employee Signature Date Employee Name (please print) F102 PURCHASING CARD PROGRAM ─ USER MANUALPAGE 12 SCHEDULE C – PURCHASING CARD LOG SHEET GRAND ERIE DISTRICT Purchasing Card Log Sheet Statement SCHOOL BOARD Date : Cardholder Name: Prepared by: Location: Reviewed by: Purchase Supplier Purchase Detail G.S.T. Total Budget Cost Date Charge Account # - XXXXXXXXXXXX Centre-XXX Totals GST Rebate F102 PURCHASING CARD PROGRAM ─ USER MANUAL PAGE 13 SCHEDULE D – PURCHASING CARD REQUEST F102 PURCHASING CARD PROGRAM ─ USER MANUALPAGE 14 NOTICE OF NON-CONFORMANCE OF PURCHASING CARD PROCEDURES TO: (Name) FROM: John Moore, Card Administrator, Purchasing Services DATE: COPY TO: (Principal/Supervisor) ____________________________________________________________________________ This Notice is being sent to you because your purchasing card use has not been compliant with approved procedures. One or more of the following infractions has been identified and this Notice is to inform you that the next occurrence will result in your purchasing card being either suspended or cancelled with the bank. Conditions for replacement will be subject to review. ________ Log Sheet and/or supporting receipt(s) have not been submitted to Business Services in the required time frame – 30 calendar days from receipt of bank statement. Card transactions have been split to circumvent spending limits. Card has been used to purchase furniture and/or capital equipment. Other: Please acknowledge that you have received and read this Notice by signing below and returning to Purchasing Services within ten (10) business days. Comments: Cardholder Signature: Cardholder Signature: (Please print) POLICY BU-02 BUDGET DEVELOPMENT PROCESS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/02/27 Last Updated: 2023/03/27 Next Review Date: 2027/03/29 Objective: To provide guidance to the Grand Erie District School Board (Grand Erie) employees with respect to the development of Grand Erie’s Annual Estimates Budget. Policy Statement: Grand Erie shall allocate its resources to reflect Grand Erie’s multi-year strategic plan in an effective and efficient manner through the application of an annual budget development process. 1.0 Grand Erie’s approved Multi-Year Strategic Plan and the Annual Operating Plan will inform the budget development process. 2.0 The Superintendent of Business and Treasurer shall prepare preliminary elementary and secondary enrolment projections that will include trend analysis and historical comparators (January). 3.0 The Board of Trustees will provide direction to administration regarding items to be considered for inclusion or for reduction during the development of the pro-forma budget. The Finance Committee will facilitate preliminary budget discussions (February). 4.0 The Human Resources and Planning Departments, in consultation with the Superintendent of Business and Treasurer, shall review elementary and secondary enrolment projections with Administrator(s) (March). 5.0 The Superintendent of Business and Treasurer shall use the Grants for Student Needs from the Ministry of Education and develop an estimated grant revenue forecast using the established enrolment projections and by providing planning assumptions. 6.0 The Superintendent of Business and Treasurer shall prepare a draft budget for Senior Administration. 7.0 Senior Administration shall develop a pro forma budget for Grand Erie consideration by May of each year. The pro forma budget shall also include a five-year enrolment forecast. 8.0 Significant budget modifications made to the initial draft budget presented to Senior Administration will be formally documented to ensure that the final budget can be reconciled to the draft budget. 9.0 The Board of Trustees shall review/modify the pro forma budget during public meetings (May/June). Any notes of the meeting prepared by or on behalf of the Superintendent of Business and Treasurer may be used for future deliberations. Budget Development Process Policy (BU-02) Page 2 10.0 The Board of Trustees shall approve the final budget ensuring compliance with Ministry regulations. Senior Administration will provide information confirming that the budget is compliant with the funding regulation as part of the budget development and approval process. 11.0 The approved budget book shall be posted on the Grand Erie website. 12.0 The Superintendent of Business and Treasurer shall provide quarterly reports to the Board of Trustees on the status of the current budget. Reference(s): • Multi-Year Strategic Plan • Annual Operating Plans PROCEDURE FA-007 BUILDING SECURITY AND ACCESS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2016/11/28 Last Updated: 2024/02/09 Next Review Date: 2027/02/09 Purpose: To provide direction to Grand Erie District School Board (Grand Erie) employees regarding Building Security and Access. Guiding Principles: 1.0 Access to Grand Erie Buildings 1.1 Distribution of Electronic Access Cards a) Grand Erie shall provide an electronic access/photo ID card and, if applicable, a security access code at no cost to all employees. Appendix C will be required to be completed upon pick up of new electronic access/photo ID card. b) Upon approval by Senior Administration and the completion of Appendix A, including a refundable deposit of $20.00, Grand Erie may elect to provide an electronic access card and, if applicable, a security access code to:  approved Community Users who have obtained permits through Grand Erie’s Community Use of Schools process  approved Community Partners c) With the completion of Appendix B. plus a refundable deposit of up to $50.00, Grand Erie may provide electronic access card and, if applicable, a security access code to Grand Erie contractors, as approved by the Manager or Divisional Manager(s) of Facility Services. Facility Services Department will keep records of all users and access codes. 1.2 Distribution of Master Keys a) Master Access Key – Site Specific (metal) – distributed to the Administrator(s) or Head Custodian for each building. b) Master Access Key – System (metal) – distributed to Director of Education and Secretary to the Board, Superintendent(s), Manager of Facility Services, Maintenance and Operations Supervisory employees. c) Master Access/photo ID Cards – System (electronic) – distributed to Director of Education and Secretary of the Board, Superintendent(s), Manager of Facility Services, Divisional Managers of Facility Services, Facility Supervisors of– Custodial and Maintenance, other Maintenance and Information Technology employee(s) assigned to system duties. d) Appendix C will be required to be completed upon pick up of new keys. 2.0 Access to Grand Erie Schools 2.1 Electronic Access Doors Each school is equipped with at least one electronic access door; Administrator(s) will be permitted to have additional electronic access doors, only if physically feasible, but may be required to pay for it with school funds. Building Security and Access Procedure (FA-007) Page 2 2.2 Manual Lock Doors Each school is equipped with one exterior door only which can be opened with a metal key in the case of emergency 3.0 After-Hours Access 3.1 Disarming and Arming the Security System a) All employees, Permit Holders and Contractors must be aware of and determine the status of the security system upon entering and before leaving Grand Erie buildings. The first person in the building after 6:30 am on a school day or anytime on non- school days must disarm the security system using the code assigned to them when the electronic access card was issued b) The last person to exit the building must rearm the security system using the code assigned to them when the electronic access card was issued c) Employees are not permitted after-hours access for personal use and are not to permit entry to family members and friends; all personal use of Grand Erie facilities must be secured by means of a Grand Erie permit issued by Community Use of Schools. d) Employee access/photo ID Cards are to be used ONLY by the employee that they belong to, Cards ARE NOT to be shared or given to any other person for access to a Grand Erie building. Failure to abide by this can results in disciplinary action e) Security arming codes are CONFIDENTIAL and must only be used by the person the code is provided to, Codes ARE NOT to be shared with anyone. Failure to abide by this can results in disciplinary action 3.2 Security Provider Charges The security system automatically checks during the evening and night to ensure the building is armed; if the signal indicates an unarmed building, it will be auto armed and security personnel are dispatched to investigate to ensure that there are no persons in distress in the building. Grand Erie sustains a cost each time the security provider is required to attend the site to check the building or arm the system in the event it was not armed by the last person to leave the building a) Permit Holders, Community Partners and/or Contractors will be billed directly for the cost incurred b) school accounts will be charged for employee staff infractions c) habitual negligence to arm the building will result in termination of access rights 4.0 Damaged Cards and Keys and Lost Cards and Keys Electronic access card, electronic access/photo ID card, master access key (metal), Master access card (electronic) are the property of the Grand Erie and are not to be tampered with, defaced, damaged, or exposed to theft or loss. Do not write access codes on the electronic card or leave it where it can be found. 4.1 Damaged Electronic Access Cards a) cards damaged from normal wear and tear will be replaced at no charge to employee b) cards exposed to excessive or chronic damage, will result in a replacement charge to employee c) cards willfully damaged will result in a replacement charge to the employee, Permit Holder, Contractor, or Community Partners Building Security and Access Procedure (FA-007) Page 3 4.2 Lost Electronic Access Cards Employees, Permit Holders, Contractors, and Community Partners are required to notify Facility Services Department as soon as they realize their Electronic Access Card is missing 4.3 Lost Master Access Cards and Keys a) Employee(s) who are assigned Master Access Key or Cards are required to notify Facility Services Department in the event that their Cards or Keys are missing. Serious consequences can result from this loss and Grand Erie facilities must be secured against loss or damage b) Replacement keys (electronic or metal) will be reissued one time only at a replacement charge of $50.00; further loss will result in termination of access 4.4 Damages and Theft to Grand Erie Buildings and Property Electronic access is tracked by Grand Erie’s security provider and damage to or theft from Grand Erie buildings which occurs during access by an employee, Permit Holder, Contractor, or Community Partner may be billed to that person(s). 4.5 Replacement Fees a) Electronic Access Card – damaged  no charge first time  chronic damage will result in damage replacement charge of $15.00  chronic damage may result in termination of access rights b) Electronic Access Card – damaged (willfully)  $15.00 first time  termination of access rights for subsequent damage c) Electronic Access/photo ID Card – lost by employee  $15.00 first loss  incremental increases of $5.00 for each successive loss  frequent loss of electronic access cards may result in termination of access. d) Electronic Access Card – lost by Permit Holder or Contractor.  loss of deposit  frequent loss of electronic access cards will result in termination of access e) Master Access Card (electronic) – lost  $50.00; more than once will result in termination of access f) Master Access Key (metal) – lost  $50.00; more than once will result in termination of access g) Failure of employee to surrender electronic access/photo ID cards, master access key cards when required will result in a $15.00 fee levied to the employee or charged to the school account ($50.00 for Master Key Cards) h) Electronic Access Cards issued to Contractors are to be returned immediately upon completion of the assigned work. Should access devices not be returned as required, electronic access will be disabled and the appropriate fee as set out in above may be assessed and deducted from the Contractor’s final invoice at the discretion of the Manager of Facility Services. 5.0 Deactivation of Electronic Access Keys may occur due to the following reasons 5.1 Administrator(s) may choose to limit access to the building 5.2 During major projects which may involve, e.g., asbestos removal, stripping & waxing floors Building Security and Access Procedure (FA-007) Page 4 5.3 Security and operational concerns, including loss of key, card, code 5.4 Summer Use by Partners - The use of Grand Erie facilities for municipal partners shall be granted where possible. Great effort will be given in planning summer operations and maintenance activities. The Facility Services Department will continue to work or relocate the permit to a suitable similar location. 5.5 Summer Access for Employee(s) - Educational Staff are given restricted summer access to schools. Their electronic keys are deactivated during this period. Summer access for Educational Staff will be limited to a two‐week period consisting of the first week of July and the last one week of August in order to provide time for Facility Services Department to properly clean and maintain school buildings. 5.6 In the event that Educational Staff require entry that can only be scheduled during the period of restricted access, employee(s) must arrange for access through their Administrator(s) (if available) or by contacting the Divisional Manager of Operations, Energy and Sustainability or by calling Facility Services Department help desk at 281282 with at least 24 hours advance notice. When access is approved, the Facility Services Department will arrange for a facility services employee to meet the requesting employee at the school for entry at a prearranged time and at the front door. Special consideration can also be given for teacher training that would require access during the restricted period. The request must first be approved by the Family of Schools Superintendent in consultation with the Manager of Facilities or Divisional Manager of Operations, Energy and Sustainability. The Administrator(s) will be solely responsible for employee(s) entering the school during this time period. Any costs incurred by Grand Erie for responding to secure school building after work hours will be billed back to the school. 6.0 Surrendering Electronic Access Cards 6.1 All Electronic Access Keys Cards, Photo ID Cards and access codes are required to be returned under the following conditions: a) Employee(s) who retire, resign, or have their employment terminated are required to surrender the electronic access card and access code to their immediate supervisor who will return them to Facility Services Department. Access codes are not to be reassigned to new employee(s) by their site supervisor. b) Permit Holders and Contractors whose allotted time has expired are to surrender Electronic Access Keys Cards and access codes to: Facility Services Clerk Facility Services Building / 349 Erie Avenue, Brantford / 519-756-6301 or Toll Free 1-888-548-8878 6.2 Failure to surrender electronic access cards when required will result in a $15.00 fee charge to employee(s) ($50.00 for Master Key Cards), or relinquishment of the $20.00 refundable deposit for Permit Holders. Building Security and Access Procedure (FA-007) Page 5 7.0 Additional Information 7.1 Errors in Arming and Disarming or to report lost access cards or master keys, contact Facility Services Department at 519-756-6301 (after hours follow the instructions for reporting building related emergencies) or Toll Free 1-888-548- 8878. 7.2 Employees Changing Locations/Extended Absence from Work The electronic access card and security code remain with an employee during their employment with Grand Erie. a) Changing Locations: Employee(s) transferring to another location, will have their immediate supervisor provide all pertinent information to Facility Services Departments at least two (2) weeks before their new assignment begins. b) Medical, Parental or Other Leave of Absence If an employee is away from their job for a period longer than three (3) weeks, the Supervisor must inform Facility Services Department to temporarily deactivate the employee(s) electronic access card. 7.3 Precedence of Facility Custodial Services and Maintenance All Grand Erie procedures to maintain the cleanliness, safety and efficient operation of facilities will have precedence over employee(s) or community access to facilities. Reference(s):  Community Use of Schools Policy (FA-04)  Community Use of Schools Procedure (FA-004)  Community Use of Schools Manual (FA-04-M) Building Security and Access Procedure (FA-007) Page 6 Retained by Facilities Retention: 1 yr. APPENDIX A: Electronic Access Card Issued to Rental Permit Holders Key Card Access Form: Rental Permit Holders Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario, N3T 5V3 (519) 756-3601 www.granderie.ca The Grand Erie District School Board (Grand Erie) recognizes that certain groups and events requesting use of school facilities are identified as low risk. Responsible Permit Holders will be issued electronic access cards and an access code, if necessary for the period stated on their permit. Permit Holders who are granted electronic access must complete the form below and provide a refundable deposit of $20.00. The signatory is responsible for opening and closing the school and for ensuring adequate security is in place during the event/permit. Grand Erie reserves the right to refuse future requests for electronic access if sufficient security is not provided, if the building is left unsecured, if damage to or theft of Grand Erie property occurs. Future permits will require the group to obtain security service at the permit holder's expense. Electronic Access Keys and access codes must be returned to the Grand Erie’s Facility Services Department following the event. Permit Holders who do not return their electronic access cards and access codes within one (1) month will lose their deposit. Please consult Grand Erie's Building and Security Access Procedure (FA-007) located on Grand Erie’s website. If you require additional information or clarification, please contact Facility Services Department: 349 Erie Avenue, Brantford, Ontario. (519) 756-6301 or toll free 1-888-548-8878 Permit Number: Date(s): Site(s): Contact Name: Organization: Address: City, Province: Contact #: Alternative # For internal use only: Key #: Deposit: Name (Print): Signature: Date Returned: Refund: Name (Print): Signature: Building Security and Access Procedure (FA-007) Page 7 Retained by Facilities Retention: 1 yr. APPENDIX B: Electronic Access Card Issued to Contractors Key Card Access Form: Contractors Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario, N3T 5V3 (519) 756-3601 www.granderie.ca The Grand Erie District School Board (Grand Erie) recognizes that contractors require access to sites after-hours or when Facility Services employee is not present. Therefore, responsible Contractors will be issued electronic access cards, identification badges and access codes, if necessary for a pre-determined amount of time. Contractors who are granted electronic access must complete our Key Access Card form and provide a refundable deposit. A $20.00 refundable deposit will be collected per electronic key access card requiring access to one or multiple sites. A $50.00 refundable deposit will be collected per master electronic key access card (all sites). Only cash deposits and/or e-transfers will be accepted. The companies are responsible for opening and closing the school and for ensuring the facilities’ security system is properly armed and disarmed. Electronic key access cards, identification badges and access codes are to be returned to Facility Services Department at the end of the service contract. If future contracts are made with the contractor, the same electronic key access cards, identification badges and access codes may be provided to the company with the required refundable deposit. Grand Erie reserves the right to refuse future requests for electronic access if sufficient responsibility has not been demonstrated. Contractors who do not return their electronic access cards, identification badges and access codes at the end of their contract will lose their deposit. Lost or broken cards will result in the loss of their deposit and can be replaced with an additional deposit. Further loss will result in termination of access. Please consult Grand Erie's Building and Security Access Procedure (FA-007) located on Grand Erie's website. If you require additional information or clarification, please contact Facility Services Department: 349 Erie Avenue, Brantford, Ontario. (519) 756-6301 or toll free 1-888-548-8878 Work Order# Date(s): Site(s): Contact Name: Company: Address: City, Province: Contact #: Alternative # For internal use only: Key #: Deposit: Name (Print): Signature: Date Returned: Refund: Name (Print): Signature: Building Security and Access Procedure (FA-007) Page 8 Filed in Employee Records Retention: E + 2 yr. (E = termination of employment) APPENDIX C: Electronic Access Card Issued to Grand Erie Employee(s) Key Card Access Form: Grand Erie Employee(s) Grand Erie District School Board 349 Erie Avenue, Brantford, Ontario, N3T 5V3 (519) 756-3601 www.granderie.ca The Grand Erie District School Board (Grand Erie) recognizes the importance of building security and access for employees. As per Grand Erie’s Building Security and Access Procedure (FA-007), “Grand Erie may provide an electronic access/photo ID card and, if applicable, a security access code at no cost to all employees”. Photo ID Badges with electronic access is provided to new hires through the Human Resources hiring process. Building access locations and times for employee(s) is based upon one’s current position. Changes may not be made to access locations and times. Access Codes are provided to employees, when required, upon email request to idcards@granderie.ca Note that your assigned code is to be kept confidential and not shared with others. If you transfer locations, please send an email to idcards@granderie.ca The first damaged card from normal wear and tear will be replaced upon email request. Subsequent damaged cards may result in a replacement fee of $15.00. The first lost card will be replaced upon email request at a replacement fee of $15.00. There is an incremental increase of $5.00 for each successive loss. Email requests relating to access cards and codes must be sent to idcards@granderie.ca. Frequent loss or chronic damage to electronic card may result in the termination of access rights. Please consult the Grand Erie's Building and Security Access Procedure (FA-007) located on Grand Erie's website. If you require additional information or clarification, please contact Facility Services Department: 349 Erie Avenue, Brantford, Ontario. (519) 756-6301 or toll free 1-888-548-8878 Name: Date: Key(s): ☐ Electronic Photo ID ☐ Hard Key(s) Key/Card Number: By signing below, I acknowledge that I am not to share my Photo ID Badge with anyone: Name (PRINT): Signature: POLICY SO-10 BULLYING PREVENTION AND INTERVENTION Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2021/11/22 Last Updated: 2023/06/26 Next Review Date: 2027/06/25 Objective: To provide a safe, inclusive, and accepting school environment, free from bullying, including cyber-bullying, which supports learning, well-being and belonging. Policy Statement: Bullying, including cyber-bullying shall not be accepted on school property, at school-related activities, or in any other circumstances which might impact on the school climate (e.g., online). Bullying, including cyber-bullying adversely affects: • A student’s ability to learn • A student’s mental health and well-being • A school’s ability to educate students • Healthy relationships and school climate Reference(s): • Bullying Prevention and Intervention Procedure (SO-010) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Progressive Discipline and Promoting Positive Student Behaviour Procedure (SO-011) • Provincial and Board Codes of Conduct (PPM 128) • Programs for Long-term Suspension (PPM 141) • Bullying Prevention and Intervention (PPM 144) • Progressive Discipline and Promoting Positive Student Behaviour (PPM 145) PROCEDURE SO-010 BULLYING PREVENTION AND INTERVENTION Superintendent Responsible: Superintendent of Education: Safe and Inclusive Schools Initial Effective Date: 2021/01/21 Last Updated: 2023/06/09 Next Review Date: 2027/06/25 Purpose: To prevent bullying, including cyber-bullying, within Grand Erie District School Board (Grand Erie) schools and Grand Erie events. Guiding Principles: All employees of Grand Erie must take seriously allegations of bullying, including cyberbullying, and act in a sensitive and supportive manner when responding to anyone who reports bullying, including cyber-bullying, incidents. Each school must strive to develop a positive school climate. A positive school climate exists when: • everyone in the school community feels safe, included and accepted • everyone actively promotes positive behaviours and interactions • equity and inclusive education are embedded in the learning environment • there is a culture of mutual respect 1.0 Intervention and Support Strategies 1.1 School Administrator(s) must ensure that students are able to report bullying, including cyber-bullying, incidents safely and in a way that will minimize the possibility of reprisal. Support must be provided to students who have been bullied, students who have bullied others, and students who have been affected by bullying. 1.2 Grand Erie employees who work directly with students must respond to any student behaviour that is likely to have a negative impact on school climate. Such behaviour includes all inappropriate and disrespectful behaviour at school (including virtual) and at any school-related event. Such inappropriate behaviour may involve bullying, including cyber-bullying. 1.3 A student who is engaged in bullying, including cyber-bullying, will be subject to a range of intervention strategies, from counselling to suspension/expulsion. Note: students under grade 4 are not subject to suspension. 1.4 Schools must outline how they will support students who have engaged in bullying, including cyber-bullying, and also those who have been bullied. Specific support plans reflecting the unique identities of students will be developed to protect students who have been harmed and must outline a process for parent(s)/caregiver(s) to follow if they are not satisfied with the support their child(ren) receives. 2.0 Reporting to School Administrator(s) 2.1 The purpose of reporting incidents of inappropriate and disrespectful behaviour is to ensure that the School Administrator(s) are aware of any activities that might be considered bullying, including cyber-bullying, impacting the school where suspension or expulsion must be considered, to respond in a timely manner, and to ensure a positive school climate. 2.2 Any employee of Grand Erie who becomes aware that a student at school may have engaged in an activity for which suspension or expulsion must be Bullying Prevention and Intervention Procedure (SO-010) Page 2 considered shall report the matter to the School Administrator(s) as soon as reasonably possible. 2.3 In cases where immediate action is required, a verbal report to the School Administrator(s) will suffice until a written report can be submitted. 2.4 All employee reports made to the School Administrator(s) are confirmed electronically, using the Safe Schools Incident Reporting Form Part I. Upon receipt of this form, School Administrator(s) must provide the person who submitted the report with electronic acknowledgement, using the Safe Schools Incident Reporting Form Part II. If no further action is taken by the School Administrator(s), it is not necessary to retain the report and it should be destroyed. Regardless of the outcome of the investigation, the School Administrator(s) must inform, accordingly, the person who submitted the incident report. 2.5 If the School Administrator(s) decides that action must be taken as a result of an incident of bullying, including cyber-bullying, they will file a copy of the reporting form and documentation of the action taken in the Ontario Student Record (OSR). The names of all other students that appear on the form, both aggressor(s) and victim(s), must be removed from the form before it is filed in the student’s OSR. 2.6 In the case of the victim(s), no information about the incident must be placed in their OSR, unless the victim(s) or parent(s)/caregiver(s) of the victim(s) expressly requests that it be placed in the OSR. 2.7 Where a victim is also an aggressor, information about the incident and any action taken will be entered in the OSR if the School Administrator(s) contacts the victim’s parent(s)/caregiver(s). Contact with parent(s)/caregiver(s) must always be made as soon as possible. 3.0 Notifying Parent(s)/Caregiver(s) 3.1 School Administrator(s) are required to notify the parent(s)/caregiver(s) of students who have been harmed as a result of bullying, including cyberbullying. School Administrator(s) are also required to contact the parent(s)/caregiver(s) of students who have been engaged in bullying, including cyber-bullying, behaviour. In both circumstances, School Administrator(s) must: • describe the nature of the harm to the bullied student • outline the nature of any disciplinary measures taken • discuss support that will be provided to students 3.2 The School Administrator(s) will not notify the parent(s)/caregiver(s) of a student if, in the opinion of the School Administrator(s), doing so would put the student at risk of harm. 4.0 Safe School Team 4.1 Each school will have a Safe Schools Team to address bullying, including cyberbullying, prevention and will be responsible for fostering a safe, inclusive and accepting school climate. Each team will have a Chairperson and will consist of, at least, the School Administrator(s), an employee(s), a parent(s)/caregiver(s) and a student representative. 4.2 The Safe Schools Team will act as a resource and support for school teams. 5.0 Professional development strategies for School Administrators, teachers and other school staff 5.1 Grand Erie will: • Establish and provide annual professional development programs to educate teachers and other staff about bullying prevention and strategies for promoting a positive school climate • Put in place curriculum-linked culturally responsive and relevant pedagogy training strategies on bullying, including cyber-bullying, prevention and Bullying Prevention and Intervention Procedure (SO-010) Page 3 intervention to provide School Administrators, teachers, and other school staff the resources and support they need to disrupt and dismantle systemic barriers and to address all forms of bullying, including cyber-bullying • Make available resources available to other adults who have significant contact with students (for example, school bus operators/drivers, volunteers). • Recognize the ongoing need to support training for new teachers Definitions: Bullying Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person's body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Persons may attain or maintain power over others through real or perceived differences. Some areas of difference may be: Bullying is a dynamic of unhealthy interaction that can take many forms. It can be: • physical (e.g., hitting, pushing, tripping, etc.) • verbal (e.g., name calling, mocking, or making sexist, racist, or homophobic comments) • social (e.g., excluding others from a group, spreading gossip or rumours) • and/or through the use of technology, i.e., cyber-bullying (e.g., spreading rumours, images, or hurtful comments through the use of e-mail, cell phones, text messaging, Internet web sites, or other social media platforms) Cyber-bullying Bullying includes bullying by electronic means (commonly known as cyber-bullying), including, • creating a web page or a blog in which the creator assumes the identity of another person; • impersonating another person as the author of content or messages posted on the internet; and • communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals. Reference(s): • Bullying Prevention and Intervention Policy (SO-10) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Education Act, R.S.O. c. E.2 • Provincial and Board Codes of Conduct (PPM 128) • Programs for Long-term Suspension (PPM 141) • Bullying Prevention and Intervention (PPM 144) • Progressive Discipline and Promoting Positive Student Behaviour (PPM 14) Size Strength Age Intelligence Economic status Social status Solidarity of peer group Ethnicity Disability Need for special education Sexual orientation Family circumstances Gender Race Religion Gender identity Gender expression Bullying Prevention and Intervention Procedure (SO-010) Page 4 SAFE SCHOOLS INCIDENT REPORTING FORM — PART I — CONFIDENTIAL Report No. Name of School Name of Student(s) Involved (if known) Location of Incident (check one)  At a location in the school or on school property (please specify)  At a school-related activity (please specify)  On a school bus (please specify route number)  Other (please specify) Time of Incident Date: Time: Type of Incident (check all that apply) Activities for which suspension must be considered under section 306(1) of the Education Act for students in Grade 4 or above:  Threatening to inflict serious bodily harm on another person.  Possession of alcohol, drug paraphernalia, illegal or restricted drugs, or cannabis, without a medical prescription  Under the influence of alcohol, illegal or restricted drugs, or cannabis, without a prescription  Swearing at, or in reference to, a teacher or at another person in a position of authority  Committing an act of vandalism that causes extensive damage to board or personal property on school premises or at any school-related activities  Bullying, including cyber-bullying  Physical or verbal aggression  Persistent opposition to authority  Any inappropriate behaviour 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 other protected human right  Any act considered by the School Administrator(s) to be injurious to the moral tone of the school or the well-being of members of the school community Activities for which expulsion must be considered under section 310(1) of the Education Act:  Possessing a weapon or replica, including a firearm  Using a weapon or replica to cause or to threaten bodily harm to another person  Committing physical assault on another person that caused bodily harm requiring treatment by a medical practitioner  Committing sexual assault  Trafficking in weapons or illegal/restricted drugs  Committing robbery  Giving alcohol or cannabis to a minor  Bullying, if, i. the pupil has previously been suspended for engaging in bullying, AND, Bullying Prevention and Intervention Procedure (SO-010) Page 5 ii. the pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person;  Any inappropriate behaviour 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 other protected human right where; i. The pupil has previously been suspended for this behaviours, AND ii. The pupil’s continuing presence in the school creates an unacceptable risk to the safety or mental well-being of another person.  Committing an act of vandalism that causes extensive damage to board or personal property on school premises or at any school-related activities.  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. Report Submitted By: Name: Signature: Date: Contact Information: Location: Telephone: Bullying Prevention and Intervention Procedure (SO-010) Page 6 SAFE SCHOOLS INCIDENT REPORTING FORM — PART II — ACKNOWLEDGEMENT OF RECEIPT Report No. Report submitted by: Name: Date:  Action Taken  No Action Required Name of School Administrator: Signature: Date: Note: Only Part II to be returned to the person who reported. POLICY BU-03 CAPITAL RELATED FUNDRAISING Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2008/04/28 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Objective: To support Grand Erie District School Board (Grand Erie) with the management and coordination of major fundraising initiatives for capital projects. Policy Statement: Grand Erie supports, facilitates, and encourages the development of authentic, mutually beneficial relationships between schools and the larger community, including business and non-business sectors, with regard for the legitimate needs of all parties involved. 1.0 Senior Administration will recommend to the Board of Trustees for approval any region-wide fundraising activities or campaigns for capital funds by outside organizations over $100,000. This would require a written agreement to include collection and holding of funds and long-term maintenance and operation issues, design, and construction timelines. 2.0 All funds need to be raised and in place before the design and construction process begins. 3.0 Grand Erie retains decision making over design and all capital construction; once completed, remain the property of Grand Erie. 4.0 Approved projects will be reported through the Major Construction Report presented to the Board of Trustees. Reference(s): • Capital Related Fundraising Procedure (BU-003) • Advertising and Material Distribution in Schools Policy (SO-04) • Community Partnerships Policy (SO-08) • Community Partnerships Procedure (SO-008) • Fundraising Policy (SO-01) • Fundraising Procedure (SO-001) • Major Construction Projects Policy (FA-01) • Major Construction Projects Procedure (FA-001) • Playground Equipment Procedure (FA-105) • Visual Identity Policy (SO-25) • Visual Identity Procedure (SO-025) • Visual Identity Guide (SO-25-G) PROCEDURE BU-003 CAPITAL RELATED FUNDRAISING Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2008/04/28 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Purpose: To identify the steps required to coordinate fundraising for a capital project. Guiding Principles: 1.0 Ethical Guidelines 1.1 The Grand Erie District School Board (Grand Erie) aligns with the ethical guidelines from the Conference Board of Canada. 1.2 Entities that provide competing education services such as tutoring services, K- 12 private schools or private colleges, and credit offering entities that are not government-funded, are not eligible partners. 2.0 Fundraising Activities 2.1 There may be times when fundraising is proposed to support capital items. These might include capital items such as computers, furniture, facility signage or creative playgrounds. There might also be occasions when there will be fundraising for a capital project such as a school auditorium, theatre, gymnasium or sports complex. 2.2 For both capital-items and capital projects, the proposal for such fundraising may come from a parent group, community organization or at the request of Grand Erie. Such fundraising must meet the Guidelines and Principles of this procedure and for all capital project fundraising, a Viability Review (see Section 3.2.1.4) is a required part of the process. 2.3 The Viability Review is not required for capital items, as described above. 2.4 The process, outlined below, is intended to provide guidance to schools in the area of acquiring resources from non-Grand Erie sources. These may be financial, human, or material in nature. 2.5 Arrangements are supported which: • reflect a philosophy of support and assistance to schools and students • are consistent with Grand Erie values • include consultation with the local school community • are legal, ethical, and benefit school communities (example: no tobacco, vaping, cannabis, or alcohol products) • are subject to the discretion of the Administrator(s) and employees in the use of donated materials, resources, and services • do not require students to listen to or read commercial advertisements (i.e., avoids commercialization) • are subject to normal audit process and system accountability Capital Related Fundraising (BU-003) Page 2 • involve specified time frames and include a regular review of arrangements/ agreements • involve cooperative (consortium) efforts to achieve maximum commercial advantage (e.g., multi-school and/or multi-board) wherever possible • allow for recognition by Grand Erie and/or the school, including display of corporate symbols where acceptable and appropriate • involve widespread sharing of best practice, expertise and creative ideas to achieve maximum benefits to the system • do not require direct endorsement of products or services 3.0 Capital Item Fundraising: 3.1.1 Capital item fundraising would include items such as computers, furniture, playgrounds or facility signage. In such cases, fundraising is performed by a School Council in consultation with the Administrator(s). In addition to the fundraising guidelines and principles in Fundraising Policy (SO-O1), the Administrator(s) needs to ensure that system standards and requirements are met. These include: 3.1.1.1 Computers and Computer Equipment - the fundraising/donation must provide equipment that meets the current Grand Erie technical standard for information technology. The equipment must be approved by the Manager of the Information Technology Services (ITS) prior to initiating a fundraising plan or accepting donations of equipment. 3.1.1.2 Creative Playgrounds - all playground equipment donations must meet the criteria defined in Playground Equipment Procedure (FA-105). 3.1.1.3 School Signage - Grand Erie’s visual Identity standards as set out in Visual Identity Policy (SO-25) must be adhered to for displaying signs, illuminated signage, etc., and must be pre-approved by both the Manager of Communications and Community Relations to ensure adherence and the Manager of Facility Services to ensure construction requirements, signage standards and municipal bylaw requirements are met. 4.0 Capital Project Fundraising 4.1 Capital Project fundraising would generally involve construction of an item such as an auditorium, theatre or sports complex. If a group - such as a School Council wishes to fundraise for a capital project, on its own or at the request of the Grand Erie, there are additional considerations. In these cases: 4.1.1 If a School Council or other group/organization has an interest in capital project fundraising, they should begin with the previously identified capital needs which align with Grand Erie’s Multi-Year Plan. This is the preferred starting point. This should begin with a discussion with Administrator(s) and Family of School Superintendent.to determine the course of action for capital project fundraising. 4.1.2 Any group or individual with a capital project proposal needs to bring the proposal for consultation to the Family of School Superintendent, Administrator(s), and School Council. Depending on the proposal, there may need to be further consultation with School Council. 4.1.3 If supported, the capital project proposal would be referred by the Family of School Superintendent for a review, in terms of viability, by Planning and Facility Services in consultation with other service areas such as Business Services and School Program 4.1.4 A Viability Review will be conducted by the appropriate Family of School Superintendent, the Superintendent of Business and Treasurer and other Senior Administration as determined by the scope of the project and related donation. The Viability Review will include examination of Capital Related Fundraising (BU-003) Page 3 the Capital Plan to identify if the proposed construction is already planned and funded, whether fundraising for the project would free-up funds to use for other capital projects, and any implications on capital funding from the Ministry of Education. The review would also measure the value of the fundraising compared to the employees’ time required to implement the project. A timeline for review would be established at the beginning of the process. 4.1.5 For all capital projects, the Viability Review will include careful examination of the long-term impact of the project such as utility costs, costs of maintenance, enrolment projections, and the condition of the existing structure. 4.1.6 The Viability Review will either recommend or not recommend that the project progress. If the recommendation is for the project to progress, the Family of School Superintendent will bring a report to Senior Administration that provides an overview of the project and addresses issues such as school-to-school equity. 4.1.7 There may be times when such a project will also be taken to the Ministry of Education for review/approval. 4.1.8 There may be specific proposals which will require consultation with the broader community - such as installation of outdoor lighting. 4.1.9 Should a project be approved, it must comply with existing Grand Erie policies and procedures as well as Ministry of Education Regulations and directives including procurement regulations for tendering and purchase, conflict of interest, fundraising and financial management, construction standards and health and safety requirements. 5.0 Approval and Agreement 5.1 Prior approval by the Administrator(s) is required for fundraising activities within the school community, and by the Family of School Superintendent for activities beyond the school community. 6.0 Definitions To assist with clarity of communications the following definitions are used: Advertisements: the provision of advertising space on behalf of a commercial concern in exchange for revenue or goods in kind (e.g., yearbook ads). This should not be confused with the display of corporate logos as sponsorship recognition. Capital projects: Capital Projects are larger in scale and usually involve construction – such as an auditorium, theatre, or sports complex. Capital items: Capital items are those which are smaller in scale and include computers, creative playgrounds, facility signs, furniture, etc. Donation: a gift of funds, equipment, materials, or services which may involve the provision of a charitable donation receipt as appropriate. Fundraising: the acquisition of resources from other than Grand Erie sources. These include proceeds from sales of various items (e.g., food, materials), donations (e.g., money, equipment) or advertisements (e.g., yearbook). Partnership: the collaborative effort of schools, community, and businesses to prepare students to function productively in society as workers, consumers, citizens, and lifelong learners through the exchange of human, intellectual and/or material resources to the mutual benefit of all involved. School-generated funds: all revenues and assets acquired by schools from other than school budgets These are still subject to audit and there is full accountability for disposition. Capital Related Fundraising (BU-003) Page 4 Sponsorship: the provision of funds, price reductions, equipment, materials or services in exchange for some form of exclusivity and/or product recognition for a specified period to time. This might include cross promotions. (e.g., chocolate bar sales). Viability review: Viability Review is a defined process for determining approval of Capital Projects as outlined in Section 3.2.1.4. Reference(s): • Capital Related Fundraising Procedure (BU-003) • Advertising and Material Distribution in Schools Policy (SO-04) • Community Partnerships Policy (SO-08) • Community Partnerships Procedure (SO-008) • Fundraising Policy (SO-01) • Fundraising Procedure (SO-001) • Major Construction Projects Policy (FA-01) • Major Construction Projects Procedure (FA-001) • Multi-Year Strategic Plan • Playground Equipment Procedure (FA-105) • Visual Identity Policy (SO-25) PROCEDURE BU-013 CELL PHONES Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2013/05/27 Last Updated: 2023/10/23 Next Review Date: 2027/10/25 Purpose To outline the process for the distribution and use of cell phones for Grand Erie District School Board (Grand Erie) employee(s). Guiding Principles 1.0 The following groups qualify for a cell phone (the phone model offered will be dependent on the requirements of employee’s job function): • Senior Administration • Administrator(s) • Program Coordinators • Managers • Information Technology Services staff • Facility Services staff • Social Workers • Attendance Counsellors • Others at the discretion of the Superintendent and/or Director of Education and Secretary of the Board 2.0 Prior to use, the following forms must be completed and submitted to Purchasing Services, who are responsible for procuring cell phones: • Approval to Acquire Technology Form • Payroll Deduction Authorization & Acknowledgement of Responsibility Form 3.0 Employee(s) are to ensure they understand Grand Erie processes for cell phones and confirm that they have read and understand this process when they sign off the Payroll Deductions & Acknowledgment of Responsibility form. Not understanding Grand Erie monthly cell plan and/or functionality of the cell phone could result in significant expenses. Costs resulting from misuse or misunderstandings may become the employee’s responsibility and require reimbursement to Grand Erie. 4.0 Employee(s) who have been approved for a Grand Erie owned cell phone, are required to reimburse Grand Erie by way of a monthly payroll deduction for personal use of the device. The monthly rate charged to employee(s) will be reviewed annually by the Superintendent of Business and Treasurer and will vary depending on the device used. Employees who never use their cell phones for personal use may be exempt from the payroll deduction by signing a declaration indicating the cell phone will only be used while performing job duties. 5.0 It is expected that expenses incurred by employees for personal use are reasonable and do not exceed the charges paid through payroll deductions. Employees will be invoiced for the difference where regular monthly charges exceed the predetermined payroll deduction amount on a regular basis. Unacceptable extra charges would include, but Cell Phones Procedure (BU-013) Page 2 are not limited to, charges for non-business-related international long-distance calls and texts, personal applications (Apps) and roaming charges while on vacation. These costs will be the responsibility of the employee(s). 6.0 Employee(s) who incur higher personal long-distance expenses may choose to increase their personal payroll deductions to cover long distance plans that are available from Grand Erie’s contract with vendors. The plan options and costs can be found on the staff portal. Plan changes will not be made until the Payroll Deductions & Acknowledgment of Responsibility form is completed to indicate the employee(s) authorization to increase deductions to cover the extra plan expenses for long distance. Grand Erie will not be responsible for unacceptable extra charges) or for costs incurred by an employee who does not follow Grand Erie process when acquiring and using a cell phone. Such costs incurred by the employee that are excessive and not consistent with Grand Erie process will be reimbursed by the employee. 7.0 Cell phone use outside of Canada is permitted. Employee(s) who wish to use their device outside Canada and request a roaming package will have the cost of the package automatically deducted from the next payroll for the employee. Employee(s) who do not enroll in a roaming package will be fully responsible for all costs for service outside Canada. If circumstances arise that the cell phone is required outside of Canada by an employee who is not the Director of Education and Secretary of the Board or Superintendent, the employee’s immediate supervisor will seek approval for the appropriate roaming package enrolment fee from the Superintendent of Business and Treasurer. 8.0 Invoices received from the cell phone provider will be reviewed monthly by Business Services to ensure Grand Erie procedures are followed and to ensure business and personal costs are reasonable and/or consistent with the employee’s declaration as indicated on the “Payroll Deduction Authorization & Acknowledgement Form”. Notice of any infractions of this process will be forwarded to the employee’s immediate supervisor and the individual will be invoiced for any unacceptable charges. 9.0 Cell phones acquired through Grand Erie remain the property of Grand Erie and will be enrolled and managed by Grand Erie’s Mobile Device Management system. The cell phones provided in schools for the use of facilities operations/custodial staff are to be kept at the school or Grand Erie facility and are not for personal use. 10.0 New cell phone devices are to be purchased only when the contract term is completed or if the employee requires an upgrade due to job function and responsibility as determined by their immediate supervisor. 11.0 In compliance with the Ontario law, using a cell phone while operating a vehicle is prohibited in Grand Erie. Employee(s) should plan to use their cell phones either prior to, or after, travelling. Grand Erie will not take responsibility for any individual in contravention of the above. Any fines, tickets, etc., related to use of cell phones for Grand Erie business while operating a vehicle, is the sole responsibility of the individual. Only job functions requiring a high level of travel between locations will be considered for approval to purchase hands free accessories at board expense as determined by their immediate supervisor. 12.0 Abuse of Grand Erie cell phones process will result in the device being recalled and/or disciplinary action as appropriate. Cell Phones Procedure (BU-013) Page 3 13.0 Upon the termination of employment or changing roles to a job function that is not approved for cell phone or, the cell phone equipment must be returned to the employee’s immediate supervisor no later than the final day of work. The supervisor will return the device to IT Services (or designate). 14.0 Lost or stolen cell phones must be reported immediately to the Supervisor of Purchasing and IT Services (or designate) to cancel the service. The contact information can be found on the staff portal. An email should be forwarded to IT Services support to notify them of the lost or stolen phone. All costs incurred due to lost/stolen or damaged cell phones due to negligence are the responsibility of the employee. 15.0 Cell phones are owned by Grand Erie. Grand Erie utilizes the Air Watch software to assist in the mobile device management (MDM) of all Grand Erie cell phones. Grand Erie reserves the right to manage enterprise file/apps, restrict applications/settings, remotely lock the device/wipe the device and manage cell profiles. Grand Erie is not responsible for loss of personal data. Reference(s): • Acceptable Use of Information Technology Policy (IT-01) • Acceptable Use of Information Technology Procedure (IT-001) Page 1 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB CHILD PROTECTION PROTOCOL BETWEEN CHILD AND FAMILY SERVICES OF GRAND ERIE 70 CHATHAM STREET BRANTFORD ON 519-753-8681 BRANT HALDIMAND NORFOLK CATHOLIC DISTRICT SCHOOL BOARD 322 FAIRVIEW, BRANTFORD ON 519-756-6369 THE GRAND ERIE DISTRICT SCHOOL BOARD 349 ERIE AVE, BRANTFORD ON 519-756-6301 Revised May 2025 Page 2 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Introduction The Child Protection Protocol details the commitments of Child and Family Services of Grand Erie, herein referred to as the Society and the Boards of Education consisting of the Grand Erie District School Board and the Brant Haldimand Norfolk Catholic District School Board. Guiding Principles 1. Children and youth receiving services from the Society have unique needs and challenges that require the collaborative effort of both the Society and the local Boards of Education to support the wellbeing and educational success of all children and youth within the jurisdiction. 2. The well-being of the child/youth is at the centre of our work and will inform decision making. 3. Both the Society and local Boards of Education share some common objectives, including a commitment to Truth and Reconciliation and Equity. We commit that services will be provided in a way that reflects our legal responsibilities found in the Human Rights Code of Ontario and the legislative framework which apply to our operations. 4. Making continuity of school placement a priority, whenever possible and honouring our commitment to the Joint Protocol for Student Achievement (JPSA). 5. Actively involving the multi-disciplinary team of all service providers. 6. Open communication while respecting responsibility for privacy legislation. 7. Ensuring that educational planning is a dynamic process that has regular and ongoing reviews to ensure the plan is working effectively and that the child is appropriately supported to meet their identified goals. 8. This Child Protection Protocol addresses: • Child Protection Investigations • Transitions/School Registration (through the Joint Protocol for Student Achievement) • Case Management (through the Joint Protocol for Student Achievement) Review and Sharing of the Child Protection Protocol 1. The Child Protocol will be reviewed every five years by designates from the Society and Boards of Education. 2. The Child Protection Protocol will be reviewed with the following staff annually by: • School board administrators • By school board teachers and student support staff workers • By the Society’s Child Protection Workers • Child Protection Service Managers Page 3 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB 3. The Child Protection Protocol will be shared with all newly hired school administrators, teachers and student support staff workers, and newly hired Child Protection Workers of the Society. Child Protection Referrals and Investigations 1. Where it is reasonably suspected that a child is in need of protection (Appendix A – Child in need of Protection, Child, Youth and Family Services Act, 2017 (CYFSA) the person having the concern, with first-hand information of the report, shall promptly inform the Principal (or superintendent where the concern pertains to the Principal ) and make a telephone referral to the Society (Appendix B – Duty to Report). Upon contacting the Society, school personnel shall record the name of the intake worker and the date and time of the report in the Child Protection Report of Reasonably Suspected Child Protection Concern Form (Appendix C-1). The reporting function is the responsibility of the person who has firsthand knowledge of the referral information. 2. School personnel may use discretion when making child welfare reports regarding young people over the age of 16 and under 18. These reports should be in accordance with the youth’s wishes. Although, the information may prompt a duty to report if it is known that the family has children under the age of 16 at home. 3. Following a referral by the school that a child or youth is suspected to be in need of protection, The Society shall follow its standard process to assess the referral and determine whether to open an investigation. Following the receipt of a referral, the worker may not be able to share details about how the agency is going to respond to the concerns but may be able to provide a general overview of possible response(s). 4. With appropriate release of information from the family, the Society can provide additional information to support the school needs of the child/youth and provide additional information about the outcome of the investigation. 5. Where the child is, or may be, a member of a First Nation, Inuit or a Métis community that has an assigned representative for involvement in matters under the CYFSA, 2017, the Society is responsible for contacting that representative at the earliest opportunity. The First Nation, Inuit or a Métis representative will participate in any school planning meetings. 6. Prior to attending school, Child Protection staff will contact the school by phone to advise of the plan to attend the school and an estimated time of arrival. Upon arrival at school, the investigating Child Protection Worker shall produce proper identification and complete the “Record of CAS School Visits” log (Appendix C-2). The Principal will make the student available for interview by the investigating worker. 7. The Boards of Education and the Society recognize that attending the school to interview a child can be disruptive to the child and the classroom. The Society will ensure that Child Protection Workers are only attending the school to interview when there is a clinical rationale Page 4 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB to do so. This rationale will be documented by the worker and or supervisor in the Society’s records. 8. The school will provide a private room for the interview with the student. If a decision is made by the Child Protection Worker for another adult to be present during the interview, the adult must be informed that they could be called at a later date to corroborate the interview, if the proceedings go to court. 9. At the request of the investigating worker and at the discretion of the student, the Principal, operating in the role of a support, may be asked to be present at the interview. During an investigation, the Society has the authority to interview the student without the presence of a parent or the Principal. In accordance with the CYFSA, Child Protection Worker may conduct investigations without the legal guardian’s consent. 10.The Boards of Education and the Society recognize that each family and investigation is unique. At the time of the referral, the Child Protection Intake Worker will discuss with the referral source what information from the referral will be shared with the family. The Society does not share identifying information about the referral source for mandated reporters, including school board staff and volunteers. There may be times when the family is able to identify the referral source from the referral information shared. When this is known as a possibility, the mandated reporter may choose to provide consent for their identity to be shared, this consent is noted in the case record. 11.If the timing of the investigation prevents the child from returning home at the usual time, the Society will advise parents/guardians of their child’s whereabouts promptly. Any information shared with the referral source during the investigation or at its conclusion may only be done with the consent of the family. 12. As a part of Child Welfare’s commitment to reducing disparity and disproportionality for First Nation, Inuit or a Métis, African Canadian and Equity deserving families, the Society has made a commitment to assessing all referrals made to the Society with an equity lens. There may be times when school staff and administration are asked by Child Protection Intake staff to obtain additional clarifying information, prior to an investigation being initiated. 13. The Boards of Education and the Society consider all threats of self-harm by students to be serious. When a student makes a threat of self-harm, the Boards of Education will follow their outlined policies and procedures. When a student makes a threat of self-harm because of a report being made to the Society, the Society will coordinate with school staff to identify if a Child Protection Worker will be attending the school and who will be responsible for follow-up related to the concerns of self-harm. The Boards of Education will advise the Society forthwith if a child in the care of the Society has, or has threatened to, self-harm. 14. When there is an identified concern that a student is involved in Human Trafficking, school staff will follow the Board policy on Anti-Human Sex Trafficking expectations, including if required contacting the Society. Page 5 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Investigations of Education Settings: Child Protection Concerns Reported about a School Board Employee or Volunteer 1. When an allegation is made regarding an employee or volunteer of the Board of Education, the Intake Manager or designate at the Society will immediately notify the administrator of the setting, identified as the Superintendent of Human Resources (HR) or designate/Manager of Human Resources at the Board of Education. This information will include if an investigation will be opened, the response time and the name of the assigned worker and Manager. 2. At the conclusion of the investigation the Society will forward an Outcome Letter to the employee/volunteer with a copy of the same letter to the Manager of Human Resources at the Board of Education outlining the outcome of the investigation. 3. The Society and School Board will fully cooperate during all phases of the investigation. The investigation and Outcome letter will be completed as expeditiously as possible, no later than 45 days but may be extended to 60 days with the Society’s supervisory approval. If circumstances outside of the control of the Society result in the investigation being delayed beyond 60 days, the Society will notify the Manager of HR at the Board of Education. 4. The employee or volunteer may have a support person present at the meeting with the Child Protection Worker. Usually, employee/volunteer interviews occur offsite. Transitions/School Registration To ensure best practice for school registration and transitions of students in the care of the Society and boards of education, please refer to Joint Protocol for Student Achievement (JPSA). The Education Liaison at the Society may be able to assist with the transition of students into the school. Pre-registration The Society worker will provide the Principal with any known or available information needed for registration on the Pre-Registration Information Form – For Children in the Care of a Child Welfare Agency (Appendix D). Case Management To ensure best practice for case management of students in the care of the Society and boards of education, please refer to the Joint Protocol for Student Achievement (JPSA). Page 6 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Signatories We, the signatories of the partnering children’s aid society and school boards, agree to the roles, responsibilities, and processes outlined in the Child Welfare Protocol. We will support and follow this protocol and the principles it espouses within our organizations. __________________________________________ Michael McDonald, Director of Education Brant Haldimand Norfolk Catholic District School Board Date: __________________________________________ JoAnna Roberto, Director of Education Grand Erie District School Board Date: __________________________________________ Sally Johnson, Executive Director Child and Family Services of Grand Erie Date: Page 7 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Appendices Appendix A Child in Need of Protection Appendix B Duty to Report Appendix C-1 Child Welfare Agency Log Book – Report of Reasonably Suspected Child Protection Concern Form Appendix C-2 Child Welfare Agency Log Book – Record of Society School Visits Appendix D Pre-Registration Information Form – For Children in the Care of a Child Welfare Agency Appendix E List of Legal Terms Page 8 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Appendix A CHILD IN NEED OF PROTECTION Excerpt from the Child, Youth and Family Services Act, 2017, SO 2017, c 14, Sch 1 PART V CHILD PROTECTION Interpretation Definitions Child in need of protection 74 (2) A child is in need of protection where, (a) the child has suffered physical harm, inflicted by the person having charge of the child or caused by or resulting from that person’s failure to adequately care for, provide for, supervise or protect the child, or pattern of neglect in caring for, providing for, supervising or protecting the child: (b) there is a risk that the child is likely to suffer physical harm inflicted by the person having charge of the child or caused by or resulting from that person’s failure to adequately care for, provide for, supervise or protect the child, or pattern of neglect in caring for, providing for, supervising or protecting the child; (c) the child has been sexually abused or sexually exploited, 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 abuse or sexual exploitation and fails to protect the child; (d) there is a risk that the child is likely to be sexually abused or sexually exploited as described in clause (c); (e) the child requires 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 the treatment or access to the treatment, or, where the child is incapable of consenting to the treatment under the Health Care Consent Act, 1996 and the parent is a substitute decision-maker for the child, the parent refuses or is unavailable or unable to consent to the treatment on the child’s behalf; (f) the child has suffered emotional harm, demonstrated by serious, i. anxiety ii. depression iii. withdrawal, iv. self-destructive or aggressive behaviour, or v. delayed development Page 9 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB (g) the child has suffered emotional harm of the kind described in subclause (f) (i), (ii), (iii), (iv) or (v) and the child’s parent or the person having charge of the child does not provide services or treatment or the access to services or treatment, or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to the treatment to remedy or alleviate the harm; (h) there is a risk that the child is likely to suffer emotional harm of the kind described in subclause (f) (i), (ii), (iii), (iv) or (v) resulting from the actions, failures to act or pattern of neglect on the part of the child’s parent or the person having charge of the child; (i) there is a risk that the child is likely to suffer emotional harm of the kind described in subclause (f) (i), (ii), (iii), (iv) or (v) and that the child’s parent or the person having charge of the child does not provide services or treatment or access to services or treatment, or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to treatment to prevent the harm; (j) 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 treatment or access to treatment, or where the child is incapable of consenting to treatment under the Health Care consent Act, 1996, refuses or is unavailable or unable to consent to treatment to remedy or alleviate the condition; (k) the child’s parent has died or is unavailable to exercise 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. (l) the child is younger than 12 and has killed or seriously injured another person or caused serious damage to another person’s property, services or treatment are necessary to prevent a recurrence and the child’s parent or person having charge of the child does not provide services or treatment or access to services or treatment or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable to consent to treatment. (m) the child is younger than 12 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; (n) the child’s parent is unable to care for the child and the child is brought before the court with the parent’s consent and, where the child is 12 or older, with the child’s consent, for the batter to be dealt with under this Part; or (o) the child is 16 or 17 and a prescribed circumstance or condition exists. Page 10 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Appendix B DUTY TO REPORT Excerpt from the Child, Youth and Family Services Act, 2017, SO 2017, c 14, Sch 1 PART V CHILD PROTECTION Duty to Report Duty to report child in need of protection 125 (1) Despite the provisions of any other Act, if a person, including a person who performs professional or official duties with respect to children, has reasonable grounds to suspect one of the following, the person shall immediately report the suspicion and the information on which it is based to a society: 1. the child has suffered physical harm, inflicted by the person having charge of the child or caused by or resulting from that person’s failure to adequately care for, provide for, supervise or protect the child, or pattern of neglect in caring for, providing for, supervising or protecting the child: 2. there is a risk that the child is likely to suffer physical harm inflicted by the person having charge of the child or caused by or resulting from that person’s failure to adequately care for, provide for, supervise or protect the child, or pattern of neglect in caring for, providing for, supervising or protecting the child; 3. the child has been sexually abused or sexually exploited, 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 abuse or sexual exploitation and fails to protect the child; 4. there is a risk that the child is likely to be sexually abused or sexually exploited as described in clause c; 5. the child requires 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 the treatment or access to the treatment, or, where the child is incapable of consenting to the treatment under the Health Care Consent Act, 1996 and the parent is a substitute decision-maker for the child, the parent refuses or is unavailable or unable to consent to the treatment on the child’s behalf; 6. the child has suffered emotional harm, demonstrated by serious, i. anxiety ii. depression iii. withdrawal, iv. self-destructive or aggressive behaviour, or Page 11 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB v. delayed development 7. the child has suffered emotional harm of the kind described in subclause (f) (i), (ii), (iii), (iv) or (v) and the child’s parent or the person having charge of the child does not provide services or treatment or the access to services or treatment, or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to the treatment to remedy or alleviate the harm; 8. there is a risk that the child is likely to suffer emotional harm of the kind described in subclause (f) (i), (ii), (iii), (iv) or (v) resulting from the actions, failures to act or pattern of neglect on the part of the child’s parent or the person having charge of the child; 9. there is a risk that the child is likely to suffer emotional harm of the kind described in subclause (f) (i), (ii), (iii), (iv) or (v) and that the child’s parent or the person having charge of the child does not provide services or treatment or access to services or treatment, or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to treatment to prevent the harm; 10.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 treatment or access to treatment, or where the child is incapable of consenting to treatment under the Health Care consent Act, 1996, refuses or is unavailable or unable to consent to treatment to remedy or alleviate the condition; 11.the child’s parent has died or is unavailable to exercise 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. 12.the child is younger than12 and has killed or seriously injured another person or caused serious damage to another person’s property, services or treatment are necessary to prevent a recurrence and the child’s parent or person having charge of the child does not provide services or treatment or access to services or treatment or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable to consent to treatment. 13. the child is younger than 12 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; Ongoing duty to report (2) A person who has additional reasonable grounds to suspect one of the matters set out in subsection (1) shall make a further report under subsection (1) even if the person has made previous reports with respect to the same child. Page 12 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Person must report directly (3) 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 the person’s behalf. Duty to report does not apply to older children (4) Subsection (1) and (2) do not apply in respect of a child who is 16 or 17, but a person may make a report under subsection (1) or (2) in respect of a child who is 16 or 17 if either a circumstance or condition described in paragraphs 1 to 11 or a subsection of (1) or a prescribed circumstance or condition exists. Offence (5) A person referred to in subsection (6) is guilty of an offence if, (a) the person contravenes subsection (1) or (2) by not reporting a suspicion; and (b) the information on which it was based was obtained in the court of the person’s professional or official duties. Professionals and officials (6) Subsection (5) applies to every person who performs professional or official duties with respect to children including, (a) a health care professional, including a physician, nurse, dentist, pharmacist and psychologist; (b) a teacher, person appointed to a position designated by a board of education as requiring an early childhood educator, school Principal , social worker, family counsellor, youth and recreation worker, and operator or employee of a child care centre or home child care agency or provider of licensed child care within the meaning of the Child Care and Early Years Act, 2014; (c) a religious official; (d) a mediator and an arbitrator (e) a peace officer and a coroner; (f) a lawyer; and (g) a service provider and an employee of a service provider. Volunteer excluded (7) In clause (6) (b), “youth and recreation worker” does not include a volunteer. Page 13 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Director, officer or employee of corporation. (8) A director, officer or employee of a corporation who authorizes, permits, or concurs in the commission of an offence under subsection (5) by an employee of the corporation is guilty of an offence. Penalty (9) A person convicted of an offence under subsection (5) or (8) is liable to a fine of not more than $5,000. Section overrides privilege; protection from liability (10) This section applies although the information reported may be confidential or privileged, and no action for making the report shall be instituted against a person who acts in accordance with this section unless the person acts maliciously or without reasonable grounds for the suspicion. Solicitor-client privilege (11) Nothing in this section abrogates any privilege that may exist between a lawyer and a lawyer’s client. Conflict (12) This section prevails despite anything in the Personal Health Information Act, 2004. Society to assess and verify report of child in need of protection 126 (1) A society that receives a report under section 125 that a child, including a child in the society’s care or supervision, is or may be in need of protection shall as soon as possible carry out an assessment as prescribed and verify the reported information, or ensure that the information is assessed and verified by another society. Protection from liability (2) No action or other proceeding for damages shall be instituted against an officer or employee of a society, acting in good faith, for an act done in the execution or intended execution of the duty imposed on the society by subsection (1) or for an alleged neglect or default of that duty. Page 14 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Appendix C-1 REPORT OF REASONABLY SUSPECTED CHILD PROTECTION CONCERN FORM Page 15 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Page 16 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Appendix C-2 RECORD OF CHILD WELFARE AGENCY SCHOOL VISITS Page 17 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Appendix D PRE-REGISTRATION INFORMATION FORM FOR CHILDREN IN THE CARE OF A SOCIETY Page 18 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Page 19 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Page 20 of 20 Child Protection Protocol Child and Family Services of Grand Erie, Brant Haldimand Norfolk Catholic DSB, Grand Erie DSB Appendix E LIST OF LEGAL TERMS Temporary Care Agreement: A voluntary contractual arrangement where the Society agrees to care for a child under age 16 for a temporary period. Parents maintain their legal rights, however, appoint a Society representative including a foster caregiver to sign school documents (e.g., permission slips, report cards). Custody During Adjournment: A child protection application has been brought before the court, but the court has not yet decided if the child is in need of protection. The court orders temporary care and custody during the period of adjournment. Interim Society Care: A court has found the child to be in need of protection and has placed the child in the care of a Society for a period of up to 12 months. Extended Society Care: The court has made an order placing the child in the permanent care of a Society. The Society has the rights and responsibilities of a parent for the purpose of the child’s care, custody and control. The order lasts until the child turns 18, is adopted, is married, or the court changes the order. VYSA (Voluntary Youth Service Agreement): 16- and 17-year-olds are now eligible for the full range of child protection services, including the option of a Voluntary Youth Services Agreement if the youth is in need of protection and an out-of-home placement is required. Customary Care: Customary care is a form of care in accordance with the custom of the child’s First Nation or their Inuit or Métis community. Ontario law recognizes the use of customary care. Customary care usually involves a voluntary agreement among the parents, the child if older, the First Nation (or other Indigenous government), the Society, and the caregivers. POLICY SO-12 CODE OF CONDUCT Superintendent Responsible: Superintendent of Education Initial Effective Date: 2020/02/24 Last Updated: 2024/11/25 Next Review Date: 2028/11/25 Objective: To promote learning, well-being and belonging, through responsibility, respect, and civility, fostering an anti-oppressive, anti-racist, and inclusive culture. Policy Statement: Responsible citizenship involves active participation in the civic life of the school community. Engaged citizens are aware of their rights and accept responsibility for protecting their rights and the rights of others. 1.0 Purposes of the Code  To ensure that all members of the school community, especially people in positions of authority, are treated with respect and dignity  To promote responsible citizenship by encouraging appropriate participation in the civic life of the school community  To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility  To encourage the use of non-violent means to resolve conflict  To promote the safety of people in schools  To discourage the use of alcohol, electronic cigarettes, illegal drugs and, except by a medical cannabis user, cannabis  To prevent bullying, including cyber-bullying in schools 2.0 Standards of Behaviour 2.1 Respect, civility, and responsible citizenship All members of the school community must:  Respect and comply with all applicable federal, provincial, and municipal laws  Demonstrate honesty and integrity  Respect differences in people, their ideas, and their opinions  Treat one another with dignity and respect at all times, and especially when there is disagreement  Respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability  Respect the rights of others  Show proper care and regard for school property and the property of others  Take appropriate measures to help those in need  Seek assistance from a school employee, if necessary, to resolve conflict peacefully  Respect all members of the school community, especially persons in positions of authority  Respect the need of others to work in an environment that is conducive to learning and teaching, including by ensuring that personal mobile devices Code of Conduct Policy (SO-12) Page 2 are only used during instructional time for the educational and other permitted purposes outlined in this policy  Refrain from using abusive language or swearing at another person 2.2 Safety All members of the school community must not:  Engage in bullying behaviours, including cyber-bullying  Commit sexual assault or sexual harassment  Traffic in weapons or illegal drugs  Give alcohol or cannabis to a minor  Commit robbery or theft  Be in possession of any weapon, including firearms  Use any object to threaten or intimidate another person  Cause injury to any person with an object  Be in possession of, or be under the influence of alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes), and illegal drugs or related products o For students this would also include being in possession of electronic cigarette, tobacco, and nicotine products  Provide others with alcohol, electronic cigarettes, illegal drugs, cannabis (unless the recipient is an individual authorized to use cannabis for medical purposes) and related products  Inflict or encourage others to inflict bodily harm on another person  Engage in hate propaganda and other forms of behaviour motivated by hate or bias  Commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school  Record, take or share non-consensual recordings or photos of members of the school community Reference(s):  Acceptable Use of Information Technology Policy (IT-01)  Acceptable Use of Information Technology Procedure (IT-001)  Bullying Prevention and Intervention Policy (SO-10)  Bullying Prevention and Intervention Procedure (SO-010)  Code of Conduct Procedure (SO-012)  Equity and Inclusive Education Policy (SO-14)  Equity and Inclusive Education Procedure (SO-014)  Progressive Discipline and Promoting Positive Behaviour Procedure (SO-011)  Smoke Free Environment Procedure (FA-012)  Student Expulsions Policy (SO-07)  Student Expulsions Procedure (SO-007)  Student Suspension Policy (SO-06)  Student Suspension Procedure (SO-006)  Education Act, R.S.O. 1990, c. 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Guiding Principles: 1.0 This applies to all communicable diseases which include, but are not limited to, influenza, Parvovirus B-19 (fifth disease), measles, mumps, chickenpox, Covid-19 (Coronavirus), Hand, Foot and Mouth. 2.0 The best protection against outbreaks of infectious diseases is frequent and thorough hand washing techniques with water and soap. Where waste and body fluids are a potential risk, strict adherence to guidelines including gloves and hand washing techniques are required. 3.0 Employees with communicable diseases are considered to have a medical disability and are protected by the Ontario Human Rights Code. They will be treated fairly and equitably and in a manner that respects their privacy and dignity in the workplace. These employees will be given the opportunity to remain in their position(s) provided they are physically and mentally able to meet appropriate performance standards, and providing that their presence does not pose a safety or health hazard to themselves or others. Confidentiality of an employee’s medical information will be maintained. 4.0 Preventing exposure to infectious and communicable disease is a shared responsibility of all employees. Routine precautions should be used whenever employees have contact with blood or body fluids at work. 5.0 Immunization is an important step in the fight against illness. It stimulates the body’s own immune system to produce antibodies so if an exposure occurs years later, the immune system response is activated to prevent viral or bacterial infection. Immunization begins in early infancy and continues throughout life. Having up-to-date immunization is the best protection against infectious diseases. 6.0 Communicable Diseases 6.1 Varicella (Chickenpox) Chickenpox is a contagious rash and is caused by a virus called varicella zoster. The infection is usually mild in children. Chickenpox is most common in the late winter and early spring. Chickenpox is a reportable to the local Health Unit and employees can return to work as soon as they are feeling well enough to participate in regular activities. Should a diagnosed case of chickenpox occur in a school, the Administrator(s)/immediate Supervisor(s) are to contact the Superintendent of Human Resources or the Health and Disability Officer. 6.2 Influenza and COVID-19 An annual influenza and COVID-19 vaccine is suggested. Communicable Diseases Procedure (HS-003) Page 2 6.2 Tetanus Employee(s) are encouraged to maintain their immunization at a current status. Boosters will be given by a health care provider when the employee’s last recorded shot was ten or more years prior, or the employee(s) is uncertain. 6.3 Conjunctivitis (Pink Eye) Employee(s) with conjunctivitis should seek direction from their medical practitioner regarding their ability to be at work. If bacterial, person can return after 24 hours of appropriate antibiotic treatment. 6.4 Measles, Mumps and Rubella (MMR) Employee(s) born before 1970 are considered immune while those born after 1970 should receive one dose of MMR. Should a diagnosed case of rubella occur in a school, the Administrator(s)/immediate Supervisor(s) are to contact the Superintendent of Human Resources or the Health and Disability Officer. 6.5 Parvovirus B-19 (Fifth disease) Fifth disease or Parvovirus B-19 is a common viral infection associated with fever and a distinctive rash. Outbreaks of fifth disease can occur at any time of the year, but most often occur in winter and spring. Should a diagnosed case of Parvovirus B-19 (Fifth disease) occur in a school, the Administrator(s)/immediate Supervisor(s) are to contact the Superintendent of Human Resources or the Health and Disability Officer. 7.0 Employees with a Communicable Disease 7.1 Administrator(s)/immediate Supervisor(s) have a duty to report diseases to the Medical Officer of Heath of the Health Unit in which the school is located. Administrator(s)/immediate Supervisor(s) should be familiar with the list of reportable diseases maintained by the area Health Units (see Appendix B). In addition, Health Units can also provide information regarding the conditions/diseases that require children to be excluded from attending school. 7.2 Pregnant employees or those who are trying to become pregnant should know their health history. Several childhood diseases can potentially harm the unborn child and the parent if they are not immune. These diseases include: chickenpox or shingles, cytomegalovirus, fifth disease and rubella. Prior to pregnancy, or as soon as possible if the pregnancy is not planned, the employee should talk to their health care provider about any necessary precautions. 7.3 Employees with a communicable disease who pose a risk of transmission to students or other employees will remain off work and provide a medical certificate for their absence in accordance with the Board’s Health and Disability Management process and return to work when they no longer pose a risk of transmission. 7.4 Employees who are placed in quarantine by the Medical Officer of Health will remain off work until cleared by the Ministry of Health (MOH). References:  Blood-borne Infections Procedure (HS-009)  Employee Injury Report and Investigation Procedure (HS-006)  Pediculosis (Head Lice) Procedure (SO-041)  Ontario Human Rights Code  Reportable Diseases of Public Health Significance  Exclusion Criteria for Infectious Diseases Communicable Diseases Procedure (HS-003) Page 3 Appendix A This letter is to be printed on school letterhead and distributed to all families of the school when there is a confirmed case of either fifth disease or chickenpox. Please insert the name of the confirmed disease in the three blanks. Date Dear Parent(s)/Caregiver(s): We have recently had a diagnosed case of ____________________ at the school. If you suspect that your child may have _______________________, please make an appointment with your doctor for medical confirmation. If medically confirmed, please notify the school. Children with _______________ may attend school if they are feeling well enough to take part in activities. If you have any questions, please contact your doctor or your local Health Unit. Administrator Communicable Diseases Procedure (HS-003) Page 4 Appendix B REPORTABLE DISEASES AND EXCLUSION CRITERIA Reportable Diseases of Public Health Significance Exclusion Criteria for Infectious Disease POLICY SO-34 COMMUNITY PARTNERSHIPS Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2022/02/28 Last Updated: 2025/03/24 Next Review Date: 2029/03/26 Objective: To build strong and collaborative working relationships with Community partners. Policy Statement: The Grand Erie District School Board (Grand Erie) believes that building strong and collaborative working relationships with community partners can enhance the opportunities available to our students. Community partnerships must comply with Grand Erie policies, the Education Act, Collective Agreements, other contracts and all legal requirements. All partnerships shall be based on the principles of equity, inclusiveness, and anti-oppression. Reference(s):  Community Service Providers and Schools Working Together Procedure (SO-034)  Education Act, R.S.O. 1990, c.E.2 POLICY FA-11 COMMUNITY PLANNING AND FACILITY PARTNERSHIP Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2011/01/31 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Objective: To support and provide direction to achieve the board’s overall accommodation and partnership strategies while considering Grand Erie District Schools Board’s (Grand Erie) mission, vision and Multi-Year Strategic Plan. Policy Statement: Grand Erie supports and encourages cooperative and collaborative partnerships for shared use of facilities. Grand Erie is committed to engaging community partners in planning to share facilities to the benefit of the board, students, community, and to optimize the public use of assets owned by Grand Erie. 1.0 Facilities that have space considered suitable for a partnership opportunity will be identified and an annual report and shall be made to the Board of Trustees to approve the facilities for potential partnerships, if required. 2.0 If identified space is both suitable for facility partnerships and is available for the longterm, Board of Trustees will declare the space surplus and circulate the space for lease through Ontario Reg. 374444/2398. Reference(s): • Community Planning and Facility Partnership Procedure (FA-011) • Education Act, R.S.O. 1990, c. E.2 • Multi-Year Strategic Plan • Ontario Regulation 374/23444/98 PROCEDURE SO-034 COMMUNITY SERVICE PROVIDERS AND SCHOOLS WORKING TOGETHER Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2020/04/27 Last Updated: 2025/04/03 Next Review Date: 2029/04/03 Purpose To provide a process when forming collaborative working relationships between Grand Erie District School Board (Grand Erie) and Community Partners. Guiding Principles Grand Erie supports the implementation of community-based partnerships with agencies that enhance the learning experiences of students. A partnership agreement with a community service provider may not duplicate the work of the Grand Erie Student Support Services or educational employees. Partnerships will respect the rights, responsibilities, and interests of both students and employees. The partnership should provide benefits to both Grand Erie and the agency. A written, signed partnership agreement between the parties will help clarify expectations, roles and responsibilities, referral and consent process, timelines, procedures, accountability, service quality, compliance with professional standards, integration/coordination, and a dispute resolution process. Consent to Access Services Parent(s)/caregiver(s) consent to access community services at a Grand Erie school is required in order for students up to the age of 18 to participate in any community partner services taking place in any Grand Erie facility. In cases where a student has requested not to have parent(s)/caregiver(s) consent or if there is a perceived risk to the well-being of the student should parent(s)/caregiver(s) consent be sought, the school will contact their School Social Worker. The Administrator will work in collaboration with the School Social Worker. After collaboration, the Administrator or the School Social Worker will contact the Grand Erie Mental Health and Well-Being Lead on matters of consent and complex cases. Scope This Procedure applies to situations in which a community service provider applies to offer individual and/or small group programs/services in facilities within Grand Erie. Integration between Community Services Providers and Student Support Services Staff Community, educational, legal, medical and social service professionals and paraprofessionals may either be employed by a publicly funded government organization, such as a hospital or a social service agency, or they may operate an independent private practice. In the latter case, the client reimburses the professional or paraprofessional directly for services provided. a) Publicly funded community service providers provide services which may be accessed, at no cost to parent(s)/caregiver(s), by any student who meets the eligibility criteria. These services are accessed in one of two ways, either through Grand Erie with informed written consent from a parent(s)/caregiver(s) or directly by the parent(s)/caregiver(s). Community Service Providers and Schools Working Together Procedure (SO-034) Page 2 b) Privately funded community service providers are services purchased by parent(s)/caregiver(s) on a private basis or funded by insurance carriers which are normally carried out in the professional’s or paraprofessional’s office/clinic or the student’s home, including but not limited to services such as behaviour therapy, psychological assessment and therapy, social work counselling and therapy, speech- language assessment and therapy. Student achievement and well-being, through a collaborative approach to service provision for students and families, is the goal of a successful partnership agreement. Collaborative relationships are characterized by mutual respect, coordination of services, clear communication, and consistent collaboration with a common goal of working towards the best interests of the student. This Procedure is guided by Grand Erie’s Community Partnerships Policy (SO-08), and the various acts, regulations, and mandates applying to the respective partners. 1.0 Community Service Providers 1.1. The community service providers with whom the employees of Grand Erie currently collaborate include individuals with a variety of backgrounds and expertise: • Educational professionals such as teachers who provide after-hours tutoring for children and adolescents • Legal professionals such as lawyers, police officers and probation officers • Medical professionals such as, but not limited to, audiologists, nurses, occupational therapists, ophthalmologists, otolaryngologists, pediatricians, physicians, physiotherapists, psychiatrists, psychologists, and speech-language pathologists • Social service professionals such as child and youth workers, social service workers and social workers • Paraprofessionals such as behaviour therapists, communication disorders assistants and special services at home workers. 2.0 Collaborative Relationships Collaborative relationships occur between the schools and community service providers that do not require a formal partnership agreement. 2.1. There are essentially four different ways in which the collaborative relationship between the employees of Grand Erie and community service providers have been operationalized: Consultation: Assessment information and remedial strategies are shared with Grand Erie employees by the community service through a written report or a face-to face meeting, usually at the student’s school Observation: The community service provider observes the student in the school setting to obtain information to assist with the assessment process Demonstration: The community service provider demonstrates for the Grand Erie employee a therapeutic strategy or technique that they are providing for the student to determine if the same strategy or technique could be adopted and utilized in the school setting. The Administrator makes the final determination concerning the utilization of the strategy/technique in the school setting and the inclusion of the strategy/technique in the exceptional pupil’s Individual Education Plan (Regulation 298). Since the Individual Education Plan is reviewed once each term in elementary school and once each semester in secondary school, demonstration would only need to occur with the same frequency. No more than two (2) demonstration sessions will be permitted per term/semester. Direct Therapy: The community service provider provides direct therapy or treatment for a student either in their office/clinic or in the student’s home. Therapy may be Community Service Providers and Schools Working Together Procedure (SO-034) Page 3 defined as the treatment of disease or of any physical or mental disorder by medical or physical means, usually excluding surgery. Some publicly funded community professionals/paraprofessionals, most notably those from the Local Health Integrated Network (LHIN), and School Based Rehabilitation Services (SBRS) do provide some therapeutic services for students in school as required by Ministry of Education Policy/Program Memorandum No. 81 - Provision of Health Support Services in School Settings upon the written request of the Administrator and/or the consent of parent(s)/caregiver(s). 2.2. Grand Erie is obligated to provide access to schools to provide direct therapy for students for publicly-funded community service providers such as those from the Local Health Integrated Network as per Program Policy Memorandum 81 – Provision of Health Support Services in Schools. 2.3. Privately funded community service providers do not provide direct therapy to students in schools. In the majority of cases, Grand Erie Student Support Services provides direct therapy to students in schools. Requests for private practitioners to provide the same service will not be granted. The request for private community service providers comes from gaps in service provision that Grand Erie and publicly funded service providers cannot address. Requests for private service provision must include a clear statement about the gap in existing service provision that will be addressed. Intensity of service provision are not considered gaps, as per Program Policy Memorandum 149 - Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals. 2.4. If a student requires ongoing therapy/treatment from a publicly funded or privately funded community service provider, that student may be excused from school to attend the therapy session as is permitted under the Ontario Regulation 298. 2.5. When a partnership between a privately funded community service provider and a Grand Erie facility is being considered for services other than direct therapy, the community service provider and Grand Erie must establish a Partnership Agreement. All steps outlined in the Guidelines for Forming a Partnership Agreement must be followed. 3.0 Conflict Resolution Periodically, disagreements may arise between community service providers and Grand Erie employees. The following dispute resolution process will be used to identify solutions for individual cases and at the system level. This process is not intended to be an appeal or a legal process. Step 1: The community service professional/paraprofessional and the Administrator will be the first level of dispute resolution authority. Step 2: If the dispute is not satisfactorily resolved, the matter will be referred to the Manager of the community service professional/paraprofessional and the Mental Health and Well- Being Lead within Grand Erie. Step 3: If the dispute continues to be unresolved, the matter will be referred to the Senior Management/Supervisor, Community Service Provider and the Superintendent of Education. 4.0 Requirements for Forming a Partnership Agreement 1. Grand Erie and the agency complete the Description of Program or Service (Appendix B) for the Superintendent of Education. 2. Identify needs that are impacting educational and well-being outcomes that will be addressed that currently cannot be addressed by Grand Erie professional support services staff. Wait lists and intensity, frequency and duration of service are not considered gaps in service provision. Community Service Providers and Schools Working Together Procedure (SO-034) Page 4 3. Identify how specific services provided will address needs that are having an impact on their educational and well-being outcomes. 4. Discuss the service delivery plan including roles, frequency, measuring and monitoring of desired outcomes, documentation, and supervision. 5. Determine how students will be identified to receive programs/services. 6. Involve appropriate Grand Erie employees and Student Support Services Staff in initial and on-going discussions. 7. Describe the consent process and requirements for: a) Service provision b) Access to school information (not OSR) Consent is currently for service provision only 8. Develop a plan for communicating with parent(s)/caregiver(s) and Administrator or designate. 9. Establish minimum credentials of service providers and appropriate supervisor’s qualifications per PPM 149. 10. Ensure Police Record Checks, including Vulnerable Sector Screening, subject to availability, for all personnel who will be working with students. 11. Obtain a copy of the agency’s current Certificate of Insurance naming the Grand Erie District School Board and ensuring $2 million liability coverage for professional liability (errors and omissions) and general liability. 12. Ensure identification badges for service providers are worn. 13. Communicate with all stakeholders regarding the program/service being provided. 14. Understand and inform all employees of the Community Service Providers and Schools Working Together Procedure’s (SO-108) conflict resolution process. 15. Sign the partnership agreement. Each new partnership agreement will be reviewed, evaluated and either approved or not approved by the Partnership Agreement Joint Advisory Committee. All existing partnership agreements will be reviewed and either approved or not approved at least once per year. Membership on the Partnership Agreement Joint Advisory Committee includes: • Mental Health and Well-Being Lead (Chair) • School and Program Supports Lead • Principal Leader – Special Education • Superintendent of Education • President, OSSTF-PSSP • 3.0 PSSP Bargaining Unit Members • Community Member Reference(s): • Community Partnerships Policy (SO-08) Community Service Providers and Schools Working Together Procedure (SO-034) Page 5 Appendix A GUIDING QUESTIONS (for Partner) – DESCRIPTION OF PROGRAM OR SERVICE Points for your consideration when completing the description of program or service for groups: 1. Is the activity/service consistent with the Grand Erie’s Multi-Year Plan? 2. What is the goal/potential outcome of the service provision? 3. Does the activity/service have the potential to positively impact student success? 4. What is the degree of assistance/involvement from Grand Erie staff? 5. Is the activity/service duplicating services already offered in the Grand Erie shown to be effective? 6. Does the activity/service have risks/costs for participants? a) Is there a clearly articulated plan as to how the risks will be managed professionally and appropriately? b) What is your plan to communicate with students, parent(s)/caregiver(s) and staff regarding these potential risks? 7. The plan of how you will obtain parental/student permission must be articulated (see Appendix D)? 8. Can the activity/service be provided during non-instructional times? If a student is withdrawn during instructional or curriculum activities, there should be minimal impact on the student’s learning and classroom routine. 9. Does the activity/service have a capacity building component for Grand Erie staff? 10. Is there a suitable setting or settings to host this activity/service in Grand Erie? 11. Is the activity/service evidence informed? a) Is the evidence supporting the efficacy of the initiative attached? b) Is it consistent with how the proposed activity/service will be carried out as identified in the proposal? c) If not, is there a plan for evaluation as part of the proposal? 12. Who provides general or clinical supervision to the service providers within their agency? 13. Is debriefing/ feedback to the student/family and Grand Erie staff provided? a) How will this be accomplished? b) How often will feedback be provided to the student, parent(s)/caregiver(s) and Grand Erie staff? 14. Have you considered the schools to which this partnership agreement may be applied? a) If yes, how were these schools identified? 15. Is there a research component to the proposal or any aspect of the service or tools utilized as part of the service? If yes, refer to Grand Erie’s process for conducting research at https://granderie.ca/board/departments/research Appendix B Community Service Providers and Schools Working Together Procedure (SO-034) Page 6 Description of Program or Service Date Submitted: Name of School(s) Name of Partner: Program/Service Title: Rationale for Program/Service in School: Program/Service Description: Program/Service Details: Space/Materials Requirements (if any): Anticipated Outcomes, Evaluation: Name and Qualifications of program/service provider(s): Timelines: This program/service will be provided Day(s) of the week with the following times: Month(s) of the school year Agency Supervisor’s Name: Title: Qualifications: Signature: Board Use Only: ☐ Request Approved ☐ Request Denied Superintendent of Education Date Filed: Original Copy in OSR / parent copy available upon request Retention: E + 1 year (E = consent valid until date or end of current school year) Community Service Providers and Schools Working Together Procedure (SO-034) Page 7 Appendix C PARTNERSHIP AGREEMENT Between: Herein after called “the School” GRAND ERIE DISTRICT SCHOOL BOARD Herein after called “Grand Erie” And Herein after called “the Partner” This educational partnership is a mutually supportive reciprocal agreement between the School/Grand Erie and the Partner to provide the following program/service: Both parties acknowledge and agree that the Partner is not an agent of Grand Erie and none of the program/service providers are employees or agents of the Grand Erie. The Partner agrees that no fees are payable to it by Grand Erie and neither Grand Erie, students/parent(s)/caregiver(s) nor staff of Grand Erie are responsible for any expenses of the Partner in connection with this provision of program/service. The program/service will be provided by the Partner effective from: __________ until __________ however, either the School or the Partner may terminate this agreement for any reason with reasonable notice to the other. Reasonable notice shall be 30 days. An Administrator has the authority to limit access to the school or discontinue the partnership agreement, under the Education Act and policies of Grand Erie. Any concerns or complaints should be brought to the attention of the School Administrator and the program/ service provider. Ongoing concerns should be discussed with the agency supervisor and the school superintendent. Disputes will be addressed by the Joint Advisory Committee. Both Grand Erie and the Partner agree to ensure measures are in place that protect the confidentiality of client information. Superintendent: _________________________________ Date: __________ Partner: ____________________________________ Date: __________ cc: Superintendent of Education Community Partner School Mental Health and Well-Being Lead Review Date: Click or tap to enter a date. Filed: Original Copy in OSR / parent copy available upon request Retention: E + 1 year (E = consent valid until date or end of current school year) Community Service Providers and Schools Working Together Procedure (SO-034) Page 8 Appendix D Parent(s)/Caregiver(s) Consent to access Community Partner Services within the Grand Erie District School Board The Grand Erie District School Board facilitates access for students to select community partner services for the purposes of supporting student well-being and academic success. I/we, Parent/Caregiver Name(s) , agree to Student Name Date of Birth accessing service from the following agency during the school day: Please check selections Brantford and Brant County Services: ☐ CONTACT Brant ☐ St. Leonard’s Community Services ☐ Young Women’s Program through the Sexual Assault Centre of Brant ☐ Woodview Mental Health & Autism Services ☐ Other: Haldimand and Norfolk County Services: ☐ CONTACT Haldimand –Norfolk REACH ☐ Community Addiction and Mental Health Services (CAMHS) of Haldimand and Norfolk ☐ Haldimand-Norfolk REACH ☐ Haldimand and Norfolk Women’s Services ☐ Other: Indigenous – Brant, Haldimand, Norfolk: ☐ Six Nations of the Grand River Child and Family Services, Child and Youth Mental Health Program ☐ Other: My child may participate in services during: (Please check selections) ☐ Instructional time ☐ Lunch time *please note, selecting lunch time only may reduce the availability of the service. ☐ Before or After School *please note, selecting before or after school only may reduce the availability of the service. Consent Process: Informed consent for the student to participate in and receive services is completed by the community agency delivering the service. The agency will maintain the record of service and will deliver services confidentially to the student in accordance with legal requirements. Questions may be directed to the agency for further clarification. Parent/Caregiver Name: Parent/Caregiver Signature: Date: Consent Valid Until If no date indicated, until the end of the school year. Filed: Original Copy in OSR / parent copy available upon request Retention: E + 1 year (E = consent valid until date or end of current school year) COMMUNITY USE OF SCHOOLS HANDBOOK (July 22, 2025) Community Use of Schools Handbook (FA-04-R) Page 1 of 15 Table of Contents 1. Introduction ................................................................................................................................................................................ 2 2. The Community Use of School Program ................................................................................................................. 2 3. Definitions: ................................................................................................................................................................................... 2 a) Community Users ........................................................................................................................................................ 2 b) Community Use Event .............................................................................................................................................. 2 c) Community Use Permit ........................................................................................................................................... 2 d) Permit Holder ................................................................................................................................................................. 2 e) Event Supervisor ........................................................................................................................................................... 2 f) Historical Bookings ...................................................................................................................................................... 2 g) Non-Instructional Periods ....................................................................................................................................... 2 4. Eligible Users and Permit Types .................................................................................................................................... 3 a) Affiliates-Type 1 ............................................................................................................................................................... 3 b) Non-Profit Youth and Other-Type 1-A ............................................................................................................. 3 c) Non-Profit, Non-Youth-Type 1-B ......................................................................................................................... 3 d) Non-Profit (Other)-Type 2 ........................................................................................................................................ 3 e) Commercial/Private User-Type 3 ....................................................................................................................... 3 f) Grand Erie /School Use-Type 4 ............................................................................................................................ 3 g) Reciprocal Groups-Permit Type 6 ...................................................................................................................... 3 5. Permit Holder’s Responsibilities ................................................................................................................................... 3 6. Damage to School Property ........................................................................................................................................... 4 7. Available Facilities ................................................................................................................................................................. 4 a) Dates and times of Availability ........................................................................................................................... 6 b) School Availability........................................................................................................................................................ 6 8. Booking a Facility ................................................................................................................................................................... 6 9. Key booking dates: ................................................................................................................................................................ 6 10. Supervision and Security.................................................................................................................................................... 7 11. Emergency Procedures ...................................................................................................................................................... 7 a) Fire Safety .......................................................................................................................................................................... 7 b) Critical Injuries ................................................................................................................................................................ 7 12. Film Production Company Requests:........................................................................................................................ 7 13. Permit Holder’s Restrictions and Limitations ..................................................................................................... 8 a) No Smoking/Vaping on Grand Erie property ............................................................................................ 8 b) Alcohol Usage on Grand Erie property .......................................................................................................... 8 c) Food and Drink in Schools ..................................................................................................................................... 8 d) Equipment Usage ....................................................................................................................................................... 8 e) Field Use ............................................................................................................................................................................ 9 f) Schools Supplied by Well Water........................................................................................................................ 9 g) Restricted Activities ................................................................................................................................................... 9 h) Restricted Areas ........................................................................................................................................................... 9 i) Inclement Weather and snow removal ........................................................................................................ 9 14. Community Use of School Fees ................................................................................................................................... 9 15. Cancellation of a Permit ................................................................................................................................................... 10 16. Insurance Requirements ................................................................................................................................................. 10 17. Access, Keys and Doors ..................................................................................................................................................... 10 18. Adjudication .............................................................................................................................................................................. 11 19. Contacts ...................................................................................................................................................................................... 12 Appendix B: Community Use of Schools Conditions ............................................................................................. 13 Community Use of Schools Handbook (FA-04-R) Page 2 of 15 1. Introduction The Grand Erie District School Board (Grand Erie) has developed the Community Use of Schools Handbook as a tool and resource to clarify the policies and procedures that govern the Community Use of Schools (CUS) program. This handbook is written to compliment the Community Use of School Policy & Procedure (FA-04, FA-004). Where any conflict in language between the documents occurs, the Policy and Procedure (FA- 04, FA-004) shall govern. 2. The Community Use of School Program Grand Erie supports its communities by making the Grand Erie facilities available to the public. It also supports the Community Use of Schools Program, which fosters partnerships and community relationships. The CUS program offers access to Grand Erie facilities to organizations and individuals for various community programs. 3. Definitions: a) Community Users include anyone who attends a CUS event at a Grand Erie facility, including participants, leaders, of the group and or audience. b) Community Use Event is an event held at a Grand Erie facility that is applied for through the CUS program and for which a Community Use Permit has been issued. c) Community Use Permit is issued by Grand Erie and is the authority for the use of a school for all Community Use events. d) Permit Holder is the person and/or organization named on the CUS Permit. e) Event Supervisor is an adult designated by the Permit Holder to be the representative at the Community Use Event. f) Historical Bookings from any permit type that have been booking with the Grand Erie for five or more consecutive years in the same facility and time. g) Non-Instructional Periods Times where school is not operating including Winter, March/Summer Breaks, P.A. Days, board designated holidays and statutory holiday weekends. Non-instructional periods include the weekends leading up to and after the school holidays. Community Use of Schools Handbook (FA-04-R) Page 3 of 15 4. Eligible Users and Permit Types The following permit types are defined in order to understand the priority of bookings and fee structure: a) Affiliates-Type 1 Joint Use of Facilities agreement partners or Non-profit, volunteer organization approved for affiliation by a municipal Recreation Authority (where applicable) for the purpose of offering recreational and/or cultural programs on behalf of municipality available to all residents of the local community. This does not include tournament events. b) Non-Profit Youth and Other-Type 1-A The non-profit entities or other public agencies that use the school facilities whose primary purpose is to provide programs and/or services that are designed and operated to advance the academic success and healthy lifestyles of youth in the community. I.e., Cubs, Scouts, Brownies or groups donating to Grand Erie in the amount greater than the fee charged for the use of the facility and custodial cost. School Alumni Activities sanctioned by the Administrator(s). Not for Profit Groups will be required to show proof of status or provide an affidavit letter indicating that the organization is a not-for-profit organization c) Non-Profit, Non-Youth-Type 1-B The non-profit entities or other public agencies that use the school facilities whose primary purpose is to provide programs and/or services that serve the local neighborhood or community but are not explicitly designed and operated to advance the academic success and healthy lifestyles of the children in the school and where zero or nominal admission or participation fees are charged. Not for Profit organizations that are not specifically for youth. I.e., Red Cross, St. John's Ambulance, Approved health Unit Activities, short term use by municipal emergency services. d) Non-Profit (Other)-Type 2 Fundraising Events, Church Group meetings, Service Club meetings, Amateur Drama Clubs, Non-Affiliated Community Groups, Local Cultural Groups, Other Educational Groups I.e., Colleges and Universities, Tournaments, Union/Federation events, School Alumni Activities NOT sanctioned by Administrator(s) and Non- Affiliated Adult Recreation. e) Commercial/Private User-Type 3 Commercial enterprises, professional theatre groups, Church Services, Private individuals, Political Groups, Private Fitness, Dance Instructional Groups and Film Production Companies. f) Grand Erie /School Use-Type 4 Student and employee events sanctioned by the Administrator(s), school Clubs and School Council Meetings, Administrative or other employee meetings and sports teams. g) Reciprocal Groups-Permit Type 6 Non-Profit Childcare, EarlyOn Child and Family programs and Before and After School Children’s Recreation Providers as outlined by an agreement. These do not include tournaments or special events, or spaces not outlined in their agreement. 5. Permit Holder’s Responsibilities a) Administrator(s) or designates are required to submit a permit for any activity after school hours or for any larger event during the instructional ay but beyond regular school events. Community Use of Schools Handbook (FA-04-R) Page 4 of 15 b) Grand Erie is responsible to inform the Permit Holder or Event Supervisor of any scheduling changes and administer any applicable refund. c) Community Users, Permit Holders and/or Event Supervisors are solely responsible for personal injury and/or damage, loss or theft of clothing and equipment, of anyone attending a Community Use Event anywhere on Grand Erie property, including all grounds and parking lots. d) The Permit Holder or Event Supervisor is liable for all damages and injuries due to their Community Use activity. e) The Permit Holder, Event Supervisor and /or affiliated organization agree to indemnify and save harmless Grand Erie from any action or claim being brought against it as a result of the use of the school facilities by the community user. f) Community Users are not covered under the Grand Erie’s liability insurance policy. g) All CUS permits shall provide or purchase a valid liability insurance certificate with their Application. h) The Permit Holder or Event Supervisor shall be responsible for the security and safety of Grand Erie facilities while they are using the facility. i) All persons admitted to a Grand Erie facility for a Community Use Event agree to abide by all Grand Erie policies and procedures. j) The Permit Holder is responsible for the enforcement of all fire regulations and must ensure that no obstructions are placed in corridors or in front of fire exits. k) All Community Users must adhere to Grand Erie’s Codes of Conduct and demonstrate respectful behaviour at all times. The Permit Holder and/or Event Supervisor is responsible for conduct, supervision and the preservation of order for the scheduled event. l) Violation to the Community Use Permit or misconduct by Community Users and/or Permit Holders may result in immediate cancellation of the Community Use Permit. m) Permit Holders or Event Supervisor are responsible to inform Grand Erie of any scheduling changes at least three business days prior to the day of Event. n) Vehicle parking is permitted only in designated parking areas. o) Signs or decorations may not be attached to walls or elsewhere without prior arrangement with and approval from the CUS Permit Clerk. 6. Damage to School Property a) If a CUS group damages Grand Erie property, it must be immediately reported to an on-site custodian who will report it to the CUS Permit Clerk or their Supervisor or reported by permit holder the next business day to the CUS Permit Clerk. The cost to repair or replace damaged property is the responsibility of the CUS Permit Holder. b) Custodians who have been advised of damage will complete a report following Vandalism and Unusual Property Occurrence Report Procedure (FA-104), detailing any damage or misuse of Grand Erie property, including property being left in an unsatisfactory condition by the permit holder. c) Any equipment that may scratch, mark or break Grand Erie property is not allowed for CUS. If a CUS group damages Grand Erie property because of equipment brought into the school, the Permit Holder will be held financially responsible for all costs associated with the repair or replacement of the Grand Erie property. 7. Available Facilities A wide range of school facilities are available for use by the community, including gymnasiums, cafeterias, auditoriums, libraries/learning commons, grounds and secondary school classrooms. For information on specific spaces, please check the CUS booking website( from the login page, you will find a calendar icon in the top right hand corner, please search for a facility by using the filters). Community Use of Schools Handbook (FA-04-R) Page 5 of 15 BRANT/BRANTFORD AREA HALDIMAND AREA NORFOLK AREA Agnes G. Hodge Public School Banbury Heights School Bellview Public School Branlyn Community School (ALT) Brier Park Public School Burford Dist. Elem. School (W) Cedarland Public School Centennial-Grand Woodlands School Central Public School, Brantford Cobblestone Elementary School Dufferin Public School Echo Place School Ecole Confederation Edith Monture Elementary School Glen Morris Central Public School (W) Graham Bell-Victoria Public School Grandview Public School Greenbrier Public School James Hillier Public School King George School Lansdowne-Costain Public School Major Ballachey Public School Mt. Pleasant School Oakland-Scotland Public School (W) Onondaga-Brant Public School North Ward School Paris Central Public School Prince Charles Public School Princess Elizabeth Public School Russell Reid Public School St. George-German Public School Walter Gretzky Elementary School (ALT) Woodman Drive School Brantford Collegiate Institute and Vocational School North Park Collegiate Vocational School Paris District High School Pauline Johnson Collegiate Vocational School Tollgate Technological Skills Centre Caledonia Centennial Public School Grand River Public School Hagersville Elementary School Jarvis Public School J.L. Mitchener Public School Mapleview Elementary School Oneida Central Public School (W) Rainham Central School River Heights School Seneca Central Public School (W) Thompson Creek Elementary School Walpole North Elementary School (W) Cayuga Secondary School Dunnville Secondary School Hagersville Secondary School McKinnon Park Secondary School Bloomsburg Public School (W) Boston Public School (W) Courtland Public School Delhi Public School Elgin Ave Public School Lakewood Public School Houghton Public School (W) Langton School (W) Lynndale Heights Public School Port Rowan Public School Teeterville Public School (W) Walsh Public School Waterford Public School West Lynn Public School Delhi District Secondary School Simcoe Composite School Valley Heights Secondary school (W) Waterford District High School ALT Indicates there is an alternate contact to request use of this school. W Indicates the school’s water is supplied by a well which must be tested daily by a qualified Grand Erie employees. Community Use of Schools Handbook (FA-04-R) Page 6 of 15 a) Dates and times of Availability Dates and times of the facilities vary depending on the school year calendar. As a general rule, school facilities are available weekdays from 6:00 pm till 10:00pm and from 7:00 am to 10:00 pm on weekends. b) School Availability Available any weekday after 6:00 pm and on weekends. Schools are not available during non-school days, including Summer, Winter and March Breaks, P.A. Days, board designated holidays and statutory holiday weekends. Some exceptions do apply for Municipal and Community Partnerships. Please contact the Community Use of Schools Permit Clerk for clarification on availability during non-school days. 8. Booking a Facility a) The CUS website https://granderie.ca/community/community-use-of-schools allows Community Users to review Grand Erie’s rules and regulations, permit types, insurance requirements, fees and charges, etc. b) Community Users must have an account and login to the booking website in order to be able to book a Grand Erie facility: https://gedsb.ebasefm.com/rentals/welcome. Previous users who have forgotten their user login information can contact the CUS Permit Clerk for assistance. See page (12) for contact information. c) Community Users / Permit Holders can watch the introductory video on the booking website. d) The booking website allows users to check availability of school facilities, complete the permit application process and generate a CUS permit e) Once a permit application has been submitted it may take up to two weeks to be processed. Insurance requirements and payments must be received prior to the permit being issued. Once the permit has been approved it will be emailed to the Applicant. f) Historical Users will be notified by May 15 of each year and the Historical User must respond no later than June 30 to reserve their space for the following year. g) Bookings are limited to no more than two bookings per week per rental facility. Beginning September 15, permit applicants can submit additional bookings per week per rental facility. h) When two or more Permit Applications are received, requesting the same time and space, preference for accommodation will be given to the Community Use Event that is in season. i) Bookings are based on the following Priority: 1. Grand Erie. 2. Historical Groups. 3. Municipal Direct Programs governed through Joint Use of Facilities Agreements. 4. Affiliated Groups identified through Joint Use of Facilities Agreements. 5. Others. 9. Key booking dates: a) Historical User Groups will be notified by May 15 of each year and must respond by June 30 to keep their historical booking. It is the historical user’s responsibility to contact Grand Erie if you think that you are a historical booking and did not receive notification. b) Schools must submit permits by June 30 of each year for events on non-school days or after 6:00 pm on school days. c) For new Community Use bookings commencing in September, permit applications may be received any time after July 1, of each year. Community Use of Schools Handbook (FA-04-R) Page 7 of 15 d) For new bookings throughout the school year, applications must be submitted not less than two (2) weeks prior to the permit start date. 10. Supervision and Security (i) Depending on the size and nature of the event, supplementary security and/or custodial services may be required by the board, the cost of which will be the responsibility of the Permit Holder. (ii) For all Community Use events, the Permit Holder or Event Supervisor must be in attendance for the duration of the event and must stay until the premises are vacated and whenever possible, notify Grand Erie’s representative when leaving. (iii) For all Community Use events involving minor children, the permit holder must ensure a ratio of 1:20 is maintained for the duration of the permit. 11. Emergency Procedures In the event of an emergency, emergency contact numbers for Grand Erie employees are located on the front page of the approved permit. Should there be an emergency that needs immediate attention call the appropriate emergency services by dialing 911. In case of fire, and if it is safe to do so, a Community User should pull the fire alarm and all Community Users should immediately leave the building. a) Fire Safety Permit Holders are required to follow the Ontario Fire Code and have responsibilities to follow the School Fire Safety Plan. Information will be provided for site specific duties and responsibilities with the approved permit. b) Critical Injuries Critical injury means an injury of a serious nature that: (i) places life in jeopardy or (ii) produces unconsciousness or (iii) results in substantial loss of blood or (iv) involves the fracture of a leg, arm or ankle or more than one finger or more than one toe (or (v) involves the amputation of a leg, arm, hand, foot or ankle or more than one finger or more than one toe (or (vi) consists of burns to a major portion of the body or (vii) causes the loss of sight in an eye Reporting a Critical Injury: (i) For all critical injuries, Grand Erie requires to be notified of all Critical Injuries by contacting the After-Hours Emergency Contact, identified on the approved permit. (ii) Automated External Defibrillators (AED) are located in all Grand Erie District School Board facilities and are available in the event of an emergency. Please take the time to locate the closest AED (usually near the gym and /or the front entrance) prior to the commencement of the permit. 12. Film Production Company Requests: a) School and Partnership Officer. b) All activities on Grand Erie property must be of a lawful nature and in keeping with Grand Erie’s values. c) Film Production Company requests will be required to complete a Film Application Form and provide additional information as part of the approval process. d) Requests will fall outside of the Priority of placement sequencing as (i) No previously approved CUS permit will be cancelled owing to a film request, however Community Use of Schools Handbook (FA-04-R) Page 8 of 15 (ii) Film permits are provided multiple exemptions not afforded other permit types. e) Film Production Company Requests will not be approved to film during the school week. f) Requests are subject to the satisfactory completion and signing of a Grand Erie Licensing Agreement signed by the Superintendent of Business and Treasurer and signing authority for the film production company. 13. Permit Holder’s Restrictions and Limitations Please refer to Appendix B for the listing of Permit Holder Restrictions. a) No Smoking/Vaping on Grand Erie property The Ontario Smoke Free Act for public places prohibits Smoking / Vaping on Grand Erie property is not permitted and applies 24 hours per day, 365 days per year. Permit Holders and Event Supervisors must ensure that Community Users move off Grand Erie property 20 meters for smoking and vaping purposes, not just outside the building. b) Alcohol Usage on Grand Erie property (i) For Community Use Events where alcohol will be served, Permit Applications must identify this through the CUS booking system and have a detailed event plan. (ii) Community Use Events serving alcohol must have a Special Occasion Permit and public liability insurance that includes alcohol liability such as Party Alcohol Liability (P.A.L). (iii) The use of a designated driver program and promoted to Community Users is recommended. (iv) Posters warning of the dangers of driving after drinking and no smoking/vaping are to predominantly display at the event. (v) The Permit Holder makes use of qualified Smart Servers as required by the Liquor Control Board. (vi) A minimum of two (2) police officers are in attendance for the duration of the event. Grand Erie reserves the right to waive this clause at its own discretion for certain events, permission may only be granted by the Superintendent of Business and Treasurer or designate. c) Food and Drink in Schools (i) Peanuts, tree nuts and other nuts are one of the most common triggers of anaphylaxis, and the most likely of all food allergens to trigger a full-blown anaphylactic reaction. As a result, all schools in Grand Erie facilities are “nut aware” and foods containing peanuts, tree nuts or other nuts are not to be brought into the facility. (ii) No food or flavored drink is to be taken into the gymnasiums, auditorium, or Library/Learning Commons. Permits requiring food or drink can apply for use of the cafeteria or classroom. (iii) Where catering services are required and applicable, the permit holder must make private arrangements with the approved Food Services Company at the site who is under contract with Grand Erie the first right of refusal for the catering contract. (iv) If food is sold, the Permit Holder may have to apply for applicable municipal licences. Costs for this licence would be the responsibility of the Permit Holder. d) Equipment Usage The use of any school equipment is solely at the discretion of the Administrator(s). If a Community Users require the use of equipment, Permit Holder may identify this through the CUS booking system. The set-up of the equipment is the responsibility of the Permit Holder, under the supervision of a Grand Erie representative, unless other arrangements have been made ahead of time. Additional costs may apply. Community Use of Schools Handbook (FA-04-R) Page 9 of 15 Community Users are not permitted to move retractable dividers, adjustable basketball nets, stage risers, stadium seating, bleachers or any other mechanized equipment. Adjustments are to be made only by the school custodian or qualified facility employees with five days notice prior to the event. e) Field Use Field use is subject to the conditions of the field, nature of the frequency of the activities and may be impacted by the weather and soil conditions. Start dates for field use may be disrupted or prohibited until the field conditions are restored. In general, field use permits will be approved after May 15th of each year or until the field’s conditions are appropriate and run through to November 15th. Some fields are booked and operated through another agreement, please refer to the CUS booking system for specific school field availability. f) Schools Supplied by Well Water For schools that have water supplied by a well, require testing daily and water flushing. A charge for this service will be levied to groups requesting non-school day use of Grand Erie buildings. Affiliates and Reciprocal groups may enter into agreement with, and training for water flushing from Grand Erie. g) Restricted Activities Any high-risk activity is not permitted on school property. Such activities include baseball pitching machines, rock climbing, circus performances and fireworks. Please visit the CUS website for a full list of prohibited activities. h) Restricted Areas Community Users are restricted to the school area identified in the permit and the closest washroom facilities. All other areas of the school are out of bounds. If Community Users are found in other areas of the school the Permit may be revoked. i) Inclement Weather and snow removal (i) Periodically Grand Erie may cancel a CUS permit due to unforeseen circumstances such as inclement weather or other emergency/safety situations, or an unexpected school use. In these situations, a refund will be given to the Permit Holder. If it is a onetime CUS event, a refund will be issued for the Permit Application Fee. Insurance Fees are non-refundable. (ii) CUS permits will be cancelled when schools are closed due to inclement weather. Check Grand Erie website for up-to-date information on closures. www.granderie.ca (iii) Snow removal of the parking lot is the sole responsibility of Grand Erie. (iv) Service animals and guide dogs are permitted for persons with a disability that require assistance and must keep the animal with them at all times as defined by the Animal Welfare Act. Grand Erie has the right to inquire about the animal and ask for documentation to confirm the persons requirement. 14. Community Use of School Fees a) Service charges to Community Users are subsidized under the grant provided annually by the Ministry of Education. The rate of subsidy will be determined annually based on the grant provided to Grand Erie. b) Overtime rates paid to Grand Erie employee(s) who assist with CUS will be adjusted accordingly to contractual obligations Grand Erie has negotiated with its employees. c) All Permit Holders are responsible to determine if there are any local, provincial or federal fees or tax applications to the event and to collect and remit any and all fees or taxes to the proper government authority. Community Use of Schools Handbook (FA-04-R) Page 10 of 15 (iv) Permit Fees: (i) The CUS Fees structure is outlined on Grand Erie’s website (https://www.granderie.ca/board/community/community-use-schools/fees). The chart identifies the fees charged by the different Permit Types. These fees are subject the annual funding provided by Ministry of Education and the amount of subsidy is subject to change based on the funding received. (ii) Custodial Fees are updated annually and provided on the CUS website (see above link) Custodial fees will include two and half (2.5) hours in addition to the permit time to account for opening and closing procedures. When there are multiple permits during the same time, these fees will be shared between the permits. (iii) Fees will be outlined in the permit application and the permit fee and purchased insurance is payable in full prior to the permit being issued. Purchased insurance is non-refundable. Booking and custodial fees are charged at the end of the month that booking occurred in. 15. Cancellation of a Permit (v) Grand Erie Cancellations: CUS may cancel a permit if the permit holder has not been abiding by the limitations and restrictions outlined in the Community Use of Schools Procedure (FA-004) or the information outlined in this handbook. (vi) Permit Holder Cancellations A Permit Holder may cancel a Community Use event without cost (except for the non-refundable Permit Applications Fee and insurance fees if purchased) provided that written notice (email accepted) and a phone confirmation be provided to the CUS Clerk or designate at least three (3) business days prior to the date of the event. (i) If a Permit Holder does not provide adequate time (minimum of three (3) business days) for Grand Erie to cancel, Community Use Permit incurred costs (e.g. custodial overtime, rental fees, technicians and permit fees) may be charged. (vii) Permits are non-transferable. (viii) Grand Erie reserves the right to revoke a Permit at any time. 16. Insurance Requirements All permit holders, including municipal affiliates are required to provide the CUS Program with a Certificate of Insurance (COI) in the amount of not less than two million dollars ($2,000,000) per occurrence, with Grand Erie District School Board named as additional insured. The COI is to be uploaded during the permit application process. Failure to provide a COI prior to the first date of the event(s), shall result in the permit not being processed. Any group not able to provide a COI as outlined shall make application to purchase insurance through the CUS permit process. Such application will be subject to the approval of the insurance carrier. Premium costs are the responsibility of the Permit Holder and will be added to the overall permit cost and paid in full prior to the permit. These fees are non-refundable. 17. Access, Keys and Doors a) Obtaining a Key Access Card (i) Grand Erie recognizes that certain groups and events requesting use of school facilities are identified as low risk. Responsible Permit Holders who require access when custodial employee(s) are not present, may be approved for electronic access cards and an access code for the period stated on their permit. Community Use of Schools Handbook (FA-04-R) Page 11 of 15 (ii) Permit Holders who are approved for electronic access are required to come to Grand Erie Facilities Services building at 349 Erie Ave., Brantford and will be required to complete a form and provide a refundable deposit of $20.00/key. The signatory is responsible for opening and closing the school and for ensuring adequate security is in place during the permit times. The permit holder may be required to be trained to preform water flushing activities. (iii) Grand Erie reserves the right to refuse future request for electronic access if sufficient security is not provided, if the building is left unsecured, if damage to or theft Grand Erie property occurs. Future permits will require the Permit Holder to obtain security service at the Permit Holder’s expense. (iv) Electronic Access Cards and access codes must be returned to Grand Erie’s Facility Services following the event. Permit Holders who do not return their electronic access cards and access codes within one (1) month will lose their deposit. b) Community Users may be held responsible for all costs incurred by the accidental triggering of an alarm or security system. c) Facility Access Permits Holders/Event Supervisors where a custodian is present: (i) Permit Holders/Event Supervisors will receive electronic confirmation of approved permits which must be printed or have an electronic copy presented to gain access to the premises. The custodian will open the door for permit holders approximately 15 minutes prior to the start time of the permit. The permit holder must assign someone to be responsible for letting Community Users into the facility. The doors must remain locked and are not to be propped open. Permits Holders/Event Supervisors who have an Electronic Access Key: (ii) Permit Holders/Event Supervisors will receive electronic confirmation of approved permits which must be printed and held while on premise or have an electronic copy. Permit Holders are permitted to obtain facility access 15 minutes prior to time that is identified on the permit and are required to secure the facility no longer than 15 minutes after the permit end time. The Permit Holder/Event Supervisors must assign someone to be responsible for letting Community Users into the facility. The doors must remain locked and are not to be propped open. Permit Holders/Event Supervisors are to ensure security of the facility for the entire duration of the permit. 18. Adjudication In the event a user group wishes to formally dispute any terms or conditions or the application of any terms or conditions applying to the rental of school facilities an Appeal may be made to Grand Erie CUS Examples of Appeals: Denied Permit Appeals –Appeals in which an Appellant is appealing. • Denial of request for use of facilities outside approved rental periods, or, • Denial of request for use of spaces not approved for community use, or, • Denial of request for use of a school for a non-approved rental activity. Exemption Appeals – Appeals in which an Appellant is requesting exemption of an administrative procedure governing the use of school facilities, such as. • Request for reversal of incurred no-show fees charged to their account, or, • Request for exemption from applicable rental or custodial fees Special Circumstances Appeals –Appeals in which an Appellant is requesting special consideration for use of a school facility, such as. • Request for use of a school for a funeral service, or, Community Use of Schools Handbook (FA-04-R) Page 12 of 15 • Request for re-classification of a rental permit from community use to school/board use (example: Noelle’s Gift), or, • Request for use of a school facility for sleeping accommodation. Appeal Review Process: To submit an appeal the following steps are to be completed: (i) The Permit Holder must complete and submit to their permit a completed appeal form that includes the following information: • Permit number, name of organization, appellants name, • Appellant’s daytime phone number and email address, • The basis of the dispute, • Acknowledgement that decisions made by the Appeal Committee are final, • Acknowledgement that the appellant will receive decision of the appeal via email (ii) The Appellant receives notification in the permit discussion that the appeal form has been received. The appeal form is forwarded to the Supervisor of Community Use and Security. (iii) Appeal reviewed by the Supervisor of Community Use and Security (iv) Overview compiled by Supervisor of Community Use and Security including past practices relevant to the Appeal, Operating Procedures relevant to the Appeal, if applicable comparative analysis of other Ontario School Boards Operating Procedures relevant to the Appeal subject (v) Appeal and Overview forwarded to Supervisor of Community Use and Security for review (vi) For Denied and Exemption Permit Appeals, Supervisor of Community Use and Security reviews and makes decision (vii) For Special Circumstances appeals, the Supervisor of Community Use and Security along with the Superintendent of Business and Treasurer reviews the appeal form and makes a decision. (viii) The Appellant receives notice of Determination of the Appeal via email. 19. Contacts a) Community Use of Schools Permit Clerk, How to book a permit, follow up on a permit, cancelling a permit 519-756-6301 ext. 281295 schoolrentals@granderie.ca b) Supervisor of Community Use and Security Policy/Procedure Administration, Community Partnerships and Municipal Affiliates 519-756-6301 ext. 281305 schoolrentals@granderie.ca c) After Hours Emergency Contacts: Facility Access and Emergencies: 519-756-6306, press 3 for building related emergency 519-750-8033 if the above noted number is not working. Community Use of Schools Handbook (FA-04-R) Page 13 of 15 Appendix B: Community Use of Schools Conditions Access Grand Erie District School Board (Grand Erie) schools will be given priority use of the use school facilities. Generally, schools are available for CUS on school days after 6pm and on weekends. Excluding statutory holidays and holiday weekends. Permit holders must present a printed copy of the electronic confirmation of their permit in order to gain access to the premises. Groups which might reasonably be expected to have their own accommodation will be limited to one year’s use. ie. Church Services. Special Non-School Days Generally, CUS is unavailable for Statutory holidays, Professional Development Days, Winter Break, March Break or Summer Break. CUS may be available in a limited capacity to ensure the continuity of some programming (e.g., childcare centres, before and after school programming and Joint Use of Facility programming). Permission for CUS during these times is strictly at the discretion of the Grand Erie. Insurance A Permit Holder must present an up-to-date liability insurance certificate naming Grand Erie District School Board as additional insured prior to the approval of their permit. The Grand Erie’s school insurance does not cover individual people or groups who use Grand Erie facilities for CUS. A minimum liability limit of $2,000,000 per occurrence is required. To purchase liability insurance through Grand Erie, contact the CUS Clerk for rates and information. Purchased insurance is non-refundable CUS Permit Holder’s Responsibilities / Restrictions 1. The Permit Holder is responsible for the enforcement of all fire regulations. a. No obstructions in corridors or in front of fire exits b. Submit a floor plan for Fire Safety compliance if requested c. Do not prop open fire and exit doors 2. The Permit Holder or Event Supervisor noted on the permit must be present at the CUS event and must stay until all participants have left the facility. 3. The Permit Holder or Event Supervisor is responsible for all participants’ and guests’ behaviour during their time on Grand Erie property. 4. Community Users may be held responsible for all costs incurred by the accidental triggering of an alarm or security system. 5. Permit Holders are responsible for the cost of damage to Grand Erie facilities caused by the actions of Permit Holder, participants or guests. 6. Signs or decorations may not be attached to walls or elsewhere without prior arrangement with the Administrator. 7. Vehicle parking is permitted only in designated parking areas. Parking is not permitted on grass or asphalt play areas. 8. Where catering services are required, the permit holder must make private arrangements with the Food Services Company under contract with the school. 9. No food or flavored drink is to be taken into the gyms or auditoriums or Library/Learning Commons. Permits requiring food or drink can apply for use of the cafeteria or classroom. Community Use of Schools Handbook (FA-04-R) Page 14 of 15 10. Grand Erie does not permit products that contain nuts in its facilities. Community User shall avoid bringing into a school facility any products posted in a school as an allergy hazard. 11. Clean, rubber soled, non-skid and non-marking shoes must be worn during all athletic functions held in school gymnasiums. 12. Field use is subject to the conditions of the field, nature of the frequency of the activities and may be impacted by the weather and soil conditions. Start dates for field use may be disrupted or prohibited until the field conditions are restored. 13. Floor hockey is not allowed in any Grand Erie facility. 14. Permit Holders are not permitted to store furniture, equipment or materials in any facility without prior approval from Administrator indoor practice or whiffle balls must be used for indoor baseball practice. Smoking/Vaping on Grand Erie School Property The Ontario Smoke Free Act for public places prohibits smoking/vaping on Grand Erie Property policy applies 24 hours a day. Permit Holders and Event Supervisors must ensure that participants move 20 metres off Grand Erie property for smoking/vaping purposes, not just outside the facility. Emergency Procedures Emergency contact numbers for Grand Erie employee(s) are located on the front page of your approved permit. Should there be an emergency that needs immediate attention call the appropriate emergency services by dialing 911. In case of fire, and if it is safe to do so, a Community User should pull the fire alarm and all Community Users should immediately leave the facility. Damage to School Property The Permit Holder assumes full responsibility for all damages arising from the use of school facilities. If property is damaged, it must be immediately reported to a Grand Erie representative who will inform the CUS clerk. The costs to repair or replace damaged property are the responsibility of the Permit Holder. Any equipment that may scratch, mark or break property is not allowed for CUS. Equipment Usage With the exception of the tables and chairs, the use of school equipment for a user group is at the discretion of the Administrator(s) who may impose a user fee or replacement charge for damaged equipment. Any arrangements must be made in advance of the permit start date. The set up of the equipment is the responsibility of the Permit Holder, under the supervision of a Grand Erie representative, unless other arrangements have been made ahead of time. Additional costs may apply. Alcohol In ALL cases where permits allow the serving of alcoholic beverages, the permit holder must provide a copy of the Special Occasion Permit/Liquor License to the rentals office. The permit holder must guarantee that: a) the use of a designated driver program has been encouraged; b) posters, warning of the dangers of driving after drinking, will be prominently displayed at the event; c) posters indicating that there will be no smoking/vaping on Grand Erie property are displayed; d) the permit holder make use of "qualified smart servers" as required by the Liquor Control Board; Community Use of Schools Handbook (FA-04-R) Page 15 of 15 e) public liability insurance is in place prior to the event that includes alcohol liability such as P.A.L.; and f) a minimum of two police officers are in attendance for the duration of the event. NOTE: Grand Erie reserves the right to waive this clause at its own discretion for certain events. Doors In order to ensure safety to all, the caretaker will open doors for permit holder at the start time of the permit. Door will be locked at all times. The Community Use group is responsible for opening doors for their late participants. The propping open of doors is not allowed. Continued propping of doors could result in termination/cancellation of future permits. POLICY FA-04 COMMUNITY USE OF SCHOOLS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/05/29 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Objective: To ensure that the public has access to Grand Erie District School Board (Grand Erie) facilities and spaces, where possible, outside instructional times for non-school sponsored events. Policy Statement: Grand Erie is committed to supporting its communities by making board facilities available to the public and supports a Community Use of Schools Program that fosters partnerships and community relationships. Reference(s): • Community Use of Schools Procedure (FA-004) • Community Use of Schools Handbook (FA-04-R) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Policy (SO-33) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Procedure (SO-033) • Provincial Animal Welfare Services Act, 2019 • Smoke Free Ontario Act, 2017 POLICY FA-11 COMMUNITY PLANNING AND FACILITY PARTNERSHIP Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2011/01/31 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Objective: To support and provide direction to achieve the board’s overall accommodation and partnership strategies while considering Grand Erie District Schools Board’s (Grand Erie) mission, vision and Multi-Year Strategic Plan. Policy Statement: Grand Erie supports and encourages cooperative and collaborative partnerships for shared use of facilities. Grand Erie is committed to engaging community partners in planning to share facilities to the benefit of the board, students, community, and to optimize the public use of assets owned by Grand Erie. 1.0 Facilities that have space considered suitable for a partnership opportunity will be identified and an annual report and shall be made to the Board of Trustees to approve the facilities for potential partnerships, if required. 2.0 If identified space is both suitable for facility partnerships and is available for the longterm, Board of Trustees will declare the space surplus and circulate the space for lease through Ontario Reg. 444/98. Reference(s): • Community Planning and Facility Partnership Procedure (FA-011) • Education Act, R.S.O. 1990, c. E.2 • Multi-Year Strategic Plan • Ontario Regulation 444/98 PROCEDURE FA-011 COMMUNITY PLANNING AND FACILITY PARTNERSHIP Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2011/01/31 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Purpose: To: • improve services and supports available to students • reduce facility operating costs for Grand Erie • strengthen relationships between Grand Erie and community partners and the public • maximize the use of public infrastructure through increased flexibility and utilization • provide a foundation for improved service delivery for communities Guiding Principles: The Grand Erie District School Board (Grand Erie) owns and operates many facilities. Grand Erie may, from time to time, have unused space in one or more facilities and recognizes the need for co-operative use of facilities. Offering space in a facility to partners strengthens relationships in communities, provides a place for programs and facilitates the coordination of and improved access to services for students and the wider community. 1.0 Criteria for Partnership Where available space has been identified for partnership opportunities or where cobuild opportunities have been identified, the following principles will be the primary consideration when identifying suitable partnerships. 1.1 Partnerships will be encouraged if they meet the following criteria: 1.1.1 Health and Safety of students and employees is protected and not compromised. 1.1.2 Grand Erie’s student achievement strategy is not compromised. 1.1.3 The partnership will respect the values of Grand Erie. 1.1.4 The partnership provides value to students/community. 1.1.5 The partnership is in compliance with municipal bylaws, Grand Erie’s policies and procedures and the Education Act. 1.1.6 The Partnership is appropriate for a school/facility setting. 1.1.7 The Partnership will not increase facility operating costs for Grand Erie. 1.2 Operation and maintenance of the space will be carried out by Grand Erie and must operate on a full cost recovery basis unless mutually beneficial and reciprocal to Grand Erie and the partner. Any renovations required by the partner to effectively use the space must be approved by the Superintendent of Business and Treasurer and funded by the partner. 1.3 Entities that provide competing education services such as tutoring, K-12 private schools or private colleges, and credit-offering entities that are not governmentfunded are not eligible. 2.0 Selection of Space in Facilities: 2.1 Through Grand Erie’s Long Term Accommodation Plan (LTAP), Grand Erie will be able to forecast which facilities may be suitable for facility partnerships. Community Planning and Facility Partnership Procedure (FA-011) Page 2 2.2 In order for schools to be able to accommodate a partnership, they must meet the following criteria: • 200 or more excess pupil spaces are forecasted for at least the next five years and/or the facility is at 60% utilization or less for the next two years • facility is not located within an area identified for an accommodation review during the next five years from the time the space is identified as available • space is not required for Grand Erie programming • separate access is available • student safety is not compromised • accessibility needs of the partner can be accommodated • partners’ use is permitted by zoning and site use restrictions • any other criteria as determined by Grand Erie. 3.0 Community Planning and Facility Partnership Notification Process: 3.1 Potential space available for partnership consideration will be identified from analysis within Grand Erie’s LTAP. Available space will be identified on the Grand Erie website (www.granderie.ca) and circulated to entities including, but not limited to, those listed in Ontario Regulation 444/98 and Grand Erie’s community partners. Information will include timelines for facility partnership agreements. 3.2 Grand Erie will hold a public meeting annually to discuss potential planning and partnership opportunities with the public and community organizations. In addition to the annual public meeting, Grand Erie will continue discussions with municipalities within the geographic area of Grand Erie and other community partners to explore options to address underutilized space issues in facilities. 3.3 As part of the planning process, when considering building a new school or undertaking a significant addition or renovation, Grand Erie will notify the entities including, but not limited to, those listed in Ontario Regulation 444/98 one to three years prior to the potential construction start date in order to provide these organizations with the opportunity to co-build with Grand Erie. 4.0 Screening of Partners: 4.1 Due diligence is key to the screening of potential partners. Before entering into a facility partnership, Grand Erie must assess the expectations of the partnering organization(s) and determine that the partnering organization(s) meet the community standard for a suitable association with Grand Erie. Screening will include, but may not be limited to: • the reason for the organization’s interest in partnering with Grand Erie • the organization’s ownership and history • the nature of the product or service of the partnering organization • the key contact within the partnering organization • the authority of the key contact to bind that organization • the financial status of the organization 5.0 Identification of Potential Spaces: 5.1 The Superintendent of Business and Treasurer (or designate) will identify where new schools or additions may be needed, which facilities may have unused space, and which facilities may be candidates for consolidation or closure. The Superintendent of Business and Treasurer will review projected enrolment and determine space in each facility that is not anticipated to be required for the subsequent five-year period. 5.2 This information will be used to identify facilities that may be suitable for facility partnerships with respect to new construction and unused space in facilities. This information also provides an opportunity to consider potential surplus properties in which community partners may be interested. Community Planning and Facility Partnership Procedure (FA-011) Page 3 5.3 The Superintendent of Business and Treasurer will identify facilities that can accommodate partnerships based on the criteria set out in this procedure. 5.4 The Administrator(s) must advise the School Council if Grand Erie has approved the school for potential partnership opportunities. 6.0 Communication to the Community: 6.1 The Superintendent of Business and Treasurer will share the results of the identification of potential spaces with community partners, including but not limited to, those listed in Ontario Regulation 444/98. 6.2 The Superintendent of Business and Treasurer will have posted on the Grand Erie website information regarding: • any intention to build new schools • any intention to undertake major construction projects • information regarding unused space in facilities 6.3 Information about available space for facility partnerships will be updated on the Grand Erie website annually after Grand Erie has received and reviewed the LTAP each spring. 6.4 Information about co-building opportunities will be updated on the Grand Erie website, as needed. 6.5 The Superintendent of Business and Treasurer and the Community Use of Schools Coordinator will be listed on Grand Erie website as the contacts for information and questions regarding facility partnerships. 7.0 Annual Planning and Facility Partnership Meeting: 7.1 The Superintendent of Business and Treasurer will organize an annual public meeting to discuss potential planning and facility partnership opportunities. 7.2 Invitations will be sent directly to community entities including, but not limited to, those listed in Ontario Regulation 444/98. 7.3 When inviting entities on the notification list to the Annual Public Meeting, the invitation must clearly request that organizations be prepared to bring relevant planning information including, but not limited to: • population projections • growth plans • community needs • land-use and green space/park requirements 7.4 The meeting will be posted on Grand Erie website. 7.5 The invitation list, the organizations in attendance at the Annual Public Meeting and all correspondence exchanged at the meeting will be formally documented. Meeting minutes will be taken and retained for current year plus three years (CY+3 year). 8.0 Notification to Community Partners: 8.1 The Superintendent of Business and Treasurer will post information on the Grand Erie website and notify entities on the Notification List when Grand Erie is considering building a new facility or undertaking a significant addition or renovation. Organizations interested in placement on the Notification List or organizations who are interested in partnering with Grand Erie to use existing space within a facility are encouraged to contact the Executive Assistant to the Superintendent of Business and Treasurer. 8.2 Entities on the Notification List will be notified of the consideration to build a new school or undertake a renovation one-to-three years prior to the potential construction start date. 8.3 The Superintendent of Business and Treasurer will evaluate all expressions of interest to select a partner(s) based on this procedure. Community Planning and Facility Partnership Procedure (FA-011) Page 4 8.4 The Superintendent of Business and Treasurer will ensure that all timelines are clear to potential partners and will ensure that timelines are maintained. 8.5 Partnership Agreements cannot be finalized until both Grand Erie and the partner(s) have an approved source of funding. 9.0 Sharing Space with Community Partners: 9.1 If the space is suitable for facility partnerships, but is not surplus to Grand Erie’s needs, the Superintendent of Business and Treasurer will follow the notification process as outlined in Section 8.0. 9.2 The Superintendent of Business and Treasurer will provide information regarding the available space including, but not limited to, size, location, facility amenities and required renovations, if needed. 9.3 The Superintendent of Business and Treasurer will evaluate Expressions of Interest in order to select partners. 10.0 Facility Partnership Agreements and Cost-Recovery: 10.1 Partners will be provided with clear instructions regarding their rights and responsibilities as tenants, including maintenance standards and the applicability, or the lack thereof, of board user policies, including accessibility and inclusiveness policies. 10.2 On a cost-recovery basis, the fees charged to partners must cover the operations and capital costs, including administrative costs and property taxes (if applicable), to the space occupied by the partner unless otherwise approved by the Superintendent of Business and Treasurer. 10.3 In co-building, partners will be required to pay for and finance their share of construction, including a proportional share of joint-use or shared space. 10.4 If a partner expresses interest in a space at an existing facility, a draft lease will be prepared, including all fees and lease costs. 10.5 The lease will include lessee covenants providing for: • term of the lease, which must be, at a minimum, two years but no more than five years • Grand Erie named as an insured-on lessee’s insurance • use of the leased premises • hours of operation • compliance with legislation • improvements or alterations to the building • property taxes, if applicable • maintenance • circumstances in which the lease may be terminated by either party • recovery of all costs related to the space, including utilities, snow ploughing, etc. • recovery of caretaking costs, if applicable • administrative costs in the amount of 5% of the above • major repairs and maintenance costs • a conflict resolution process • other clauses, as deemed applicable 10.6 The draft lease agreement will be reviewed by Grand Erie’s solicitor and the partner. 11.0 New Facilities and Significant Renovations: 11.1 Site size, topography, and other restrictions may limit partnership opportunities. Grand Erie will evaluate each capital construction opportunity on a case-by-case basis to determine whether a partnership may be appropriate and advantageous to Grand Erie. Community Planning and Facility Partnership Procedure (FA-011) Page 5 11.2 Parties expressing interest will be invited to an Information session to discuss the project and their potential involvement. 11.3 Consideration must be given to the health and safety of students and employees, as well as the suitability of the partner and the proposed use. 11.4 The lease will include lessee covenants providing for: • term of the lease, which must be, at a minimum, five years, but no more than ten years • Grand Erie named as an insured-on lessee’s insurance • use of the leased premises • hours of operation • compliance with legislation • improvements or alterations to the building • property taxes, if applicable • maintenance • circumstances in which the lease may be terminated by either party • recovery of all costs related to the space, including utilities, snow ploughing, etc. • recovery of caretaking costs, if applicable • administrative costs in the amount of 5% of the above • major repairs and maintenance costs • a conflict resolution process • other clauses, as deemed applicable 11.5 Ministry of Education approval may be required under the Education Act, authorizing the transaction. 11.6 Co-building partners will be required to pay for and finance their share of construction costs, including a proportional share of joint-use or shared space. 11.7 The draft lease agreement will be reviewed by Grand Erie’s solicitor and the partner. 12.0 Facility Partnership Decisions: 12.1 If there is a decision not to proceed with the facility partnership, the Superintendent of Business and Treasurer will inform the applicant. 12.2 If there is a decision to proceed with the facility partnership, the Superintendent of Business and Treasurer will prepare the required documentation (i.e., construction agreement, lease agreement, etc.). 13.0 Terminating Partnership Agreements: 13.1 The process and time frame for termination of a partnership will be included in the Partnership Agreement. Definitions: Community Partners: Community non-profit or profit entities who express interest in participating in Facility Partnership Agreements that are deemed eligible by Grand Erie. Entities: Businesses, associations, private and public sector organizations and institutions who express interest in becoming eligible partners. Facilities: Buildings and properties owned by Grand Erie. Facility Partnership Agreement: A legal, contractual agreement outlining expectations between a school, Grand Erie, and a community entity. The legal document outlines the terms and conditions of the facility partnership and complies with all existing Grand Erie policies and procedures. The Agreement is signed by all parties prior to implementation. For-Profit Organizations: Commercial entities, which by the nature of their business, generate a profit for an individual, groups of individuals or a corporation. Non-Profit Organizations: Organizations that do not generate profit, or by the nature of their business function, generate profit on a cost-recovery basis. Community Planning and Facility Partnership Procedure (FA-011) Page 6 Partnerships: Partnerships are mutually beneficial relationships and supportive arrangements between Grand Erie and business, labour, community and government agencies. Partnerships are cooperative relationships in which partners share values, objectives and facility resources. Long Term Accommodations Planning: A comprehensive planning document illustrating the condition and utilization of current facilities and possible accommodation solutions designed to enhance student achievement. Reference(s): • Community Planning and Facility Partnership Policy (FA-11) • Multi-Year Strategic Plan • Ontario Regulation 444/98 • The Education Act, R.S.O. 1990, c. E.2 POLICY FA-04 COMMUNITY USE OF SCHOOLS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/05/29 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Objective: To ensure that the public has access to Grand Erie District School Board (Grand Erie) facilities and spaces, where possible, outside instructional times for non-school sponsored events. Policy Statement: Grand Erie is committed to supporting its communities by making board facilities available to the public and supports a Community Use of Schools Program that fosters partnerships and community relationships. Reference(s): • Community Use of Schools Procedure (FA-004) • Community Use of Schools Handbook (FA-04-R) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Policy (SO-33) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Procedure (SO-033) • Provincial Animal Welfare Services Act, 2019 • Smoke Free Ontario Act, 2017 PROCEDURE FA-004 COMMUNITY USE OF SCHOOLS Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/05/29 Last Updated: 2023/04/24 Next Review Date: 2027/02/23 Purpose To provide guidelines, principles, responsibilities, and expectations regarding Community Use of Schools. The Community Use of Schools program is a cooperative program through the mutual support of Senior Administration, Administrators, Custodians, Employees and the community at large. Guiding Principles 1.0 The Grand Erie District School Board (Grand Erie) will permit approved applicants to use its school facilities outside regular school hours, in accordance with the following principles: 1.1 Provincial subsidies may be provided for applicable community group activities. Funds provided for educational purposes will not be used to subsidize the Community Use of Schools Program. 1.2 Sanctioned school activities scheduled outside regular school hours shall take priority over community use activities. Employees will be given the opportunity to book facilities for after hour activities before the facilities are made available to community groups. 1.3 Grand Erie employees will follow the Community Use of Schools expectations as indicated when using school space for non-school sanctioned events. 1.4 Community Use of Schools fees are reviewed and adjusted annually, as required. 1.5 Schools are available any weekday after 6:00 p.m. and on weekends during the school year, excluding non-instructional periods. Exceptions may be applied where governed through an agreement, which must be approved by the Superintendent of Business and Treasurer (or designate). 2.0 Responsibilities for Grand Erie Employees: 2.1 Administrator(s) (or designate) must submit a permit for any activity after school hours or for any larger event during the instructional day that is beyond the scope of regular school events. 2.2 Grand Erie is responsible to inform the permit holder or event supervisor of any scheduling changes and administer any applicable refund. 3.0 Responsibilities for Users: The Permit Holder and/or Event Supervisor: 3.1 is liable for all damages and injuries as a result of to their Community Use activity. 3.2 agrees to indemnify and save harmless Grand Erie from any action or claim being brought against it as a result of the use of the school facilities by the community user. 3.3 will be responsible for the security and safety of Grand Erie facilities while in use. 3.4 will ensure persons admitted to the Grand Erie facility for a Community Use event agree to abide by all Grand Erie policies and procedures. 3.5 will ensure persons admitted to the Grand Erie facility will demonstrate respectful behaviour at all times. Community Use of Schools Procedure (FA-004) Page 2 3.6 is responsible for conduct, supervision and the preservation of order for the scheduled event. 3.7 is aware violating the Community Use Permit or misconduct may result in immediate cancellation of the Community Use Permit. 4.0 Process 4.1 Community Use of Schools employees are responsible for approving the use of school facilities for activities taking place on non-school days or after 6:00 p.m. on school days, subject to availability. 4.2 The Administrator(s) is responsible for approving the use of school facilities for school related activities which take place on school days between 8:00 a.m. and 6:00 p.m. 4.3 Administrator(s) must submit permit requests for use on non-school days or after 6:00pm and changes must be completed with no less than five days’ notice. If bookings are submitted after June 30, Administrator(s) must make every effort to avoid times where there is an approved summer permit. 4.4 Administrator(s) must respond to internal permit discussions within three (3) business days so that the time frame of processing permits can be met. 4.5 The Superintendent of Business and Treasurer reserves the right to waive rental fees. 4.6 When two or more bookings request the same time and space, preference for accommodation will be given to the sport that is in season over the sport that is off season. 4.7 Bookings are based on the following Priority: a) Grand Erie District School Board b) Historical Groups c) Municipally directed Programs governed through Joint Use of Facilities Agreements d) Affiliated Groups identified through Joint Use of Facilities Agreements e) Others 4.8 Child Care programs, EarlyON Child and Family Centres and Before and After School Program Providers will require contract approval or a lease agreement as determined by Senior Administration in addition to approval by the Administrator(s). 4.9 Schools as Election Polling Stations: Grand Erie will co-operate in providing the necessary accommodation for polling booths for municipal, provincial, and federal elections, and in accordance with applicable legislation. All permits or agreements governing the use of Grand Erie facilities as election polling stations will be required to comply with Grand Erie procedures. 4.10 School Councils, Parent Groups, Home and School Associations, Alumni Associations: Groups and associations wishing to host a school-sanctioned event must have the consent of the Administrator(s) and request the Administrator(s) submit the application in the school’s name on behalf of the organization. Applications for events by groups and associations that do not apply through the Administrator(s) will not be considered a school-sanctioned event and will be subject to the usual rental and service charges of Grand Erie and required insurance. 4.11 The Smoke Free Ontario Act for public places prohibits smoking/vaping on Grand Erie property and applies 365 days per year and 24 hours per day. Community Use permit holders and/or event supervisors must ensure that patrons move off of Grand Erie property 20 meters for smoking/vaping purposes, not just outside the facility. Community Use of Schools Procedure (FA-004) Page 3 4.12 Depending on the size and nature of the event, supplementary security and/or custodial services may be required, the cost of which will be the responsibility of the Permit Holder. 4.13 Permission for the Community Use of School facilities is granted solely at the discretion of the Grand Erie. 5.0 Film Production Company Requests: 5.1 All requests for use of facilities for film purposes are to be referred to the Community Use of School Coordinator. 6.0 Restrictions and Limitations 6.1 Overnight bookings are not permitted as a Community Use Event. For Grand Erie use, permit requests for overnight bookings will only be approved for events that are not requesting to provide sleeping accommodations. 6.2 Permits will be cancelled when facilities are closed because of inclement weather, strike, or other causes beyond the control of Grand Erie. Unless the permit holder is governed by an agreement/lease that permits access when a facility is closed. 6.3 Use of facilities during non-instructional periods is only through special agreement with Grand Erie. 6.4 Libraries/Learning Commons and classrooms may be used only for activities that are not physical, meetings conducted by approved groups and are subject to final approval of Administrator(s). 6.5 Permits submitted less than two weeks from the booking date will be denied. 6.6 Alcohol Events: Community Use Events planning to serve alcohol must adhere to Grand Erie’s Alcohol Event requirements that include, detailed event plan, Special Occasion Permit, procured Party Alcohol Liability insurance, designated driver program, signage that warns of drinking and driving and no smoking/vaping on Grand Erie property, certified smart servers and a minimum of two (2) police officers. 6.7 Schools where the water is supplied by a well must be tested daily by a qualified Grand Erie employee on any day that children under 18 years of age will be present in the facility. 6.8 High-risk activities and/or machines (e.g., fireworks or pitching machines) that may cause injury to people and/or may damage school property are not permitted in any school. 6.9 The use of any school equipment by the permit holder is solely at the discretion of the Administrator(s). 6.10 Peanuts, tree nuts and other nuts are some of the most common triggers of anaphylaxis, and the most likely of all food allergens to trigger a full-blown anaphylactic reaction. As a result, all Grand Erie facilities are “nut aware” and foods containing peanuts, tree nuts or other nuts are not to be brought into the facility. 6.11 Grand Erie does not permit food in the gymnasium/library/learning commons however Permit Holders can apply for use of the cafeteria or classrooms to serve food. 6.12 Any person with a disability who is accompanied by a service dog will be welcomed on Grand Erie premises with their service dog and may be accompanied by the service dog while on the premises. Access will be in accordance with normal security procedures. This requirement applies only to those areas of the premises where the public or third parties customarily have access and does not include places or areas of Grand Erie facilities where the public does not have access. Grand has the right to inquire about the animal and ask for documentation to confirm the person’s requirement. 6.13 Field use is subject to the conditions of the field, the nature and frequency of the activities and may be impacted by the weather and soil conditions. Start Community Use of Schools Procedure (FA-004) Page 4 dates for field use may be disrupted or prohibited until the field conditions are restored. In general, field use permits will be approved after May 15th of each year or until the field’s conditions are appropriate. The conditions are determined by Facility Services Department. 7.0 Fees 7.1 Service charges to community user groups are subsidized under the Community Use of Schools Grant provided by the Ministry of Education (Ministry). 7.2 The rate of subsidy will be determined annually based on the grant provided to Grand Erie. 7.3 Overtime rates paid to Grand Erie employees who assist with Community Use of Schools will be adjusted according to contractual obligations Grand Erie has negotiated with its employees. 7.4 Service charges will be levied to recover costs for the use of school facilities by other educational institutions, such as universities and colleges. 7.4.1 The Fee Schedule outlining all fees to be paid will be established and may be adjusted annually or sooner based on contractual obligations. 7.4.2 Fees will be based on a cost-recovery model. 7.5 Type 4 Internal Permits, including school fundraising and alumni events scheduled on weekends, will be charged for custodial costs when there is no custodian scheduled. Exceptions may be considered for teams/groups preparing for a higher level of competition/event. 8.0 Cancellation of a Permit 8.1 A Permit Holder may cancel a Community Use event without cost (except for the non-refundable permit fee and insurance fees if purchased) provided that written notice (email accepted) and a phone confirmation be provided to the Community Use of Schools Clerk (or designate) at least three business days prior to the date of the event. 8.2 If a Permit Holder does not give or provide adequate time for Grand Erie to cancel, Community Use Permit incurred costs (e.g., custodial overtime, rental fees, technicians and administration fees) may be charged. 8.3 Permits are non-transferable. 9.0 Insurance 9.1 All Permit Holders, including municipal affiliates, are required to provide the Community Use of Schools with a Certificate of Insurance in the amount of not less than two million dollars ($2,000,000) per occurrence, with Grand Erie District School Board named as additional insured. Failure to provide such a Certificate prior to the first date of the event(s), shall result in cancellation of the permit. 9.2 Any group not able to provide a Certificate of Insurance as outlined shall make application to purchase insurance through the Community Use of Schools third party provider. Such application will be subject to the approval of the insurance carrier. Premium costs are the responsibility of the permit holder and are nonrefundable. 10.0 Adjudication 10.1 In the event a user group wishes to formally dispute any terms or conditions or the application of any terms or conditions when applying to the rental of school facilities, an appeal may be made to Grand Erie by following the Community Use of Schools Appeal process outlined in the Community Use of Schools handbook. Community Use of Schools Procedure (FA-004) Page 5 Definitions a. Community Users include anyone who attends a Community Use of Schools event at a Grand Erie facility, including participants, leaders of the group and or audience. b. Community Use Event is an event held at a Grand Erie facility that is applied for through the Community Use of Schools program and for which a Community Use Permit has been issued. c. Community Use Permit is issued by Grand Erie and is the authority for the use of a school for all Community Use events. d. Permit Holder is the person and or Organization named on the Community Use of School Permit. e. Event Supervisor is an adult designated by the Permit Holder to be the representative at the Community Use Event. f. Historical Bookings from any permit type that have been booking with the Grand Erie for five or more consecutive years in the same facility and time slot. g. Non-Instructional Periods Times where school is not operating including Winter/March/Summer Breaks, P.A. Days, Grand Erie designated holidays and statutory holiday weekends. Noninstructional periods include the weekends leading up to and after the school holidays. h. Permit Types The following permit types are defined in order to understand the priority of bookings and fee structure: i) JUFA & Affiliates-Type 1 Joint Use of Facility Agreement partners or Non-profit, volunteer organization approved for affiliation by a municipal recreation authority (where applicable) for the purpose of offering recreational and/or cultural programs on behalf of the municipality available to all residents of the local community. This does not include tournament events. ii) Non-Profit Youth and Other-Type 1-A The non-profit entities or other public agencies that use the school facilities whose primary purpose is to provide programs and/or services that are designed and operated to advance the academic success and healthy lifestyles of youth in the community. I.e., Cubs, Scouts, Brownies, or groups donating to Grand Erie in the amount greater than the fee charged for the use of the facility and custodial cost. School Alumni Activities sanctioned by the Administrator(s). Not for Profit Groups will be required to show proof of status or provide an affidavit letter indicating that the organization is a not-for-profit organization. iii) Non-Profit, Non-Youth-Type 1-B The non-profit entities or other public agencies that use the school facilities whose primary purpose is to provide programs and/or services that serve the local neighborhood or community but are not explicitly designed and operated to advance the academic success and healthy lifestyles of the children in the school and where zero or nominal admission or participation fees are charged. Not for Profit organizations that are not specifically for youth. I.e., Red Cross, St. John's Ambulance, Approved Health Unit Activities, short term use by municipal emergency services. iv) Non-Profit (Other)-Type 2 Fundraising Events, Church Group meetings, Service Club meetings, Amateur Drama Clubs, Non-Affiliated Community Groups, Local Cultural Groups, Other Educational Groups I.e., Colleges and Universities, Tournaments, Union/Federation events, School Alumni Activities NOT sanctioned by Administrator(s) and Non- Affiliated Adult Recreation. Community Use of Schools Procedure (FA-004) Page 6 v) Commercial/Private User-Type 3 Commercial enterprises, professional theatre groups, Church Services, private individuals, Political Groups, Private Fitness, Dance Instructional Groups and Film Production Companies. vi) Grand Erie District School Board/School Use-Type 4 Student and employee events sanctioned by the Administrator(s), school Clubs and School Council Meetings, Administrative or other employee meetings and sports teams. vii) Reciprocal Groups-Permit Type 6 Non-Profit Childcare, EarlyON Child and Family programs and Before and After School Children’s Recreation Providers as outlined by an agreement. These do not include tournaments or special events, or spaces not outlined in their agreement. Reference(s): same as policy • Community Use of Schools Policy (FA-04) • Community Use of Schools Handbook (FA-04-R) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Policy (SO-33) • Animals in Schools, Including Student Use of Guide Dogs, Service Dogs and Service Animals Procedure (SO-033) • Provincial Animal Welfare Services Act, 2019 • Smoke Free Ontario Act, 2017 PROCEDURE HR-008 CONFIDENTIALITY OF MEDICAL RECORDS Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/02/24 Last Updated: 2024/02/27 Next Review Date: 2028/02/28 Purpose: To ensure confidentiality is maintained with respect to medical information received regarding Grand Erie District School Board (Grand Erie) Employees. Guiding Principles: Responsibility of employee medical records is held by the Health and Disability Officer, or Designate, who will ensure that there is no unlawful disclosure of an employee’s medical information. 1.0 Responsibilities of the Health and Disability Officer, or Designate 1.0 Employee(s) medical records received by the Health and Disability Officer, or Designate, are kept in confidence by the Health and Disability Officer or Designate. 2.0 Employee(s) medical records, whether active or in storage, are maintained separately from the Human Resources file. 3.0 The Health and Disability Officer, or Designate, is solely responsible for, and has access to, all employee(s) medical records. 4.0 An employee(s) may request information contained in their medical records by contacting the Health and Disability Officer or Designate. Photocopies or specific information shall be given to the employee(s) upon written request. 5.0 No information from an employee’s medical records will be given to a third party without the employee’s written consent, unless required by law. If required by law, the Health and Disability Officer, or Designate, shall notify the employee(s). 6.0 All aspects of the Health and Disability Management Program will be held in confidence by all parties involved. 7.0 The medical records of former employee(s) are normally retained for seven years. Records of employee(s) exposed to regulated substances are retained for the longer of: 7.1 40 years from the date the record(s) of the employee(s) was/were created 7.2 20 years from the most recent entry into the record(s) of the employee(s) References(s):  Personal Health Information Protection Act, 2004  Municipal Freedom of information and Protection of Privacy Act, 1990  Workplace Safety & Insurance Act  Ontario Human Rights Code POLICY HR-07 Objective: To define and provide clear guidelines to address potential, apparent, and actual conflicts of interest when fulfilling hiring, selection, promotion, and evaluation of an employee(s). Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to advancement in qualifications, merit, and principles of equity. This is intended to facilitate an employee’s ability to maintain the highest business and ethical standards, and to facilitate the protection of the integrity of an employee(s) in the course of their hiring and supervision responsibilities to Grand Erie. Reference(s): • Conflict of Interest related to Hiring Selection Promotion Procedure (HR-007) • Equity and Inclusive Education Policy (SO-14) • Equity and Inclusive Education Procedure (SO-014) • Ministry of Education School board teacher hiring practices policy (PPM 165) • Progressive Discipline Procedure (HR-018) CONFLICT OF INTEREST RELATED TO HIRING, SELECTION, PROMOTION AND EVALUATION OF EMPLOYEES Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2021/06/01 Last Updated: 2023/06/26 Next Review Date: 2026/12/01 Commented [AG1]: No longer on the website PROCEDURE HR-007 CONFLICT OF INTEREST RELATED TO HIRING, SELECTION, PROMOTION AND EVALUATION OF EMPLOYEES Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2021/06/26 Last Updated: 2023/06/09 Next Review Date: 2026/12/01 Purpose: To provide guidance to employee(s) so that conflicts of interest are recognized and either avoided or resolved expeditiously through appropriate disclosure and management. Guiding Principles: Employee(s) must not permit relationships with others or external business activities to conflict, or appear to conflict, with the interests of the Grand Erie District School Board (Grand Erie). 1.0 Specific Conflicts The following circumstances may give rise to conflicts of interest: 1.1. Participating in, or influencing the outcome of the appointment, hiring, promotion, supervision, or evaluation of a person with whom the employee(s) has, or has had, a relationship. 1.2. Acceptance by an employee(s) of a gift from any of the following persons or entities if a reasonable person might conclude that the gift could influence the employee(s) when performing hiring duties with Grand Erie. • A person, group or entity that has dealings with Grand Erie • A person, group or entity to whom the employee(s) provides services in the course of their duties to Grand Erie • A person, group or entity that seeks to do business with Grand Erie An employee(s) who is offered a gift in the circumstances above shall notify their Administrator(s)/immediate Supervisor in writing. 2.0 Process for Disclosure of Conflicts of Interest 2.1. All employee(s) have an obligation to disclose to their Administrator(s)/immediate Supervisor(s) or the Director of Education and Secretary of the Board, or designate, any conflict of interest. The employee(s) must disclose in writing as soon as they could reasonably be aware that a conflict of interest exists. The existence of a conflict of interest does not necessarily preclude involvement in the issue which has given rise to the conflict (the ‘Matter’). The employee(s) must declare, in writing, the nature and extent of the conflict of interest no later than any meeting or process in which the employee(s) participates and at which the matter is to be considered. The employee(s) must refrain from taking part in any discussion or decision-making in relation to the matter and withdraw from any meeting or process when the matter is being discussed until a decision has been reached regarding the manner in which the conflict of interest will be addressed. 2.2. A conflict of interest involving an employee(s) may also be reported to an Administrator(s)/immediate Supervisor(s) by any other person. A report to an Administrator(s)/immediate Supervisor about the existence of a potential, apparent or actual conflict of interest shall be made in writing. Conflict of Interest Related to Hiring, Selection, Promotion and Evaluation of Employees (HR-007) Page 2 3.0 Process for Management of Conflicts of Interest 3.1. If the Administrator(s)/immediate Supervisor(s) or Director of Education and Secretary of the Board, or designate, to whom the disclosure is made also has a conflict of interest, the disclosure should be made in writing to the person at the next highest level of authority or an independent external third party, as required. 3.2. The Administrator(s)/immediate Supervisor(s) or Director of Education and Secretary of the Board, or designate, will investigate to determine if a conflict of interest exists. Where appropriate, the supervisor or Director of Education and Secretary of the Board, or designate, may consult with the employee(s) and/or others. 3.3. If the supervisor or Director of Education and Secretary of the Board, or designate, determines there is a conflict of interest, the Administrator(s)/immediate Supervisor(s), or Director of Education and Secretary of the Board, or designate, should resolve the matter as noted below and shall document, in writing, any remedies that have been applied. 3.4. In limited circumstances, there may be situations where an exemption may be granted by the Director of Education and Secretary of the Board or designate. 4.0 Contraventions Adherence to this procedure is crucial to the relationships of trust that exist between Grand Erie, its employee(s) and the public. Contraventions, whether arising from dishonesty or inattention, undermine these relationships and may lead to disciplinary action. For employee(s), disciplinary sanctions for breach, will be dealt with in accordance with Grand Erie’s Progressive Discipline procedure (HR-018), and may include a range of outcomes appropriate to the nature of the contravention and could include dismissal from employment. 5.0 Definitions 5.1. Conflict of interest means a potential, apparent, or actual conflict where an employee’s financial or other personal interest, whether direct or indirect, conflicts or appears to conflict with the employee’s responsibility to Grand Erie, or with the employee’s participation in any recommendation or decision pertaining to the hiring/selection/promotion or evaluation of employee(s) within Grand Erie. 5.2. Employee(s) means full-time or part-time employee(s) of Grand Erie involved in hiring/supervision of employee(s). 5.3. External activity means any activity of an employee(s) outside the scope of their employment with Grand Erie undertaken as part of a commercial or volunteer enterprise. 5.4. Relationship means any relationship of an employee(s) to persons of their immediate family whether related by blood, adoption, marriage, or commonlaw relationship, and any relationship of an intimate and/or financial nature during the preceding five years, any student(s)-Administrator(s)/immediate Supervisor relationship, or any other past or present relationship that may give rise to a reasonable apprehension of bias. 5.5. Administrator(s)/immediate Supervisor(s) means the person to whom an employee(s) reports to. Reference(s): • Conflict of Interest Related to Hiring, Selection, Promotion and Evaluation Policy (HR-07) • Equity and Inclusive Education Policy (SO-14) • Equity and Inclusive Education Procedure (SO-014) • Ministry of Education School Board Teacher Hiring Practices Policy (PPM 16) • Progressive Discipline Procedure (HR-018) POLICY SO-24 COPYRIGHT - FAIR DEALING GUIDELINES Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2021/03/29 Last Updated: 2023/02/24 Next Review Date: 2026/02/24 Objective: To comply with the Fair Dealing Guidelines as developed by the Council of Ministers of Education Canada Copyright Consortium. Policy Statement: The Grand Erie District School Board (Grand Erie) will communicate the Fair Dealing Guidelines to all Grand Erie locations on an annual basis in order to ensure that all employee(s) understand the obligations of Grand Erie in accordance with the Copyright Modernization Act. Reference(s): • Copyright – Fair Dealing Guidelines Procedure (SO-024) • Copyright Modernization Act • Fair Dealing Guidelines - Council of Ministers of Education Canada Copyright Consortium PROCEDURE SO-024 COPYRIGHT - FAIR DEALING GUIDELINES Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2021/03/29 Last Updated: 2023/02/24 Next Review Date: 2026/02/24 Purpose: To outline procedures whereby the Grand Erie District School Board (Grand Erie) will comply with the Fair Dealing Guidelines as developed by the Council of Ministers of Education Canada Copyright Consortium. Guiding Principles: The fair dealing provision in the Copyright Act permits use of a copyright-protected work without permission from the copyright owner or the payment of copyright royalties. To qualify for fair dealing, two tests must be passed. First, the "dealing" must be for a purpose stated in the Copyright Act: research, private study, criticism, review, news reporting, education, satire, and parody. Educational use of a copyrightprotected work passes the first test. The second test is that the dealing must be "fair." In landmark decisions in 2004 and in 2012, the Supreme Court of Canada provided guidance as to what this test means in schools and post-secondary educational institutions. A substantial part of a work can be used under fair dealing if the Supreme Court of Canada’s six non-exhaustive factors test for fair dealing are met. These guidelines apply to fair dealing in non-profit K-12 schools and post-secondary educational institutions and provide reasonable safeguards for the owners of copyrightprotected works in accordance with the Copyright Act and the Supreme Court decisions. 1.0 Process 1.1. Fair Dealings posters and consumables posters must be prominently displayed in all schools including at all board photocopiers. 1.2. Employee(s) in non-profit educational institutions may communicate and reproduce, in paper or electronic form, short excerpts from a copyright-protected work for the purposes of research, private study, criticism, review, news reporting, education, satire and parody. 1.3. Any coping from materials intended for one-time use (e.g., exercise books, worksheets) without permission exposes the person making the copy, the educator/Grand Erie employee(s), the school, and Grand Erie to liability for copyright infringement. 1.4. Copying or communicating short excerpts from a copyright-protected work under these Fair Dealing Guidelines for the purpose of news reporting, criticism or review should mention the source and, if given in the source, the name of the author or creator of the work. 1.5. A single copy of a short excerpt from a copyright-protected work may be provided or communicated to each student enrolled in a class or course: a) as a class handout b) as a posting to a learning or course management system that is password protected or otherwise restricted to students of a school c) as part of a course package Copyright – Fair Dealing Guidelines Procedure (SO-024) Page 2 1.6. A short excerpt means: a) up to 10% of a copyright-protected work b) one chapter from a book c) a single article from a periodical d) an entire artistic work from a copyright-protected work containing other artistic works e) an entire newspaper article or page f) an entire single poem or musical score from a copyright-protected work containing other poems or musical scores g) an entire entry from an encyclopedia, annotated bibliography, dictionary, or similar reference work For example, before engaging Disc Jockey services, schools must obtain written agreement that every song in performance from the storage medium utilized is a confirmed purchased song and is licensed for the purpose of public broadcast. 1.7. Copying or communicating multiple short excerpts from the same copyrightprotected work, with the intention of copying or communicating substantially the entire work, is prohibited. 1.8. Copying or communicating that exceeds the limits in these Fair Dealing Guidelines may be referred to the Superintendent of Program K-12 (Teaching and Learning) designated by the Grand Erie for evaluation. An evaluation of whether the proposed copying or communication is permitted under fair dealing will be made based on all relevant circumstances. 1.9. Any fee charged for communicating or copying a short excerpt from a copyrightprotected work must be intended to cover only the costs of the institution, including overhead costs. 1.10. Employee(s) can access the “Copyright Decision Tool” at www.copyrightdecisiontool.ca when they have questions about copyright when preparing lesson materials to determine whether their copying is within the Fair Dealing Guidelines parameters. 2.0 Examples of Copyright Infringement 2.1. Purchasing and reproducing resources accessed from fee-based collaborative websites where the resources were created in violation of copyright and Fair Dealing guidelines. 2.1.1 Employee(s) must confirm the resources were created in compliance with copyright and Fair Dealing legislation before reproducing them. (Note: Collaborative websites are not responsible for vetting content; resources can be produced and sold by individuals who are not acting in accordance with copyright and Fair Dealing legislation.) 2.2 Reproducing images and/or icons sourced from the internet without providing attribution to their original creator and/or source. 2.2.1 Any content reproduced from the internet must not be protected by a paywall or any other measure to restrict access. The user must believe the content was posted to the Internet legally. 2.3 Making and sharing a recording of the educator reading a book aloud to students without receiving permission from the publisher. 2.3.1 Recording a book reading is equivalent to reproducing the book. Express permission from the copyright holder (i.e., publisher) must be obtained first and stated at the start of the recording. Reference(s): • Copyright – Fair Dealing Guidelines Policy (SO-24) • Copyright Modernization Act • Fair Dealing Guidelines – Council of Ministers of Education Canada Copyright Consortium PROCEDURE FA-021 DISPOSAL OF SURPLUS, DAMAGED OR OBSOLETE FURNISHINGS AND EQUIPMENT Superintendent Responsible: Superintendent of Business and Treasurer Initial Effective Date: 2014/09/29 Last Updated: 2023/12/20 Next Review Date: 2027/12/20 Purpose: To provide Grand Erie District School Board (Grand Erie) employee(s) with process for the disposal of surplus, damaged or obsolete furnishings, and equipment. Guiding Principles: Consideration to the value of any surplus item will be given, by striking a balance between the time and effort required to sell goods, the control of the goods during the process and the eventual revenue that may be realized. When furnishings and/or equipment are no longer useable or obsolete, Grand Erie will consider environmentally friendly practices to dispose of the items. 1.0 School/Facility Closure a) The Transition Team, including affected Administrator(s), employee(s) and supervisor(s) shall identify furniture and equipment which may be required by relocated students and employees. Retrieval or delivery of these goods must be arranged through facility services within six (6) weeks following the facility closure. b) Items not required by relocated student(s) and employee(s) will be displayed by Business Services employees at the closed facility for a specified time period not to exceed 48 hours to permit Administrator(s) and employee(s) from other facilities an opportunity to select and tag items on a “first come-first served” basis. Notice of the available furniture and/or equipment will be provided to all Administrator(s) at least seven days prior to the period for viewing. c) All selected items will be assessed by Facility Services, Information Technology Services (ITS) and Purchasing Services to ensure compatibility with building systems, regulations and facility restrictions before they are released or delivered. Items which cannot be modified to meet compatibility standards will not be moved or permitted in the new location. d) Pictures and descriptions of all available items will be placed on the Staff Portal by the Transition Team for interested schools to view and request. e) Flags will be properly removed/disposed of according to appropriate regulations/legislations. f) Commemorative material will be placed at the facility of the relocated students and employees, whenever appropriate. Material with historical significance will be stored in Grand Erie’s archives for safekeeping or delivered to privacy personnel. g) Furnishing(s) and equipment not identified in the above steps for student(s)/employee(s) use or archival storage will be disposed of by Facility services using one of the methods listed below. Disposal of Surplus, Damaged or Obsolete Furnishings and Equipment Procedure (FA-021) Page 2 2.0 Upgraded Furnishings or Equipment a) Surplus equipment arising from a purchase of upgraded items will be disposed of by Business Services employees who will work with school or support employee to make the following determinations:  The item’s value  Appropriateness for continued use of the surplus item at another location within system  Appropriateness for sale of the surplus item to public or use as a ‘trade in’ to suppliers  Appropriateness for disposal of the surplus item b) Where one or more of Grand Erie’s schools wishes to obtain a surplus item of another school, each interested school will be required to make their interest known and the Administrator(s) involved will work out where the surplus items will go. Should the Administrator(s) not be able to reach consensus on the distribution, the Family of Schools Superintendent(s) for the schools will make the final determination. c) Pictures and descriptions of all available items will be placed on the Staff Portal by Purchasing Services for interested schools to view and request d) Receiving schools may be required to pay the cost delivery on items that are too heavy or bulky for Facility Services employees to move and may sustain the costs of upgrades to their facility to accommodate the item. (e.g., electrical, plumbing, etc.) e) All furnishing(s) and equipment declared surplus to any school must go through this process 3.0 Surplus Items Not Required by System a) Surplus Items with capital value or general usefulness will be disposed of through online auctions as managed by the Purchasing Department: i. External purchasers are advised that all items are sold “as is, where is” with no warranty expressed or implied. ii. Grand Erie approved auctioneer online site (external purchasers are advised that all items are sold “as is, where is” with no warranty expressed or implied) i. Community Open House where items will be offered for little or no cost (external purchasers are advised that all items are sold “as is, where is” with no warranty expressed or implied) b) Where items are sold to an external purchaser, proceeds from the sale of surplus equipment, less an administrative fee of $25.00, will be deposited to the selling school’s general account. Where the surplus items result from a school closure, the proceeds will be directed to the consolidated school(s) in proportion to the students transferred. c) External purchasers are responsible for obtaining independent qualified professional advice or services. (e.g., electrical, plumbing, etc.) d) Salvage operator will be contracted to dispose of any leftover items. 4.0 Disposal of Electronic Waste (e-waste) a) E-waste includes, but is not limited to, printers, computer towers, monitors, computer accessories (i.e., keyboards, mouse) projectors, laptops, cameras, televisions, stereo equipment, VCRs/DVD players, etc. b) Collection of e-waste is managed with IT Service through the ticketing system. Facilities with damaged or obsolete electronic waste should complete a ticket and work with their site technician to have it reviewed for recycling/disposal. c) Where school events plan to fundraise through the collection of e-waste, Administrator(s) must seek prior approval from the Manager of ITS prior to commencing such a fundraiser. Disposal of Surplus, Damaged or Obsolete Furnishings and Equipment Procedure (FA-021) Page 3 d) This procedure does not cover appliances. Site Administrators are responsible for the proper disposal of appliances but can reach out to Facility Services Department for guidance. Reference(s):  Fundraising Policy (SO-01)  Fundraising Procedure (SO-001)  Government of Canada: Disposal of the National Flag of Canada  Transition Committee Policy (FA-09)  Transition Committee Procedure (FA-009) POLICY SO-04 DISTRIBUTION OF MATERIALS IN SCHOOLS Superintendent Responsible: Superintendent of Education Initial Effective Date: 2021/02/22 Last Updated: 2025/04/28 Next Review Date: 2029/04/27 Objective: Recognize Grand Erie District School Board’s (Grand Erie) responsibility to limit the exposure of students, employee(s) and parent(s)/caregiver(s) to advertising and promotional materials. Policy Statement: Grand Erie will support the distribution of materials in schools that create awareness of educational programs, services, issues, events, and community activities of specific interest or benefit to the school community which includes students, employee(s) and parent(s)/caregiver(s). Materials that are distributed to students shall conform to the requirements of the Education Act (Reg 298 section 24) and be approved for distribution. Reference(s): • Community Partnerships Policy (SO-08) • Distribution of Materials in Schools Policy (SO-04) • Education Act R.S.O. 1990, c. E.2 (Reg 298 section 24) PROCEDURE SO-004 DISTRIBUTION OF MATERIALS IN SCHOOLS Superintendent Responsible: Superintendent of Education Initial Effective Date: 2021/02/22 Last Updated: 2023/06/08 Next Review Date: 2025/06/13 Purpose: To outline how the Grand Erie District School Board (Grand Erie) will support the distribution of materials that create awareness of educational programs, services, issues, events, and community activities of specific interest or benefit to the school community. Guiding Principles: 1.0 Materials that are distributed to students must conform to the requirements of the Education Act (Reg 298 section 24). 2.0 There must be no political, sectarian or religious materials on school property or in school buildings without the consent of the Director of Education and Secretary of the Board or designate. 3.0 Materials will not be accepted from profit-making businesses (with the exception of materials from school-sanctioned fundraising campaigns approved by the Administrator(s). Schools may work with profit-making businesses as part of a community partnership. 4.0 Materials must relate to learning, well-being or belonging in its purpose, create awareness of appropriate issues or events in the community or facilitate community discussions. 5.0 Materials will not reference political parties, make political statements, contain personal views on social issues, or have the potential to exploit students. 6.0 Materials may be digital, verbal, posted within school buildings or distributed in written form. 7.0 Should Administrator(s) have any questions about the administration, operation or implementation process, the Administrator(s) must contact their Family of Schools Superintendent and/or Manager of Communications and Community Relations. 1.0 Approval Process 1.1 All distribution requests must be submitted to flyers@granderie.ca. 1.2 The Communications and Community Relations department will review the request within five business days of receipt of the request. If required, the Director of Education and Secretary of the Board or designate will be consulted to make a final decision. 1.3 The Communications and Community Relations department will determine if other existing agreements (e.g., Joint Use Facilities Agreement) supersede the requirements of this approvals process. 1.4 If approved, the information will be shared as deemed appropriate by the Manager of Communications and Community Relations, in consultation, as required, with Superintendent(s). Material will often be posted on the Grand Erie website under the appropriate heading according to regions: Grand Erie region; Brant; Brantford; Haldimand; or Norfolk or emailed directly to schools if requested. The Communications and Community Relations department will determine appropriate time for removal of postings. Distribution of Materials in Schools Procedure (SO-004) Page 2 1.5 At the school level, Administrator(s) may be approached directly from an outside organization. Grand Erie authorizes Administrator(s) to determine which advertising may be posted or distributed within their respective schools if such advertising had been previously approved. Administrator(s) must ensure that students are protected from unnecessary commercial advertising. Administrator(s) may consult with School Council regarding the appropriateness of a particular advertisement. 1.6 Administrator(s), as needed, must exercise full control over the place, kind, manner or fastening, and size of the material. 2.0 Distribution of Advertising Materials within the School and Board 2.1. The only materials that may be sent home with students will be from the school, Grand Erie, local municipalities within the Grand Erie jurisdiction, the provincial government (including health units), and the federal government. 2.2. Materials that inform students of community programs and recreational opportunities which support student learning, for example: driver education, tutoring or music lessons, may be made available in the office, as approved by the School Administrator(s). 2.3. Non-profit, non-political, charitable, and non-sectarian groups whose work is beneficial to the community may be permitted to share information with students and parent(s)/caregiver(s) by: a. Contacting the Communications and Community Relations department to facilitate the digital posting of an advertisement on our website. b. Requesting permission from the Administrator(s) directly for information inserted into the school newsletter or other communication channels. c. Requesting permission from the Administrator(s) directly for written materials to be available in the school office. 2.4. If approved, the distributing non-profit agency/organization will be responsible for printing/copying, bundling, and dropping off the publication to the Education Centre and/or school. 2.5. A person or enterprise may sponsor an event or activity in the school, upon the approval of the Administrator(s). Schools are permitted to acknowledge sponsorship in a manner acceptable to the Administrator(s). 2.6. From time to time, direction may be given to the system by the Director of Education and Secretary of the Board or designate, about particular projects in respect to district-wide approvals or cautions about projects. Material approved for mandatory distribution must be accompanied by an explanatory memorandum from the Director and Secretary of the Board or designate. 2.7. Under no circumstances will the advertising of pharmaceuticals, tobacco, vaping, narcotic, distilling, fermenting, or brewing products be permitted in schools or facilities. 3.0 Notices 3.1. Events that may be of interest to employee(s), students and community may be posted on school bulletin boards or announced over the public address system at the discretion of the Administrator(s). 3.2. Donations of resources to the school by individuals, local businesses, corporate businesses and other partners may be recognized. Appropriate recognition may include a display of names on a notice board, logo or name on a team uniform, and recognition in a school newsletter. Individuals, businesses, and agencies who donate bursaries, scholarships, or prizes to students may be recognized in commencement exercises or award programs. Reference(s): • Community Partnerships Policy (SO-08) • Distribution of Materials in Schools Policy (SO-04) • Education Act (Reg 298 section 24) PROCEDURE SO-035 DO NOT RESUSCITATE (DNR-C) FORM Superintendent Responsible: Superintendent of Education, Specialized Services Initial Effective Date: 2020/06/22 Last Updated: 2024/02/15 Next Review Date: 2027/02/15 Purpose: To provide school staff with direction on how to proceed in the event that a parent/caregiver or adult student has provided direction to Do Not Resuscitate a student if they suffer respiratory or cardio-respiratory arrest. Guiding Principles: Grand Erie employees will provide emergency first aid assistance, which includes CPR, to all students in emergency situations until EMS personnel arrive on scene and take control of an emergency. This is the standard response in all circumstances, including where employees are aware that a DNR-C Form is currently on file for a student. Parent(s)/caregiver(s) or adult student(s) may provide to a school a Do Not Resuscitate Confirmation (DNR-C) Form because their child/they is/are enrolled as a pupil in the school. The DNR-C Form was developed and implemented by the Ministry of Health and Long-Term Care. A completed DNR-C Form has directed the practice of Emergency Medical Services (EMS) personnel since February 1, 2008. A completed DNR-C Form confirms that a person, or their substitute decision maker, has decided in advance that the person does not wish to be resuscitated if they suffer respiratory or cardio-respiratory arrest. The DNR-C Form is a single-paged, bilingual document. Each DNR-C Form is imprinted with a unique serial number for the purposes of authenticity and patient tracking. A completed DNRC Form is signed by a medical doctor or nurse. The DNR-C Form is directed at Emergency Medical Services (EMS) personnel and is not interpreted or implemented by Grand Erie employees. The Administrator will:  Inform the parent/caregiver or adult student that a copy of the DNR-C Form will not be retained at the school, and that the DNR-C Form is directed at EMS personnel and will not be interpreted or implemented by Grand Erie employees.  Encourage the parent/caregiver or adult student to file the DNR-C Form with the local EMS department and fire station with primary jurisdiction for responding to emergencies in the school’s geographic location.  Inform the parent/caregiver or adult student that Grand Erie does not direct the actions of external employees, such as nurses or EMS personnel, that provide services to students of the school.  Send a letter to the parent/caregiver or adult student requesting written confirmation that they have been provided with the information outlined above.  Ask the parent/caregiver or adult student to sign, date, and return appendix A acknowledging they have been provided with the information outlined above.  Review the status of the DNR-C Form annually with the parent(s)/caregiver(s) or adult student(s). Do Not Resuscitate (DNR-C) Form (SO-035) Page 2 2 Reference(s):  Emergency Planning Policy (SO-05)  Emergency Planning Procedure (SO-005)  Management of Potentially Life-Threatening Health Conditions, Including Administration of Medication, in Schools Policy (SO-30) Do not Resuscitate Confirmation (DNR-C) Form (SO-035) Page 3 Filed in: OSR Retention: E+10 years (E+ retirement from school) Appendix A Insert School Letterhead Acknowledgement of Information Sharing Re: DNR Confirmation (DNR-C) Form Date: _______________________________________________________________________________________ Name: _______________________________________________________________________________ Please acknowledge that you understand the following:  I understand and acknowledge that the DNR-C Form will not be retained at the school.  I understand and acknowledge that the DNR-C Form is directed at EMS personnel and will not be interpreted or implemented by Grand Erie employees.  A request was made that I file the DNR-C Form with the local EMS department and fire station with primary jurisdiction for responding to emergencies in the school’s geographic location.  I understand and acknowledge that Grand Erie does not direct the actions of external employees that provide services to students, such as nurses or EMS personnel.  I understand and acknowledge that Grand Erie employees will provide emergency first aid assistance, which includes CPR, to all students in emergency situations until EMS personnel arrive on scene and take control of an emergency. ______________________________________________ ___________________________________________ Parent/Caregiver or Adult Student signature Parent/Caregiver or Adult Student name _____________________________________________ ___________________________________________ Administrator signature Administrator name PROCEDURE HR-010 DUTIES AND EXPECTATIONS OF TEACHERS Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2019/06/24 Last Updated: 2024/02/27 Next Review Date: 2028/02/28 Purpose: To outline the duties and expectations of Grand Erie District School Board (Grand Erie) Teachers. Guiding Principles: 1.0 Duties of Teachers In addition to their duties and expectations as d8escribed in the Education Act and Regulations, the following duties apply to Teachers employed by Grand Erie. All entitlements and rights are provided in accordance with collective agreements and as outlined by law. The School Administrator(s) are responsible for the organization and management of the school and will provide direction to employees. 1.1. Classroom Instruction: Teachers are expected to teach all classes and carry out the supervisory duties assigned to them by the School Administrator(s) or Superintendent of Education. It is a Teacher’s professional duty to be prepared for class and to have all assessment or examination markings and pupil evaluation completed in a timely fashion, or as may be required by the School Administrator(s). The primary purpose of assessment and evaluation is to improve student learning. Teachers are required to:  Come to school each day prepared to teach their courses in fulfillment of Grand Erie and the Ministry of Education requirements  Implement assessment, evaluation and reporting practices in accordance with Grand Erie procedures.  Submit marks and evaluations in accordance with instructions from the Administrator(s)  Complete other tasks normally expected of Teachers 1.2. Meet Students’ Needs: Teachers are to be available at their school or other workplace to perform all assigned instructional duties and to undertake necessary duties, including:  Supervising any instructional activity assigned by the School Administrator(s)  Providing remedial assistance with learners  Attending meetings with employee(s) and other Grand Erie personnel  Attending meetings with parent(s)/caregiver(s) of learners  Performing other duties assigned by the School Administrator(s) in relation to the school program If the fulfillment of these duties necessitates attendance prior to the start of the learners’ instructional program or after the conclusion of the learners’ instructional program, Teachers are required to be present. 1.3. Out-of-Classroom Activities: Out-of-classroom activities related to Grand Erie or Ministry instructional program are an integral part of the curricular program. Teachers shall carry out scheduled activities. Teachers shall take no action to cancel, postpone, or delay a scheduled activity without the approval of the School Administrator(s) or the appropriate Superintendent of Education. 1.4. Co-operative Education: Teachers of co-operative education shall monitor their placements even if such monitoring can only occur outside the learners’ normal Duties and Expectations of Teachers Procedure (HR-010) Page 2 instructional day. Teachers of co-operative education shall maintain a written record of all monitoring activities. 1.5. Supervision: Teachers shall carry out assigned supervision during the period that schools are declared open by Grand Erie before the beginning of classes and after the conclusion of the instructional program. Generally, the schools are open from the time the first school bus arrives in the morning or fifteen minutes before the start of the instructional program, whichever is earlier. Schools remain open until the time the last school bus leaves in the afternoon or fifteen minutes after the end of the instructional period, whichever is later. 1.6. Attendance: Teachers shall record student attendance, in writing or electronically, either on a daily basis or on a subject basis, in accordance with procedures identified by the School Administrator(s) or the appropriate Superintendent. 1.7. Meetings: Teachers shall attend meetings scheduled with employee(s), School Administrator(s), parent(s)/caregiver(s) or learners and shall make themselves available for consultations required with employee(s), parent(s)/caregiver(s), and learners. 1.8. Appearance: Teachers are expected to maintain an appearance that is clean, neat, and appropriate for their employment status as a professional. 1.9. Professional Growth: Teachers are expected to pursue professional activities necessary to ensure their professional growth and development. 1.10. Professional Conduct: All Teachers are expected to conduct themselves in a manner consistent with the standards of professional behaviour defined by the Ontario College of Teachers Act and its Regulations. 2.0 Expectations of Teachers In addition to, and to elaborate on, the duties and responsibilities outlined in the Education Act and Regulations of the Ministry of Education and Training, contractual decisions will be made based on the following criteria: Key Result Area Desired Outcomes Observable Criteria a) Instruction i. Needs of individual students are met  The diverse individual needs of students are identified in accordance with Grand Erie policy and procedures.  Methods of instruction accommodate individual needs  Methods of instruction are developmentally appropriate  A variety of teaching strategies and resources are used ii. Required programs are being implemented  Planning and instruction reflect Ministry of Education and system guidelines, outcomes, and expectations  Written short and long-term plans exist for the program  Student work reflects the required program iii. Students are motivated to learn  Students actively participate in the learning process  Students respond positively to Teacher direction  Positive reinforcement is used b) Evaluation i. Evaluation process is understood  Students know why evaluations occur  Students understand how evaluations will occur  Students understand when evaluations will occur  Students understand what is to be evaluated Duties and Expectations of Teachers Procedure (HR-010) Page 3 Key Result Area Desired Outcomes Observable Criteria ii. Evaluation is used to improve teaching and learning  A variety of evaluative methods and tools are used  Evaluative methods are appropriate to the program and student learning styles  Evaluative materials are returned to students and used to promote learning  Results of evaluations are used to improve instruction and review programs iii. Evaluation results are communicated effectively  Students are made aware of their progress on a regular basis  Parent(s)/caregiver(s) are made aware of student progress at regular reporting and at other times, as required  Teachers are readily available to communicate with students, parent(s)/caregiver(s), and resource personnel c) Classroom Environment  The classroom is an inviting and inclusive place  Classroom appearance reflects and promotes learning  Positive rapport is reflected in the classroom  Teachers use positive reinforcement and constructive criticism appropriately  Teachers demonstrate good listening skills i. The environment is conducive to learning  Stimulating resources are available and used  Classroom sound level is appropriate for the activities taking place ii. The classroom is managed effectively  Expectations are clearly understood by students and Teacher  Students are involved appropriately in the development and maintenance of classroom expectations  Student behaviour is consistent with expectations  Inappropriate behaviour is dealt with in acceptable and effective ways d) Professionalism i. Teacher demonstrates a commitment to ongoing professional growth  Self-evaluation is practiced  Ongoing involvement in professional growth activities occurs ii. Teacher demonstrates professional behaviour  Works/interacts with employee(s) in a cooperative and productive manner  Carries out regularly scheduled out-of-classroom activities that are integral parts of the instructional program  Uses appropriate strategies in solving problems  Exhibits respect and support for students  Supports and contributes to the development and implementation of the school plan  Exhibits the principles of equity and inclusiveness  Respects confidentiality of information Duties and Expectations of Teachers Procedure (HR-010) Page 4 Key Result Area Desired Outcomes Observable Criteria  Complies with Ministry of Education legislation and Grand Erie policies and procedures  Contributes to a positive school climate  Interacts with employee(s), students and parent(s)/caregiver(s) in a way that is consistent with the Ethical Standards of the teaching profession e) Communication i. Communicates with students, parent(s)/ caregiver(s), employee(s) and the public in a professional, constructive, accurate and secure manner  Uses a variety of communication skills.  Communicates clearly and concisely  Responds promptly to inquiries from parent(s)/caregiver(s)  Manages exchange of information in a safe and secure manner using Grand Erie approved technology Reference(s):  Assessment, Evaluation and Reporting Policy (SO-20)  Assessment, Evaluation and Reporting Procedure (SO-020)  Education Act, R.S.O. 1990, c. E.2  Equity and Inclusive Education Policy (SO-14)  Equity and Inclusive Education Procedure (SO-014)  Ontario College of Teachers Act, 1996, S.O. 1996, c. 12  Professional Standards of Practice, Ontario College of Teachers Keeping Students Safe: Grand Erie District School Board Anti-Sex Trafficking Protocol May 25h 2022 last edited In accordance with Policy and Procedure Memorandum 166 Keeping Students Safe: Policy Framework for School Board Anti-Sex Trafficking Protocols, Grand Erie District School Board has developed this Protocol. The Grand Erie District School Board (the “Board”) is fundamentally opposed to, and has a zerotolerance policy on, sex trafficking of persons in which a commercial sex act is induced by force, fraud, or coercion. The board will educate staff and students with a view to preventing individuals from becoming victims, as well as ensure a pathway to care for any individuals impacted by human sex trafficking. The board will show compassion and ensure availability of resources to assist any students who may have been victimized by or are survivors of human sex trafficking. SCOPE This protocol applies to in-person and online learning. The protocol includes all school and school board activities, including field trips, overnight excursions, board-sponsored sporting events and board-operated before- and after-school programs. SEX TRAFFICKING Sex trafficking is a form of sexual exploitation and is a crime under the Criminal Code of Canada. It can include recruiting, harbouring, transporting, obtaining, or providing a person for the purpose of sex. It involves the use of force, physical or psychological coercion or deception. Most individuals who are trafficked for the purpose of sexual exploitation are women, girls and gender-diverse individuals, but any person could be targeted. Indigenous and racialized individuals are especially vulnerable to experiencing sex trafficking. The intersections of colonization, intergenerational trauma, systemic discrimination and barriers to accessing service compound, which increases the vulnerability of being targeted by traffickers for Indigenous women and girls – who comprise a disproportionate number of trafficked persons for the purpose of sexual exploitation, in Canada. STATEMENT OF PRINCIPLE The Board’s mission is to build together a culture of learning, well-being and belonging to inspire each learner. This protocol is imperative to the success of the Board in fulfilling this mission. E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 2 of 16 The board operates on the traditional territories of many indigenous peoples. The Board has many students and families who are of indigenous descent and is situated between two reservations. The Board recognizes we as community leaders are well positioned to support our community, students, families and staff to identify, engage, and support those who are impacted by sex trafficking. A ROLE FOR PARENTS/CAREGIVERS Parents and caregivers are key partners in preventing and identifying sex trafficking. Parent, and caregiver voices are imperative to the review and development of this protocol and implementation of education and awareness activities. Parents and caregivers are key partners in preventing children and youth from becoming vulnerable to sex trafficking and will also help inform development, implementation and review of anti-sex trafficking protocols. The Board acknowledges that care must be given when reaching out to parents, families and caregivers to ensure they are safe adults prior to engaging with them on matters regarding students. Outreach to Indigenous parents and guardians, as well as outreach to Black and racialized parents and guardians, will be trauma-informed and culturally appropriate, recognizing historic and systemic barriers that may impact their participation. Every effort will also be made to reduce cultural and/or linguistic barriers when reaching out to parents, guardians, and caregivers about this protocol. In addition, Grand Erie will ensure that information, support and communications are available to non-English speaking caregivers. FOSTER STUDENT VOICES Students are the focus of this protocol and have been and will continue to be involved in efforts to develop actions against sex trafficking. The board will continue to invite student groups to participate and inform the design, development, delivery, and implementation of anti-sex trafficking protocols and awareness activities. The Board recognizes that students with lived experience are experts and, if willing and appropriately supported through trauma-informed approaches, could share their stories and insights as part of efforts to build awareness and empower students. BUILD MULTI-SECTORAL RELATIONSHIPS WITH COMMUNITY ORGANIZATIONS Ongoing consultation and engagement with community groups/agencies that support members of the school community are essential to supporting anti-sex trafficking approaches that are responsive to diverse students and the needs of local school communities. The Board will remain a member of the Partners Against Human Trafficking (PATH) Committee to continue to foster cross-sectoral relationships across Brantford, Haldimand, Norfolk, Six Nations and Mississaugas of the Credit. The Board values the input and expertise of the community agencies doing anti-trafficking work. Agencies who reviewed, provided input and will hopefully continue to support this protocol are: • Victim Services of Brant • OPP • Nova Vita • Canadian Mental Health Association of Brant • Brant Haldimand Norfolk Catholic District School Board • Child and Family Services of Grand Erie • Haldimand Norfolk Reach • Ganohkwasra Family Assault Support Services • Woodview Mental Health and Autism Services • Sexual Assault Centre of Brant E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 3 of 16 • Brantford Police Services • Brant O.P.P., Norfolk O.P.P., Haldimand O.P.P. Ongoing partnerships with local police services, child welfare and other community agencies are in place to support the Board’s goal to create safe, inclusive, and welcoming learning environments that protect students from being trafficked for the purposes of sexual exploitation and ensure timely and coordinated responses to students who are impacted or may be at risk. INTERVENTIONS MUST BE SAFE Caring adults and students within schools can promote a sense of student belonging, increase protective factors, help to reduce risk factors associated with sex trafficking, and support early intervention through identification and appropriate response, including connecting impacted persons to supportive services. The dignity, health, safety, and well-being of students shall be given the highest priority. Every attempt will be made to respect student privacy and self-esteem. All who assist in this process must maintain confidentiality. Interventions will seek to respond to immediate dangers, lower identified risk factors and avoid any actions that will make an individual’s situation more unsafe. Responding to students at risk of, or victims of, human sex trafficking will be trauma informed, non-judgmental, and culturally responsive, and will respect confidentiality, privacy and informed consent. Board employees require comprehensive anti-sex trafficking training, so they are equipped to identify the signs of sex trafficking, safely respond to disclosures, be culturally relevant and responsive to diverse student populations, and support the immediate physical and emotional safety needs of students. Training must emphasize how to respond to immediate dangers and the need to avoid actions that will make an individual's situation worse or more unsafe. The board will educate staff and students with a view to preventing individuals from becoming victims, as well as ensure a pathway to care for any individuals impacted by human sex trafficking. The board will show compassion and ensure availability of resources to assist any students who may have been victimized by or are survivors of human sex trafficking. BUILD UP SCHOOL-BASED PREVENTION The development of this protocol will complement existing prevention efforts in schools, including the teaching of consent, healthy relationships, and healthy sexuality. It is important for school staff to understand the historical and social contexts of sex trafficking and implement prevention strategies that are responsive to the needs of students and members of the local school community. All members of the school community - trustees, administrators, teachers, support staff, students, parents/guardians, volunteers, and bus drivers - will work collaboratively and diligently to help protect all students from predators who engage in sex trafficking or grooming activities, and ensure interventions are safe. Ongoing staff development and training will take place at a system and school level regarding sex trafficking awareness, including signs of sex trafficking, reporting protocols of expected or confirmed sex trafficking activities, and pathways to care for students identified. E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 4 of 16 RESPECT CONFIDENTIALITY, PRIVACY AND INFORMED CONSENT The development of procedures must respect confidentiality and ensure that the student fully understands how their information may be used and with whom it may be shared. It is key to develop referral relationships with community service organizations while adhering to applicable legal requirements, including those under the Municipal Freedom of Information and Protection of Privacy Act; the Ontario Human Rights Code; the Accessibility for Ontarians with Disabilities Act, 2005; the Education Act; and the Child, Youth and Family Services Act, 2017. PROMOTE EQUITABLE AND CULTURALLY SAFE RESPONSES This protocol will demonstrate a human rights-based, non-judgmental, culturally responsive, survivor-centred and trauma-informed approach to raising awareness, preventing, identifying and responding to sex trafficking. These protocols and interventions must be rooted in upholding student/human rights. This protocol will prioritize the safety, autonomy and choice of any student impacted by trafficking. Academic, social, and emotional supports will be provided in a timely and collaborative way for any students who are victims of, and have been traumatized because of, sex trafficking. RAISING AWARENESS OF SEX TRAFFICKING FOR PARENTS, GUARDIANS AND CAREGIVERS In collaboration with all stakeholder groups, the board will further develop awareness activities related to cyber-safety, signs of sex trafficking, cultural impacts, school procedures, and where to get help. Awareness strategies may include but are not limited to: • Online resources for parents and caregivers that include cyber-safety, signs of trafficking and luring, how to get help, how to access the protocol, and how and where to report; • Posting on the Board website this protocol and attached appendices and related procedures, such as Duty to Report, Police Protocol, and the Mental Health and Well Being Strategy; • Sharing information on social media platforms; • Distributing emails with links to community partners, information on signs and stages of trafficking, and the link to the protocol, information on how to report, and what to do if your child has experienced grooming, luring or trafficking; • Promoting events hosted by community partners; • Recognizing Human Trafficking awareness day (February 22nd) on social media platforms; • Presentations to Parent Councils; • Ensuring that parents have access to information In their preferred language; • Awareness activities that emphasize how to respond to immediate dangers and the need to avoid actions that may make an individual's situation worse or more unsafe; • Providing resources that go home to all families. RAISING AWARENESS FOR STUDENTS The Board is committed to supporting students and the school community's safety and wellness. Prevention and education efforts are already taking place to reduce the risk of sex trafficking and sexual exploitation. These can be found in the Mental Health and Well-Being Strategy. Some key partnerships and initiatives include: • Healthy relationship presentations by Nova Vita; • Classroom presentations and lessons by Grand Erie Child and Youth Workers; • In collaboration with stakeholders, the board will further develop awareness activities to increase knowledge related to cyber-safety, human trafficking signs, stages and E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 5 of 16 impacts, as well as the school procedures and where to get help. These activities include but are not limited to: o Updated Health Curriculum; o Presentations facilitated by Student Support Services and Safe and Inclusive Schools Staff; o Student-led initiatives; o Information available online, in the student handbook and through student groups on signs and stages of trafficking, how to report concerns related to trafficking, including how to report anonymously to the board; o Signs and posters at schools on the signs of sex trafficking and where to get help; o Text messages delivered by the school; o Individual conversations between youth and support staff. What to do if you or someone you know needs help? You can speak with an adult you trust, or call Canada’s confidential Human Trafficking Hotline at 1-833-900-1010. For information and support, visit canadianhumantraffickinghotline.ca, If indigenous, call, chat or text 1-855-554-4325. If there is immediate danger or if you suspect a child under 18 is being trafficked, call 911 or the OPP. TO ENSURE EFFECTIVE AWARENESS AND PREVENTION STRATEGIES, THE BOARD WILL POST INFORMATION ABOUT ANONYMOUS REPORTING TO THE BOARD. PARENTS, CAREGIVERS, AND CONCERNED COMMUNITY MEMBERS MAY REPORT ANONYMOUSLY BY CALLING THE BOARD FROM A BLOCKED NUMBER AND/OR CALLING CRIME STOPPERS AT 1-800-222- TIPS (8477). IN ADDITION TO THE OPTIONS ABOVE, A STUDENT MAY REPORT ANONYMOUSLY USING THE TALKING LOCKER FOUND ON THE BOARD AND SCHOOL WEBSITES. RESPONSE PROCEDURES SECTION I The board response procedures have been developed in collaboration with community partners, students, survivors, and the broader school community. These procedures address when a student or a school community member has been impacted by, or engaged in, luring or trafficking. School staff includes all Board employees. It is imperative that school personnel understand trauma-informed practices and how to apply them in situations where students who are victims of human sex trafficking may be struggling with fear, shame, and embarrassment. Suspending judgment and remaining open-minded are critical to creating a trusting relationship in which vulnerable students feel safe to confide and seek support. In this context, school counsellors or other trained specialists may need to meet with a student several times before the student feels comfortable sharing information. In most cases, classroom educators or other school staff who are concerned about a student should not question the student directly. Instead, they should take their suspicions first to their school administrator, who should take the concern immediately to their school Student Support Services staff (Social Worker or Attendance Counsellor). The Student Support Services staff will then notify the Safe and Inclusive Schools Team Lead for matters regarding human E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 6 of 16 trafficking. DUTY TO REPORT SUSPECTED OR CONFIRMED CASES OF SEX-TRAFFICKING OF YOUTH CAN BE FOUND HERE https://granderie.ca/download_file/view/10713/2375 STUDENT DISCLOSES TO STAFF THEY HAVE BEEN/ARE BEING SEX TRAFFICKED OR LURED OR ARE LURING OTHERS Understand that making a disclosure/declaration is a very vulnerable time for students and can be difficult as well as dangerous. • Do not disclose to ANYONE who does not need to be involved (doing so could increase safety concerns of student and/or put others safety at risk). • Ensure all people who are aware and need to be involved are not breaching confidentiality of the student (e.g., discussing the situation in hallways, classrooms, lunchrooms, etc.) • Listen without judgment to the student. • If the disclosure happens in an online space, please notify the Administrator. Keep everyone safe. • Determine the immediate safety needs of all involved; if an imminent safety risk is determined, call 911. • Explain your duty to report to police, child protection services and the administrator. • Do not leave the student alone. • Does the student have any individual/cultural needs to consider or practical needs that will help the student feel more comfortable? Explain how you can help. • Explain to the student that you are able to help them by ensuring they are safe. • Connect them with people who can help, such as school or community supports. • Connect with the administrator to get access to resources and support. Contact the school administrator. • Based on your observations of or interactions with the student over time, if you believe indicators of sexual exploitation are present, contact the school administrator and share your concern. E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 7 of 16 ADMINISTRATOR BECOMES AWARE A STUDENT HAS BEEN/ARE BEING SEX TRAFFICKED OR LURED Keep the student and staff safe. • Ensure all safety protocols have been followed. If there is an immediate threat to safety, call 911. • Ensure the student has not been left alone if disclosure is made during school hours. • Do not ask the student to repeat their story, to avoid re-traumatization. • Ensure any duty to report has been completed. Consult with the school Social Worker. • The school administrator will share their suspicions with the school Social Worker. • If required, an in-school meeting will be called. • The administrator/Social Worker will inform the Safe and Inclusive Schools (SIS) Lead. • The Social Worker will meet with the student. Communicate what you can. • Communicate next steps with the student, including who will be in contact. SOCIAL WORKER RECEIVES A DISCLOSURE THAT A STUDENT HAS BEEN/IS BEING SEX TRAFFICKED OR LURED Assessment • Depending on the information gathered, the Risk Screening Tool may be warranted to determine level of risk. Reporting • Reporting processes will be followed. • The Social Worker or SIS Lead may contact child welfare services and/ or law enforcement for background information. • Where safe to do so, the guardian must be notified. • Notification will also be shared with the Fami ly of School s Superintendent. Supporting • The Social Worker, the administrator and school team develop a supportive response for the student involved. • The Safe and Inclusive Schools Lead assists with potential district impact, such as involvement of other students as victims or perpetrators. • Initiate the Violence Threat Risk Assessment protocol, where deemed necessary. Wrap Around • The Social Worker or support staff will offer the student (and family members where appropriate) a supported referral to local service providers. • A community team referral is initiated to ensure community response, as required, specializing in sexual exploitation where available and/or linkages with domestic violence, sexual assault, child welfare, housing addictions, or mental health agencies. Accommodations • The Safe and Inclusive Schools Lead, and the Social Worker engage in education planning with the survivor and provide on-going trauma- informed support if the student wishes to return to school. E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 8 of 16 • School staff assess and allow learning accommodations deemed necessary. • The Safe and Inclusive Schools Team will provide academic and counselling support for the student, if deemed the most appropriate program. Luring others Many youth who recruit/traffic other youth were initially trafficked themselves and lure others as a response to their trauma or a direction from their trafficker (Bird,K. 2021). • If student is luring others, Safe and inclusive Schools team will provide intervention and consider progressive discipline as deemed necessary RESPONSE PROCEDURES SECTION II PROCEDURE FOR RETURNING TO SCHOOL AFTER AN EXTENDED TIME AWAY DUE TO SEX TRAFFICKING Remember that sex trafficking is extremely traumatic and impacts all parts of the self. Students may struggle with a variety of symptoms and the road to healing can be long. • Allow the student to lead the return-to-school plan as much as possible. • Prioritize the safety of all. • Support the student’s long-term success through ongoing conversation about barriers. • Families may also require referrals and support for this transition. Initial meeting • Collaborate with all resources necessary to reacclimatize the student to a school/learning environment, including but not limited to the school Social Worker or Child and Youth Worker, community mental health workers, Sexual Assault Centre, Victim Services, Women’s Services, Child Welfare Agencies, Youth Justice agencies or other appropriate agencies, and supports identified by the student. • Involve representatives, identified by the student, from Indigenous, Black, racialized and/or newcomer groups to provide support. • An initial meeting organized by the school social worker or Safe and Inclusive Schools Lead will be held with the victim and other identified contacts to discuss student learning needs and successes. • Assess the risk to the student and others. A crisis/safety plan for return will be created for the student. Accommodations • School staff will provide learning accommodations as deemed necessary. • The Social Worker will check in as agreed upon with student and supports. • Academic staff will provide appropriate programming, including Supervised Alternate Program (SAL), Alternative Education, Virtual School and/or part- or full-time return to brickand- mortar school. E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 9 of 16 TRAINING FOR SCHOOL BOARD EMPLOYEES The Board is committed to the ongoing training of all staff. We recognize that training will assist staff in the identification and intervention of sex trafficking. The Board will also provide virtual modules for the Health and Safety training provided to all staff. This virtual information will include: • Key Definitions and myths about sex trafficking; • Tactics used by traffickers and signs and stages of sex trafficking; • Information supporting prevention and protective factors, access to resources within the board and elsewhere; • Signs that a student may be luring or grooming another student; • Applying an equity lens to combatting sex trafficking; • Culturally safe supports and interventions; • Resources; • Online Safety; • Response procedures; • Duty to report; • Police reporting procedures; • Roles of the school board employees; • Training on this protocol; • How staff can care for themselves after receiving disclosures of sex trafficking. More intensive training will be offered to administrators and other identified staff who will be most likely to come into contact with a trafficked student. All training will be tracked and reported. MEASURING SUCCESS: ACCOUNTABILITY AND EVALUATION This protocol is multi-faceted and, as such, should be reviewed at minimum each year. The protocol, training plan and response procedures will be reviewed and may further evolve as more is learned about human trafficking in the Board The Board will work collaboratively with the Ministry of Education to develop a performance measurement framework. This framework will monitor the effectiveness of training (for example, whether staff feel they are more aware and more able to safely identify and intervene in situations where a student is suspected of being trafficked or trafficking) and whether the protocols respond to the needs of students. REFERENCES • PPM 119 - Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools • PPM 128 - The Provincial Code of Conduct and School Board Codes of Contact • PPM 166 - Keeping Students Safe – Policy Framework for School Board Anti-Sex Trafficking Protocols • Bill 157 - Keeping our Kids Safe at School Act • Bill 212 - Education Amendment Act (Progressive Discipline and School Safety), 2007 • O. Reg. 265 - Duties of a Principal • O. Reg. 474/00 - Access to School Premises • Government of Canada/Public Safety Canada • Ontario’s Anti-Human Trafficking Strategy 2020-2025 • Children, Youth and Family Services Act, 2017 • Ontario College of Teachers – Duty to Report E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 10 of 16 APPENDICES: Appendix A: Glossary of Terms Appendix B: Sex Trafficking in Ontario Facts APPENDIX A: GLOSSARY OF TERMS 2SLGBTQQIA: Refers to two-spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex and asexual. Anti-racism: Is a process, a systematic method of analysis, and a proactive course of action rooted in the recognition of the existence of racism, including systemic racism. Anti-racism actively seeks to identify, remove, prevent and mitigate racially inequitable outcomes and power imbalances between groups and change the structures that sustain inequities. Cultural responsiveness: “Extends beyond language to include a much larger set of professional attitudes, knowledge, behaviours and practices, and organizational policies, standards and performance management mechanisms to ensure responsiveness to the diversity of [students] who walk through [schools'] doors1.” Cultural safety: Refers to “an environment that is spiritually, socially and emotionally safe, as well as physically safe for people; where there is no assault, challenge or denial of their identity, of who they are and what they need. It is about shared respect, shared meaning, shared knowledge and experience of learning together2.” Equity lens: Involves “strategically, intentionally and holistically examining the impact of an issue, policy or proposed solution on underserved and historically marginalized communities and population subgroups, with the goal of leveraging research findings to inform policy3.” Human rights-based approach: Refers to a “conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights. It seeks to analyze inequalities which lie at the heart of development problems and redress discriminatory practices and unjust distributions of power that impede development progress4.” Survivor: Refers to an individual who has escaped a trafficking situation, whereas victim is used to refer to an individual who is in the process of being recruited or is being trafficked. The term survivor may also be used to refer to an adult with lived experience of being trafficking. This approach is used for clarity and not intended to label or define an individual's experience. Individuals who have experienced sex trafficking may prefer one term over another in order to describe their experiences. School board employees should confirm how an individual impacted by trafficking prefers to be referenced. Tactics: Refers to a range of trafficking tactics used to target, recruit, manipulate and coerce victims. This can often involve a process of targeting an individual's vulnerabilities then luring, grooming, isolating, manipulating, controlling and exploiting the victim to then conduct sexual acts (for example, forcing a victim to have sex, to take images of child sexual abuse). Often, a victim may not be aware that exploitation is happening, and victims may be forced to recruit other victims. 1 Indigenous Primary Health Care Council. (2018, June). Cultural Competency Guideline for Ontario Public Health Units to Engage Successfully with Aboriginal Communities. 2 Williams, R. (1999). Cultural safety—what does it mean for our work practice?. Australian and New Zealand journal of public health, 23(2), 213-214. 3 Douglas, M. D., Willock, R. J., Respress, E., Rollins, L., Tabor, D., Heiman, H. J., & Holden, K. B. (2019). Applying a health equity lens to evaluate and inform policy. Ethnicity & disease, 29 (Supplement 2), 329 4 UNICEF. (2016, January 23). A Human Rights-based Approach to Programming: What is HRBAP? E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 12 of 16 Trauma-informed approaches: Refer to “policies and practices that recognize the connections between violence, trauma, negative health outcomes and behaviours. These approaches increase safety, control and resilience for people who are seeking services in relation to experiences of violence and/or have a history of experiencing violence. Appendix B: Human Sex Trafficking in Ontario Facts Sex trafficking is one of the fastest-growing crimes worldwide. In Ontario, most reported cases involve sexual exploitation, which may also be referred to as sex trafficking. Young women and girls are particularly at risk, though boys, men and people who identify as 2SLGBTQQIA are also targeted. The average age of recruitment into sex trafficking is 13 years old. Over 70% of human sex trafficking victims identified by police are under the age of 25. (Source: Ministry of Education, 2021) Indigenous women and girls comprise a disproportionate number of trafficked persons for the purposes of sexual exploitation in Canada. Two-thirds of police-reported sex-trafficking cases in Canada occur in Ontario. Sex-trafficking incidents are most often reported by police in urban centres, but traffickers are known to target individuals from, and traffic in, northern or remote communities. (Source: Ministry of Education, 2021) Who is Most at Risk of Human Sex Trafficking? While any student can be sex trafficked, some groups are at increased risk of being trafficked: • Systemic racism and discrimination have led to a disproportionate number of Indigenous and Black children and youth in care, which can lead to a lack of consistent relationships with caring adults and peers in schools. • Indigenous students are especially vulnerable to sex trafficking due to historic and ongoing systemic discrimination, including intergenerational trauma resulting from residential schools and the “Sixties Scoop”. • First Nation students transitioning from remote Northern communities to schools in urban centres can also face increased safety risks. • Language barriers, isolation, economic disadvantage or a lack of community and social supports may leave newcomer students with increased vulnerability to sex trafficking. • Students with disabilities may experience bullying and isolation in addition to having difficulty understanding the intentions of others. • Students who are 2SLGBTQQIA experience high rates of bullying, assaults, and sexual abuse, and they may face isolation or displacement if they experience rejection from their family or the community. Identifying the Physical, Social and/or Behavioural Indicators of Sex Trafficking If school administrators or staff begin to witness, or suspect, sudden changes to a student’s physical, social, and/or behavioural interactions that is not consistent with their usual base-line appearance or conduct, further assessment may be necessary to identify a potential sextrafficking situation or other worrisome situational matters. The indicators in this list are not exhaustive and represent only a selection of possible indicators. These indicators may not be present in all sex trafficking cases and are not cumulative. • Changes in behaviour, academic achievement (i.e., severely below expected) or school participation (e.g., a spike in truancy); • Secretiveness about their activities; • New boyfriend, girlfriend, or friend who they will not introduce to friends and family; • Signs of frequent migration, running away from home, periodic homelessness, disorientation, uncertainty of surroundings; • New or second cell phone with a secret number; • Signs of abusive or inattentive caregivers, such as untreated illness or injury, bruises, or scars; E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 14 of 16 • Sexual behaviour that is high-risk and/or inappropriate for their age; • Explicitly sexual online profile via internet community or social networking sites; • Relationship with an older man/person, receiving frequent gifts, being picked up from school by controller; • Provocative and/or expensive clothing, jewelry and more make-up; • Sexual activity in exchange for money or anything of value (e.g., clothing, food, shelter, other valuable goods, and resources). In order to identify sex trafficking when a student is under 18, it is not necessary to prove there was force, fraud, or coercion. • Knowledge of the commercial sex industry. Use of lingo such as “The Life,” “The Game,” “Daddy” (for boyfriend or controller), “Track” or “Stroll”; • Reference to dates as “Johns” or “Tricks.” The Stages of Exploitation At Risk • Traffickers identify and seek out individuals based on vulnerabilities that they can manipulate to make their victim dependent on them. What Could This Look Like: Luring (often through social media), and grooming (e.g., showering individual with gifts/affection) Transitioning In • The trafficker begins to “test limits” of the individual they are targeting to determine how effectively they can control and manipulate behaviour. What This Could Look Like: disengagement from previously enjoyed activities (e.g., school, extracurriculars, friend groups); alcohol or substance usage; spending time with a new friend or boyfriend (who may be older). Entrenchment • Traffickers use psychological, physical, emotional manipulation to control and exploit the individual. What This Could Look Like: going missing; using language of the sex trade (e.g., “the game”; “tricks”); more volatile moods; isolation from family/friends. Transitioning Away • Individuals begin to look at exiting exploitative situations, though this may take several attempts. What This Could Look Like: seeking specialized support; re-engagement in activities previously enjoyed; involvement with friends/family. What do I need to do if you suspect, or it has been confirmed/disclosed, a child is a victim of Sex Trafficking? • If the child is in immediate danger, call 911 to access emergency services. • Follow the board protocol on how to report suspected or confirmed sex-trafficking activities. • Contact Canada’s confidential Human Trafficking Hotline at 1-833-900-1010 for information and support or visit canadianhumantraffickinghotline.ca. E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 15 of 16 What should I do after I have reported my suspicion of Sex Trafficking? • School/Board personnel do not have the authority to conduct internal investigations. DO NOT attempt to conduct your own investigation as this can lead to a dangerous situation for both you and the victim. • Remain calm and continue to support the suspected victim while refraining from questioning the child. • Never confront the suspected trafficker. Confronting a trafficker may put you and the student’s life in immediate danger. E-1-m Keeping Students Safe Grand Erie District School Board Anti-Sex Trafficking Protocol Page 16 of 16 Supports & Services for Victims of Human Sex Trafficking and Key Resources Ontario supports a range of initiatives to help raise awareness and combat sex trafficking in our province. Resources to help educate children and youth include: • “The Trap” a human trafficking digital education tool, teaches children and youth what human trafficking is and equip them with the skills to stay safe. • Speak Out: Stop Sex Trafficking, an educational campaign focused on raising awareness about sexual exploitation among Indigenous women and youth. • Educational resources and lesson plans for secondary school educators on child sexual exploitation. • Canadian Centre for Child Protection has resources on healthy relationships and online safety https://www.protectchildren.ca/en/ POLICY SO-05 EMERGENCY PLANNING Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2019/10/28 Last Updated: 2023/06/26 Next Review Date: 2026/06/30 Objective: To provide a safe and secure environment for all students, employees, and visitors through an emergency preparedness, response, and recovery plan. Policy Statement: Grand Erie District School Board (Grand Erie) schools and facilities must conduct practice drills related to emergency preparedness for Lockdown, Hold and Secure, Shelter in Place, evacuation and/or fire safety. School and facility emergency planning is an essential part of a commitment to safety. Reference(s): • Emergency Planning Procedure (SO-005) POLICY SO-05 EMERGENCY PLANNING Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2019/10/28 Last Updated: 2023/06/26 Next Review Date: 2026/06/30 Objective: To provide a safe and secure environment for all students, employees, and visitors through an emergency preparedness, response, and recovery plan. Policy Statement: Grand Erie District School Board (Grand Erie) schools and facilities must conduct practice drills related to emergency preparedness for Lockdown, Hold and Secure, Shelter in Place, evacuation and/or fire safety. School and facility emergency planning is an essential part of a commitment to safety. Reference(s): • Emergency Planning Procedure (SO-005) PROCEDURE SO-005 EMERGENCY PLANNING Superintendent Responsible: Superintendent of Education, Safe and Inclusive Schools Initial Effective Date: 2019/10/28 Last Updated: 2023/06/08 Next Review Date: 2026/06/30 Purpose: To have security plans in place at each Grand Erie District School Board (Grand Erie) school facility for situations that could result in Lockdown, Hold and Secure, Shelter in Place, or evacuation. Guiding Principles: Plans are designated to support each school or facility. Plans will include a process for evacuation and any necessary accommodations for students or employees. 1.0 Emergency Preparedness: In preparation for emergencies, the Administrator(s)/Manager will: 1.1 Create a site-specific security plan (Appendix A) that includes, but is not limited to: • A directory of emergency contact persons and telephone numbers • A list of student(s) and employee(s) who need accommodations in the event of an emergency • An emergency response team, consisting of the Administrator(s), custodian, secretary, first aid • Processes information in emergency preparedness • Occasional/Casual employees and Central employees’ processes information with emergency responses • Consideration of situations involving facilities failures, e.g., extended power outage, loss of water, major heating problem, structural failure • An evacuation kit (Appendix A, students and employees emergency contact lists, school floor plans) • A pre-arranged off-premises evacuation site • Ensure an adequate number of qualified first aiders on staff • Review emergency plans at least once per semester • Update emergency plans at least annually • Review tornado procedures in September and April 1.2 Provide opportunities for employees to practice emergency responses: • Mandatory fire drills per year (3 in the fall; 3 in the spring) • Mandatory lockdown drills per year (1 in the fall; 1 in the spring) 1.3 Communicate plans with stakeholder groups through: • Employee handbook • Occasional Teacher handbook • Occasional/Casual Educational Assistant, Designated Early Childhood Educator (DECE) occasional staff handbook • School council • On-site daycare centres, support centres and tenants • Off-site school locations • Volunteer information Emergency Planning Procedure (SO-005) Page 2 2.0 Emergency Responses: Each emergency response plan will consider students and employees inside, as well as those outside, the school. The plans will include a process for dealing with situations where classes are in progress and at break. Plans will take into account communication systems within the school and for those who may be outside the building. Specific arrangements will be in place for students and employees in portables. The Administrator(s) will ensure that all occasional employees are made aware of all emergency response plans. 2.1 Lockdown 2.1.1 The Lockdown plan will be practiced – and logged online – in the fall and spring of each school year. These plans will be reviewed with employees at the beginning of the year and prior to practice runs. 2.1.2 Parent(s)/caregiver(s) will be informed that lockdown drills will be conducted throughout the year. Immediately after a lockdown drill, feedback will be provided to students, employees, and parent(s)/caregiver(s). 2.1.3 The Administrator(s) will call 911, then announce a lockdown (unless the police are already involved) and stay on the line to provide necessary information. The Administrator(s) will contact their Superintendent of Education and the Manager of Communications and Community Relations as soon as possible. 2.1.4 Once police deem the situation safe, the Administrator(s) will cancel the lockdown by making an “all clear” announcement. 2.1.5 The Administrator(s) will de-brief with employees and students as soon as possible after a lockdown has been initiated. The Administrator(s) will contact the Safe and Inclusive Schools Lead for consideration of involving the Traumatic Events Response Team. 2.1.6 The Administrator(s), in consultation with the Manager of Communications and Community Relations, and at the direction of the police, may release a communication to parent(s)/caregiver(s) about the event. 2.1.7 After a school security protocol has been employed, a report of the event will be prepared by the Administrator(s) and submitted to their Superintendent of Education in an email. 2.2 Hold and Secure 2.2.1 The Administrator(s) will call 911, then announce a Hold and Secure (unless the police, fire department and/or emergency medical services are already involved) and stay on the line to provide information requested. The Administrator(s) will contact their Superintendent of Education and the Manager of Communications and Community Relations as soon as possible. 2.2.2 The Administrator(s) will de-brief with employees and students as soon as possible after a Hold and Secure has been initiated. The Administrator(s) will contact the Safe and Inclusive Schools Lead for consideration of involving the Traumatic Events Response Team. 2.2.3 The Administrator(s), in consultation with the Manager of Communications and Community Relations, and at the direction of the police, fire department and/or emergency medical services, may create a communication to parent(s)/caregiver(s) about the event. After a Hold and Secure has been employed, a summary of the event will be prepared by the Administrator(s) and submitted to the Superintendent of Education in an email. Emergency Planning Procedure (SO-005) Page 3 2.3 Shelter in Place 2.3.1 The Administrator(s) will call 911, then announce a Shelter in Place (unless the police, fire department and/or emergency medical services are already involved) and stay on the line to provide information requested. The Administrator(s) will contact the Superintendent of Education and the Manager of Communications and Community Relations as soon as possible. 2.3.2 The Administrator(s) will de-brief with employees and students as soon as possible after a Shelter in Place has been initiated. The Administrator(s) will contact the Safe and Inclusive Schools Lead for consideration of involving the Traumatic Evens Response Team. 2.3.3 The Administrator(s), in consultation with the Manager of Communications and Community Relations, and at the direction of the police, fire department and/or emergency medical services, may create a communication to parent(s)/caregiver(s) about the event. 2.3.4 After a Shelter in Place has been employed, a summary of the event will be prepared by the Administrator(s) and submitted to the Superintendent of Education in an email. 2.4 Evacuation 2.4.1 Each school and facility will establish two evacuation sites, one on school or facility premises and one off-premises. Use of either site would depend on the emergency at hand. The off-premises evacuation site will be within reasonably easy walking distance of the school by students. 2.4.2 The Administrator(s) will confirm annually the off-premises evacuation site. This location will be included on the school’s emergency contact list. 2.4.3 Attendance will be taken before and after any evacuation. 2.4.4 Decisions to begin or end an evacuation will be made in consultation with police. 2.4.5 Each evacuation plan will consider students and employees inside, as well as those outside, the school. The plan will include a process for dealing with situations where classes are in progress and at break. The plan will take into account communication systems within the school and for those who may be outside the building. Specific arrangements will Administrator(s) will ensure that all occasional employees are made aware of evacuation plans. 2.4.6 The Administrator(s) will call 911 (unless the police, fire department and/or emergency medical services are already involved), then announce an evacuation. The Administrator(s) will contact their Superintendent of Education and the Manager of Communications and Community Relations as soon as possible. 2.4.7 If returning to the school is not possible by the end of the school day the Administrator(s) will contact the Manager of Transportation to arrange bussing from the evacuation site. Parent(s)/caregiver(s) will be advised of the dismissal arrangements. 2.4.8 The Administrator(s) will de-brief with employees and students at both the school and evacuation site as soon as possible after an evacuation has been initiated. The Administrator(s) will contact the Safe and Inclusive Schools Lead for consideration of involving the Traumatic Events Response Team. 2.4.9 The Administrator(s), in consultation with the Manager of Communications and Community Relations, and at the direction of the police, fire department and emergency medical services, may create a communication to parent(s)/caregiver(s) about the event. Emergency Planning Procedure (SO-005) Page 4 2.4.10 After an evacuation has been employed, a summary of the event will be prepared by the Administrator(s) and submitted to the Superintendent of Education in an email. 2.5 Recovery 2.5.1 Every emergency response has the potential to impact a school community in significant ways. Each response will be considered through the lens of the Traumatic Events System Model, supports being provided as necessary. (See Traumatic Events Response Resource Guide on Grand Erie website.) 3.0 Accommodations Considerations It is the responsibility of the Administrator(s) to inform parent(s)/caregiver(s) and/or employee(s) of the need for information on these accommodations. It is the responsibility of parent(s)/caregiver(s), employee(s) to advise Administrator(s)/Manager of any necessary accommodations for their children; it is the responsibility of employees to advise Administrator(s)/Manager(s) of accommodations they might require. Reference(s): Emergency Planning Policy (SO-05) Emergency Planning Procedure (SO-005) Page 5 Appendix A SITE PREPAREDNESS PLAN 1. School Response Team: List the names of the members and provide their cellphone numbers. 2. Emergency contacts: List all board personnel and community members who would be involved in the event of an emergency at your site. Provide the name of their organization and a contact phone number. 3. Employees and students requiring supports during emergencies: List students and employee(s) who will receive accommodations during an emergency. Provide a brief outline of the support plan for each person. 4. Evacuation process: The Administrator(s) will ensure that all learning spaces in the school have evacuation directions posted, and that evacuation procedures have been shared with students and employees and practiced. 5. Occasional employees and board support personnel: The Administrator(s) will outline how occasional employees and board support personnel are made aware of the school’s emergency responses. 6. Evacuation Kit: The Administrator(s) will outline the plan for storing and retrieving the evacuation kit. 7. Evacuation Site: The Administrator(s) will indicate the location of the off-premises evacuation site, along with the contact person at that site and their phone number. 8. Superintendent of Education and Manager of Communications and Community Relations: The Administrator(s) will provide the name and cellphone number of the Superintendent of Education and the Manager of Communications and Community Relations, as well as a list of the other Superintendents of Education, in the event that their Superintendent is unavailable. 9. The site preparedness plan should consider the unique characteristics of the site. Examples include, but are not limited to, physical location, topography, sightlines, glassed-in areas. Emergency Planning Procedure (SO-005) Page 6 Appendix A-1 SCHOOL: Click or tap here to enter text. School Response Team: Name Cell Emergency Contacts: Police Services Non-Emergency Child Welfare Agency Crisis Support Services Victims Services School Social Worker Safe and Inclusive Schools Lead Mental Health and Well-Being Lead Manager of Communications & Community Relations Superintendent of Education Employees and students requiring supports during emergencies: Click or tap here to enter text. Evacuation procedures: Click or tap here to enter text. Occasional employee(s) and board support personnel: Click or tap here to enter text. Evacuation Kit: Click or tap here to enter text. Evacuation Site: 1. Location: Click or tap here to enter text. 2. Contact Person and Phone Number: Click or tap here to enter text. The Site preparedness plan should consider the unique characteristics of the site. Other Factors to Consider: Click or tap here to enter text. Emergency Planning Procedure (SO-005) Page 7 Appendix B BOMB THREATS 1.0 Bomb Threat Process: • Bomb threats are always to be taken seriously; treat as genuine until established otherwise • Remain calm • Bomb threats to schools could be received in different ways, most commonly telephone or online • It is important to collect all available information in order to help determine the motivation of the threat maker and the subsequent action. If the threat is made by telephone, use the Bomb Threat Telephone Card, which is kept beside each telephone in the office • Notify the Administrator(s) immediately • General evacuation is not initially recommended. The decision to evacuate lies with the Administrator(s) after collection of available information • Consultation with the police is required 2.0 Roles 2.1 Administrator(s) • Call police • Ensure that all outside doors are locked • Call for an immediate visual search to be conducted by employees in the building • As soon as possible, contact their Superintendent of Education (or if unavailable, another Superintendent of Education) and the Manager of Communications and Community Relations 2.2 Superintendent of Education • Support Administrator(s) as needed • Acknowledge and review summary report of incident 2.3 Employees • Conduct a visual search of immediate, familiar work areas. Each school plan will include the search of unoccupied areas • Report back to Administrator(s) as soon as possible Emergency Planning Procedure (SO-005) Page 8 Visual Searches LOOK FOR FIND A SUSPICIOUS OBJECT • something that should not be there • signs of forced entry • object similar to description in bomb threat • object suspicious in size, shape, labeling, or location • presence of tape, wire or explosive wrappings • signs of tampering with electrical installations • DO NOT approach a suspicious object or disturb it in any way. • Clear everyone from immediate area (including floors above and below). • Notify Administrator(s). • DO NOT be heroic. 1.0 If a Suspicious Object IS NOT found: 1.1 The Administrator(s)/Manager will: • After police consultation, communicate an all-clear to employees and that no further action is required • Inform the Superintendent of Education (or, if unavailable, another Superintendent of Education) and the Manager of Communications and Community Relations 2.0 If a Suspicious Object IS found 2.1 The Administrator(s) will: • Consult with Police and then use the fire alarm to signal evacuation • Follow evacuation procedures, rerouting where necessary to avoid the area(s) where suspicious object(s) have been located • Advise employees to not use cell phones, pagers or walkie-talkies • Students and school personnel will return to the school building on the direction of the Administrator(s), after consultation with the police. • During rental use, the custodian on duty, in consultation with the Facilities Services Manager, will provide direction to rental users regarding return to the building • After an evacuation has been concluded, a summary of the event will be prepared by the Administrator(s) and submitted to the Superintendent of Education. Unless otherwise indicated, an email report will suffice Emergency Planning Procedure (SO-005) Page 9 Appendix B-1 BOMB THREAT TELEPHONE PROCESS It is useful to gather as much information as possible from a telephone caller uttering a bomb threat. • Listen carefully, be calm and courteous and do not interrupt the caller • Notify the Administrator(s) as soon as possible Considerations for the telephone operator: • Did the caller sound familiar? • Was there anything distinct about the caller’s voice? • Were there any identifiable background noises? • What was the exact wording of the threat? The following questions should be asked of the caller: • Who are you? • Did you place the bomb? • When is the bomb going to explode? • Where is the bomb right now? • What does the bomb look like? • What kind of bomb is it? • What will cause the bomb to explode? Emergency Planning Procedure (SO-005) Page 10 Appendix B-2 BOMB THREAT (To be printed on card stock and kept at each telephone in the office) VISUAL SEARCH LOOK FOR IF YOU FIND A SUSPICIOUS OBJECT • something that should not be there • signs of forced entry • object(s) similar to description in threat • object(s) suspicious in size, shape, labeling, location, volume • presence of tape, wire, or explosive wrappings • signs of tampering with electrical installations • do not touch a suspicious object • do not place anything over a suspicious object • do not approach a suspicious object or disturb it • clear everyone from the immediate area (including floors above and below) • notify the Administrator(s) • do not be heroic Emergency Planning Procedure (SO-005) Page 11 Appendix C TORNADOS Process: Given the unpredictable nature of tornados, employees and students need to be made aware in advance of what action should be taken if a tornado occurs in the vicinity of the school. Administrator(s) have the responsibility of developing a tornado awareness plan for the site, and for reviewing tornado procedures with employees and students twice each school year, in the months of September – to ensure students new to the school are familiar with procedures – and April – to review procedures prior to the start of the season in which most tornadoes occur in southern Ontario. Tornado Awareness Plans A Tornado Awareness Plan will include: • An emergency kit with flashlights and communication devices required for the site (bullhorns, walkie talkies, cellphones) • A binder in the main office with a complete set of class lists • An awareness of the weather, and an understanding of the difference between a WEATHER WATCH (possible storms in the next six hours) and a WEATHER WARNING (expected event within the next two hours) • Knowing how to get up-to-date weather information • Knowing the name of your forecast region and your county • Provisions for the quick movement of students requiring supports • Established routes to safer locations in the school • Provisions for communicating with employees, students, and others who are outdoors for the purpose of getting them into the school or facility • Preparing or reviewing the plan in the event of severe weather Definitions: Severe weather watch means the conditions exist for the development of severe weather in the vicinity. The following actions shall be taken: • Monitor local radio stations, online weather sites and appropriate weather apps. Be prepared for further action in case a warning is issued. • Inform employees of the weather status. Tornado warning means a tornado has been reported in the vicinity or is imminent. An alert will be issued by Environment Canada through Alert Ready. The following action shall be taken: • The Administrator(s) will initiate tornado emergency procedures. • Do not use a fire alarm to signal a tornado emergency. A fire alarm is a signal for people to exit the building, and in a tornado emergency it is necessary for everyone to stay inside. Emergency Planning Procedure (SO-005) Page 12 Appendix C-1 PROCEDURES TO BE REVIEWED WITH EMPLOYEES AND STUDENTS When a tornado threatens: • Stay away from windows, doors and outside walls. • For maximum safety, try to reach the centre of the building or the side away from the storm. Teachers will get students into hallways, away from ends of hallways with doors or windows, and have them crouch on their knees with their heads down and their arms over their heads. • Employees will move into hallways, away from ends of hallways with doors or windows, and crouch on their knees with their heads down and their arms over their heads. • Teachers are to carry a copy of the class list with them and keep their classes together. • Close all doors behind you as you move toward the centre of the building. If possible, open windows in classrooms. • Avoid buildings with large areas of unsupported roof, such as arenas, gymnasiums, barns or areas with skylights. If caught in such a building, head for the lowest floor, an inside hallway or small interior windowless room, or get under something sturdy. • If caught in the open, try to determine the tornado’s direction of travel and move at right angles to it. If you cannot avoid the storm, find a ditch, ravine or other depression and lie flat. • Outside classes and any other persons outside need to come into the school building. • Do not remain in your car or school bus or try to outrace the tornado. • Don’t board busses. • If no shelter can be found, hang on to the base of a small tree or shrub. After the tornado: Extraordinary dangers may exist after a severe storm is over. • Loose or dangling electrical wires will be avoided. If on city or county property, report them to local authorities. If on Grand Erie District School Board (Grand Erie) property, call Facility Services. Also, report broken sewer and water mains. • Beware of dangling tree limbs and of buildings which have been weakened by the storm and could collapse. Bridges may also be weakened. • Unless you are requested or qualified to give help, stay out of damaged areas. • Drive only if necessary and stay out of the way of emergency vehicles and rescue workers. • Leave the school land-line telephones open for official/emergency use. • Continue to monitor weather. • De-brief with employees and students. • The Administrator(s)/Mangers will prepare a report for submission to the Superintendent of Education outlining damage to the school and the effectiveness of the school’s tornado plan. Emergency Planning Procedure (SO-005) Page 13 Appendix D EMERGENCY RESPONSE Recovery Administrator(s) initiates the procedure for the appropriate emergency response, one of: Evacuation Lockdown Hold and Secure Shelter in Place Once the Police deem the site safe, the emergency response is ended by the Administrator(s) Notify the Superintendent and Manager of Communication Administrator(s) initiates an emergency response Administrator(s) notifies 911 School Emergency Response Team Police contact the school and recommend an emergency response Emergency Planning Procedure (SO-005) Page 14 Definitions: Emergency is a serious, unexpected and often dangerous situation requiring immediate action. Emergency preparedness is the process of developing a school security plan, deciding which actions will be taken in an emergency, and by whom, before the emergency actually occurs. Emergency response is the process of implementing appropriate actions while the emergency situation is unfolding. Emergency response team will include the administration, secretary and custodian, as well as site-specific personnel (to be listed in the school security plan). Recovery is restoration of the learning environment and infrastructure of the school as quickly as possible. This includes emotional recovery, which is the process of assisting people with physical, psychological and/or emotional trauma associated with experiencing traumatic events. The plan for recovery needs to be developed during the preparedness phase, not after the crisis. Grand Erie’s Traumatic Events Response Team will assist with this process. Lockdown is an emergency response where students and employees are directed to a secure room, doors locked, windows and curtains closed, and all sight lines into rooms blocked, which is only initiated when there is a major incident or threat of violence within the school, or in relation to the school (e.g., intruder, threats of violence). Hold and Secure is an emergency response where exterior doors are locked, entry to the building and exit from the building are prohibited, and the school continues to function normally. This response is initiated to secure the school/site due to an ongoing situation in the vicinity, unrelated to the school/site (e.g., heightened police presence, suspicious activity in the vicinity). Shelter in Place is an emergency response to an environmental or weather-related situation where it is necessary to keep all occupants within the school to protect them from an environmental threat (e.g., extreme weather conditions, chemical spill). Depending on the specifics of the emergency, the school could, in some situations, continue to function normally. Evacuation involves removing all persons from the building, then either remaining on the property (e.g., accidental/false fire alarm) or moving to the pre-arranged evacuation site for the school (e.g., actual fire). PROCEDURE HR-011 ATTENDANCE SUPPORT PROGRAM Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/02/24 Last Updated: 2025/06/27 Next Review Date: 2029/06/26 Purpose: To support Grand Erie District School Board (Grand Erie) employees with maintaining regular attendance at work through the use of proactive attendance support measures. Guiding Principles: Grand Erie is committed to creating a supportive and healthy environment for its employees. The Attendance Support Program objectives are to: • create and promote a healthy school/school board community that contributes to safe, stable learning and working environments that ultimately support student and staff well-being and student achievement; • treat absences in a fair and consistent manner and be compliant with applicable laws and collective agreements; • support employees in regular and consistent attendance at work while considering individual needs on a case-by-case basis Attendance Support is an early intervention program designed to assist employees who are struggling to maintain regular attendance at work. The intent of the Attendance Support Program is to provide non-disciplinary and supportive assistance to Grand Erie employees who exceed the established absence threshold. 1.0 Absenteeism 1.1 Non-Culpable (Innocent) Absenteeism refers to absences as a result of illness or injury or medical appointment unrelated to work, that arise due to circumstances beyond the employee’s control; in other words, they are blameless. These absences are not dealt with through a progressive discipline model; instead the employee is supported through the Attendance Support Program. 1.2 Culpable Absenteeism refers to those absences for which employees can be held accountable. Failure to attend work without notifying the employer, lateness for work or leaving early, and using sick leave for reasons other than intended are examples of culpable absences. Employees with culpable absences are subject to progressive discipline. These absences are not dealt with through the Attendance Support Program. 2.0 Absence Threshold 2.1 The absence threshold is the established number of absences to initiate entry into the Attendance Support Program. The threshold is a reasonable number that is based on empirical data. 2.2 It will include number of absences and/or occurrences over a rolling 12 month working period to trigger possible entry into the Attendance Support Program. 2.3 When an employee's absences exceed the absence threshold, the Attendance Support Program will be initiated with notification to the employee and the School Administrator/Immediate Supervisor that the employee has exceeded the absence threshold. Employee Absenteeism Procedure (HR-011) Page 2 2.4 As necessary, the threshold will be reviewed annually. Employees will be notified of threshold changes. 2.5 Entry into any level of the Attendance Support Program will be applied consistently to all employees using discretion and will recognize specific goals that are unique to each employee’s circumstances. 2.6 Where an employee has had multiple entries into the Attendance Support Program, they may be placed into the level deemed appropriate given their absence history. 2.7 Should a disability be identified requiring support and or accommodation during the process, the employee will be supported by the Health and Wellness Team. 2.8 Absences that the Attendance Support Program may include are: • Personal illness/injury unrelated to work (paid and unpaid) if the absences are less than five (<5) consecutive days and the employee is not involved and/or supported in the employer’s Health and Wellness Program. • Medical/Dental appointments; • WSIB declined claim-related absences and/or the employee is not participating in the employer’s Health and Wellness Program. • Repeated absences of five (5) consecutive days, which are not part of the Health and Wellness Program. 2.9 Absences that are not included in the Attendance Support Program: • Vacation • Compensatory • Pre-approved leave of absence • Bereavement leave • Personal day • Jury or subpoena leave • Pregnancy/parental leave • Workplace illnesses or injuries • Union business leave • Examinations and convocations • Quarantine • Observance of recognized religious holy days • Urgent matter day • Hazardous weather day • Moving day • Approved Long Term Disability Benefit claims 3.0 Roles and Responsibilities 3.1 Employee: • Maintain regular attendance at work as scheduled • Participate actively in all levels of the attendance support program • Actively participate in treatment plans as recommended by qualified registered Healthcare professional to achieve optimal recovery • Cooperate in setting personal attendance goals • Contact their union representative if the employee wishes them to be involved • Provide any appropriate documentation, during any level of the process 3.2 School Administrators/Immediate Supervisors: • Communicate attendance expectations to all employees through an annual review of the Attendance Support Program • Demonstrate support for the intent of the Attendance Support Program to all staff Employee Absenteeism Procedure (HR-011) Page 3 • Identify any attendance concerns to Human Resources • Advise employees of available resources e. g., Employee Assistance Program(EAP). • Participate in all coaching meetings and provide input into the development of individualized attendance goals for each employee involved in the process Support and assist at any level in the attendance support process • Provide positive reinforcement to employees who reach their attendance goals 3.3 Human Resources: • Interpreting sick leave provisions • Monitoring attendance statistics • Provide School Administrators/Immediate Supervisor with support and guidance in the various stages of the Attendance Support Program, including establishing personalized absenteeism thresholds for employees • Gather and maintaining medical documentation in a secure, confidential location • Offer the necessary resources to support employees e.g. EAP, accomodation, referrals to appropriate resources • Consulting with respective bargaining agents, as requested and/or required • Assisting in developing return to work plans and/or accommodation plans, including updating plans on a regular basis 3.4 Union Representatives: If the employee chooses to involve a bargaining unit representative, the representative should be involved in the process as early as possible. Responsibilities of bargaining agents include: • Providing sound, practical advice to their members • Ensuring Collective Agreement provisions are understood and followed • Assisting to resolve situations wherein obligations under the Ontario Human Rights Code conflict with Collective Agreement provisions 4.0 Attendance Support Process 4.1 The process consists of a number of support meetings that focus on proactive intervention and employment accommodation, as appropriate. The entire process is structured to cover a minimum period of twelve (12) continuous months wherein participation in the program extends from one year to the next and does not cease at the end of a school year. 4.2 There are five steps in the process, one informal and four formal. Each level is intended to raise awareness of absenteeism rates and to provide support and/or referrals to available resources in order to assist employees. 4.3 The Preliminary Email includes the employee, the School Administrator/Immediate Supervisor, and the local Union representative. The communication confirms the employee has entered the program based on the outlined recorded absences. The employee is provided with the opportunity to contact a Health and Wellness Officer to discuss their absence level, ensure absence days and coding is correct, gain an understanding of the issue(s) that may be preventing the employee from regularly attending work, offer support and guidance, and set attendance goals for the next ninety (90) working days. Should the employee not respond to the communication within five (5) working days, it will be understood that the absences are correct and attendance goals are identified for the next ninety (90) working days. 4.4 Coaching Level 1 consists of a letter that includes the employee, the School Administrator/Immediate Supervisor, Human Resources, and the local Union representative. The employee may enter into Level 1 as they have been unable to meet the attendance goals established in the preliminary meeting or the prorated threshold is exceeded during the preliminary meeting review. Attendance goals will be set with Employee Absenteeism Procedure (HR-011) Page 4 the employee that will apply for the next ninety (90) working days. Support will continue to be offered to the employee. 4.5 Coaching Level 2 consists of a meeting that includes the employee, School Administrator/Immediate Supervisor, Human Resources, and the local Union representative. The employee may enter into Level 2 as they have been unable to meet the attendance goals established in Level 1 or the prorated threshold is exceeded during the Level 1 review period. Attendance goals will again be set with the employee that will apply for the next ninety (90) working days. Support will continue to be offered to the employee. 4.6 Coaching Level 3 consists of a meeting that includes the employee, School Administrator/Immediate Supervisor, Human Resources, the Superintendent/Next Level Supervisor, and the local Union representative. The employee may enter into Level 3 as they have been unable to meet the attendance goals established in Level 2 or has exceeded the prorated threshold during the Level 2 review period. Attendance goals will again be set with the employee that will apply for the next ninety (90) working days. Alternative options may be discussed at this time to meet the employee’s needs and their ability to attend work as scheduled. The employee may be advised that failure to meet the attendance goals set in Coaching Level 3 may result in termination of employment. Discussion for alternative considerations may occur. Support will continue to be offered to the employee. 4.7 Coaching Level 4 consists of a meeting that includes the employee, the School Administrator/Immediate Supervisor, Human Resources, the Superintendent/next level supervisor, and the local Union representative. The employee may enter into Level 4 as they have been unable to meet the attendance goals established in Level 3 or have exceeded the prorated threshold during the Level 3 review period. Alternative options may be discussed at this time to meet the employee’s needs and their ability to attend work as scheduled. The employee may be advised that failure to meet the attendance goals in Coaching Level 4 may result in termination of employment. Discussion for alternative options may occur. Support will continue to be offered to the employee. 4.8 When attendance goals have been met within a coaching level the employee enters into a review period of twelve (12) working months. During this review period the Health and Wellness Officer will continue to monitor their absences. 4.8.1 Employees who do not exceed the threshold in the twelve (12) month review period will exit from the Attendance Support Program 4.8.2 Employees who exceed the threshold during the twelve (12) month review period will continue in the Attendance Support Program at the next level coaching level. 4.9 Where the employee progresses to Level 4 and it is determined that: • Grand Erie has fulfilled its obligation under the applicable collective agreement and/or policies and procedures, the Ontario Human Rights Code and any other applicable legislation and; • The employee’s absenteeism is excessive and there is no reasonable likelihood that the employee will be able to attend work regularly in the foreseeable future, the employee may be advised that their employment is being terminated on a non-disciplinary basis. Reference(s): • Confidentiality of Medical Records Procedure (HR-008) • Ministry of Education Attendance Support Programs (PPM 171) • Ontario Human Rights Code • Workplace Accommodation and Return-to-Work Program Procedure (HR-022) PROCEDURE HS-004 EMPLOYEE SAFETY PROTOCOL AT PRIVATE LOCATIONS Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2020/02/24 Last Updated: 2024/02/27 Next Review Date: 2028/02/28 Purpose: To provide expectations for Grand Erie District School Board (Grand Erie) employees who may be required to work at other locations before, during and after school hours (e.g., home interview, workplace interview with parent(s)/caregiver(s) etc.). Guiding Principles: Employees are expected to be vigilant about personal safety. Employees must review all safety concerns with their Administrator(s)/Immediate Supervisor(s) at the earliest opportunity, which must result in an assessment of the immediate and future needs to ensure their safety. In fulfilling this commitment, Grand Erie will provide and maintain a safe workplace and healthy environment, as indicated by accepted safety practices and in compliance with legislative requirements of the Acts, Regulations, and Codes. An employee(s) who feels unsafe should leave the situation immediately and report to their Administrator(s)/Immediate Supervisor(s). The Administrator(s)/Immediate Supervisor(s) must review general safety measures annually with employees. A record must be kept of any training that took place and the employees participating in it. This record will be kept on site for one year. Limitations Teachers employed under the Education Act and governed by the Teaching Profession Act have a responsibility to supervise students and cannot remove themselves from an area if the life, health, or safety of a student is placed in imminent jeopardy. 1.0 Actions to Ensure Staff Safety on Home Interviews and Grand Erie Business  Prior to community or in-home contact and where possible, assess risk based on information available through referral source and telephone screening interview with the family member and or collaterals, to determine family’s situation and any question as to the safety of employee(s). Employees should also consider the existence of any animals that may create a risk or threat to the employee due to aggressive nature or allergy concerns.  Discuss all situations with questions of risk with your School Administrator(s)/Immediate Supervisor(s) prior to intervention and develop a safety plan based on the level of risk. The visit may need to be cancelled, or more than one person may attend.  A cellular phone must be utilized for all in-home community interviews. Check phone functioning prior to entering the interview locations. Cell phones should be turned on and programmed for emergency assistance. Be aware, if you are using the cell phone and are calling police, you must give your location verbally, as a cell phone location cannot always be traced by police.  Employees shall maintain an up-to-date record of their whereabouts which shall be always made available to their Administrator(s)/Immediate Supervisor(s). Employee Safety Protocol at Non-Board Locations Procedure (HS-004) Page 2 2.0 Incident Reporting 2.1. All incidents involving physical or emotional injury MUST be reported immediately to the Administrator(s)/Immediate Supervisor(s). 2.2. Other incidents, unexpected events or occurrences that could have resulted in a threatened physical or emotional situation or injury must also be reported to the Administrator(s)/Immediate Supervisor(s). 2.3. The employee(s) will ensure that the specifics regarding work related injuries are reported. 2.4. The Administrator(s)/Immediate Supervisor(s) will ensure that all incidents are reported in accordance with Grand Erie Procedures. 3.0 General Safety Guidelines  Get to know the building and area where work is performed.  Be aware of animals residing at the location. If at any time you feel threatened by an animal, leave the area immediately.  If in unfamiliar areas, arrive before dark. If this is not possible, park in well lit area.  Where possible, avoid underground parking lots, isolated areas, or deserted alleyways, even though you may have to walk farther.  When traveling, set up a prearranged check in time, and in pre-arranged circumstances notify immediate Supervisor(s) upon departure.  It is recommended that valuables and/or purses should not be worn or carried openly. Waist packs could be considered.  Be alert to any passengers sitting in parked cars and where possible walk on the side of the street opposite to where cars are parked.  Lock your car; leave no valuables or equipment in sight.  Have your keys in your hand before leaving a residence or building in order to avoid any delay in entering your car.  Check the back seat before getting into your car.  Keep your doors locked at all times when you are in your car.  Use care and caution when using elevators or stairs. Reference(s):  Education Act, R.S.O. 1990, c. E.2  Employee Injury Reporting and Investigation Procedure (HR-006)  Teaching Profession Act  Harassment/Objectionable Behaviour Policy (HR-05)  Harassment/Objectionable Behaviour Procedure (HR-005)  Workplace Violence Policy (HS-02)  Workplace Violence Procedure (HS-002) PROCEDURE HR-012 EMPLOYEE ASSISTANCE PROGRAM Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2018/03/26 Last Updated: 2022/06/13 Next Review Date: 2025/05/09 Purpose: To outline the Employee Assistance Program (EAP) that is available for Grand Erie District School Board (Grand Erie) Employees Guiding Principles: Grand Erie believes in the importance of supporting the physical and mental health, wellbeing and productivity of employee(s) in the workplace by providing immediate, confidential, and accessible services to eligible individual employee(s) and their dependents through an Employee Assistance Program (EAP). The program is designed to provide confidential professional assistance in coping with physical or mental health of a personal or family nature including, but not limited to, marital and family distress, trauma or grief related issues, financial difficulties, stress, substance abuse challenges, and work-related issues. Employee(s) in need of assistance are encouraged to contact one of the approved service providers directly. EAP Information pamphlets will be available at each worksite and posted electronically in the staff portal. Guiding Principles: 1.0 The Service Provider will Be available for direct contact with employee(s). Provide annual statistics to the Health and Disability Officer. To ensure confidentiality, this report will contain aggregate statistical data but not specifics of individual cases. Provide to employee(s) a survey regarding satisfaction with the service to be submitted anonymously to the Health and Disability Officer. 2.0 Administration of the Program The EAP Committee shall oversee the operation of this program. The committee shall consist of: • 1 representative each from: • OSSTF PSSP • GEMST • CUPE 5100 • OSSTF Teachers’ Bargaining Unit • GEETF • ETFO DECE’s • 1 Manager/Senior Administration representative • 1 Administrator representative • 1 Health and Disability Officer Employee Assistance Program Procedure (HR-012) Page 2 3.0 Terms of Reference for EAP Committee • Discusses initiatives to promote awareness of the EAP program by all employee(s) • Reviews on an ongoing basis, that the service providers meet the standards of service, established by the Committee and provides the service within the budget allocations • Provides an annual review of the EAP to the Superintendent of Human Resources prior to December 31st outlining: • Utilization • Scope of the service • Cost of the service • Evaluation of the program • Recommendations PROCEDURE HS-006 EMPLOYEE INJURY REPORTING AND INVESTIGATION Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2018/01/30 Last Updated: 2022/05/30 Next Review Date: 2026/03/26 Purpose: To outline the process for employee injury reporting and investigation. Guiding Principles: All incidents and accidents must be reported to the employee’s Administrator(s)/immediate Supervisor(s) immediately. Employees injured while acting within the scope of their duties, but outside regular working hours shall report the accident as soon as possible either by telephone, email, text or in person. An Administrator(s)/immediate Supervisor(s) shall follow the process outlined below when an employee is injured while acting within the scope of their duties for the Board. 1.0 Initial Response 1.1. Administer first aid. Under the Workplace Safety and Insurance Act, each school and worksite is required to have a sufficient number of personnel with up to date first aid training in order to be able to provide quick access to treatment for employee(s). 1.2. If necessary, call for an ambulance (911) or arrange for the injured person to be transported to the hospital or doctor. The Administrator(s)/immediate Supervisor(s) is responsible for ensuring that appropriate measures are taken. 1.3. If necessary, notify the emergency contact if known. 1.4. In the event of a critical injury or death, do not disturb the accident site, except for the purpose of: • Saving life or relieving human suffering • Maintaining an essential public utility service or a public transportation system • Preventing unnecessary damage to equipment or other property, until the Ontario School Boards Insurance Exchange (OSBIE) adjuster, as well as the Ministry of Labour Inspector and/or the Joint Occupational Health and Safety Committee (JOHSC) Certified members have seen the site and conducted an investigation and released the site 1.5. Refer to Workplace Violence Policy (HS-02) and Workplace Violence Procedure (HS-002) to determine if the event falls within the definition and complete the appropriate forms if necessary. 2.0 Injury Reporting Requirements The Administrator(s)/immediate Supervisor(s) must report all incidents or accidents to the appropriate school board officials and government agencies immediately. Refer to Appendix B - Accident Reporting. 2.1. Reporting an Event that Does not Result in Physical Injury, (e.g., slip/trip with no fall) • Complete Employee Injury Report. This can be done through online access to the Board’s portal. Refer to the instructions on Appendix A Employee Injury Reporting and Investigation Procedure (HS-006) Page 2 2.2. Reporting a First Aid Injury (e.g., employee injured, first aid provided at school level, but no lost time) • Control hazardous conditions to prevent further injurie • Ensure first aid is provided. • Complete Employee Injury Report. This can be done through online access to Portal. Refer to instructions on Appendix A • If this situation becomes a lost time injury or if a health care professional is consulted, the Administrator/immediate Supervisor MUST notify the Health and Disability Officer as soon as this comes to their attention 2.3. Reporting a Medical Treatment Injury (e.g., services requiring the professional skills of a health care practitioner, services provided by hospitals or health facilities, the administration of prescription drugs) • Control hazardous conditions to prevent further injuries • Ensure first aid is provided/call 911 or provide transportation to doctor/hospital • Complete Employee Injury Report. This can be done through online access to Portal. Please refer to instructions on Appendix A • Monitor employee(s) who is on injury leave or modified work placement. (Refer to Workplace Accommodation and Return to Work Program Procedure (HR-022)). Administrator(s)/immediate Supervisor(s) shall assist Human Resources in providing modified work. • Report employees who return to work to the Health and Disability Officer as soon as this comes to their attention 2.4. Reporting a Critical Injury NOTE: Critical Injury Reporting applies to ANY PERSON on Grand Erie property, including employees, students and visitors. Reporting of Student and Visitor injuries is described in Student and Visitor Injuries/Accidents Procedure (HS- 015). 2.4.1. Critical Injury is defined as: • Places life in jeopardy • Produces unconsciousness • Results in substantial loss of blood • Involves the fracture of a leg or arm but not a finger or toe (includes the fracture of a wrist, hand, ankle or foot) and (fracture of more than one finger or more than one toe does constitute a critical injury if it is an injury of a serious nature) • Involves the amputation of a leg, arm, hand or foot but not a finger or toe (the amputation of more than one finger or more than one toe does constitute a critical injury if it is an injury of a serious nature) • Consists of burns to a major portion of the body • Causes the loss of sight in an eye 2.4.2. Supervisors Responsibilities • Control hazardous conditions to prevent further injuries • If required, evacuate building as per emergency evacuation procedures. • Ensure first aid is provided; call 911 or provide transportation to hospital. • Do not disturb the accident site • Report accident to Fire Department and/or Police • Inform School Health and Safety Site Reps. and Trade Union if necessary • Inform one of Grand Erie’s Health and Safety Officers • The Health and Safety Officer will inform the Ministry of Labour and coordinate any investigation conducted by the MOL • Health and Safety Officer will inform a Certified JOHSC member Employee Injury Reporting and Investigation Procedure (HS-006) Page 3 • If the employee(s) is unable to contact one of Grand Erie’s Health and Safety Officers, then contact the Division Manager of Operations and Health & Safety • The Health and Safety Office will ensure a written report of the circumstances of the occurrence and investigation is completed with the Certified JOHSC members is sent to the Ministry of Labour within 48 hours • Complete Employee Injury Report. This can be done through online access to Staff Portal. Refer to instructions on Appendix A • Monitor employee(s) who is on injury leave or modified work placement. (Refer to Workplace Accommodation and Return to Work Procedure HR-022.) The Administrator(s)/immediate Supervisor(s) shall assist Human Resources in providing modified work. • Report employee(s) return to work to the Health and Disability Officer as soon as this comes to their attention. 2.5. Reporting a Fatality NOTE: Fatality Reporting applies to ANY PERSON on Grand Erie property, this includes employees, students and visitors. Reporting of Student and Visitor fatalities is described in Student and Visitor Injuries/Accidents Procedure (HS- 015). • Control hazardous conditions to prevent further injuries and call 911 • Do not disturb the accident site • Report immediately to school Superintendent and Director of Education • Inform one of Grand Erie’s Health and Safety Officers • The Health and Safety Officer will inform the Ministry of Labour (MOL) and coordinate any investigation conducted by the MOL • The Health and Safety Officer will inform the Certified JOHSC members • If you are unable to contact one of Grand Erie’s Health and Safety Officer, then contact the Division Manager of Operations and Health & Safety • Inform School Health and Safety Site Representatives and Trade Union(s) if necessary • The Health and Safety Office will ensure a written report of the circumstances of the occurrence and investigation is completed with the Certified JOHSC members and is sent to the MOL within 48 hours • Complete Employee Injury Report. This can be done through online access to Portal. Refer to instructions on Appendix A NOTE: The family of any person on board property suffering a fatality will be notified by the Director of Education or designate. 3.0 Accident Investigation Procedures (In consultation with a Health and Safety Officer, if required) 3.1. Administrator(s)/immediate Supervisor(s) shall visit the site of the accident and with a certified JOHSC member, or any member should a certified member not be available, observe the task, equipment, materials, environmental conditions, work procedures and any unusual situations. 3.2. Administrator(s)/immediate Supervisor(s) may interview injured workers and/or any other workers who are likely to know the causes of the accident/incident. 3.3. All hazardous conditions will be controlled to prevent further injuries. Reference(s): • Student and Visitor Injuries/Accidents Procedure (HS-015) • Workplace Accommodation and Return to Work Program Procedure (HR-022) • Workplace Safety and Insurance Act Employee Injury Reporting and Investigation Procedure (HS-006) Page 4 • Workplace Violence Policy (HS-02) • Workplace Violence Procedure (HS-002) Employee Injury Reporting and Investigation Procedure (HS-006) Page 5 Appendix A ACCESSING THE ONLINE REPORT 1.0 The “Employee Injury Report” is now available online through the Staff Portal. 2.0 This online report will be electronically submitted to Human Resources and to the employee's immediate Supervisor for the employee to complete their portion. 3.0 The use of this online form does not negate you from verbally informing your immediate supervisor of the incident. 4.0 All Grand Erie employees are encouraged to use the on-line form, but the paper copy will still be accepted. 5.0 You MUST access the form through the Staff Portal 6.0 If you do not have or do not know your LOG IN information for Portal, call the Help Desk and request that information.519-756-6306 ext. 287070 (Toll free: 1-888-548-8878) EMPLOYEE INJURY REPORT INSTRUCTIONS Step 1: Go to the Staff Portal.  Go to the Applications tab across the top.  Expand the Applications tab and then click on Employee Injury Report. Step 2: Complete the Form • Click on the Lookup Button and enter your information to find your record Employee Injury Reporting and Investigation Procedure (HS-006) Page 6 Enter name and birthdate to find record. Using your keyboard and the various drop down menus, complete the required information in the various fields, ensuring as much necessary details are provided, as possible. Employee Injury Reporting and Investigation Procedure (HS-006) Page 7 If you click yes to Medical attention a drop down menu will appear to add more information. When you have entered in all the appropriate information then click Submit. Employee Injury Reporting and Investigation Procedure (HS-006) Page 8 Once submitted, a drop down like below verifies that the report was submitted and gives the option to print a copy. Administrator(s)/immediate Supervisor(s) will receive an email telling them an injury report has been completed and give them a link to complete their portion of the report. APPENDIX B – ACCIDENT REPORTING ACCIDENT/INCIDENT OCCURS EMPLOYEES MUST Report all accidents/incidents immediately to their Administrator(s)/immediate Supervisor(s) Event occurs but does not result in physical injury Employee Completes Employee Injury Report Through online access in Staff Portal then Supervisor completes their porition FIRST AID INJURY – First aid given at school level- NO TIME LOST Control Hazardous Conditions Ensure First Aid is provided Employee Completes Employee Injury Report through on line access in Staff Portal. Then supervisor completes their portion If this becomes lost time or health care is consulted school administrator/immediate supervisor MUST contact Board Health & Disability Officer INJURY WITH MEDICAL TREATMENT Services requiring the professional skills of a health care practitioner Control Hazardous Conditions Ensure First Aid is provided CALL 911 or provide transport to local hospital / Doctor Employee Completes Employee Injury Report through on line access in Staff Portal. Then supervisor completes their portion Monitor employee on injury leave or modified work placement Report Employee return to work to Board Health and Disability Officer CRITICAL INJURY - this applies to any person life in jeopardy, unconscious, large loss of blood, fracture leg/arm (includes wrist, hand, ankle or foot), amputation leg/arm hand/foor more than 1 toe or finger, burns to major portion of body, loss of sight in eye. Control Hazardous Conditions Evacuate building as per evacuation procedure Ensure First Aid is provided CALL 911 or provide transport to hospital DO NOT DISTURB THE ACCIDENT SITE UNTIL A MINISTRY OF LABOUR INSPECTOR HAS ARRVIED Document any witnesses or persons involved Inform Site H&S Reps Inform H&S Officer office: 519-756-6301 ext 281165 or 281198 H&S Officer will contact MOL to report incident and coordinate MOL Investigation If H&S Officer is NOT available call Division Manager of Oeprations and Health & Safety 519-718-0215 Investigate and prepare a written report on the circumstances of the accident. Assist and provide information to H&S Officer & Certified JOHSC Members and MOL Inspector Supervisor to Complete Employee Injury Report PROCEDURE FA-006 EMPLOYEE USE OF BOARD-OWNED PROPERTY AND EQUIPMENT Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/10/20 Last Updated: 2022/06/13 Next Review Date: 2025/05/09 Purpose: Grand Erie District School Board (Grand Erie) permits the use of board-owned property and equipment for non-board activities. Employees must consider the consequences of personal safety as well as the protection of publicly funded items. Guiding Principles: 1.0 General Usage by Employees The personal use of some items by employees may be permitted as long as there is no consumption of school system supplies and/or materials and if there is no additional cost to the school system. These items may not be used for personal gain, for more than incidental personal use, for private business, for product advertisement, political lobbying, or activities contrary to the law. Incidental is defined as not more than three times per piece of equipment in five years. Use of any equipment will be denied if the use negatively affects the normal operation of the school. NOTE: the above does not apply to personal electronic devices issued to the employee (i.e., laptop, tablet, notebook, cell phone etc.) 2.0 Vehicles and Motorized Non-Licensed Vehicles Private use by employees or public use by community members is strictly prohibited for all board-owned vehicles including motorized non-licensed vehicles (e.g., riding grass cutters, snow clearing machinery, etc.) 3.0 Facility Services and School Shop Machinery, Tools and Equipment 3.1 The personal use of shop or custodial machinery, tools and equipment, whether belonging to Facility Services Department or to a classroom, is not permitted by employees, students or community members. 3.2 In certain circumstances, however, employees who are trained and licensed in the use of shop equipment for their daily job and, who have demonstrated proficiency in the safe operation of the equipment through their daily job, may be permitted access for personal use with authorization from their supervisor, using the form attached. 3.3 Portable Power and Hand Tools, ladders and scaffolding are not to be removed from board property. 4.0 Audio/Video & Information Technology System Equipment Employees may request personal use of this equipment, using the form attached. 5.0 Replacement and Repair All equipment permitted for use is provided in “as is” condition and those using it will be required to replace any lost or stolen equipment with something of equal or greater value or will be required to pay for repairs. Obvious defects or marks on equipment Employee Use of Board-Owned Property and Equipment Procedure (FA-006) Page 2 should be noted at the time of loan and recorded on the application form. The site supervisor will determine appropriate repair or replacement standards for damaged items. The site supervisor will determine appropriate replacement standards for items that have been lost. Reference(s): • Community Use of Schools Policy (FA-04) • Community Use of Schools Procedure (FA-004) • Education Act, R.S.O. 1990, CHAPTER E.2, • Occupational Health and Safety Act, R.S.O. 1990, c. O.1 • Occupational Health and Safety Act, R.R.O. 1990, Regulation 851 Industrial Establishments • Repair Property R.S.O. 1990, C. E.2, S. 170 (1), Par. 8. Employee Use of Board-Owned Property and Equipment Procedure (FA-006) Page 3 Filed: originating site Retention: S/O (S/0 = superseded previous or destroy when employee leaves) Employee Use of Board – Owned Property & Equipment APPLICATION FORM Location of Property/Equipment School/Site Principal/Site Supervisor Head Custodian (if applicable) Employee and Equipment Information Name Contact Number (W) Occupation Usual Work Location Machinery or Equipment Requested # of years’ experience Make/Model/Serial # if app. Date(s) access required (attached list if necessary) Notable marks or damage I agree and fully indemnify and save harmless, the Grand Erie District School Board management, staff, students and agents from and against any and all losses, claims, actions, damages, liabilities and expenses (including legal fees) in connection with personal injury, loss of life, or damage to property as the result or arising from or out of my personal use of property and/or equipment as described herein. I understand that Grand Erie Procedure Employee Use of Board Owned Property & Equipment (FT114) is attached and forms part of this request and all aspects of this procedure and any other relevant policy or procedure must be complied with. I agree to replace any lost or stolen equipment with something of equal or better value or will be required to pay for repairs. I also understand that all machinery and equipment is provided in “as is” condition and there are no express or implied warranties with respect to the capabilities or performance that can be expected from my use of such machinery or equipment and further that all relevant health and safety regulations governing the use of specific machinery must be adhered to. I will inform the school or facility staff of my arrival and departure time through written log and I will report any concerns or damage or malfunction of the equipment or property to the Principal or site supervisor at the first possible opportunity. DATED AT: , ONTARIO, THIS DAY OF , 20 SUPERVISOR SIGNATURE OF APPLICANT Completed forms will be retained in the school or department office of the supervisor until the end of the school year. Where equipment is lost, stolen or damaged while in the care of the applicant, the completed form will be retained until satisfactory replacement or repair has been made and all appropriate costs recovered. Acknowledgment of Return of Borrowed Equipment in Satisfactory Condition: DATED AT: , ONTARIO, THIS DAY OF , 20 SUPERVISOR SIGNATURE OF APPLICANT POLICY SO-18 ENVIRONMENTAL AND CLIMATE CHANGE EDUCATION AND STEWARDSHIP Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/05/26 Last Updated: 2025/03/24 Next Review Date: 2029/03/26 Objective: To support environmental and climate change learning and stewardship across all Grand Erie District School Board (Grand Erie) schools and departments. Policy Statement: Grand Erie encourages and supports environmental and climate change education and stewardship in our schools, facilities, and administrative departments. Grand Erie is committed to continuing to undertake practices to reduce our environmental impact while engaging students, employees, and school communities. Grand Erie will develop education resources and curriculum connections related to the environment and climate change to create on-going opportunities for learning and engagement. Reference(s):  Environmental and Climate Change Education Stewardship Procedure (SO-018)  Environmental Standards for Facility Operations and Maintenance Procedure (FA-014)  Green Construction Policy (FA-10)  Green Construction Procedure (FA-010)  Ministry of Education Curriculum Grades 1-8: Environmental Education  Ministry of Education Curriculum Grades 9-12: Environmental Education  O. Reg. 25/23: Broader Public Sector: Energy Reporting and Conservation and Demand Management Plans  O. Reg. 102/94: Waste Audits and Waste Reduction Work Plans O. Reg. 230/11: Industrial, Commercial and Institutional Source Separation Programs  O. Reg. 391/21: Blue Box  O. Reg. 243/07: Schools, Private Schools and Child Care Centres  O. Reg. 170/03: Drinking Water Systems  Purchasing Policy (BU-06)  Purchasing Procedure (BU-006)  United Nations’ Sustainable Development Goals  United Nations’ Paris Agreement PROCEDURE SO-018 ENVIRONMENTAL AND CLIMATE CHANGE EDUCATION AND STEWARDSHIP Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2014/05/26 Last Updated: 2025/02/03 Next Review Date: 2029/02/03 Purpose To support environmental and climate change learning and stewardship across all Grand Erie District School Board (Grand Erie) schools and departments through facilitating board level initiatives, engaging staff and students, and supporting curriculum connections. Guiding Principles 1.0 Board Level Environmental Stewardship 1.1 Continue to measure and report on Grand Erie’s environmental performance as applicable. 1.2 Continue to adopt best practices that minimize Grand Erie’s environmental impact. 1.3 Explore new practices that have a positive impact on the environment or are a form of climate change action. 2.0 Staff and Student Engagement 2.1 Support staff and student participation in the EcoSchools Canada program through awareness building efforts, resource development, and recognition. 2.2 Gather student voice through mechanisms such as Student Trustees 2.3 Identify and collaborate with community partners to provide support to school or board initiatives and engagement opportunities. 3.0 Curriculum Connections 3.1 Identify and support opportunities to connect environmental learning into curriculum through on-going collaboration with Curriculum and Student Achievement department initiatives and processes. 3.2 Support staff and students in connecting environmental learning to the teachings of diverse communities, including First Nations, Métis, and Inuit peoples, and to principles of responsible citizenship. Reference(s)  Environmental and Climate Change Education and Stewardship Policy (SO-18)  Environmental Standards for Facility Operations and Maintenance Procedure (FA-014)  Green Construction Policy (FA-10)  Green Construction Procedure (FA-010)  Ministry of Education Curriculum Grades 1-8: Environmental Education  Ministry of Education Curriculum Grades 9-12: Environmental Education  O. Reg. 25/23: Broader Public Sector: Energy Reporting and Conservation and Demand Management Plans  O. Reg. 102/94: Waste Audits and Waste Reduction Work Plans  O. Reg. 230/11: Industrial, Commercial and Institutional Source Separation Programs  O. Reg. 391/21: Blue Box Environmental and Climate Change Education and Stewardship (SO-018) Page 2  O. Reg. 243/07: Schools, Private Schools and Child Care Centres  O. Reg. 170/03: Drinking Water Systems  Purchasing Policy (BU-06)  Purchasing Procedure (BU-006)  United Nations’ Sustainable Development Goals  United Nations’ Paris Agreement PROCEDURE FA-014 ENVIRONMENTAL STANDARDS FOR FACILITY OPERATIONS AND MAINTENANCE Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2015/01/26 Last Updated: 2023/03/20 Next Review Date: 2027/03/22 Purpose To provide guidance with respect to environmental standards for Grand Erie District School Board (Grand Erie) facilities. Guiding Principles The Grand Erie District School Board’s (Grand Erie) Environmental Standards for Operations and Maintenance illustrates Grand Erie’s commitment to green and healthy facilities and provides an overview of the targets and guidelines for operating our facilities in a manner that is environmentally friendly and healthy. The Environmental Standards for Facility Operations and Maintenance illustrates Grand Erie’s commitment to green and healthy education facilities. Standards for Facility Operation Standard for Facility Maintenance Waste Management Energy Conservation/Building Automation Systems Hazardous Waste Purchasing Equipment Green Clean Waste Minimization Water Conservation School Ground Greening Environmental Education A list of action items for achieving our Environmental Standards for Facility Operations and Maintenance is attached as Appendix A and B. Reference(s): • Environmental Standards for Facility Operations and Maintenance Policy (FA-014) • Disposal of Surplus Damaged or Obsolete Furnishings and Equipment Procedure (FA-012) • Ontario Regulation 102/94 • Ontario Regulation 170/03 • Ontario Regulation 243/07 • Waste-Free Ontario Act. • Ontario Environmental Protection Act • Safe Drinking Water Act • Ontario Green Energy Act. • Purchasing Policy (FA-06), • Purchasing Procedure (FA-006), Environmental Standards for Facility Operations and Maintenance Procedure (FA-014) Page 2 Appendix A Guidelines for Achieving our Environmental Standards for Facility Operations 1.0 Waste Management • Grand Erie will, where possible, aim to reduce, reuse and recycle waste materials in all departments, schools and facilities. • Grand Erie will conduct waste audits at a minimum of one elementary and one secondary school each school year. Based on audit results, a reduction plan will be developed and posted at all board facilities. This is in accordance with Ontario Regulation 102/94. • Grand Erie will support, wherever possible, initiatives and programs to divert materials from disposal in landfills by encouraging the reuse and recycling of items. Programs such as E-waste and battery recycling are examples of these initiatives. Disposal of Surplus Damaged or Obsolete Furnishings and Equipment Procedure (FA-012) guides the disposal of such items. • Grand Erie will comply with the Waste-Free Ontario Act. 2.0 Hazardous Waste • Grand Erie is committed to the safe and environmentally friendly management of all hazardous waste generated through curricular activities and facility processes. • Grand Erie recognizes the importance of proper management and disposal of hazardous waste and compliance with legislative requirements (Ontario Environmental Protection Act), statues, by-laws and procedures. • Hazardous waste collection will be done each June where school employees will be responsible for completing the Hazardous Waste Inventory Forms and submitting to Facility Services. • Examples of hazardous wastes created within our facilities include: o Chemicals, minerals, radioactive wastes, specimens, aged or obsolete chemicals. o Paints, wood, metal, chemical and construction wastes generated through technology. o Chemicals and supplies used in photo processing. o Oil, paints, solvents and lubricants used within auto technology programs. o Fluorescent Light tubes. 3.0 Green Cleaning • Grand Erie is committed to using the most human and earth friendly products which leave the least negative impact on the building occupants and the environment. • Through a management program, Grand Erie will: o continue the green clean program o strive to use certified green products through standards, such as: Forest Stewardship Council, EcoLogo, GreenSeal and GreenGuard  For all products without green certifications, we are committed to considering and evaluating chemical contents and composition, including consideration of pH levels and raw materials used. o include Green Cleaning product specifications in all requests for proposal and tenders issued for cleaning products Environmental Standards for Facility Operations and Maintenance Procedure (FA-014) Page 3 4.0 Water Conservation • Grand Erie is committed to the protection of our local watersheds and resources. • Grand Erie recognizes the importance of water conservation and will seek to identify opportunities to reduce water consumption while promoting efficient use of water among employees, students and school community. • Grand Erie is committed monitoring and measuring potable water quality and consumption. This is in accordance with Ontario Regulation 170/03 and 243/07, made under the Safe Drinking Water Act. 5.0 Environmental Education • Refer to Grand Erie’s Environmental Education and Stewardship Policy (FA-14) Environmental Standards for Facility Operations and Maintenance Procedure (FA-014) Page 4 Appendix B Guidelines for Achieving our Environmental Standards for Facility Maintenance 1.0 Energy Conservation/Building Automation System • Grand Erie will consider renewable energy options, when economically feasible, as a way to minimize the building’s environmental impact. • Grand Erie will strive to conduct annual energy audits, which will include saving and cost analysis. Based on audit results, a reduction plan may be developed in order to identify energy saving opportunities and trends of inefficiency. This is in accordance with the Ontario Green Energy Act. • Grand Erie supports the ongoing accountability and optimization of building energy performance and identifies opportunities for additional energy-saving investments through their Building Automation System (BAS). • Grand Erie’s BAS monitors and controls the performance of mechanical equipment and major building systems, including heating, cooling, ventilation, and lighting, regulating indoor comfort and conditions during occupied and unoccupied times. • Through the BAS, information is collected and stored in order to make informed decisions regarding the building’s operations and potential energy-savings. • Grand Erie supports the purchase and installation of energy-efficient equipment, where feasible. 2.0 Purchasing Equipment • Grand Erie’s Maintenance Department is committed to adhering to Purchasing Policy and Procedure (FA-06, FA-006), specifically the subsection titled Environment Protection. 3.0 Waste Minimization • Grand Erie’s Maintenance Department must, where possible, aim to reduce, reuse and recycle waste materials. • Grand Erie is committed to the safe and environmentally friendly management of all hazardous waste generated through curricular activities and facility processes. 4.0 School Ground Greening • Grand Erie will strive to provide school grounds that are safe, functional, maintainable, aesthetically pleasing and environmentally responsible. • Grand Erie’s Maintenance Department must, where possible, partner with School’s Administrator, staff, parents and local community to support, design and implement school ground greening projects, enhancements and rehabilitations. • School Ground Greening projects will increase educational opportunities related to the Ontario Curriculum; encourage active, passive and learning spaces; improvements to the safety, comfort and aesthetics; and/or contribute to greening and environmental initiatives. Projects include, but are not limited to, tree planting, outdoor classrooms, shade areas/structures, creation of gardens, sports areas and passive play areas. POLICY SO-14 EQUITY AND INCLUSIVE EDUCATION Superintendent Responsible: Superintendent of Curriculum & Student Achievement Initial Effective Date: 2021/05/31 Last Updated: 2025/03/24 Next Review Date: 2029/03/26 Objective: To ensure equity and inclusive education by raising awareness, actively addressing barriers and discriminatory practices, and fostering a culture of continuous learning and improvement. Policy Statement: The Grand Erie District School Board (Grand Erie) recognizes that equity of access to the full range of programs, services, and resources is critical to positive learning, well-being and belonging outcomes for those served by the school system. Grand Erie is committed to fostering an anti-oppressive, anti-racist, and inclusive culture. Grand Erie is committed to listening, responding and engaging with communities to ensure all voices are heard and are included in the process. To that end, Grand Erie confirms and upholds the principles enshrined in the Canadian Charter of Rights and Freedoms, the Constitution Act, of 1982, the Ontario Human Rights Code and the Ontario Education Equity Action Plan to ensure a culturally responsive environment and a culturally safe space to work and learn. Reference(s): • Achieving Excellence: A Renewed Vision for Education in Ontario (2014) • Building a Foundation for Change: Canada’s Anti-Racism Strategy 2024-2028 • Legislative and Policy Framework • Ontario Education Equity Action Plan (2017) • Ontario Human Rights Code • The Accepting Schools Act (2012) • Education Act, R.S.O. 1990, c. E.2 • The Constitutions Act, Canadian Charter of Rights and Freedoms • Policy/Program Memorandum No. 119, "Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools" (June 24, 2009) PROCEDURE SO-026 EVENT PLANNING AND ORGANIZATION Superintendent Responsible: Superintendent of Education Initial Effective Date: 2020/04/27 Last Updated: 2023/06/08 Next Review Date: 2027/06/08 Purpose: To outline how Grand Erie District School Board (Grand Erie) will organize and plan events. Grand Erie events will support the objectives of the multi-year strategic plan, and support and enhance Grand Erie's position and presence in the communities it serves. Guiding Principles: 1.0 Events will be unique to the occasion and location. 2.0 Each event should have an assigned Administrator or Event Lead, who is the key contact for coordinating the event. 2.1 If the event includes elected/ representatives from the Municipal, Provincial or Federal level, or Board of Trustees, the Administrator or Event Lead will ensure the Manager of Communications and Community Relations, and immediate Superintendent of Education are informed of event planning and organization. Elected officials/ representatives and Board of Trustees will receive invitations from Director Services. 2.2 The Manager of Communications and Community Relations will lend support and advice to all Event Leads or act as the Event Lead as appropriate. 3.0 Student Ambassadors/Greeters should welcome guests and be assigned to greet and escort all guests. 4.0 Where elected officials/representatives, Board of Trustees, Director of Education and Secretary to the Board and/or Superintendent of Education are speaking at an event, the following speaking order will be considered: 4.1 Chair of the Board (or designate), delivers remarks and is responsible for welcoming all elected officials/representatives 4.2 Director of Education (or designate) may deliver remarks and is responsible for the welcoming of Senior Administration, employees, parent(s)/caregiver(s), and students. 4.3 Elected officials/representatives may deliver remarks, in the following order: Provincial, Federal, Municipal. 4.4 Students, parent(s)/caregiver(s), community partners, or other parties may also deliver remarks, if appropriate. 5.0 The Administrator or Event Lead hosting/organizing the event may serve as the emcee. 6.0 The Land Acknowledgement statement will be read at the opening of the event, and before the playing of O Canada (if appropriate). 7.0 Signage displayed during events should promote a positive image of Grand Erie. Consider school signage/banners or Grand Erie banners that showcase the Grand Erie’s Multi-Year Plan. Contact the Manager of Communications and Community Relations to access Grand Erie signage and arrange any social media announcements. Promotional materials support, if required, may be arranged in advance with the Manager of Communications and Community Relations. 7.1 Consider school signage/banners displayed during all school-organized events Event Planning and Organization Procedure (SO-026) Page 2 7.2 Grand Erie banners that showcase the Grand Erie’s Multi-Year Plan will be displayed at all system-sponsored, community and Ministry/government events. 8.0 The Event Lead should submit information about the event to the Manager of Communications and Community Relations. Where appropriate it will be posted on websites, newsletters or social media and/or announced at a Board Meeting. 9.0 All invites to local media will be managed by the Communications department on behalf of the Event Lead. 11.0 Audio/Visual Equipment may need to be coordinated and provided by the school or Information Technology Services, and could include microphones, podiums, speakers, LCD projectors, etc. The following chart outlines: 1. Examples of events 2. Invitees 3. Speakers/Presenters 4. Event Lead (Grand Erie employee(s)) Events Invitees Speakers/Presenters Who’s the Event Lead School anniversaries • Board of Trustees • Director of Education and Secretary to the Board • Superintendent of Education • Former Administrators of the school • Optional - Chair of the Board (or designate) • Optional - Director of Education and Secretary to the Board (or designate) • Event Lead: Grand Erie employee(s) Secondary School Graduations • Board of Trustees • Director of Education and Secretary to the Board or a Superintendent of Education • Board of Trustees (member) • Event Lead: Grand Erie employee(s) Recognition (i.e., athletic banquet, Remembrance Day assembly, and/or celebrations etc.) • Board of Trustee (member) (Optional) • Family of Schools Superintendent of Education (Optional) • As appropriate • Event Lead: Grand Erie employee(s) Partnership/opening events (Examples: Daycare opening.) • Board of Trustees • Director of Education and Secretary to the Board • Superintendent of Education responsible for the partnership • Partners • Local Politicians (Municipal) • Media Representatives • Chair of the Board (or designate) • Director of Education and Secretary to the Board (or designate) • Event Lead: Grand Erie employee(s) • Manager of Communications and Community Relations Official school openings • Board of Trustees • Director of Education and Secretary to the Board • Superintendent(s) of Education • Ministry of Education Representatives and/or funding partners • School Council Chair • School staff • Local Politicians (Provincial, Municipal) • Contractors and Architects • Community Representatives (Optional) • Chair of the Board • Director of Education and Secretary to the Board • Ministry of Education Representative and/or funding partners • Event Lead: Grand Erie employee(s) • Manager of Communications and Community Relations Event Planning and Organization Procedure (SO-026) Page 3 • Grand Erie Departments: Communications and Community Relations, Facilities, Finance, Purchasing, Information Technology and Human Resources, Indigenous Education, Program K-12, Safe and Inclusive Schools, Specialized Services (optional) • Media Representatives • Union/Association • Presidents Milestones, birthdays, retirements, years of service recognitions, staff award initiatives etc. • Superintendent of Education (Optional) • As appropriate • Event Lead: Grand Erie employee Fundraising events, fall fairs, United Way, etc.) • Board of Trustees (Optional) • Director of Education and Secretary to the Board (Optional) • Superintendent of Education • Chair of the Board (or designate) (Optional) • Director of Education (or designate) (Optional) • Superintendent • Event Lead: Grand Erie employee • Manager of Communications and Community Relations Prime Minister, Federal Minister or Member of Parliament visit • Board of Trustees • Director of Education and Secretary to the Board • Chair of the Board • Director of Education and Secretary to the Board • Event Lead: Grand Erie employee(s) • Manager of Communications and Community Relations Municipal Mayor or Councillor school visit • Board of Trustees • Director of Education and Secretary to the Board • Superintendent of Education • Chair of the Board (or designate) • Director of Education Secretary to the Board (or designate) • Event Lead: Grand Erie employee(s) • Manager of Communications and Community Relations Reference(s): • Accessibility Policy (SO-31) • Advertising Procedure (BU-011) • Visual Identity Policy (SO-25) POLICY SO-32 EXCLUSION OF STUDENTS Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2020/01/27 Last Updated: 2023/02/24 Next Review Date: 2026/02/24 Objective: To support schools in creating and maintaining positive school environments that are safe, caring and welcoming for all students, employees, and school communities. Policy Statement: The Grand Erie District School Board (Grand Erie) believes that, in addition to learning, mental health and well-being, a school promotes responsibility, respect, and civility in an environment that is safe, inclusive, caring and accepting by supporting the use of positive partnerships. In instances where safety of others is a concern, a student may be excluded from school for a period of time. This action maximizes student potential by reducing disruption to the learning environment and encourages a positive school climate for all members of the school community. The Board of Trustees hereby delegates to the Student Discipline Committee the authority to hear and decide appeals of a Principal’s decision to exclude a student from school made pursuant to Section 265(1)(m) of the Education Act and that the Committee shall conduct such appeals pursuant to the rules under relevant policies and bylaws, including Student Expulsions Policy (SO-07), Student Discipline Committee Terms of Reference, and the Statutory Powers Procedure Act of Ontario. Reference(s): • Exclusion of Students Procedure (SO-032) • Education Act, R.S.O. 1990, C. E.2 • Progressive Discipline and Promoting Positive Student Behaviour Procedure (SO-011) • Statutory Powers Procedure Act, R.S.O. 1990, c. S.22 • Student Expulsions Policy (SO-07) • Student Expulsions Procedure (SO-007) PROCEDURE SO-032 EXCLUSION OF STUDENTS Superintendent Responsible: Superintendent of Education, Safe Schools Initial Effective Date: 2020/01/27 Last Updated: 2023/02/24 Next Review Date: 2026/02/24 Purpose: To outline the circumstances under which a student exclusion is appropriate, as well as the procedures and process which must be put in place upon the decision to exclude a student. Section 265 of the Education Act – Duties of the Principal – states: “It is the duty of the Principal of a school, in addition to the Principal’s duties as a teacher, subject to an appeal to the board, to refuse to admit, to the school or to a class, someone whose presence in the school or classroom would, in the Principal’s judgment, be detrimental to the physical or mental wellbeing of the pupils.” Exclusion is used as a temporary measure towards achieving safety and security in school environments. It is not disciplinary in nature. A student’s academic needs will continue to be accommodated by use of alternative means during an exclusion. Conditions for re-entry to school will be clearly established, including input from the school, parent(s)/caregiver(s), and community. Guiding Principles: 1.0 Consultation 1.1 Prior to the consideration of exclusion, the Principal– in consultation with the school team, Specialized Services employee(s), Safe Schools Team and/or other program employee(s) – will have considered all information and engaged in problem solving in order to mitigate the identified safety risks. As part of this process, the following must be considered: 1.1.1 The Principal must have a genuine belief that a student’s presence in the school would be detrimental to the physical and/or mental well-being of the students and/or employee(s). 1.1.2 All reasonable accommodations must have been attempted before excluding a student. Examples include, but are not limited to, a review of the behavioural/safety plan, consideration of use of protective equipment, consideration of alternative settings within the school, consideration of further assessments, strategies listed in section 1.1.3 of this document, and inclusion of community agencies in case conferences and problem solving. 1.1.3 The Principal and school team, in consultation with the Family of Schools Superintendent of Education, as well as the Superintendents of Education responsible for Specialized Services and Safe Schools, will use a tiered approach to decision making and consider the following: 1.1.3.1 Would suspension/expulsion meet the safety needs? 1.1.3.2 Has a modified day or week schedule been considered? 1.1.3.3 Would a different space in the school meet the safety needs? 1.1.3.4 Would a different school in the board meet the safety needs? 1.1.3.5 Would an off-site location in the board meet the safety needs? 1.1.3.6 Would Home Instruction be an appropriate option to meet the safety needs? 1.1.3.7 Would exclusion be an appropriate option to meet the safety needs? Exclusion of Students Procedure (SO-032) Page 2 1.2 Duty to Inform The Principal must make a family aware of the possibility of exclusion as early as that option presents itself; in the interest of cooperation, exclusion must never be a surprise. When the decision to exclude a student has been made, the family must be informed formally with an exclusion letter from the Principal; it would always be preferable to have notified the family beforehand that this decision had been made. The exclusion letter must contain, but is not limited to: • the reason(s) for the exclusion • the conditions for re-entry to a school setting • the process for appealing the decision to exclude • the supports that are available to the excluded student • a suggested timeline for a follow-up meeting to reassess the exclusion A copy of the exclusion letter is retained in the student’s Ontario Student Record (OSR) until retirement of the student. Principal are to communicate the exclusion to the student’s teachers as soon as possible. Whereby the student continues in an education program through Grand Erie (e.g., Safe Schools), attendance will be recorded by the school from which the student was excluded. Regular progress reports will be communicated to the family. 1.3 Provision of Supports Supports will be provided to the excluded student for the duration of the exclusion and will reflect individual student needs. Examples of supports that may be provided include: specific schoolwork from the excluded student’s classes; academic support by the Safe Schools itinerant teacher; counselling supports by the Safe Schools Social Worker (SW) and/or Child and Youth Worker (CYW); referrals to community supports; and case conferences to ensure collaboration of supports. 1.4 Re-entry Meeting Once the conditions for re-entry to a school setting have been satisfied, and the safety risk has been reasonably mitigated, the Principal of the school will conduct a re-entry meeting with the family and any Grand Erie employee who have been involved in the provision of supports during the exclusion, such as Specialized Services and Safe Schools. Community agency representatives will be included when appropriate. 1.5 Right to Appeal When a student’s parent(s)/caregiver(s), an adult student, or a student 16 or 17 years old and withdrawn from parental control, disagrees with the decision of the Principal to exclude, they may appeal the decision. Three elected members for the Board of Trustees – defined as the Student Discipline Committee – will hear exclusion appeals. The appeal process is outlined in section 3.0 of this document, in accordance with Exclusion of Students Procedure (SO-032). 2.0 Roles 2.1 Principal Grand Erie supports the Principal authority to maintain proper order and discipline in the school. The Principal has the sole authority to exclude a student. 2.2 Family of Schools Superintendent of Education The Principal must consult with the Family of Schools Superintendent of Education when considering excluding a student. The Superintendent of Education will ensure that the Principal’s decision to exclude was made in good faith, that is, only where safety concerns are genuine and that all reasonable interventions and preventative plans were developed and properly implemented and found to be insufficient to maintain adequate employee and Exclusion of Students Procedure (SO-032) Page 3 student safety. The Superintendent of Education (or designate) will attend an exclusion appeal as a resource to the board. 2.3 Superintendent of Education Responsible for Safe Schools The Superintendent of Education responsible for Safe Schools will consult with the Principal and the Family of Schools Superintendent of Education to ensure that the decision to exclude complies with all board policies and procedures related to student behaviour, equity and inclusion, and human rights. The Superintendent of Education responsible for Safe Schools will attend an exclusion appeal as a resource to the board. 2.4 Safe Schools Team The Grand Erie Safe Schools Team will provide appropriate academic and counselling supports to excluded students, with consent. The team will also assist families in accessing community supports. 2.5 Director of Education Grand Erie authorizes the Director of Education to receive all exclusion appeals. The Director may delegate duties related to an exclusion, as appropriate. 2.6 Board of Trustees The Board of Trustees, through the Student Discipline Committee, has the authority to hear exclusion appeals, in accordance with Exclusion of Students Procedure (SO-032). The Board of Trustees hereby delegates to the Student Discipline Committee the authority to hear and decide appeals of a Principal’s decision to exclude a student from school made pursuant to Section 265(1)(m) of the Education Act and that the Committee shall conduct such appeals pursuant to the rules under relevant policies, bylaws, including Student Expulsions Policy (SO-07), Student Discipline Committee Terms of Reference, and the Statutory Powers Procedure Act of Ontario. 2.7 Classroom Teachers The classroom teachers of the excluded student will coordinate the provision of instructional materials with the Safe Schools teacher. 2.8 Excluded Students An excluded student, where possible, will participate positively with Safe Schools employee for the duration of their exclusion. Specifically, the student will work toward compliance with the stated goals of the exclusion. 2.9 Parent(s)/caregiver(s) (of minors) The parent(s)/caregiver(s) of excluded students will collaborate with Safe Schools employee(s) in ensuring their children have a positive, meaningful learning experience while on exclusion. 3.0 Exclusion Appeals: 3.1 General Information 3.1.1 An adult student or the parent(s)/caregiver(s) of a minor student, or a student who has withdrawn from parental control may appeal an exclusion. (Henceforth in this document, the party appealing an exclusion will be referred to as “the Appellant”.) 3.1.2 The Appellant must submit written notice of the intention to appeal to the Director of Education (or designate) within 10 days of the commencement of the exclusion, at 349 Erie Avenue, Brantford, ON N3T 5V3. 3.1.3 An exclusion appeal does not stay the exclusion. 3.1.4 The Appellant may argue that rights pursuant to the Ontario Human Rights Code have been infringed. 3.1.5 A separate right to apply to the Human Rights Tribunal of Ontario exists where an Appellant believes their rights pursuant to the Ontario Human Rights Code have been infringed. Exclusion of Students Procedure (SO-032) Page 4 3.1.6 The Student Discipline Committee willhear the appeal as soon as possible. 3.2 Preparing for the Appeal 3.2.1 Where the exclusion is upheld upon review, and the Appellant chooses to continue with the appeal, the Director of Education (or designate) will: 3.2.1.1 Direct to the Principal and Family of Schools Superintendent the preparation of a written report for the Student Discipline Committee, which will contain at least the following components: i) A report of the rationale for exclusion of the student ii) A report of the programming currently in place for the student iii) A copy of the original exclusion letter iv) A copy of the letter requesting an exclusion appeal 3.2.1.2 Inform the Appellant of the date of the exclusion appeal, provide a guide to the process for the appeal (Appendix B), and inform the Appellant of the responsibility to provide to the Director of Education (or designate) at least three (3) days prior to the Appeal the materials that the Appellant will present to the Student Discipline Committee. 3.2.1.3 Inform the Student Discipline Committee of the appeal date. 3.2.1.4 Submit to the Appellant at least five (5) days prior to the appeal the materials to be presented by Grand Erieat the appeal. 3.2.1.5 Make available to Student Discipline Committee – two hours prior to the appeal – an exclusion package, which will include, at minimum, submissions by both parties to the exclusion. 3.2.2 The parties in an exclusion appeal to the Student Discipline Committee shall be: 3.2.2.1 The Principal 3.2.2.2 The Appellant *** The Appellant may be represented by legal counsel at the appeal and/or be accompanied by an advocate or support person. Notice of the intent to bring legal counsel must be shared by the Appellant with the Director of Education (or designate) at least five (5) days prior to the appeal; in such case, Grand Eriewill arrange for individual counsel for both the Principal and the Student Discipline Committee. Failure to provide adequate notice with respect to legal counsel will result in adjournment of the appeal. Notice of the intent to bring an advocate or support person must also be shared by the Appellant with the Director of Education (or designate) at least five (5) days prior to the appeal. Failure to provide adequate notice with respect to an advocate or support person could result in adjournment of the appeal. 3.3 Procedures at the Appeal 3.3.1 Exclusion appeals will be heard orally, in-camera, by the Student Discipline Committee. 3.3.1.1 The Appellant (or designate) will present first by making oral submissions and/or providing written submissions regarding the reason for the appeal and the result desired. 3.3.1.2 The Principal will present after the Appellant, making oral and/or written submissions, including a response to any issues raised in the Appellant’s submissions. The Principal may rely on the report prepared for the Student Discipline Committee. 3.3.1.3 The Appellant may make further submissions addressing issues raised in the Principal’s presentation that were not previously addressed by the Appellant. 3.3.1.4 The Student Discipline Committee may ask questions of clarification of either party or resource person to the appeal. Exclusion of Students Procedure (SO-032) Page 5 3.3.2 After all submissions have been made, the parties to the appeal will be dismissed, and the Student Discipline Committee will deliberate the appeal under the direction of the committee Chairperson. At the conclusion of deliberations, a vote will be taken to determine the result of the appeal. The options for consideration by the Student Discipline Committee are: (1) uphold the exclusion, or (2) reject the exclusion. In the event of the latter, the Student Discipline Committee will direct Senior Administration to consider other options to exclusion. 3.3.3 If, during deliberations, the Student Discipline Committee requires additional information from either party to the appeal, it may be necessary to re-convene the appeal at a later date to receive that information. 3.3.4 A written decision will be sent to the parties to the appeal by the Director of Education (or designate). Reference(s): • Exclusion of Students Policy (SO-32) • Education Act, R.S.O. 1990, C. E.2 • Ontario Human Rights Code • Progressive Discipline and Promoting Positive Student Behaviour Procedure (SO–011) • Statutory Powers Procedure Act, R.S.O. 1990, c. S.22 • Student Expulsions Policy (SO-07) • Student Expulsions Procedure (SO-007) Exclusion of Students Procedure (SO-032) Page 6 APPENDIX A – Notice of Exclusion Insert School Letterhead Date Name of recipient (parent/caregiver or adult student) Address of recipient Dear Recipient: Re: Name of student (d.o.b.) Pursuant to s.265(1)(m) of the Education Act, it is my duty to inform you that name of student is excluded from attending name of school, or any other school of the Grand Erie until further notice. This decision is based upon (give a concise explanation…”the events of such and such a date”, “our conversation of such and such a date”, etc), whereupon it was determined that (student’s name)’s presence at school poses an unacceptable safety risk to students and/or employee. An exclusion from school is not intended to be disciplinary; rather, it is a temporary strategy to support educational programming and mitigate safety risks. While excluded from school, name of student will be eligible for academic and counselling supports from the Grand Erie Safe Schools Team. Re-entry to school is the ultimate goal of an exclusion, and will be considered when the following conditions have been met: Indicate the appropriate conditions, specific to your situation: 1. A significant reduction in (student’s name) baseline behaviour 2. No evidence that (Student Name) is engaging in concerning behaviour 3. Evidence that (Student Name) understands the concerns related to the previous behaviour 4. That (student name) participates in any assessment recommended by a medical professional, and follows all treatment recommendations 5. That (student name) is involved in counselling and there are indications that (student name) is responding positively to this intervention 6. Indications that (Student Name) is participating positively with the Grand Erie Safe Schools Team 7. An updated risk assessment indicates a reduced, acceptable level of risk for (Student name) 8. Others specific to your situation. I would welcome a monitoring meeting with you around choose a date around a month after the start of the exclusion. Please contact me (your phone number) to make that arrangement. At the monitoring meeting, members of the Safe Schools Team and I will provide feedback on the progress of supports put in place, and we would welcome your thoughts and suggestions. We will also plan for future meetings at that time. You have the right to appeal this exclusion. The process is outlined in Appendix B of Exclusion of Students Procedure (SO-032). If you have any questions at any point concerning the exclusion, please do not hesitate to contact me or the Superintendent of Education responsible for Safe Schools (519-756-6301, ext. 281149). Exclusion of Students Procedure (SO-032) Page 7 Sincerely, Your name Principal, Your school cc: Family of Schools Superintendent of Education Superintendent of Education responsible for Safe Schools Superintendent of Specialized Services Grand Erie Safe Schools Team Ontario Student Record Filed in OSR Retention: E+10 years (E= retirement from school) Exclusion of Students Procedure (SO-032) Page 8 APPENDIX B – Guide to the Appeal Process 1.0 An adult student or the parent(s)/caregiver(s) of a minor student or a student withdrawn from parental control may appeal an exclusion. 2.0 The person making the appeal is called “the Appellant”. 3.0 The parties to an appeal are the Appellant and the school Principal. 4.0 The Appellant must submit written notice of the intent to appeal to the Director of Education within 10 days of the start of the exclusion. 5.0 An appeal does not stay the exclusion. 6.0 An appeal will be held as soon as possible the commencement of the exclusion. 7.0 The Director of Education (or designate) will provide – at least five (5) days prior to the appeal – all written materials that will be presented by the Principal at the appeal. The Appellant will provide – at least three (3) days prior to the appeal – all written materials that will be presented by the Appellant at the appeal. 8.0 The Appellant may be accompanied at the appeal by legal counsel and/or a support person or advocate. If the Appellant intends to bring legal counsel, that information must be shared with the Director of Education (or designate) at least five (5) days prior to the appeal; failure to do so will result in the appeal being adjourned. If the Appellant intends to bring a support person or advocate, that information must also be shared with the Director of Education (or designate) at least five (5) days prior to the appeal; failure to do so could result in the appeal being adjourned. 8.0 The appropriate Family of Schools Superintendent of Education, as well as the Superintendents of Education responsible for Specialized Services and Safe Schools will attend the appeal as resource persons. 9.0 The Appellant makes their submission to the Student Discipline Committee first. Submissions may be oral and/or written. An advocate or legal counsel may make submissions on behalf of an Appellant. 10.0 The Principal makes their submission to the Student Discipline Committee after the Appellant, including responses to the information presented by the Appellant. The Appellant may respond to new issues raised during the Principal’s submission. 11.0 The Student Discipline Committee may ask questions of the parties to the appeal or to resource persons. 12.0 The Student Discipline Committee will deliberate in-camera and make a decision by majority vote. 13.0 Written notice of the decision will be sent to the parties to the appeal by the Director of Education (or designate). Exclusion of Students Procedure (SO-032) Page 9 APPENDIX C – Re-entry of an Excluded Student Filed in OSR Retention: E+10 years (E= retirement from school) Exclusion of Students Procedure (SO-032) Page 10 APPENDIX D – Notice of Student Re-entry Insert School Letterhead Dear Name of Parent(s)/Caregiver(s) or Adult Student Pursuant to the re-entry meeting of give the date, please be advised that Student’s name will be eligible for give status – regular/modified attendance at name of school, beginning on give the date. We look forward to participating in a positive educational experience for name of Student. Should you have any questions, please contact me at give a phone number, or name of FOS Superintendent of Education and give a phone number, or Superintendent of Safe Schools at give a phone number. Principal’s Name Name of School Filed in OSR Retention: E+10 years (E= retirement from school) PROCEDURE SO-036 EXEMPTION TO HUMAN DEVELOPMENT AND SEXUAL HEALTH Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2019/10/28 Last Updated: 2023/06/16 Next Review Date: 2027/11/30 Purpose To outline the responsibilities and processes for Grand Erie District School Board (Grand Erie) staff regarding exemptions to human development and sexual health expectations in the Ontario Curriculum: Health and Physical Education, Grades 1-8, 2019. Guiding Principles On August 21, 2019, the Minister of Education released Policy/Program Memorandum No. 162, Exemption from Instruction Related to the Human Development and Sexual Health Expectations in the Ontario Curriculum: Health and Physical Education, Grades 1-8, 2019. At the request of their parent(s)/caregiver(s), students are to be exempted from instruction related to the Human Development and Sexual Health expectations found in strand D of the Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019. Exemption from instruction is to be on an individual basis, according to the following conditions: • Exemptions are limited to instruction related to the Human Development and Sexual Health expectations found in strand D of The Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019. Students will not be exempted from instruction related to any other expectations in this curriculum or related to expectations in other curriculum subjects • Exemptions will be granted only for instruction related to all the Human Development and Sexual Health expectations in a student’s grade, and not for instruction related to selected expectations or groups of expectations • References to human development and sexual health made by teachers, board staff, or students outside the intentional teaching of content related to the Human Development and Sexual Health expectations are not included in the exemption procedure • There will be no academic penalty for an exemption • There will be no assessment, evaluation, or reporting of exempted students’ achievement of Human Development and Sexual Health expectations in their particular grade. Exempted students’ grade in health and physical education will be determined on the basis of the overall expectations in strand D of the curriculum, without consideration of the specific expectations under Human Development and Sexual Health 1.0 Roles and Responsibilities 1.1 Parent(s)/Caregiver(s) Parent(s)/caregiver(s) play an important role in their children’s learning. They are the primary educators of their children with respect to learning about values, appropriate behaviour, and ethno- cultural, spiritual, and personal beliefs and traditions, and are their children’s first role models. It is therefore important for schools and parent(s)/caregiver(s) to work together to ensure that home and school provide a mutually supportive framework for young people’s education. Exemption to Human Development and Sexual Health Procedure (SO-036) Page 2 Parent(s)/caregiver(s) who become familiar with the health and physical education curriculum can better appreciate what is being taught in each grade and what their children are expected to learn. This awareness will enhance parents’/guardians’ ability to discuss their children’s learning with them, to communicate with their children’s teachers, and to ask relevant questions about their children’s progress. It could also inform their decision making about seeking an exemption. Parent(s)/caregiver(s) must be informed of the process that allows for students to be exempted, at their parents’/guardians’ request, from instruction related to the Grade 1 to 8 Human Development and Sexual Health expectations in strand D. 1.2 Teachers Teachers are responsible for using appropriate and effective teaching strategies to help students achieve the health and physical education curriculum expectations. They bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The attitude with which teachers approach student learning in health and physical education is critical, as teachers are important role models for students. To increase their comfort level and their skill in teaching health and physical education and to ensure effective delivery of the curriculum, teachers are expected to reflect on their own attitudes, biases, and values with respect to the topics they are teaching and seek out current resources, mentors, and professional development and training opportunities, as necessary. As part of effective teaching practice, teachers communicate with parent(s)/caregiver(s) about what their children are learning. Communication enables parent(s)/caregiver(s) to work in partnership with the school, promoting discussion, follow-up at home, and student learning in a family context. Teachers must follow the process that allows for students to be exempted, at their parents’/guardians’ request, from instruction related to the Grade 1 to 8 Human Development and Sexual Health expectations in strand D. 1.3 Administrators Administrators are community builders who create a healthy and safe school environment that is welcoming to all, and who ensure that all members of the school community are kept well informed. Administrators work in partnership with teachers and parent(s)/caregiver(s) to ensure that each student has access to the best possible educational experience. They can provide support for the successful implementation of the health and physical education curriculum by emphasizing the importance of the curriculum within the framework of a healthy, safe, inclusive, and accepting school. Administrators must follow the process that allows for students to be exempted, at their parents’/guardians’ request, from instruction related to the Grade 1 to 8 Human Development and Sexual Health expectations in strand D. 2.0 Notice and Communications 2.1 Schools/Teachers are required to: • Provide parent(s)/caregiver(s) with a letter outlining the list of all Human Development and Sexual Health expectations by grade (Appendix A) • Inform parent(s)/caregiver(s) that they can choose to have their child or children exempted from instruction related to Human Development and Sexual Health expectations by completing and returning an exemption form for each child Exemption to Human Development and Sexual Health Procedure (SO-036) Page 3 • Make the Exemption from Instruction in Human Development and Sexual Health Form (Appendix B) available to parent(s)/caregiver(s) every school year, accommodating the timelines specified below • Notify all parent(s)/caregiver(s) at least twenty school days before the start of the “period of instruction” related to the Human Development and Sexual Health expectations • Inform parent(s)/caregiver(s) of the date by which the completed exemption form or written request must be submitted in order for their child to be exempted from instruction related to the Human Development and Sexual Health expectations. The deadline for parent(s)/caregiver(s) to submit their completed exemption form or written request must not be more than five school days before the start of the period of instruction • Inform parent(s)/caregiver(s) that, in the case of an unforeseen event, school boards and schools have the authority to move the period of instruction to a later date in the school year and must give notice of the change to parent(s)/caregiver(s) as soon as reasonably possible 3.0 Process 3.1 Schools are required to: • Allow students to be exempt from instruction related to the Human Development and Sexual Health expectations without academic penalty when a request for an exemption has been submitted on the Exemption from Instruction in Human Development and Sexual Health Form • Acknowledge by written letter (Appendix C) the receipt of exemption forms from parent(s)/caregiver(s) • Make the final decision about whether to accept or reject a request for an exemption that does not fall within the parameters set out in this PPM162 (e.g., if the exemption form is returned to the school during the scheduled period of instruction rather than by the school’s official submission date) 4.0 Supervision of Exempted Students Parent(s)/caregiver(s) will be given the choice of how their exempted child will be supervised during the exemption period. Parent(s)/caregiver(s) must choose one of the following options for their child: • To remain in the classroom during the exemption period without taking part in instruction in Human Development and Sexual Health, and to be assigned work or activities by the teacher that are unrelated to Human Development and Sexual Health; or • To leave the classroom for the duration of the instruction and remain in the school under supervision. The student’s activities during the exemption period will be at the discretion of the teacher or administrator. The supervision of the student will be determined by the school according to the board’s procedure; or • To be released into the care of the parent/caregiver or the parent’s/caregiver’s approved designate. Reference(s): • Exemption from Instruction Related to the Human Development PPM162 • Ontario Curriculum Grades 1-8: Health and Physical Education; 2019 Exemption to Human Development and Sexual Health Procedure (SO-036) Page 4 APPENDIX A Insert on School Letterhead Date Dear Parent(s)/Caregiver(s): Re: Human Development and Sexual Health Expectations There are four strands in the Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019. Strand D: Healthy Living focusses on five health topics. School boards are required to notify parents twenty (20) school days in advance of the topic: Human Development and Sexual Health Expectations being taught. The chart below summarizes the expectation that are to be taught in Grade enter grade. Topic D1. Understanding Health Concepts D2. Making Healthy Choices D3. Making Connections for Healthy Living Human Development and Sexual Health For the 20YY–YY school year, the period of instruction related to the Human Development and Sexual Health expectations in your child’s grade will start on start date and end on end date. The daily schedule for this instruction is attached. Parent(s)/caregiver(s) can choose to have their child or children exempted from instruction related to Human Development and Sexual Health expectations by completing and returning the attached Exemption from Instruction in Human Development and Sexual Health Form for each child. Sincerely, Your Name Your School Name Exemption to Human Development and Sexual Health Procedure (SO-036) Page 5 APPENDIX B Exemption from Instruction in Human Development and Sexual Health Form Having reviewed the Human Development and Sexual Health expectations in the elementary Ontario Health and Physical Education curriculum for my child’s grade, I would like my child to be exempted from instruction related to these expectations, without academic penalty. During the exemption period, I would like my child to [select one only]: ☐ Remain in the classroom without taking part in instructional activities related to Human Development and Sexual Health. I understand that my child’s activities unrelated to Human Development and Sexual Health during the exemption period will be at the discretion of the teacher. ☐ Leave the classroom and remain in the school under staff supervision. I understand that my child’s activities during the exemption period will be at the discretion of the teacher or administrator. ☐ Be released into my care or the care of my approved designate. NOTE: If one of the three options above is not selected, the administrator or the administrator’s designate will determine where in the school the child is to remain during the exemption period. I understand and agree with the following statements: The Human Development and Sexual Health expectations in strand D of the health and physical education curriculum are different in every grade, so I must submit a completed exemption form every school year, for each child, in order for the child to be exempted from instruction related to Human Development and Sexual Health expectations in that school year; • References to or conversations about sexual health–related concepts among teachers, school staff, or other students outside formal instruction in Human Development and Sexual Health are not subject to this exemption • My child will continue to receive instruction related to all other elementary health and physical education curriculum expectations • Requests for exemption made by phone, or exemption forms or written requests that do not have a parent/caregiver signature, will not be accepted • This exemption form must be returned by enter date for my child to be excluded from instruction related to the Human Development and Sexual Health expectations in strand D of the Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019. Child’s Last Name Child’s First Name Parent’s/caregiver’s Name (print) Parent’s/caregiver’s Signature Grade and Class Date PLEASE NOTE: You will receive an acknowledgement from the school by letter by enter a date. If you do not receive an acknowledgement, please contact: enter contact name here. Please return this signed form no later than: enter a date. Exemption to Human Development and Sexual Health Procedure (SO-036) Page 6 APPENDIX C Insert on School Letterhead Date Dear enter name of parent/caregiver Re: Exemption from Human Development and Sexual Health Expectations This letter is to acknowledge that your request for your Grade enter grade child to be exempted from the Human Development and Sexual Health expectations has been received. As requested, your child will: (Choose one) ☐ Remain in the classroom without taking part in instructional activities related to Human Development and Sexual Health. ☐ Leave the classroom and remain in the school under staff supervision. ☐ Be released into my care or the care of my approved designate Sincerely, Your Name Your Title Name of School PROCEDURE PR-007 EXPERIENTIAL LEARNING PROGRAMS Superintendent Responsible: Superintendent of Program K-12 (Teaching & Learning) Initial Effective Date: 2021/03/29 Last Updated: 2023/06/16 Next Review Date: 2027/04/20 Purpose To outline the expectations for Grand Erie District School Board (Grand Erie) student participation in experiential learning programs. Guiding Principles Every effort shall be made to ensure that no student is denied access to an experiential learning program on the basis of personal financial constraint. Open and ongoing communication between all experiential learning employees in schools is encouraged. Communication shall include sharing of community placements within the system to ensure equitable access to limited opportunities. (E.g., Police, Hospital). 1.0 Program Administration Central co-ordination of the overall experiential learning program shall ensure consistency in dealing with employers and the community. Experiential learning teachers fall into two categories. Co-operative learning teachers grant credits while experiential learning teachers are involved with experiences such as job twinning, job shadowing, and community engagement experiences. Each school shall have a cooperative education (co-op) teacher to represent the school in matters pertaining to experiential learning programs. 1.1 School Board Representative The representative for Business Services for Grand Erie is the Superintendent of Business and Treasurer. Where indicated in the Experiential Learning Programs Manual, business forms should be forwarded to the Office of the Superintendent of Business. 1.2 Community Partnerships Grand Erie encourages ongoing efforts to promote dialogue with other partners involved in Cooperative Education (e.g., Conestoga, Fanshawe and Mohawk colleges, Laurier University, Brant Haldimand-Norfolk Catholic District School Board, District School Board of Niagara and W. Ross Macdonald School). To encourage information sharing and feedback with employers, schools will invite employers to participate in program evaluations, workshops and sharing sessions. 1.3 Ministry Data Collection The Ministry of Education requires the following data from school boards annually: • The total number of hours, during the school year (September 1-August 31), for which the Ministry has supplied Workplace Insurance coverage. This amount is to be compiled from the cumulative totals on students' log sheets. It is important that the hours reported are the actual hours during which a student was at a training placement. The number of hours must be tracked in the Co-op Writer software and the Training Station Hours forms are to be printed off, signed by the teacher and principal, at the end of each semester including summer school. The forms are to be housed in a secure location at the school for a minimum of six years for audit purposes. Procedures for Experiential Learning Programs Procedure (PR-007) Page 2 • The total number of hours, during the school year, for which training organizations have supplied Workplace Insurance coverage. • The names of the students for whom reports were filed with the Workplace Safety Insurance Board, the dates of injury, and the assigned claim numbers 2.0 Program Implementation The Experiential Learning Program Manual is where system plans/processes, resource documents/manuals, software such as Co-op Writer, and/or forms are approved with the requirement that all schools are to access and use them as required. The student’s learning plan outlines the course of study for the placement component and is the basis for assessment and evaluation. Experiential Learning students must have learning plans that identify the overall and specific curriculum expectations that describe the knowledge and skills the student will apply and further develop at the placement. The employer’s expectations and the placement specific expectations of the classroom component of the course must also be included on the learning plan. The Cooperative Education and Experiential Learning teachers must conduct an assessment of each placement, including placements at businesses or institutions owned and operated by students’ families if the placement is over three days and the student is performing tasks. 3.0 Health and Safety • Each secondary school shall have a written procedure to resolve safety and/or health hazards at the work placement • Adherence to procedures for reporting student injuries is required 4.0 Workplace Safety and Insurance Board (WSIB) Before a student is placed with an employer, the student’s teacher should determine whether the student will be covered by the employer. If students do receive wages when participating in work education or experiential learning programs, the placement employer is considered to be the employer under the Workplace Safety and Insurance Act (WSIA), and is responsible for providing WSIA coverage. A Work Education Agreement (WEA) form must be completed for these students, and school boards must indicate in the appropriate section of the form that the employer, not the ministry, is providing the WSIA coverage 4.1 Obtaining WSIB Coverage As per Bill 18, Stronger Workplaces for a Stronger Economy Act, 2014, in order to ensure Workplace Insurance coverage, a Work Education Agreement must be completed and signed by the parties concerned before the student begins the placement at the training station. Forms are required for each student in a Cooperative Education, Supervised Alternative Learning (SAL), Ontario Youth Apprenticeship Program (OYAP), or work experience. Further information regarding Workplace Insurance coverage for students and reporting procedures and claims can be found in PPM 76A. Workplace Safety and Insurance Coverage for Students in Work Education Programs. Reference(s): • Bill 18, Stronger Workplaces for a Stronger Economy Act, 2014 • Workplace Safety and Insurance Act, 1997 • Workplace Safety and Insurance Coverage for students in Work Education Programs PPM76A PROCEDURE SO-003 EXTREME WEATHER Superintendent Responsible: Superintendent of Education, Human Resources Initial Effective Date: 2020/05/25 Last Updated: 2024/02/27 Next Review Date: 2028/02/28 Purpose: To provide steps to be used by Grand Erie District School Board (Grand Erie) employees when extreme weather conditions (hot/cold) or air quality may produce health implications. Guiding Principles: Grand Erie will ensure compliance with Ministry of Labour Health and Safety Regulations, local Public Health directives and Ministry of Education Guidelines to create a safe environment in all Grand Erie facilities. This includes ensuring schools are safe for students, employees, and visitors. 1.0 Hot Weather Action Plan 1.1 This plan will be put in place when in place when there is an elevated risk of dealing with excessively hot and humid weather (usually between May 1 and September 30). 1.2 The plan will be initiated when all of the following conditions occur:  When heat waves/warnings are triggered in our Region: 2+ consecutive days reaching daytime maximum temperatures of 31°C or higher and an evening minimum temperature of 20°C  When the humidex reaches or exceeds 35°C.  When there is a smog alert combined with higher temperatures; and  When there is an Environment Canada Humidex advisory regarding ambient air temperatures exceeding 30°C and a humidex rating which exceeds 40°C. Note: During excessively hot/humid days, it is recommended to consume potable water on a regular basis to stay hydrated. Supervisors are responsible to ensure that potable water (ex: drinking fountains, bottle filling stations, tap water, etc.) is available for consumption. 2.0 Controls and Reactive Measures 2.1 When there is a potential for exposure to excessively high temperatures which may cause heat stress- related illnesses, control measures must be taken to control exposure to excessive heat in the workplace. Note: First aid or medical attention including emergency response may be required to treat heat stress related medical incidents. 2.2 School Administrator(s) Actions:  Monitor environmental conditions (including humidex) and the possibility of heat stress related illness, especially during the first week of elevated temperatures while individuals are acclimatizing.  Ensure that trained First Aid providers can respond to heat-related illnesses throughout periods during which heat stress-related illnesses are likely to occur.  Communicate heat stress related information and recommendations to all employees. Provide information on heat stress and staying cool and hydrated to students that is age appropriate. Extreme Weather Procedure SO-003 Page 2  The School Administrator(s) shall make announcements throughout the day reminding staff and students of hydration needs.  A cool location should be made available in the building to allow employees to cool down during break and lunch times.  Consideration should be given for outdoor activities with students like recess etc. to encourage the use of shaded areas and limiting physical activity to stay cool.  Ensure employees are trained to recognize signs and symptoms of heat stress, along with the causes, treatment, and preventative action (refer to Appendix A). A “buddy system” can be used where staff monitors each other for signs of heat stress since people may not notice their own symptoms.  Modify activities that involve physical exertion, exposure to sun and hot environments (rest periods, hydration, activity location change, and greater vigilance for heat stress symptoms should be considered).  Review schedules for individuals exposed to high temperature conditions (such as grounds staff and during summer clean) and increase the frequency and or length of rest breaks when possible.  Schedule strenuous jobs to be done during cooler times of the day.  Investigate and follow-up on any high temperature related incidents which are reported or observed.  Encourage staff to open windows to allow air to circulate where effective and applicable.  Promote the use school purchased portable fans to assist in circulating air.  Use blinds, curtains, or reflective coatings on windows to reduce direct sunlight.  Relocate staff and students when necessary to a cooler location (e.g., third floor class moved to the first floor, cafeteria, library or outdoors).  Encourage parent(s)/caregiver(s) to remind students about safe play in hot weather at all opportunities. Appendix E contains key messages for parent(s)/caregiver(s) that can be sent home with students. 2.3 Employee Responsibilities:  Wear loose fitting clothing that is light in weight and covers the head to prevent exposure to direct sunlight when outdoors in the summer months. Light colour clothing is better than dark, in hot weather.  Wear clothing made of fabrics that wick sweat away from the skin and allow sweat to evaporate, in hot weather.  Employees should dress appropriately for cold weather months, (layers, proper winter footwear, coat, hat and mitts for outside work).  Employees should alter time of day for physically demanding tasks and/or reduce pace of work.  Alter type of physical activities for students.  Employees and students should eat lightly and drink plenty of liquids to replace fluid loss due to heat. The Ontario Ministry of Labour recommends drinking a cup of water every 20 minutes in extreme heat. Fluids include water or fruit juice, not caffeinated drinks.  Wear sunscreen with an SPF of 15 or higher whenever working outdoors; other protective measures are a hat and sunglasses.  Use available fans to help increase circulation.  Open interior doors and perimeter windows to increase the exchange of fresh air (when exterior temperatures are cooler)  Turn off or limit the use of heat generating equipment and appliances if safe and practical to do so  Be conscious of medications side effects and avoid beverages which contain sugars and caffeine as this may contribute to dehydration Extreme Weather Procedure SO-003 Page 3 Note: Additional controls to prevent exposure to high temperatures may be required for vulnerable individuals such as employees and students with special needs or medical conditions. 2.4 Personal Risk Factors Affecting Heat Tolerance: 2.4.1 There are several factors that can affect an individual’s level of heat tolerance and their ability to work in hot environments. These factors include but are not limited to:  Diseases such as cardiovascular, multiple sclerosis, diabetes, etc.  Physical conditions such as pregnancy, reduced level of fitness, and age.  Use of therapeutic drugs and medications (e.g., Blood pressure medications, diuretics, etc.) 2.4.2 It is important for individuals to seek advice from their personal physician if they are feeling the effects of heat and to identify any restrictions related to working in hot conditions. Employees should provide information about specific heatrelated restrictions to their School Administrator(s)/Immediate Supervisor. Appendix E contains key messages for parent(s)/caregiver(s) related to hot weather that can be sent home with students. See Appendix F Heat Stress Awareness Tool. 3.0 Cold Weather Conditions 3.1 Outdoor Temperature: 3.1.1 Low temperatures, especially combined with strong winds, can lead to frost nip and frost bite and in extreme cases, hypothermia (Refer to Appendix C-Table 1 for a list of cold related signs and symptoms and preventative measures that can be taken). 3.1.2 Wind chill factor is a measure of the combined chilling effect of wind and temperature. For example, the combination of a specific temperature and wind speed can be related to how fast exposed flesh will freeze. See Appendix B Table 2 Wind Chill Calculation Chart. 3.2 Cold Weather and Outdoor Play: 3.2.1 Time spent outdoors is an integral part of the school day. Students need fresh air and exercise, and time spent outside gives them an opportunity to break free from the classroom's structure. 3.2.2 In the winter, it is important students come to school prepared for the cold. Boots, mittens or gloves and hats should be worn to school and it’s a good idea for parent(s)/caregiver(s) to provide extra mittens, socks, etc. in the event they are needed. 3.2.3 When the temperature or wind chill reaches -20°C (twenty degrees below zero, Celsius), students will be granted immediate entry to school upon arrival, and students will remain indoors during nutrition breaks. When temperature thresholds are in effect, students must keep their outdoor coats/jackets with them throughout the instructional day, in case of a need to evacuate the school. 3.2.4 When the temperature or wind chill reaches -15°C (fifteen degrees below zero, Celsius), School Administrator(s) must consider reducing the amount of time students will be exposed. Consideration of other factors before sending students outside includes:  condition of playground (ice, snow, etc.)  location of the school (perhaps the building or trees block the wind on the playground)  the age of the students  the adequacy of student clothing 3.2.5 Schools should encourage parent(s)/caregiver(s) to dress students appropriately at all opportunities. Appendix D contains key messages for parent(s)/caregiver(s) related to cold weather that can be sent home with students. Extreme Weather Procedure SO-003 Page 4 4.0 Outdoor Air Quality issues related to air quality index The air quality health index (AQHI) is a tool used to tell you about:  the health risks associated with local air pollution (this can include increased air pollution due to wildfire smoke)  actions you can take to protect your health Health Risks: People with lung disease (such as asthma) or heart disease, older adults, children, pregnant people, and people who work outdoors are at higher risk of experiencing health effects caused by Poor air quality and wildfire smoke. The Board will follow directions and recommendations as provided by the local Public Health authority, these will be communicated to schools and staff. Steps taken will be based on the Air Quality Index and the health messages by category. (See appendix C It is recommended that students/staff with known respiratory conditions such as asthma should have a supply of their medications in school/work. Stop outdoor activities and contact your health care provider if you or someone in your care experiences shortness of breath, wheezing (including asthma attacks), severe cough, dizziness, or chest pains. Stay inside if you are feeling unwell and experiencing symptoms. Keep indoor air clean and safe Protect the air inside by:  Ensure HVAC systems are functioning. In our Board we have MEERV 13 filters in most HVAC systems.  Running the portable HEPA air purifier (provided in areas without HVAC or MEERV 13 filters) to remove pollution and smoke from indoor air Definitions: Heat cramps: A heat-induced condition characterized by painful cramps in the arms, legs or stomach which can occur at work or later at home. This condition can be a warning of other more serious heat-induced illnesses. Heat exhaustion: A heat-induced condition characterized by sweating, cool-moist skin, body temperature over 38°C, weak pulse, abnormal or low blood pressure. Heat rash: A heat-induced condition characterized by a red, bumpy rash with severe itching. Heat stress: Heat stress refers to an increase in the body’s core temperature. This could be related to a variety of factors, including high temperature, humidity, radiant heat, and activity level. If a person is experiencing heat stress, then serious heat-related illnesses can occur, including heat rash, heat cramps, heat exhaustion, or heat stroke. Heat stroke: A heat-indued condition characterized by high body temperature (41°C) and any one of the following:  weakness  confusion  emotional upset and strange behavior  hot, dry, red skin Extreme Weather Procedure SO-003 Page 5  elevated pulse  headaches and dizziness Note: In the later stages, a person may experience loss of consciousness and possibly convulsions. Heat stroke is a medical emergency. If not recognized and addressed, this condition can result in serious illness or even death. Humidex: The term “humidex” is short for humidity index. Humidex is an equivalent scale intended for the public to express the combined effects of warm temperatures and humidity. Environment Canada uses humidex ratings to inform the general public when conditions of heat and humidity are possibly uncomfortable. See Appendix B Table 1. Wind chill factor: A measure of the combined chilling effect of wind and temperature. The advantage of wind chill factor over other measured methods is that it represents a real rate of cooling. For example, the combination of a specific temperature and wind speed can be related to how fast exposed flesh will freeze. See Appendix C Table 2 Wind Chill Calculation Chart Extreme Weather Procedure SO-003 Page 6 APPENDIX A Ministry of Labour, Health and Safety Guidelines for Treatment and Prevention of Hot Weather-Related Hazards Cause Symptoms Treatment Prevention Heat Rash Hot humid environment; plugged sweat glands. Red bumpy rash with severe itching. Change into dry clothes and move to a cool area. Rinse skin with cool water. Wash regularly to keep skin clean and dry. Sunburn Too much exposure to the sun. Red, painful, or blistering and peeling skin If the skin blisters, seek medical aid. Use skin lotions (avoid topical anesthetics) and work in the shade. Work in the shade; cover skin with clothing; apply skin lotions with a sun protection factor of at least 15. People with fair skin should be cautious. Heat Cramps Heavy sweating drains a person’s body of salt, which cannot be replaced by just drinking water. Painful cramps in arms, legs or stomach, which occur suddenly at work or later at home. Heat cramps are serious because they can be a warning of other more dangerous heat induced illnesses. Move to a cool area; loosen clothing and drink cool salted water (1 tsp. Salt per gallon of water) or commercial fluid replacement beverage. If the cramps are severe or don’t go away, seek medical aid. Reduce activity levels and/or heat exposure. Drink fluids regularly. Employees should check on each other to help spot the symptoms that often precede heat stroke. Fainting Fluid loss and inadequate water intake. Sudden fainting after at least two hours of work; cool moist skin; weak pulse. GET MEDICAL ATTENTION. Assess need for CPR. Move to a cool area; loosen clothing; make person lie down; and if the person is conscious, offer sips of cool water. Fainting may also be due to other illnesses. Reduce activity levels and/or heat exposure. Drink fluids regularly. Employees should check on each other to help spot the symptoms that often precede heat stroke. Extreme Weather Procedure SO-003 Page 7 Heat Exhaustion Fluid loss and inadequate salt and water intake causes a person’s body’s cooling system to start to break down. Heavy sweating; cool moist skin; body temperature over 38°C; weak pulse; normal or low blood pressure; person is tired and weak and has nausea and vomiting; is very thirsty; or is panting or breathing rapidly; vision may be blurred. GET MEDICAL AID. This condition can lead to heat stroke, which can kill. Move the person to a cool shaded area; loosen or remove excess clothing; provide cool water to drink; fan and spray with cool water. Reduce activity levels and/or heat exposure. Drink fluids regularly. Employees should check on each other to help spot the symptoms that often precede heat stroke. Heat Stroke If a person’s body has used up all its water and salt reserves, it will stop sweating. This can cause body temperature to rise. Heat stroke may develop suddenly or may follow from heat exhaustion. High body temperature (over 41°C) and any one of the following: the person is weak, confused, upset or acting strangely; has hot, dry, red skin; a fast pulse; headache or dizziness. In later stages, a person may pass out and have convulsions. CALL AMBULANCE. This condition can kill a person quickly. Remove excess clothing; fan and spray the person with cool water; offer sips of cool water if the person is conscious. Reduce activity levels and/or heat exposure. Drink fluids regularly. Employees should check on each other to help spot symptoms that often precede heat stroke. Extreme Weather Procedure SO-003 Page 8 APPENDIX B Table 1: Humidex Reading and Degree of Discomfort Appendix C: Health messages by category: Extreme Weather Procedure SO-003 Page 9 APPENDIX C Table 1: Environment Canada Wind Chill Hazards and Prevention i i Description Health Concern What to Do 0 to –9 Low Slight increase in discomfort Dress warmly, with the outside temperature in mind. -10 to –27 Low Uncomfortable Risk of hypothermia if outside for long periods without adequate protection Dress in layers of warm clothing, with an outer layer that is wind resistant. Wear a hat, mittens and scarf. Keep active -28 to –39 Increasing risk: exposed skin can freeze in 10 to 30 minutes Check face and extremities (fingers, toes, ears and nose) for numbness or whiteness Risk of hypothermia if outside for long periods without adequate protection Dress in layers of warm clothing, with an outer layer that is wind resistant. Cover exposed skin: wear a hat, mittens and a scarf, neck tube or facemask. Keep active. -40 to –47 High risk: exposed skin can freeze in 5 to 10 minutes Check face and extremities frequently for numbness or whiteness (frostbite) Risk of hypothermia if outside for long periods without adequate protection Dress in layers of warm clothing, with an outer layer that is wind resistant. Cover exposed skin: wear a hat, mittens and a scarf, neck tube or facemask. Keep active. Extreme Weather Procedure SO-003 Page 10 Table 2: Environment Canada Wind Chill – Minutes to Frostbite The following are approximate values Extreme Weather Procedure SO-003 Page 11 APPENDIX D Suggested Parent(s)/Caregiver(s) Guidelines for Cold Weather Winter can be a wonderful time for play. Participating in winter sports will help keep the whole family healthy, but injuries can spoil the fun. Here's how to keep kids safe during winter play. Clothing for outdoor play: All winter activities require warm, dry clothing. To prevent frostbite, students should be dressed in warm clothes, including:  a hat (warm, close-fitting, and covering ear lobes; not a 'fashion' hat or baseball cap),  mittens (gloves do not keep hands warm as effectively as mittens),  loose layers (an absorbent synthetic fabric next to skin, a warmer middle layer, and a water resistant/repellent outer layer),  socks A single pair of socks, either wool or a wool blend (with silk or polypropylene) is better than cotton which offers no insulation when wet. Avoid extra thick socks as they can cause cold feet by restricting blood flow and air circulation around the toes.  boots Be sure boots are dry and not too tight. Students should get out of wet clothes and shoes as quickly as possible as they are the biggest factors in frostbite. Jackets should be zipped up. To avoid strangulation during play, use tube-shaped neck warmers instead of scarves. If scarves must be used, tuck them into jackets. Remove drawstrings on hoods and jackets because they are also a safety hazard; better yet, buy clothes without drawstrings. Safe weather for outdoor play: 1. Students must play indoors if the temperature falls below -20C, regardless of the wind chill factor. 2. Students must play indoors, regardless of the temperature, if the following occurs: The wind chill factor is reported as -20 C or greater (This is the temperature at which exposed skin freezes in a few minutes 3. Adopted from guidelines published by The Hospital for Sick Children, University of Toronto. Extreme Weather Procedure SO-003 Page 12 APPENDIX E Suggested Parent(S)/Caregiver(s) Guidelines for Hot Weather Summer can be a wonderful time of year, but it also brings warmer weather and humidity. Here's how to keep kids safe during the summer months.  Wear loose fitting clothing that is light in weight; light colour clothing is better than dark.  Wear clothing made of fabrics that wick sweat away from the skin and allow sweat to evaporate.  When outside wear a bucket hat with a wide brim  Students should eat light meals and drink plenty of liquids to replace fluid loss due to heat.  Encourage students to bring refillable water bottles to school that they can keep with them both outside and while in class.  Allow students to make frequent trips to the water filling stations to ensure they have water with them Safe activities for outdoor play:  Alter types of physical activities for students so they are not overexerting themselves in the hot weather  Encourage kids to find shady spots to take a break when outside  Ensure students remain hydrated when outside  Encourage kids to wear sunscreen when outside SPF 30 or higher Classroom activities: Environmental Controls such as the following can be used to help make a more comfortable environment in the warm weather  Open windows and doors to allow air to circulate where effective and applicable.  Use school purchased portable fans to assist in circulating air.  Use blinds, curtains, or reflective coatings on windows to reduce direct sunlight. Relocate staff and students when necessary to a cooler location (e.g., third floor class moved to the first floor, cafeteria Extreme Weather Procedure SO-003 Page 13 APPENDIX F Heat Stress Awareness Tool PROCEDURE SO-022 FEES FOR LEARNING MATERIALS AND ACTIVITIES Superintendent Responsible: Superintendent of Education, Secondary Schools Initial Effective Date: 2020/04/27 Last Updated: 2025/10/02 Next Review Date: 2029/10/02 Purpose: To outline the circumstances, purpose and process for collecting fees for learning materials and activities. Guiding Principles: 1.0 Equity and Inclusive Education 1.1 Socio-economic circumstances are one of many factors that the Grand Erie District School Board (Grand Erie) must consider in order to create barrier-free, equitable opportunities for all students. In situations where fees may be charged to students, every effort shall be made to assist students with limited financial means. The Administrator(s) will develop collection methods that maintain the dignity of and that afford reasonable expectations of privacy for students and parent(s)/caregiver(s) and develop and communicate a practice for the respectful and private identification of students/parent(s)/caregiver(s) who may be experiencing financial hardship. 2.0 Regular Day School There shall be no fees charged to a student to participate in the regular day school program. A student has a right to attend without fee. If the student is in the regular day school program: 2.1 There will be no fees or cost charged to students to participate in the regular day school program. In some courses (e.g., art, music, construction technology) students may wish to use an alternate product or consumable than that is offered provided by the school, in which case they will be asked to pay the additional cost to be provided upgraded materials 2.2 Fees may not be charged for a textbook or a textbook deposit 2.3 Fees may not be charged for a workbook. If the workbook is used as a regular part of the program, the school shall provide the workbook to all students. Fees may be charged for a workbook if the workbook is optional. To the extent possible, schools must minimize dependence on charges for learning and/or resource materials 3.0 Other School Registers 3.1 Schools may collect a book deposit if the student’s enrolment is contained on a continuing education student register, an adult credit course student register, or an international language student register. The book deposit will be refunded upon return of the textbook or resource to the school. 4.0 Student Fees at Schools 4.1 The Administrator(s) is responsible for ensuring that the materials required to meet the expectations of the core curriculum are available without cost to students. No fee may be charged for learning resources that are essential to the delivery of a core course or program. Fees for Learning Materials and Activities Procedure (SO-022) Page 2 4.2 The Administrator(s) must review all proposed optional charges for all courses prior to inclusion of such optional charges in any publication, and prior to the fee being levied. When changes cannot be incorporated into already-published materials, the Administrator(s) will inform parent(s)/caregiver(s) in writing of the new fee(s). 4.3 All field trips for which there is a cost must be optional to a course. Where the student chooses not to participate in an optional field trip, alternative assignments must be provided in order for the student to meet the expectations of the course. 4.4 In order to maximize the resources provided to students, Grand Erie promotes green practices which include judicious use of consumable items in all school programs. 4.5 Schools may collect student activity fees and/or admission fees to recover the cost of participation in optional extra-curricular activities. 4.6 No student will be denied access to report cards, courses, use of the library, or a locker for failure to pay student activity fees. 4.7 Administrator(s) shall communicate with employees, student councils, and school councils about student activity and athletic fees. 4.8 Optional programs are courses or activities that students choose to attend in addition to regular day school programs, with knowledge that these programs are beyond the provincially mandated curriculum. Examples may include Advanced Placement, Hockey Canada Skills Academy, or specialized courses. Throughout the course selection process, schools must communicate information to parent(s)/caregiver(s) and students regarding optional program fees. It is understood that fees can be subject to change based upon reasonable and unforeseen circumstances. 4.9 The basic Secondary Athletic Fee will be determined by the Administrator(s) of each school in consultation with School Council and will be reviewed on an annual basis. Fees may include: tournament costs, game or sport based equipment, supplemental sport costs (referee fees, rentals etc.) and athletic celebrations and awards. Administrator(s) may request an increase to the fee, having undertaken the appropriate consultation with members of the school community. The fee structure should be established so that the fees collected offset, but do not exceed, the associated costs related to the whole school year offering of sporting activities. 4.10 The following statements must be included in the School Profile and the Student Handbook. 5.0 Student Fees 5.1 There will be no fees or cost charged to students to participate in the regular day school program. Fees may be charged where the student chooses to upgrade the material or where purchase of material is optional. Students enrolled in Grand Erie schools can expect to be provided with the basic classroom learning resources that are required in order to complete the course expectations. It is recognized there may be optional resources that students may purchase to enhance their programs, e.g., field trips, upgrading materials in courses such as construction technology and visual arts. Students may choose enhanced program options where fees are required to recover associated costs. 5.2 Students are expected to come to school ready and willing to participate actively in their own learning. To that end, students are expected to bring materials with them for their own personal schoolwork. Teachers will communicate the basic materials needed to complete learning tasks in each class; e.g., pencils, pens, pencil crayons, markers, erasers, rulers, calculators, etc. 5.3 Students are encouraged to pay the student activity fee. The activity fee includes access to the co-instructional program (e.g., sports, dances and other school activities). Students involved in co-instructional teams, groups and clubs will be made aware of any additional fund-raising obligations or participation fees prior to making a commitment to participate. Fees for Learning Materials and Activities Procedure (SO-022) Page 3 5.4 The basic Secondary Athletic Fee will be determined by the Administrator(s) of each school in consultation with School Council and will be reviewed on an annual basis. The fee will be waived or subsidized for students who may be experiencing financial hardship as per 1.1. 5.5 Students and families experiencing hardship may contact the Administrator(s) for assistance to support students’ success in school. 6.0 Fees for Damaged or Lost Material 6.1 The Administrator(s) may charge fees for the replacement or repair of textbooks, library material, technology, or other loaned materials (e.g., equipment), if loaned material is not returned as required or is returned in damaged condition. The fee may not exceed the replacement or repair cost, as appropriate. Reference(s): • Fees for Learning Materials and Activities Policy (SO-22) • Ministry Memo 2010:B11 POLICY SO-22 FEES FOR LEARNING MATERIALS AND ACTIVITIES Superintendent Responsible: Superintendent of Education, Secondary Schools Initial Effective Date: 2020/04/27 Last Updated: 2025/10/27 Next Review Date: 2029/10/26 Objective: To ensure all students have access to learning materials and equipment necessary to meet curricular requirements and be proactive in providing a barrier free, equitable learning environment. Policy Statement: The Grand Erie District School Board (Grand Erie) is committed to supporting students’ participation in school activities regardless of their individual socio-economic circumstances. As indicated in Ministry of Education Guidelines, parent(s)/caregiver(s) or student(s) may be asked to contribute resources in the way of time, money, or materials to support enhanced or optional programs and activities. When fees are collected, the purposes and method for their collection must be consistent with relevant Grand Erie policies and procedures. Reference(s): • Fees for Learning Materials and Activities Procedure (SO-022) • Ministry Memo 2010:B11 PROCEDURE SO-015 FIELD TRIPS AND EXCURSIONS Superintendent Responsible: Superintendent of Curriculum and Student Achievement Initial Effective Date: 2008/11/24 Last Updated: 2025/10/02 Next Review Date: 2029/10/02 Purpose: To provide equitable access to field trips for Grand Erie District School Board (Grand Erie) student(s) to broaden their knowledge and enhance learning opportunities while ensuring safety of student(s) and employee(s). Guiding Principles: • Only school sanctioned trips will be approved. Any activity or travel tour which is not approved as part of the school program, shall not be promoted or organized during school hours or in association with the school or Grand Erie. • All field trips remain “proposed” until the required approvals are fully obtained (by Administrator, and if applicable, by the Family of School Superintendent and Director of Education) through the trip application. The field trips should not be advertised/communicated, nor should any money be collected, until fully approved. • It is the responsibility of all participants to adhere to Grand Erie’s Code of Conduct (SO-012) at all times during a field trip or excursion. • It is the responsibility of the teacher supervising the field trip and excursion that they understand and be familiar with the risks of the activity(ies). • Written approval must be obtained for all student(s) to participate in any trip which takes student(s) beyond the school property. Parent(s)/caregiver(s) must be informed in writing as soon as possible regarding field trips and excursions. • Learning expectations for the trip will be established early in the planning process. • Refer to Appendix A for detailed information on trip approval categories, required approvers, insurance requirements and timelines for approval. • All trips must take place between the first and last day of school unless connected to summer programming. • May 30 is the final day to submit trip requests for Category II-year end trips. Submission timelines must still be followed. 1.0 Supervision Ratio Supervisors: student(s) Grade Cat I & II Cat III Kindergarten 1:8 n/a Grades 1 – 8 1:10 n/a Grades 9 - 12 1:15 1:10 1.1 Teacher-in-charge must include at least one certified teacher employed by Grand Erie. 1.2 Supervision ratios are based on the number of teacher(s), staff and volunteer supervisor(s) accompanying students (e.g. bus driver, tour guide and camp staff are not included in the supervision ratio). 1.3 Employee(s) and volunteer(s) supervisors are not permitted to bring children who are not part of the trip. Field Trips and Excursions Procedure (SO-015) Page 2 1.4 Volunteer(s) must receive written instructions on their supervisory duties from the teacher-in-charge, in consultation with the Administrator(s) attending an orientation meeting at the venue. 1.5 Chaperones are necessary for all overnight co-ed trips and will be selected based on the needs of the students in attendance. Non-employee(s) chaperones/supervisors are considered volunteer(s) and they must conform to all applicable procedures and complete the Volunteer(s) Supervisors’ Release and Indemnification Form. 1.6 The minimum supervision ratio should be exceeded where special consideration is required including to the physical, emotional, medical and behavioural needs of any student(s) participating in the trip and/or when deemed necessary based on the nature of the activity including consideration of risks or as mandated by the facility, to improve student safety 1.7 Ontario Physical Activity Safety Standards in Education (OPASSE) (formerly OPHEA) Supervision Ratios must be met during any mode of transportation. 1.8 OPASSE Safety Guideline supervision ratios must be adhered to wherever they are lower than in this procedure. 1.9 For approved, Category I activities assigned to students in Grades 7–12, standard classroom supervision ratios may be applied. These activities will be designated within the trip application. Teacher-in-charge are required to complete a trip request form, obtain parent/caregiver permission, and evaluate student behaviour, ability levels, and any special supervision needs prior to proceeding. 2.0 Planning for Inclusive and Accessible Field Trips 2.1 When planning for field trips and excursions, accessibility for all student(s) shall be considered to ensure equitable participation inclusive of race, religion, socioeconomic status, gender, sexual orientation and physical ability. Reasonable accommodations, to the point of undue hardship, including subsidies and specialized transportation should be made, to allow all student(s) to participate fully and equitably in field trips. 2.2 Consult with parent(s)/caregiver(s) of student(s) about any fears/anxieties or potential barriers on the trip. student(s) 2.3 Inquire about the accessibility of the field trip location, including washrooms and lunch areas, ahead of time. Consider if the site has a calming/sensory space for student(s) who require this. employee(s) 2.4 Identify potential challenges and rehearse with the child ahead of time. Create a social story to make the trip as predictable as possible. Ensure that essential self-regulation tools are available on the trip. 2.5 Check that accessible transportation has been confirmed. Contact the Manager of Transportation with concerns around funding accessible transportation. 2.6 Ensure that any support employee(s) requirements have been arranged (there is no admission cost for support workers who are required to assist a person with a disability). Contact your Teacher Consultant, Special Education with any concerns. 2.7 Field trips are meant to support curriculum expectations, trips should not exclude any student(s) if there is no other way to access that curriculum expectation. Student(s) not attending field trips should not be expected to stay home and arrangements should be made for school if it is deemed appropriate for student(s) to remain at school. 2.8 Promote the connection between all peers participating in field trips or any school special events. Ensure that student(s) with a disability can participate in the activities. 2.9 Trips should not be planned on days of significance. Field Trips and Excursions Procedure (SO-015) Page 3 3.0 Responsibilities 3.1 It is the responsibility of the teacher-in-charge, Administrator(s), Family of Schools Superintendent, and Director of Education and Secretary of the Board to administer this process in accordance with all applicable policies and procedures. 3.2 For trips requiring hotel accommodations and flights, the trip must be booked through an approved Trip and Excursion vendor following TICO Guidelines for School Trips. For Educational/Leadership conferences, overnight tournaments and OFSAA or regional qualifiers, a trip and tour operator is not required. These trips may be booked directly by the school. 3.3 A student(s) may be denied participation on a school trip based on a demonstrated inability to follow school behaviour guidelines. 3.4 Consideration must be given to the possibility that a student(s) may have to return to the school or home prior to the completion of the trip. 3.5 The responsibility of the teacher-in-charge is to take reasonable steps to reduce the risks of injuries. This responsibility includes being prepared for emergencies and providing communication to parent(s)/caregiver(s) as quickly as possible in the event of a health or safety concern for the student(s)(s). Teacher-in-charges must conform to OPASSE Safety Standards. 3.6 It is the responsibility of the teacher-in-charge to hold an Orientation meeting for all overnight trips for parent(s)/caregiver(s)/ volunteer(s)/supervisors, once approval has been given for an overnight field trip/excursion. Orientation meetings should include the nature of the activities planned, the foreseeable risks of engaging in the activity, supervisors and how many, rules and parameters to be aware of, and abilities of all student(s). Parent(s)/Caregiver(s) must confirm in writing that they have participated in the Orientation meeting and/or that expectations for the trip have been clearly communicated to them. 3.7 Student(s) are required to abide by the school and Grand Erie’s Code of Conduct while on field trips and excursions. Teachers are to ensure that the expectations for unstructured times are clearly communicated in the itinerary as well as expectations for curfew. 3.8 The Administrator(s), Family of Schools Superintendent, and Director of Education and Secretary of the Board approval must be secured through Grand Erie’s School Trips and Extra Curricular Activities application before any commitments, including fundraising for Category II and III trips, are made to agents, organizers, parent(s)/caregiver(s), or student(s). Teacher-in-charge to Administrator(s) communication about the trip will be continuous and ongoing. 3.9 The Administrator(s) or teacher-in-charge shall accompany the student(s) and shall act as head teacher-in-charge for all field trips and excursions. 3.10 For Category II or III trips, one supervisor must have their Emergency First Aid Training and CPR and as outlined by OPASSE Safety Guidelines and have a travel first aid kit readily available for the duration of the trip. 3.11 For all trips, an adequate emergency response plan must be determined in advance of the trip for all activities and must be communicated with all teacherin- charges. 3.12 For all trips, cancellation and resultant loss of funds, no matter what the cause, is the responsibility of the student(s), parent(s)/caregiver(s) or their insurer. 3.13 If school trips or travel must be cancelled/postponed Grand Erie is not legally liable for any cancellation fees, penalties, loss deposits or forfeiture of any prepaid costs incurred by student(s). This is the reason why parent(s)/caregiver(s) are advised to purchase trip insurance. Field Trips and Excursions Procedure (SO-015) Page 4 4.0 Responsibilities – Water Activities 4.1 Residential pools and hotel pools are not permitted for swimming. 4.2 Swim tests are to be completed in advance of all trips involving water 4.3 Emergency procedures must be outlined to student(s) prior to entering the water. 4.4 For natural sites please refer to OPASSE Safety Guidelines for Outdoor Education-Swimming. For canoeing and/kayaking please refer to OPASSE Safety Guidelines for Outdoor Education-Canoeing/Kayaking. 4.5 It is the responsibility of the teacher-in-charge to ensure that the supervision ratio and qualifications for lifeguards is followed as outlined in the OPASSE Safety Guidelines. 4.6 Standard safety equipment must be accessible at pool or water sites, e.g., signaling devices, reaching poles, spinal boards, throwing line(s), first aid kit. 4.7 Swim Test: a. The Administrator(s) or teacher-in-charge must refer to the OPASSE Safety Guidelines to select the activity specific OPASSE swim test requirements for their trip/excursion. b. The teacher-in-charge must provide the activity specific OPASSE swim test requirements to the Head Guard conducting the test, along with the attendance sheet to record Pass/Fail status for each student(s). Swim Test results must be provided to the Administrator(s) and the teacher-in-charge. c. For Excursions, student(s) must complete the OPASSE swim test upon arrival for their scheduled swim. Student(s) who do not pass the OPASSE swim test and are swimming at a public pool, must follow the Facility Swim Admission Standards. The teacher-in-charge must call the Public Pool Facility in advance to understand what the Facility’s Swim Admission Standards are. For class trips not at a public pool, and where a student(s) is not successful, student(s) must be identified and wear a properly fastened Personal Flotation Device (P.F.D).. Where the trip is primarily a water trip and there are student(s) who cannot participate, it is recommended that an alternative trip be planned that does not have a water focus. d. For Category II or III school trips that include swimming, it is required that swim tests are conducted in advance of the trip. The only exception to this is for overnight camps where swim tests are conducted on site. Overnight camps where the swim test is performed on site must provide a supervised alternative program in the event that there are student(s) that do not successfully complete the test. Programming should be offered by the camp employee(s) and information on the alternative programming is to be provided to the teacher-in-charge in advance of the trip. e. The Head Instructor/Guard must be informed of any student(s) having lifethreatening allergies, a history of diabetes, asthma, heart conditions, convulsions, epilepsy, frequent ear infections, or a medical condition that may affect the student(s)’s safety in the water. 5.0 Winter Activities 5.1 Review Ontario Ski Resort Association (OSRA) listing of member resorts to ensure that the resort is an approved OSRA member. Visit www.skiontario.ca. 5.2 For non-English/French speaking parent(s)/caregiver(s), refer to the Ontario School Board Insurance Exchange (OSBIE) Ski Package and use of a multilingual cover page to ensure there is a clear understanding of the risks, safety rules and use of consent forms. 5.3 All trips that include ski/snowboarding must adhere to the OSBIE School Board/Snow Resort Safety Guidelines for Out-Of-School Trips for Winter Sports Education Programs. Link to form available on the resource tab within the trip application. Field Trips and Excursions Procedure (SO-015) Page 5 5.4 Canadian Standards Association (CSA) approved ski or snow board helmets are mandatory for snowboarding, downhill skiing, and tubing for all student(s), employee(s) and volunteer(s). Skating/Hockey/Bicycle helmets are not an appropriate helmet for these activities. 5.5 An assessment of the student(s)’ abilities by a visual assessment of performance must be completed. For all non-skiers/snowboards and/or beginners must have lessons before permitted on trails. 5.6 All student(s), employee(s), and volunteer(s) who are on a skating or hockey trip must wear a CSA approved hockey helmet while on the ice. Full-face masks are required for participation in hockey instructional program, games, or scrimmages. Bicycle or snowboarding helmets are not an appropriate helmet for skating or hockey activities 6.0 Multiple Event Trips and Excursions 6.1 For short and/or multiple excursions within regular school hours, an Informed Consent Form may be obtained at the beginning of the school year or semester (i.e., Skating programs, health and physical education programs, construction projects or activities that fall within Category II (ie: skating, swimming)). 7.0 Extra-Curricular Activities 7.1 Extra-curricular activities are defined as: • all activities that take place outside of the instructional day • all tryouts, games and tournaments for team sports that occur within Grand Erie’s boundaries and organized through the appropriate Grand Erie athletic associations • any school club or team • all organized activities during nutritional breaks 7.2 Occasional events such as fun days, play days, school dances, barbeques etc. held during the school day at the school site, where parent(s)/caregiver(s) are informed through school newsletters or other communication channels, are exempt from Field Trips and Excursions Procedure (SO-015). 8.0 Insurance 8.1 Student(s) a. Grand Erie does not provide insurance for student(s) against any accidental death, disability, dismemberment, or medical expenses that might occur as a result of an accident during school activities, including sporting events and trips. b. Grand Erie requires that all parent(s)/caregiver(s) declare whether or not they have accident insurance. The declaration form is sent home at the beginning of the school year and kept on file at the school. c. Grand Erie offers information on a protection plan that is made available to the parent(s)/caregiver(s) to purchase for their student(s) (Insure My Kids Protection Plan). This plan can be purchased throughout the year. d. Student(s) Accident Insurance is mandatory for Category II high risk activities (ie: rugby, football) and trips out of Province and Category III trips as they involve activities requiring special skill or increased inherent risks. All student(s) travelling on Grand Erie approved trips outside the province of Ontario are required to have individual insurance coverage regardless of the length of the trip, even if it is only a one-day trip. All student(s) must have the appropriate travel insurance coverage that meets or exceeds the Insure My Kids Protection Plan offered to student(s). e. Parent(s)/Caregiver(s) may purchase student(s) accident insurance through Grand Erie approved Travel and Tour operators or provide private accident insurance coverage. Field Trips and Excursions Procedure (SO-015) Page 6 8.2 Employees Employees are provided with Workplace Insurance benefits provided by the Workplace Safety and Insurance Board (WSIB) while acting within the scope of their duties on behalf of the board. All employee(s) accidents must be reported according to Grand Erie’s Employee Injury Reporting and Investigating Procedure (HS-006). 8.3 Volunteer(s) and Chaperone(s) a. Grand Erie does not provide insurance for volunteer(s) or chaperone(s) against any accidental death, disability, dismemberment, or medical/dental expenses that might occur as a result of accidents during their involvement in school activities, including sporting events and field trips. b. For all Category II trips out of Province or Category III trips, volunteer(s) must obtain or provide proof of accident insurance before participating in school trips. 8.4 Confirmation of Insurance a. Proof of adequate commercial general liability insurance is required through a Certificate of Insurance from venues and service providers who are privately owned and operated independently including, and not limited to rock climbing, zip lining, summer camps, and family farms. Large established public venues, such as Canada’s Wonderland, Rogers Centre, Royal Ontario Museum, CN Tower, Canadian War Plane Heritage Museum, Toronto Zoo, and Ontario Science Centre would not be required to provide proof of insurance. b. Evidence of comprehensive general liability insurance in the amount of $2 million dollars must be provided in advance of the trip. 9.0 Transportation 9.1 Transportation methods (i.e., plane, marine) other than bussing or taxi, through approved vendors or public transportation, is beyond the approval level of both the Administrator(s) and Family of Schools Superintendent for all Categories and requires approval of the Director of Education and Secretary of the Board. For kindergarten and primary field trips and excursions, where transportation is required, student(s) must travel by bus only. Transportation must be appropriate to the age of the student(s). Provincial legislation regarding child car-seats must be followed. 9.2 When using public transportation, appropriate supervision must be maintained. This includes ensuring that the required supervision ratios are met, and the students are adequately supervised during transit. Be aware that public transportation may have capacity issues. As such, the teacher-in-charge may need to connect with public transportation in advance to arrange for adequate public transportation services for all students. Ensure that supervision ratios are maintained even if students are split into different groups. Depending on the nature of the trip, evaluate the transportation needs taking into consideration the age of the participants, distance of the trip and required accommodations. 9.3 For all activities that take place outside of the school day, communication to parent(s)/caregiver(s) must clearly outline all transportation responsibilities. 9.4 For extra-curricular activities during the school day, the school is responsible for the student(s)’ transportation and ensuring the requirements are met for volunteer(s) drivers. 9.5 If the planned transportation method changes (such as a student(s) leaving with parent(s)/caregiver(s) instead of returning via the original transportation method), it is the responsibility of the parent(s)/caregiver(s) to inform the teacher-in-charge ideally prior to the activity, or at least before the activity has ended 9.6 Employee(s) and volunteer(s) are not permitted to transport student(s) in rental vehicles. Only certified ground transit through an approved Grand Erie vendor Field Trips and Excursions Procedure (SO-015) Page 7 is acceptable. These vendors can offer a variety of transportation options and can provide services across Canada. 9.7 Vehicle Restrictions: 9+ or larger passenger vans (driver plus eight student(s)) are not permitted for student(s) transportation. 9.8 For booking transportation outside of Canada, travel must be booked through an approved Travel and Tour operator. 9.9 If bussing or a taxi is required, the following steps must be completed a. Obtain a quote through an approved Board vendor. b. Complete a purchase requisition through the current purchasing system identifying the key transportation requirements of the trip. c. Employee(s) will process the requisition and forward the completed copy to the school and successful vendor. d. Vendors submit invoices directly to Business Services (apx@granderie.ca) for verification and payment. e. Cancellations or changes must be made within 48 hours of the scheduled departure to avoid cancellation or change fees. f. Please refer to the Staff Portal > Business Services > Purchasing > What to Buy and Where: Transportation for instructions on booking various modes of transportation, and Travel and Tour Operators to locate the approved transportation vendor listing. 9.10 Marine Travel Documentation & Guidelines a. Any kind of Marine Travel including but not limited to ferry, tour boat or dinner cruise is considered a Category III trip. b. Marine Travel must be booked through and an approved Travel and Tour Operator. c. It is the responsibility of the Travel and Tour operator to obtain a current Inspection Certificate and Liability Insurance Certificate. 10.0 Transportation Bookings 10.1 At least two weeks (Category 1) or 30 calendar days (Category II) prior to the date of the trip, school employee(s) will complete a requisition, using the board’s purchasing software program, including the date and times of the trip, school name, destination, number of student(s) transported, special requirements, the number of busses required, and for services to be provided. School employee(s) will contact the operator or service provider to arrange the trip. 10.2 Regardless of the dollar value associated with the transportation requirements of the extra-curricular activity, multiple quotes should be collected to ensure that the school is receiving good value for their money. For additional information review Purchasing Procedure (BU-006). 10.3 At the time of creating the requisition, school employee(s) will contact the operator or service provider to provide detailed trip information including the requisition number. 10.4 Requisitions will be forwarded to Student(s) Transportation Services Brant Haldimand Norfolk (STSBHN) through the board’s purchasing software program. Transportation Services will create an electronic Purchase Order, forwarding a copy to the school and the operator. 10.5 School employee(s) will contact the operator or service provider if changes are required to the arrangements detailed in the purchase order, or if the trip is cancelled. They will also notify (STSBHN) about these changes, via E-mail: transportation@stsbhn.ca 10.6 Confirmation to Business Services of receipt of services for fields trips is only required if the trip is over $2,500.00. 10.7 The operators or service providers will submit their invoices, quoting the purchase order, number directly to STSBHN who will forward the confirmed invoices to Business Services for posting and payment. Field Trips and Excursions Procedure (SO-015) Page 8 10.8 Costs will be charged to the account indicated on the requisition. If the cost is to be charged to (an) other account number (s), the account number(s) must be clearly listed on the requisition. 10.9 When student(s) or other parties are directly contributing towards the cost of the trip, school employee(s) collect monies, deposit to school banking, then submit a cheque, payable to Grand Erie District School Board to Business Services. The cheque should reference the purchase order number. These monies will be deposited to the credit of the account indicated on the purchase order. 10.10 Team Travel (Secondary Schools) a. Each new school year, schools will create a requisition to electronically issue a blanket purchase order for team travel for the current school year (September to June). b. School employee(s) will contact the operator or service provider, giving sufficient notice to arrange transportation for team travel, quoting the blanket purchase order number each time. c. The operators or service providers will submit their invoices, quoting the purchase order number, directly to STSBHN who will forward the confirmed invoices to Business Services for posting and payment. d. STSBHN will maintain records of team travel trips, including costs and invoice numbers. e. Unless otherwise specified, all costs will be charged to the school’s team travel budget 10.11 Operators and Service Providers a. A current regularly updated list of operators and service providers will be posted on the STSBHN website. b. Operators with accessible vehicles will be identified on the STSBHN website. 11.0 Volunteer(s) Drivers 11.1 Student(s) can only be transported in privately-owned vehicles by employee(s) or volunteer(s) who possess a valid G License and a minimum of $2 million of liability insurance. 11.2 Student(s) may be permitted to drive themselves to extra-curricular events. Student(s) that wish to provide transportation for other student(s) are considered volunteer(s) drivers and must follow the requirements for volunteer(s) drivers. 11.3 All volunteer(s) drivers must have completed and signed a Volunteer(s) Driver Form. 12.0 Vehicle Liability Insurance Employee(s) and Volunteer(s) should be aware that under the Insurance Act of Ontario the insurance of the driver/owner of the vehicle is the primary policy accessed for claims. Grand Erie does provide liability coverage for employees and volunteer(s) providing transportation on approved out-of-classroom programs. Volunteer(s) drivers and the vehicle owners should check with their insurance providers to ensure their policy permits them to transport student(s) for “educational purposes”. 13.0 Trips Involving Aircraft 13.1 Only licensed, certified commercial passenger air carriers are to be used. 13.2 Cancellation insurance is mandatory and is the responsibility of the student(s), parent(s)/caregiver(s). 13.3 Grand Erie assumes no financial responsibility in the event of flight cancellation for whatever reason. 13.4 For trips involving aircraft, the trip commences at the school. Student(s) can either take the chartered bus to the airport or arrive by their parent. 13.5 Booking of Flights: Field Trips and Excursions Procedure (SO-015) Page 9 a. The trip must be approved by the Director of Education and Secretary of the Board prior to booking flights. b. Flights must be booked in consultation with Purchasing Services and/or through an approved Trip and Tour Operator. c. Direct flights are preferred over flights with layovers. 14.0 Category II and III – Overnight, Out of Province and Out of Country Trips 14.1 Travel And Tour Operators a. It is required that Category II and III Overnight, Out of Province and Out of Country trips are booked through the vendors of record. Business Services has completed a competitive process and has provided a list of approved vendors for Travel and Tour Operators. Please refer to the staff portal Travel and Tour Operators to obtain a listing of the approved vendors who can provide full service trips and tours. (travel, accommodations, meals, links to curriculum). These vendors have Grand Erie’s required insurance and licensing to provide this service and have been vetted. b. Contracts/Agreements for overnight trips, will be reviewed and signed by the Superintendent of Business & Treasurer. All contracts/agreements should be forwarded to the Executive Assistant to the Superintendent of Business & Treasurer before a trip request is submitted in the School Trip and Extra-Curricular application. 14.2 Guidelines and Expectations a. A Category II or III–Overnight, Out of Province and Out of Country trip is an excursion endorsed by Grand Erie lasting more than one day out of Ontario, as well as any trip within Ontario using air transportation as part or sole mode of transportation. A Category III trip will also include extra-curricular activity trips as described above, for excursions related to sports, DECA, robotics etc. b. Excursions remain “proposed” until the required approval is obtained by Family of School Superintendent and the Director of Education or designate. The excursion should not be advertised, nor should any money be collected from students until fully approved. c. Excursions are to be planned well in advance in order to allow families, students, and schools to budget accordingly and have a plan for supplementing the cost of activities where that cost would cause a student and/or their family financial hardship. d. Excursions should not be scheduled on Professional Activity or other identified staff learning days; however, it is acceptable for excursions to span normal holiday periods (e.g. March Break,) with the understanding that participating staff will not be remunerated in any way for their voluntary supervision/chaperoning of such excursions. Excursions will have curricular relevance and/or a direct relation to ongoing co-curricular or athletic activities sanctioned by Grand Erie. 14.3 Chaperone(s) a. Chaperone(s) should be current staff members from the school going on the trip (i.e.: educators, administrator, clerical, custodian, etc.) If supervisory ratio cannot be met with current school staff members, the following individuals may be considered, in order, from the following groups: • Current staff from another school (with consultation from School Administrators) • Community member volunteer (includes retired staff) • Family member of staff going on trip The teacher-in-Charge will need to provide rational and demonstrated steps for a family member participation. b. Where overnight trips include mixed-gender student groups, supervisors will represent more than one gender and include supervisors with whom Field Trips and Excursions Procedure (SO-015) Page 10 students feel comfortable. If there are both male and female students on the Excursion, there must be both male and female Supervisors/Chaperones. 14.4 Insurance a. Medical Insurance is mandatory on all overnight out-of-province and out-ofcountry excursions Where students do not have health insurance coverage under an extended health insurance plan, health insurance must be purchased from the travel provider. Proof of health insurance must be provided to Grand Erie before traveling. b. Travel Guard and Event of Cancellation for “any reason” (CFAR) insurance is mandatory and must be purchased from the travel provider. This ensures consistency if the service provider and/or Grand Erie needs to postpone or cancel an Excursion where the level of actual or potential risk has increased due to specific or global events or circumstances in the intended destination. c. Failure by a student or a parent/caregiver (where the student is a minor) to purchase cancellation insurance or to provide proof of health insurance, as stipulated above, may result in the cancellation of the student’s participation in the Excursion, regardless of any costs or expenses incurred on behalf of the student in connection with the excursion. d. Staff must outline to participants and include details outlining the cost of travel, as well as the cost of mandatory trip cancellation and health insurance. Grand Erie reserves its right to cancel travel, where to do so would be in the best interests of student travelers and the broader school community. Under no circumstance will Grand Erie assume any responsibility for any financial loss incurred by participants as a result of canceled or interrupted travel. 14.5 Private Group/Accommodation a. Teacher-in-charge should select either private group or “Exclusive Rooming”. No room sharing between Grand Erie and non-Grand Erie students. b. Billeting will not be accepted as a form of accommodation. 14.6 Cellular Phones A cellular phone is required for all Level 3 trips. Note: If cellular phone service is not available at the destination point, a satellite telephone must accompany the supervising teacher, or alternate arrangements for access (e.g. trip guide’s communication medium) must be available. If students are divided into smaller groups for extended periods of time or overnight, more than one satellite telephone may be needed. Satellite phones can be rented at www.roadpost.ca. 15.0 Travel Advisories 15.1 When planning out-of-country trips, the teacher-in-charge must check the Government of Canada Travel and Tourism website for travel advisories to ensure it is safe to travel in the selected country, and again at one month, one week, and one day prior to travel: 15.2 Travel Advisories a. Changes of a significant nature must be reported to the Administrator(s), Family of Schools Superintendent and Director of Education and Secretary of the Board who will review the information and will reaffirm or withdraw permission for the trip. b. The Senior Administrative Team will regularly monitor the health and safety implications of student(s) trip destinations which may result in the withdrawal of trip approvals. 16.0 Immunizations Required for Travel 16.1 Employee(s), student(s) and volunteer(s) are to consult their family health care provider at least three (3) months before departure to obtain immunizations Field Trips and Excursions Procedure (SO-015) Page 11 which may be required for travel to the planned destination. Please refer to the Public Health Agency for more information. 17.0 Regional Provincial and National Athletic Trips Outside of Canada or Requiring Flights 17.1 Athletic Trips include teams and individual student(s) who train outside of school but complete at higher levels. (i.e., OFSAA, Basketball teams). 17.2 Please follow all Category III requirements for Athletic Trips that are outside of Canada or requiring flights. 17.3 When a high school team is performing well, and the possibility of moving on to a higher level of competition is great, the teacher-in-charge and Administrator(s) will begin planning for team travel. 18.0 Requests For Former Student(s) to Participate in School Trips and Excursions 18.1 Occasionally student(s) may transfer schools after a school trip has been planned and or paid for. The former student(s) is to receive the same duty of care as a student(s) of Grand Erie and must complete all the same trip and excursion requirements and complete all forms. 18.2 The participation of former student(s) in school trips and excursions will only apply if the student(s) has paid for the trip and the trip takes place within the current academic year. 18.3 Requests for former student(s) to participate must have the following: a. Approval and support from the teacher-in-charge and Administrator(s) b. No concerns with student(s) behaviour c. Not impact current student(s) from participating d. Approval from the Director of Education and Secretary of the Board 19.0 File Retention 19.1 Field Trips and Excursions: The school is responsible for keeping all documents on site for 1 year; offsite in a board-designated storage area for 3 years; for a total of 4 years. 20.0 Waivers Grand Erie does not permit parent(s)/caregiver(s), student and/or staff to sign waivers/releases. If a venue requires a waiver/release, it must be directed to Executive Assistant to the Superintendent of Business for review before proceeding with trip request. Excursion agreements requiring Grand Erie to waive the rights of all participants, hold harmless or indemnify the operator of the venue from all causes, or to name the operator as an additional insured under Grand Erie’s insurance policy as a condition for visiting the site are not to be signed. External site-specific consent forms from Third- Party Providers must be acceptable to Grand Erie’s Business Services department. All requests for a site-specific consent form are to be sent to Executive Assistant to Superintendent of Business, prior to use. Reference(s): • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Employee Injury Reporting and Investigating Procedure (HS-006) • Field Trips and Excursions Policy (SO-15) • Purchasing Procedure (BU-006) • Volunteers (SO-046) • Insurance Act of Ontario, R.S.O 1990, c.I.8 • OPASSE Safety Guidelines (formerly OPHEA) • OSBIE – School Board/Snow Resort Safety Guidelines Field Trips and Excursions Procedure (SO-015) Page 12 • Public Health Agency • Signing Authority for Short Term Agreements Procedure (BU-014) • Ski Ontario Association • TICO Guidelines Field Trips and Excursions Procedure (SO-015) Page 13 APPENDIX A – TRIP CATEGORY DETAILS Category I Approval Insurance Timeline Day Trips, In-province, departing and returning on the same day and not involving activities of increased inherent risk Administrator(s) Recommended Two weeks prior to trip Category II Approval Insurance Timeline Activities involving increased elements of inherent risk • Administrator(s) • Family of Schools Superintendent In Province – Recommended One Month prior to trip (30 calendar days) All trips up to and including five (5) days within Ontario and all of Canada Out of Province – Mandatory One Month prior to trip (30 calendar days) Swimming Activities including but not limited to: Public Pools, Open Water One month prior to trip (30 calendar days) Canoeing and Kayaking One month prior to trip (30 calendar days) All skating trips One month prior to Trip (30 calendar days) Skiing, Snowboarding, Trips at participating Ontario Snow Resorts Association (OSRA) facilities One month prior to Trip (30 calendar days) Category III Approval Insurance Timeline All one-day trips to USA • Administrator(s) • Family of Schools Superintendent • Director of Education and Secretary of the Board Mandatory One month prior to trip (30 calendar days) All trips over five (5) days within Canada Three months prior to trip All overnight trips outside of Canada Six months prior to trip All trips involving air and/or marine travel Six months prior to trip POLICY SO-15 FIELD TRIPS AND EXCURSIONS Superintendent Responsible: Superintendent of Curriculum & Student Achievement Initial Effective Date: 2020/04/27 Last Updated: 2025/04/28 Next Review Date: 2029/04/27 Objective: To support Grand Erie District School Board (Grand Erie) schools with guidelines for field trips and excursions that support student learning, achievement, mental health, well-being, belonging, and experiences while ensuring the safety of student and staff in accordance with the Education Act. Policy Statement The Grand Erie District School Board believes that equitable access to field trips and excursions for Grand Erie students offers educational value, serves to enhance the curriculum and provides opportunities for students’ cognitive, social, emotional and physical needs of each learner. Resource(s): • Field Trips and Excursions Procedure (SO-015) • Code of Conduct Policy (SO-12) • Code of Conduct Procedure (SO-012) • Education Act, R.S.O. 1990, c. E.2 • Volunteers Procedure (SO-126) Partnering Together for Healthy Schools Protocol Declaration Statement Brant Haldimand Norfolk Catholic District School Board, Grand Erie District School Board, Brant County Health Unit and Haldimand-Norfolk Health Unit commit to partner, recognizing and practicing within each organization’s mission, vision and culture, in order to create and sustain healthy school environments and school communities that contribute to the well-being of children and youth in Brant, Haldimand, and Norfolk. Purpose The purpose of this protocol is to demonstrate the commitment of public health and education in Brant, Haldimand and Norfolk to use the potential of collaboration and collective action to positively influence the lives of children and youth. The link between health and education is paramount. Healthy students are better learners, and education is a key determinant of health. Through collaboration between education and public health in Brant, Haldimand and Norfolk, we can achieve greater collective impact to create healthy school communities that foster student well-being and success. Guiding Principles The Brant Haldimand Norfolk Catholic District School Board, Grand Erie District School Board, Brant County Health Unit and Haldimand-Norfolk Health Unit are committed to:  Respecting diversity, equity and inclusivity  Establishing partnerships that promote sharing of expertise, knowledge and resources  Recognizing the strengths of the child/youth to promote positive outcomes  Being flexible to meet the needs of the child/youth and family  Collaborating with families, school and community partners Approach Healthy schools will be achieved through strategic partnership and collaboration, communication, knowledge exchange, and development of supportive environments. This includes a commitment to excellence in health protection and health promotion. Health units and school boards will address any issue following best practice of using multi-pronged strategies consistent with the Foundations for a Healthy School Framework. PROCEDURE HS-013 FIRE SAFETY AND FIRE SAFETY PLAN PROCEDURE Superintendent Responsible: Superintendent of Education: Initial Effective Date: 2020/04/27 Last Updated: 2023/07/07 Next Review Date: 2027/07/07 Purpose: In Ontario, all Schools, Educational Facilities and Board Owned buildings, must comply with the Ontario Fire Code and the Ontario Building Code. This compliance includes ensuring; proper storage of materials, keeping exit corridors, hallways and stairways clear of combustibles and obstructions, maintaining fire doors and fire separations, proper use of extension cords, correct occupant load for assembly events, etc. Compliance also includes the creation of a fire safety plan at all sites that is reviewed at least annually or as soon as changes are required. For the safety of both employees and students, procedures should be in place, annual training (including fire drills) and information provided related to both fire safety and the fire safety plan specific to the location. Guiding Principles: Fire Alarm Response (See the Fire Safety Reference Manual) 1.0 Required to Report 1.1 The local Fire Services Authority has jurisdiction over all fire safety matters and Grand Erie District School Board (Grand Erie) requires that all fire related occurrences or incidents be reported immediately. All fires will be investigated by the fire service authority having jurisdiction and Grand Erie personnel. A copy of the Grand Erie report shall be submitted to the agency having jurisdiction. The local Police are to be contacted for any confirmed or suspected arson-related fire-incident. 1.2 Schools are also required to report any fire system shutdowns to the local fire chief. This notification is done through Facility Services, but in their absence that notification must be made by the administrator in charge of the building. 2.0 Required to Evacuate 2.1 Ontario Fire Code and Grand Erie require schools to evacuate completely and immediately anytime the fire alarm is activated, or a fire is discovered on site no matter how small, even if the fire is extinguished by personnel. All Occupants are not allowed to re-enter the building until an “All Clear” is obtained by the local fire services. The fire panel is not to be re-set until the area of the fire has been investigated and the “All Clear” is confirmed by the local fire services, 3.0 Fire Drills 3.1 Schools shall conduct total evacuation fire drills three (3) times in each of the fall and spring terms. If a school is operating summer programs, they shall conduct one during each month of operation. Fire drills shall be held during operating hours when the school is occupied by students. The first fall term evacuation drill should be held early in the school year to ensure that students are familiar with proper evacuation techniques. Fire drills must also occur at any off-site locations utilized by Secondary Program (i.e. Turning Points etc.) These drills must be documented in the fire logbook. In order to qualify as a fire drill, ALL building occupants must evacuate. Review any issues that occurred during the fire drill and resolve for future drills. Fire Safety and Fire Safety Plan Procedure (HR-111) Page 2 Fire Safety Plan (See the Fire Safety Reference Manual) 4.0 Purpose 4.1 The Fire Safety Plan shall be followed by all personnel in case of a fire or any other emergency requiring the evacuation of a Grand Erie Building. All locations must use one of the approved Fire Safety Plan templates as found on the employee portal. 4.2 https://staff.granderie.ca/index.php/departments/health-andsafety/ administrator-and-site-rep-health-and-safety-information/fire-safetyplans 4.3 A complete copy of the approved fire safety plan shall be located at the main entrance to the school by the fire alarm panel for use by firefighters. A copy of Appendix 5 (of the school’s fire safety plan) – Procedures for Off-Site Educational Locations must be available at the off-site location. 4.4 The fire safety plan shall be reviewed annually, or as any changes are needed by the building administrator or Manager. Any physical changes may result in a revision of the present Fire Safety Plan; temporary changes may possibly be addressed under alternate measures. The review shall include provisions for dealing with students with special needs or disabilities. Revisions to the Fire Safety Plan must be approved by the local Fire Department 4.5 Any person given any responsibility identified in the Fire Safety Plan shall be made aware of their duties under the Fire Safety Plan and shall receive training prior to assuming responsibilities. 5.0 Fire Safety Committee 5.1 A Fire Safety Committee is to provide an organized distribution of the duties and responsibilities as set out by the Fire Safety Plan. Each member of the Fire Safety committee will have their specific responsibilities pertaining to the Fire Safety Plan whether it pertains to maintenance and/or readiness of fire safety or the responsibilities during a fire alarm situation. • Administrator(s) • Teacher in Charge or Admin Designate • Building Facility Personnel • Building Secretary 6.0 Responsibilities 6.1 Administrator(s) 6.1.1 Be in complete charge of the approved Fire Safety Plan and the specific responsibilities of the personnel. 6.1.2 Designate and train enough workers to act in this position, during any absence of administrators from the building. 6.1.3 Ensure that all Fire Safety Committee members have been provided with the appropriate sections(s) of this Plan and trained to perform related duties. 6.1.4 Educate and train all employees and students in the actions to be taken under the approved Fire Safety Plan. 6.1.5 Maintain adequate records of all employees training for future reference. 6.1.6 Survey the building to determine the number of exits available from each floor or area and then prepare and post in each classroom or area, a schedule for use by the occupants of such exits (primary and secondary) in case of an evacuation. 6.1.7 Ensure that a floor plan (schematic diagram), showing type, location and operation of all building fire emergency systems, is maintained and posted in the main entrance and in conspicuous locations throughout the building. Fire Safety and Fire Safety Plan Procedure (HR-111) Page 3 6.1.8 Total evacuation fire drills should be held (3) three times in each of the fall and spring terms and as required if operating during summer months. 6.1.9 Maintain adequate records of all fire drills for future reference. 6.1.10 Ensure that revisions to the Fire Safety Plan are approved by the local Fire Department. 6.1.11 Keep stairways, landings, hallways, passageways and exits (inside and outside), clear of any obstructions, at all times. Do not permit combustible materials to accumulate in quantities or locations which will constitute a fire hazard. 6.1.12 Ensure removal of all combustible waste from all areas where waste is placed for disposal. 6.1.13 Keep access roadways, fire routes and fire pumper connections clear and accessible for Fire Department use. 6.1.14 Have a working knowledge of the fire alarm system and how to reset Ensure that the FIRE ALARM SYSTEM IS NOT SILENCED OR RESET until the Fire Department has responded, the cause of the alarm has been investigated and the Senior Fire Official authorizes it. 6.1.15 Ensure the local fire chief is advised of any fire system shutdowns. 6.1.16 Designate someone to check washrooms in the event of a fire alarm. 6.1.17 Ensure that a list and evacuation plans are created for ALL students (upon registration) and/or employees who require assistance to evacuate due to physical or mental disabilities as required and designate employees to carry out those duties. Ensure these employees are adequately trained in methods of evacuation for individual students and/or employees 6.1.18 Ensure fire access routes and emergency exits are kept free and clear and unobstructed, at all times. 6.1.19 Be familiar with floor areas, exits and the locations of firefighting equipment. 6.1.20 Ensure that the check, inspect and test requirements of the Ontario Fire Code as summarized in the Fire Safety Plan are implemented. 6.1.21 For Secondary locations ensure the plan includes procedures in Appendix 5 – Procedures for Off-Site Educational Locations and that a copy of these procedures is kept at the Off-Site Location. 6.2 In the event of fire: 6.2.1 Ensure the fire alarm has been activated. 6.2.2 Supervise the evacuation of the occupants by using the PA system if required. 6.2.3 Ensure that 9-1-1 has been called and the Fire Department notified. 6.2.4 Upon arrival of the firefighters inform the Fire Officer regarding conditions in the building. 6.2.5 Provide access and vital information to firefighters (e.g. Master keys for service rooms, elevators etc.) 6.2.6 Provide access and vital information about ALL students and/or employees who require assistance to evacuate due to physical or mental disabilities. A current list of people should be kept in the FIRE PLAN SAFETY BOX along with a copy of the Fire Safety Plan. 6.2.7 See that the FIRE ALARM SYSTEM IS NOT SILENCED OR RESET until the Fire Department has responded, the cause of the alarm has been investigated and the Senior Fire Official has authorized 6.2.8 Do not allow anyone to re-enter the building prior to consultation with the senior Fire Official on scene. NOTE: The Fire Department MUST be called any time the fire alarm system is activated, or a fire is discovered (even if the fire is extinguished). Fire Safety and Fire Safety Plan Procedure (HR-111) Page 4 6.3 Teacher Designate 6.3.1 To perform the duties of the Administrator(s) in their absence. 6.3.2 To be familiar with the fire plan and duties of the Administrator(s). 6.4 Duties of Teachers 6.4.1 Familiarize students with prescribed exits from the school as well as alternate exits. 6.4.2 Ensure exit signs are posted in prominent location in the classroom (i.e.), at eye level for the students. 6.4.3 Ensure students are aware of procedures to be followed in case of an emergency. this should include directions given to students on what to do if they are away from their classroom, e.g., in the washroom, library, hallways, etc., or special needs children. 6.4.4 Practice evacuation procedures with the class: • single file • quietly • walk quickly • who holds the exit door open 6.4.5 line up in silence outdoors so attendance can be taken 6.4.6 Take attendance records when leaving the classroom. 6.4.7 Take the roll and let the Administrator(s)/Teacher designate know whether all students are accounted for. 6.4.8 Close all doors and windows during an alarm - if it is safe to do so. 6.5 Custodian Responsibilities 6.5.1 Check, test and inspect fire safety equipment as per the Ontario Fire Code and note it in the log book. 6.5.2 Post exit signs in a prominent location in the classrooms, at eye level for the students. 6.5.3 Ensure all fire doors and service doors are closed. 6.5.4 Ensure exit doors are functioning and clear from hazards, snow, etc. 6.5.5 Maintain the fire alarm system and other fire protection equipment in operating condition, at all times. 6.5.6 In the event of any shutdown of the fire protection equipment, notify your immediate Supervisor and the Maintenance Supervisor. Direction will be given by them to notify the Fire Department and patrol the school once every hour (during occupied times) and once every 4 hours (during unoccupied times), (Fire Watch). Check closets and unoccupied rooms, etc. and keep a written record of each patrol notify the principal who will notify employees that the fire alarm is shut down. 6.5.7 In the event of any shutdown of the fire protection equipment, alternate alarm notification to occupants will be made through a whistle or a signal through the PA system. In the event of an emergency this notification will be made and Verbal instructions will follow, and the school will be evacuated IMMEDIATELY. 6.5.8 Have a working knowledge of the fire alarm system and how it is reset. 6.5.9 Keep a record of fire drills. 6.6 Secretary’s Duties 6.6.1 Keep the emergency plans up to date with current names, phone numbers and addresses. 6.6.2 To ensure the emergency numbers are taped directly to the telephone. 6.6.3 Call 911 and advise the need for fire services response - giving name and address of the school. 6.6.4 Take the emergency contact list for students’ outdoors during an emergency evacuation. 6.6.5 Have a working knowledge of the fire alarm system and how it is reset. Fire Safety and Fire Safety Plan Procedure (HR-111) Page 5 Resource(s): • Access to Schools and Facilities Policy SO-13 • Access to Schools and Facilities Procedure SO-013 • Fire Safety Reference Manual • Ontario Fire Code and the Ontario Building Code PROCEDURE HS-005 FRAGRANCE/SCENT – SAFE WORKPLACE Superintendent Responsible: Superintendent of Human Resources Initial Effective Date: 2021/05/31 Last Updated: 2021/05/31 Next Review Date: 2023/11/06 Purpose: To support Grand Erie District School Board (Grand Erie) employee(s) who may be adversely affected or suffer a severe medical reaction when exposed to a fragrance or scented product. Guiding Principles: Administrator(s)/immediate Supervisor(s) have a responsibility to ensure that all reasonable steps are taken to make the working environment safe for those with chemical sensitivities in the same manner that any other health issue or safety hazard is addressed. In the interest of creating and maintaining a safe and healthy working environment for employees, this procedure has been developed to assist Administrator(s)/immediate Supervisor(s) with implementing a fragrance/scent-safe workplace when made aware that an employee is experiencing an adverse reaction to fragrances/scents in their work environment. What is Grand Erie doing about fragrance/scent related issues in the workplace? 1.0 Recognizing that fragrances and scents may negatively impact on indoor air quality, Grand Erie will: • Minimize the use of products which contain fragrances and scents • Promote the use of environmentally friendly products in cleaning and building materials • Optimize air quality by means of proper ventilation, as well as ensuring peak performance and proper maintenance of building ventilation systems • Develop information for the Grand Erie community 2.0 Scope This procedure applies to all work sites, buildings and schools, owned or leased by Grand Erie. It is applicable to all employees, students, volunteers and contractors as well as to visitors. 3.0 Definitions • Scent-free product: a product labeled unscented, scent-free or fragrance-free by the manufacturer • Scent-reduced product: a product having minimal scent, labeled hypo-allergenic or for sensitive skin • Scent/fragrance: a chemical or additive that creates an aroma or odour. These are found in a wide range of common products including perfume, aftershave, deodorant, soap, air fresheners, fabric softeners, laundry detergents, facial tissues, candles, and maintenance products Note: the use of plug-in air fresheners/essential oil diffusers and salt lamps are prohibited in all Grand Erie buildings. 4.0 Procedures for Responding to Fragrance/Scent Concerns Scent-related complaints and issues will typically fall into one of two separate categories: Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 2 • Medically supported evidence of ill-health effects (either arising from or exacerbated by scents) provided • Comfort- related concerns In the case of comfort-related concerns, only the informal process can be initiated. In the case that scent-free cannot be achieved in the affected workers’ environment, efforts should be made to explain the difference between comfort-related issues and hazards associated with ill-health as well as to continue to attempt to facilitate a resolution. An Administrator(s)/immediate Supervisor(s) is responsible for initiating the informal process when notified by an employee(s), either verbally or in writing, of a concern related to scents, fragrances and/or construction and maintenance products. While it may be required at some point that the employee(s) provide supporting medical documentation in respect to the causes and symptoms of their issue, the absence of such does not remove the need for an immediate response. 5.0 Administrator(s)/immediate Supervisor(s) Responsibilities 5.1. Informal Process 5.1.1. Meet with the individual to clarify the issue, to understand the impact that the fragrance/scent is having on their health and the actions that the individual is taking to address the problem. 5.1.2. In a timely manner, develop a fragrance/scent-safe workplace plan. Note – the workplace plan does not need to be complicated. It could be as simple as asking employees to refrain from wearing colognes/perfumes while at work. 5.1.3. Communicate with employees and students highlighting the key points of the plan and requesting everyone's cooperation and understanding to create a safe environment for all. 5.1.4. Continue to monitor the situation both in terms of the employee’s health and the implementation of the plan. 5.1.5. If the Administrator(s)/immediate Supervisor(s) does not receive the necessary cooperation and/or the situation is not resolved by the informal steps, it may be necessary to initiate the formal process. 5.1.6. The Administrator(s)/immediate Supervisor(s) must document the steps they took to mitigate the concerns 6.0 Formal Process 6.1. Meet with the affected employee(s) to discuss next steps, including consultation with the Health and Disability Officer and, where applicable their union representative and the requirement for medical documentation which includes specific restrictions and limitations. This is necessary in order to develop an official fragrance/scent-safe accommodation plan. Administrator(s)/immediate Supervisor(s) must document the steps they took to mitigate the concerns 6.2. The Health and Disability Officer will facilitate the development of a medical accommodation plan that will identify the necessary actions and outline the responsibilities of the Administrator(s)/immediate Supervisor(s)/employee/Superintendent to establish and maintain a fragrance/ scent-safe workplace. The plan may include but are not limited to: • Place a fragrance/scent-safe statement in all Ebase work orders for the workplace • Install signage indicating that this workplace is a fragrance/ scent-safe environment (front door, side entrance, daycare if applicable) Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 3 • Update SDS ‘The school is fragrance/scent-safe. No fragrances/scents permitted, due to potential severe allergic reaction’ • Memo to school employees (Appendix A) • Memo to parent(s)/caregiver(s) - elementary (Appendix B) • Memo to students – secondary (Appendix C) • Memo to All itinerant employees, volunteers, and visitors including Childcare Programs (full day, Before and After programs) and Community Outreach Programs (Appendix D) • Memo to Maintenance Employees & Contractors (Appendix E) • For meetings held in enclosed rooms (within or outside of the school premises), advise attendees in advance that it will be a fragrance/scent-safe environment and to refrain from wearing any perfume/cologne or scent producing products. See Appendix F Sample Memo for School Newsletter • Reminder messages for curriculum night, interview night, school board website, school newsletter (minimum once per term), and community use of schools 6.3. Share the mandatory requirements of the workplace plan with employees, students and others who must comply with the expectations. Reinforce the need for cooperation to ensure that the goal of a healthy and safe workplace is attained. 6.4. Continue to monitor the situation both in terms of the employee’s health and in the implementation of the plan. 6.5. If compliance with a fragrance/scent-safe workplace does not occur at this level, contact the Superintendent with responsibility for the facility/workplace for support in addressing the issue. Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 4 Appendix A Initial Memo to Employees Dear Employees: Please be aware that we have received a request to establish a fragrance/scent-safe workplace due to medical reasons. We ask that you review the following information and respond as requested. If you have any questions, please do not hesitate to contact me. What is the issue? Exposure to fragrances and scented products can trigger serious health reactions in individuals with asthma, allergies, migraines, or chemical sensitivities. Fragrances and scents are found in a wide range of products including perfume, aftershave, deodorant, soap, air fresheners, fabric softeners, laundry detergents, facial tissues, and candles. It is a personal choice to use fragrances or scents; however, it is important to recognize that the chemicals from which these are created are, by their very nature, shared. The chemicals vapourize into the air and are easily inhaled by those around us. Today's fragrances/scented products are made up of a complex mixture of chemicals which can contribute to indoor air quality problems and cause health problems. Susceptible individuals can experience a variety of symptoms, including headache, sore throat, runny nose, sinus congestion, wheezing, and shortness of breath, dizziness, anxiety, anger, nausea, fatigue, mental confusion and an inability to concentrate. Although the mechanisms by which chemicals act to produce symptoms are not yet understood, the impact on all those affected can be quite severe, resulting in great difficulty in work and study activities. Moving towards a fragrance/scent-safe environment. In order to protect those individuals with sensitivities to fragrances and scents, we are asking for your cooperation towards a fragrance/scent-safe environment in this workplace. Employees, students and visitors are strongly encouraged to avoid or reduce the use of fragrances or scented products. What is Grand Erie doing about fragrance/scent related issues in the workplace? Recognizing that fragrances and scents may negatively impact on indoor air quality, The Grand Erie District School Board will: • Minimize the use of products which contain fragrances and scents. • Promote the use of environmentally friendly products in cleaning and building materials. • Optimize air quality by means of proper ventilation, as well as ensuring peak performance and proper maintenance of building ventilation systems. • Develop information for the Grand Erie community. What can you do to help? • Be considerate of those who are sensitive to fragrances and scents. Avoid using these products in the workplace. • If you must use a fragrance or scented product, please use it sparingly. A general guideline for fragrances and scented products is that they should not be detectable more than an arm's length away. • The use of plug in air fresheners/essential oil diffusers and salt lamps are prohibited in all Grand Erie buildings. If possible, avoid using scented laundry products or cleaning agents. Allow dry cleaned clothing to be aired out prior to wearing. Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 5 What should you do if you are approached because you are using a fragrance or wearing a scented product? If you are informed that the fragrance that you are using or wearing is creating a health problem and you are requested to refrain from using the product while at work, you may feel puzzled, hurt, annoyed, defensive or even insulted by the request. Understand that it is not about you as a person or about your choice of fragrance or scent, but it is about the product and the adverse effect it is having on someone. • Consider discussing the issue openly with the person or with your immediate Supervisor(s) and the person. • Ask questions about the health impact on the person and the types of symptoms experienced. • Work with cooperation and understanding towards a mutual satisfactory resolution. What should you do if you encounter a person in the school who is either wearing a fragrance or using scented products? • If you feel you can do so comfortably, approach the individual and let them know that the fragrance or scent may cause an adverse reaction to some individuals in the workplace. Talk to the individual in a cordial and respectful manner, requesting their understanding and cooperation. Remember that many people are unaware of the potential adverse health effects caused by the wearing or use of fragrances or scented products. • As an employee, you may ask your Administrator(s)/immediate Supervisor(s) to discuss this matter with the individual involved or with the group of employees. Thank you for your attention regarding this matter. Sincerely, Administrator/Supervisor, School/Dept School Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 6 Appendix B Sample Memo for Parent(s)/Caregiver(s) - Elementary Dear Parents, XXX School is instituting a ‘FRAGRANCE/SCENT-SAFE’ environment in our school effective DATE. This requirement is a necessary response to a medical concern and will apply to all employees, students, parent(s)/caregiver(s), visitors, and volunteers who work or visit the school. Background Fragrances and scents are found in a wide range of products including perfume, aftershave, deodorant, soap, air fresheners, fabric softeners, laundry detergents, facial tissues, and candles. Exposure to fragrances and other scented products may trigger adverse health reactions (e.g., asthma attack, anaphylactic reaction and shortness of breath) in individuals with asthma, allergies, migraines, or chemical sensitivities. Other less serious but equally debilitating symptoms include headache, sore throat, runny nose, sinus congestion, wheezing, dizziness, anxiety, anger, nausea, fatigue, mental confusion and an inability to concentrate. Moving towards a fragrance/scent-safe environment In order to protect those individuals with sensitivities to fragrances and scents, and to possibly prevent others from developing such sensitivities, we are asking for your cooperation towards a ‘fragrance/scent-safe’ environment at this school. Employees, students and visitors are being requested to avoid the use of these products while at the school. While it is recognized that it is a personal choice to use fragrances or scented products, the chemicals from these products are, by their very nature, shared as they vapourize into the air and are easily inhaled by others. Today's fragrances and scented products are made up of a complex mixture of chemicals which can contribute to indoor air quality problems and cause health problems. What can you do to help? Be considerate of those who are sensitive to fragrances or scents. Avoid using these products in the school. • If fragrances or scented products must be used, do so sparingly. A general guideline for fragrances and scented products is that they should not be detectable more than an arm's length away from you. • Discuss this issue with your children. • Please understand that this issue is not about you as a person or about your choice of fragrance or scent, but it is about the adverse reaction the use of the product may cause. The success of our fragrance/scent-free initiative will depend upon the thoughtfulness, consideration, and cooperation of everyone within the school community. Thank you for your cooperation. Administrator School Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 7 Appendix C Sample Memo for Secondary Students XXX School is instituting a ‘FRAGRANCE/SCENT-SAFE’ environment in our school effective DATE. This requirement is a necessary response to a medical concern and will apply to all employees, students, parent(s)/caregiver(s), visitors, and volunteers who work or visit the school. Background Fragrances and scents are found in a wide range of products including perfume, aftershave, deodorant, and soap. Exposure to fragrances and other scented products may trigger adverse health reactions (e.g., asthma attack, anaphylactic reaction and shortness of breath). Your cooperation is expected regarding the following: • Avoid using fragrances or scented products such as perfume, cologne, body spray or scented soap while at school. • If fragrances or scented products must be used, do so sparingly. A general guideline for fragrances and scented products is that they should not be detectable more than an arm's length away from you. Please understand that this issue is about the serious adverse health reaction that can occur as a result of the product you are wearing. The success of our fragrance/scent-free initiative will depend upon the thoughtfulness, consideration, and cooperation of everyone within the school community. Thank you for your cooperation. Administrator School Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 8 Appendix D Sample Memo to All Itinerant Employees, Volunteers, and Visitors including Childcare Programs (full day, Before & After programs) and Community Outreach Programs To: All Itinerant Employees, Volunteers, and Visitors From: XXXX, Administrator/Supervisor Cc: X Date: XXXX Re: XXXX Please be advised that there is a member of our school community who has a serious or lifethreatening allergy to scents and/or fragrances. In order to provide a safe environment, we are asking for co-operation from employees, students and visitors to avoid the use of fragrances or scented products while at the school. Thank you for your co-operation Grand Erie District School Board Education Centre: 349 Erie Avenue, Brantford, Ontario N3T 5V3 519-756-6301 | www.granderie.ca | info@granderie.ca MEMO Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 9 Appendix E Sample Memo for Maintenance Grand Erie District School Board To: Maintenance Services Employees and Contractors From: X Cc: X Date: X Re: Maintenance and Work-Related Odours and Fragrance/Scent Safe Schools Please be advised that there is an individual at School/Facility who has a serious or lifethreatening allergy to a wide variety of chemicals (e.g., scents/fragrances, maintenance and plant related odours, such as soldering and cleaning chemicals). Upon entering the School/Facility, it is required that all Maintenance Employees and Maintenance Contractors check in with the office employee/receptionist and the Head Custodian prior to starting work at this school each day. Please ensure that you speak to the office employee/receptionist; signing the logbook is not sufficient. The office employee/receptionist will contact the employee to inform them that maintenance work is going to be performed. You will be advised when it is safe to proceed with your work. Thank you for your co-operation. Grand Erie District School Board Education Centre: 349 Erie Avenue, Brantford, Ontario N3T 5V3 519-756-6301 | www.granderie.ca | info@granderie.ca MEMO Fragrance/Scent – Safe Workplace Procedure (HS-005) Page 10 Appendix F Sample Memo for School Newsletter We would like to remind parent(s)/caregiver(s) and students that School is a fragrance/scentsafe environment. There are employees and/or students who could suffer severe adverse reactions when exposed to even the smallest amount of a fragrance or scents. We ask that the community support us in our efforts to maintain a healthy and safe environment by refraining from wearing fragrances or scented products when visiting the school, even if your visit will be short. Vandalism and Unusual Occurrence Reference Manual May 2021 FT104 Vandalism and Unusual Occurrence Reference Manual Page 2 of 12 Index Submitting a Vandalism & Unusual Property Occurrence Report ............................................................. 3 Sample of Vandalism and Unusual Property Occurrence Report form .................................................. 6 Adjudication and Approval Application Form Assistance with Non-Injured Losses of Board Owned Property: ................................................................................................................................................ 8 Restitution .............................................................................................................................................. 8 Restitution Template.......................................................................................................................... 10 Appendix A: Vandalism & Unusual Property Occurrence Report ........................................................ 11 Appendix B: Adjudication and Approval Application Form Assistance with Non-Insured Losses of Board Owned Property ........................................................................................................... 12 FT104 Vandalism and Unusual Occurrence Reference Manual Page 3 of 12 Submitting a Vandalism & Unusual Property Occurrence Report All forms will now be completed using eBase and Form Logic. In the event that you cannot access eBase then a paper copy Vandalism/ Unusual Occurrence Report (Appendix A), and or Adjudication and Approval Application Form (Appendix B) can be completed for information/tracking purposes. When eBase is again online you will submit the form online. eBase Form Logic Log-in to eBase using your administrator log-in for your school: Website: gedsb.ebasefm.com Select the Form Logic Module from the sidebar: FT104 Vandalism and Unusual Occurrence Reference Manual Page 4 of 12 Select Submit new form located in the top right corner of the window: Select “Vandalism & Unusual Property Occurrence Report” under Workflow. Then select your Facility from the dropdown options. Note: if an individual is submitting this report on behalf of the Site Administrator, they can indicate that by selecting an open under “Submit on behalf of…” The new form will automatically populate, as seen below: Select submit once all required fields in the form are completed. FT104 Vandalism and Unusual Occurrence Reference Manual Page 5 of 12 Time of Occurrence/Time discovered: Note: 15-minute interval are provided automatically in a dropdown menu. Once a time is selected, you may write over the time in order to enter an exact time. Additional photos, statements or descriptions can be uploaded at the bottom of the form: FT104 Vandalism and Unusual Occurrence Reference Manual Page 6 of 12 Sample of Vandalism and Unusual Property Occurrence Report form FT104 Vandalism and Unusual Occurrence Reference Manual Page 7 of 12 Upon submitting the form, the individual completing the form will be asked to confirm that they want to submit the form and will be asked to assign the form to a Site Administrator for review: Once the form is submitted, a copy of the form will be sent to the Site Administrator/Principal for review. The Site Administrator/Principal will complete the form below and submit. NOTE: If the Site Administrator/Principal indicate that “Yes” an adjudication and approval application form will be submitted, upon submitting they must assign a staff member to complete the adjudication application. If the staff member’s name is not listed, assign the application to yourself and provide a paper copy of the application for your staff to complete. Transfer their answers into the application once they have returned it to you. FT104 Vandalism and Unusual Occurrence Reference Manual Page 8 of 12 Adjudication and Approval Application Form Assistance with Non-Injured Losses of Board Owned Property: Once the form is completed, the form must be submitted. The form will then be returned to the Site Administrator/Principal for approval in support of adjudication or denial of support of adjudication. Restitution a) Typical costs of Items can be found in the template below Other costs will be evaluated by Facility Services for Building and Grounds items and by Purchasing Services for Furniture and Equipment items. If an external contractor is needed to repair or remove any act of vandalism, the cost shown on the invoice plus a ten present (10%) administrative fee will be forwarded for restitution. b) When vandalism restitution is collected at the school level, funds are to be submitted to Accounts Receivable with the log number of the Vandalism / Unusual Occurrence Report which indicates Facility and Business Services staff do not need to pursue. The form will also be updated to indicate restitution was collected. c) When restitution is not obtained at the school level, and where the person responsible for the vandalism is known, the Manager of Facility Services or designate shall be responsible for advising the person responsible or their parents/guardians (where the person is a minor), FT104 Vandalism and Unusual Occurrence Reference Manual Page 9 of 12 in writing, of the assessed damages and for the seeking of restitution. The notice will include information that amounts unpaid after 60 days may be forwarded to a collection agency. d) Business Services staff shall be responsible for creating an invoice and delivering it along with the letter notifying the parents/guardians or age of majority student from whom the Board is seeking restitution. e) Facility Services staff will track damage caused by vandalism through work orders and invoices and prepare reports as required for the Superintendent of Business. f) Occurrences which happen during the school’s hours of operation and not indicated as vandalism by the Site Administrator or Designate but deemed to be such by senior management, will be chargeable to an appropriate school budget. Related restitution collected by the Board will be credited to the matching school account. g) In the event of a conviction in a court of law as a result of an act of vandalism, the court shall be asked to order restitution, where applicable, and the Board shall forthwith enter a judgment against the offender in the appropriate court pursuant to the relevant sections of the Criminal Code of Canada. Restitution Template AREA OF VANDALISM TYPE OF DAMAGE Cost of Replacement Glass (subject to change) Cost of Parts (subject to change) Custodial Labour (Rates will be adjusted annually or as required) Maintenance Labour (Rates will be adjusted annually or as required) Administration Fee Total Charges CEILING TILES Broken, Missing $15/tile Regular Time = Number of Hours X $25.00 Overtime = Number of Hours X $50.00 Contact your Custodian to calculate the number of hours Regular Time = Number of Hours X $34.00 Overtime = Number of Hours X $70.00 Contact Maintenance Dispatch to calculate the number of hours A $50.00 Administration Fee will be added to the cost of each act of vandalism. Total of Glass Cost + Part Cost + Custodial + Maintenance + Administration Fee + HST DOORS Door Closures $300 Locksets - Knob 63K $400 Heavy Duty Lever Handle $500 Crashbar/Panic Hardware $600 GRAFITTI Small Area Metre Square or less) $200 Medium Sized Area (1-2 Metres Square) $400 Large Sized Area (2 Metres Square +) $800 Portable Classroom $200 Washroom Stall $200 Entire Washroom $1,500 LOCKERS Door Replacement $150 ea. Full locker replacement $400 ea. WALLS Small Area of Damage (1 Metre Square or less) $300 Large Area of Damage (More Than 1 Metre Sq.) $500 WASHROOMS Door Partition $500 Panel Partition $500 Plugged Toilet $150 Toilet Tissue Dispenser $60 WINDOWS Double Diamond $5.60/sq. ft $7/sq. ft Laminated $15.00/sq. ft $7/sq. ft Thermo (Double Pane) $15.00/sq. ft + $30 $7/sq. ft ONLY USED IF EBASE CANNOT BE ACCESSED Appendix A: Vandalism & Unusual Property Occurrence Report In case of EMERGENCY: report immediately by telephone to Facility Services 519-752-6387 School or Facility: Date of Occurrence: Location of Occurrence: Time of Occurrence: Police Involvement: ☐ Yes ☐ No Officer & Detachment Police Report Incident # Describe What Happened (attach additional sheet/s if necessary) Describe the Damage and/or Articles Missing (attach additional sheet/s if necessary): Names, Addresses, Telephone # of Parties Contributing to Vandalism or Damage (If underage of majority, provide DOB and parent/guardian contact information) Names, Addresses, Telephone # of Witnesses (If underage of majority, provide DOB and parent/guardian contact information Name Name DOB DOB Mailing Address Mailing Address Telephone Telephone Parent/Guardian Name Parent/Guardian Name Describe the plan to prevent future recurrence (attach additional sheet/s if necessary): Estimate value of loss: $ Additional notes attached: ☐ Yes ☐ No Restitution Supported ☐ Yes ☐ No (attach note of explanation) Restitution Collected ☐ Yes Submit to Accounts Receivable w/ Form Theft and vandalism rob precious dollars from education funding. The Board will make every effort to seek restitution from the parties involved in these acts. The signature of the Site Administrator or Designate / Manager will indicate acknowledgement of, and agreement to, the process: Signature of Person Completing Report Signature of Site Administrator/Designate/Manager Name of Person Completing Report Name of Site Administrator/ Designate/ Manager Distribution: Original emailed to Executive Assistant to the Superintendent of Business & Superintendent of Business and copied to facility@granderie.ca 1 copy retained on site Unusual Occurrence ☐ Vandalism ☐ Work Order # ONLY USED IF EBASE CANNOT BE ACCESSED Appendix B: Adjudication and Approval Application Form Assistance with Non-Insured Losses of Board Owned Property School Name Date of Occurrence Location of Occurrence Reported by 1. Description of Item Lost / Stolen / Damaged (attach second page if necessary) 2. Cause of Loss / Theft / Damage 3. Indicators that Due Diligence was Actively Exercised to Prevent Loss / Theft 4. Extenuating Circumstances 5. Similar Incidents in Last Two Years 6. Cost to Replace / Repair Item (including tax) $ 7. Item is SEA Equipment (urgent need for replacement) Y ☐ N ☐ 8. Attach Proof of Loss (pictures, receipt, purchase order, notes, etc.) 9. FT104 “Reporting of Vandalism & Unusual Occurrence Incidents” procedures must be followed, and Appendix A MUST be attached to this form. This area to be completed by Manager / Principal / Supervisor I have reviewed the application and found it to be complete and appropriate for adjudication Reviewed by: Date: Signed: This area to be completed by Superintendent of Business Authorization to provide assistance in the amount of $ or % Approved by: Date: Conditions of financial assistance: Signed: Distribution: Original emailed to Executive Assistant to the Superintendent of Business POLICY SO-01 FUNDRAISING Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/11/27 Last Updated: 2025/03/24 Next Review Date: 2029/03/26 Objective: To support Grand Erie District School Board (Grand Erie) schools with guidelines for fundraising activities that support student learning, achievement, mental health, well-being, belonging, and experiences. Policy Statement: Grand Erie endorses fundraising opportunities and outcomes that provide educational value for students, and are approved, supervised, and at the discretion of the Administrator(s). All fundraising activities must align with the principles of public education including diversity, accessibility, equity, inclusivity, and cultural sensitivity. Reference(s):  Fundraising Procedure (SO-001)  Capital Related Fundraising Policy (BU-03)  Capital Related Fundraising Procedure (BU-003)  Community Use of School Facilities Policy (FA-04)  Community Use of School Facilities Procedure (FA-004)  Community Use of School Facilities Handbook (FA-04-R)  Disposal of Surplus, Damaged or Obsolete Furnishings and Equipment Procedure (FA-021)  Purchasing Policy (BU-06)  Purchasing Procedure (BU-006)  School Councils Policy (SO-02) POLICY SO-01 FUNDRAISING Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/11/27 Last Updated: 2023/04/24 Next Review Date: 2026/04/27 Objective: To support Grand Erie District School Board (Grand Erie) schools with guidelines for fundraising activities that support student learning, achievement, mental health, well-being, belonging, and experiences. Policy Statement: Grand Erie endorses fundraising opportunities and outcomes that provide educational value for students, and are approved, supervised, and at the discretion of the Administrator(s). All fundraising activities must align with the principles of public education including diversity, accessibility, equity, inclusivity, and cultural sensitivity. Reference(s): • Fundraising Procedure (SO-001) • Capital Related Fundraising Policy (BU-03) • Capital Related Fundraising Procedure (BU-003) • Community Use of School Facilities Policy (FA-04) • Community Use of School Facilities Procedure (FA-004) • Community Use of School Facilities Handbook (FA-04-R) • Disposal of Surplus, Damaged or Obsolete Furnishings and Equipment Procedure (FA-021) • Purchasing Policy (BU-06) • Purchasing Procedure (BU-006) • School Councils Policy (SO-02) PROCEDURE SO-001 FUNDRAISING Superintendent Responsible: Superintendent of Business & Treasurer Initial Effective Date: 2006/11/27 Last Updated: 2025/02/03 Next Review Date: 2029/02/03 Purpose: To provide guiding principles and expectations regarding fundraising. Guiding Principles: 1.0 All fundraising profits will be used to enhance educational opportunities or to improve the learning environment for students. This will be done in consultation with and with the approval of the Administrator(s). 2.0 All fundraising activities, including management of the banking, will be authorized by and the responsibility of the Administrator(s). 3.0 Student and employee participation in fundraising activities is strictly voluntary. 4.0 A plan for communication with parent(s)/caregiver(s) will be part of planning for all major fundraising events so that parent(s)/caregiver(s) and School Councils are informed of all major fundraising activities. Neighbouring schools should attempt to avoid fundraising activities that are concurrent with other schools close in proximity, both in timing and the nature of the activity. 5.0 Parent(s)/caregiver(s) permission will be sought for elementary students to participate in fundraising. Students should not be involved in door-to-door sales or canvassing without the supervision or permission of a parent(s)/caregiver(s). 6.0 The Administrator(s) will ensure that high pressure tactics are not used in fundraising activities. In any fundraising program, the safety of those involved must be given primary consideration. The Administrator(s) will ensure that appropriate safety precautions are outlined to all those involved in the fundraising activities. 7.0 Not every school has the same capacity to conduct fundraising activities; as a result, some schools may have access to resources which exceed what is available to students in other schools. Schools are encouraged to consider co-planning and co-fundraising with other schools whenever possible and as deemed appropriate by the school community. 8.0 Participation in fundraising activities for students is at the discretion of the Administrator(s). 9.0 Fundraising activities will be organized so that they cause limited interference with the regular school program. For school use for fundraising events, the school fundraising efforts will pay for the total of the custodial costs incurred. Fundraising events, where the school facility is required, will only be scheduled between September and June Fundraising Procedure (SO-001) Page 2 10.0 The Administrator(s) will prepare an annual fundraising plan, documenting all scheduled fundraising activities for the school year, the estimated profit for each activity and purpose of the additional funds. It is understood that the profit from the fundraising activities for the current school year will support activities for the current year, unless the fundraising plan details multiple/long term fundraising activities for a large expenditure (i.e., Playground Structure). The fundraising plan will be included in the report, see item 11.7. 11.0 Strict financial controls shall be in place before the activity commences, and complete records of transactions will be available during and after the event. These controls apply to all fundraising activities operating in the name of the school or the name of Grand Erie. Fundraising groups who are officially constituted and who are required to report independently to another governing body may be exempt from these Financial Control processes (i.e., Parent Groups, Official Home and School Association member groups). 11.1 Fundraising proceeds and disbursements will be recorded in the School Banking software program at the school in a separate ledger account designated for the activity. This ledger account is to be established in the School Banking system, using Grand Erie standard school banking account codes designated for fundraising activities. 11.2 Fundraising receipts will be deposited on a regular basis in a registered financial institution. Schools will establish and maintain only one bank account for all school generated revenues. Therefore, separate accounts for School Council or Student Council will not be permitted. The only exception is when schools are required under legislation to open a separate bank account for lotteries, as per the Alcohol and Gaming Commission of Ontario. 11.3 When a school is closed by Grand Erie, all fund balances remaining in both the general fundraising account and lottery account, if applicable, will be forwarded for deposit to the account(s) at the school where the students of the closed school will be attending. Where the school population will be assigned to more than one school, the fund balances will be forwarded to the schools in direct proportion to the enrolment being assigned to each school 11.4 All accounts will be paid by cheque bearing the signature of two signing officers, one of whom will be the Administrator(s) or designate. 11.5 Cash handling will align with best practices as directed by the Business Services Department. 11.6 Parent groups may be consulted before commitments or expenditures are made from funds raised by a parent group. 11.7 A report of the revenues and expenditures from the fundraising activity shall be provided to the School Council. The Administrator(s) and the School Council will determine the reporting frequency, with quarterly reporting recommended and minimum of annual reporting. The activity report will be included in the year end data provided to Grand Erie for consolidation with its financial statements annually at the end of August. 12.0 Cash draws, raffles, and cash lotteries will be approved by the appropriate regulatory body. When needed, permits and licenses will be taken out in the name of the school and signed by the Administrator(s). This will be done at least two weeks prior to the activity. Any activity involving the service of alcohol will follow the requirements for such events as set out in the Community of Use School Facilities Procedure (FA-004). Fundraising Procedure (SO-001) Page 3 13.0 All items purchased with funds raised under the auspice of the school will follow Purchasing Procedure (BU-006). All items purchased become the property of Grand Erie. Since Grand Erie will own and maintain all capital items purchased with fundraising monies, the Administrator(s) must ensure that items to be purchased meet Grand Erie’s standards and specifications for furniture and equipment. 14.0 Items purchased through the fundraising efforts of a school committee will remain in that school. 15.0 Fundraising that involves high risk activities are not permitted. Contact should be made with the office of the Superintendent of Business and Treasurer regarding questionable activities. 16.0 Fundraising activity will not result in any employee or volunteer benefiting materially or financially. 17.0 Other considerations for fundraising:  appropriateness of incentives  medically documented allergens of staff/students  culturally sensitive initiatives Reference(s):  Fundraising Policy (SO-01)  Capital Related Fundraising Policy (BU-03)  Capital Related Fundraising Procedure (BU-003)  Community Use of School Facilities Policy (FA-04)  Community Use of School Facilities Procedure (FA-004)  Community Use of School Facilities Handbook (FA-04-R)  Disposal of Surplus, Damaged or Obsolete Furnishings and Equipment Procedure (FA-021)  Purchasing Policy (BU-06)  Purchasing Procedure (BU-006)  School Councils (SO-02)

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