1 Caring and Safe Schools 1. york REGION DISTRICT SCHOOL BOARD policy and Procedure # , Caring and Safe Schools Procedure # , Student Suspensions Procedure # , Student Expulsions Procedure # , Supporting Appropriate Behaviour and Bullying Prevention and Intervention Procedure # , Violence Threat Risk Assessment Procedure # , Student Progressive Discipline Procedure # , Emergency Preparedness Procedure # , Code of Student Conduct Procedure # , Safe Welcome Program: Elementary Schools Procedure # , Lockdown, SCHOOL Sites Procedure # , Hold-and-Secure, SCHOOL Sites Procedure # , Fire Planning and Drills, SCHOOL Sites The Caring and Safe Schools policy and its related procedures address the BOARD s commitment to creating and sustaining caring and safe SCHOOL climates. What has changed? Major Changes to the Document Aligned language throughout the policy and procedures with the Multi-Year Plan and BOARD priorities.
2 Incorporated language on emergency preparedness in the policy to reflect the related procedures. Ensured relevant legislation is incorporated and captured current practice in the procedures. Removed redundancies where procedures overlapped. Who is affected by these changes and what is the impact on current practice? All stakeholders with responsibilities are accountable for understanding their roles and responsibilities outlined in the policy and/or procedure. Implementation Timelines Immediate implementation upon final approval. Lead Superintendents/Subject Matter Expert Superintendent of Education, Well-Being and Engagement, Principal, Caring and Safe Schools and Consultant, Caring and Safe Schools and Superintendent of Education Human Resources Services - Operations WORKING DOCUMENT Caring and Safe Schools 2.
3 Who has responsibilities? BOARD of Trustees Director of Education Associated Directors of Education Superintendents Principals Staff members Students Human Resource Services Plant Services Child Care and Before and After SCHOOL Providers Permit Holders Parents/Guardians Community partners How is this policy and/or procedure related to BOARD priorities? The Caring and Safe Schools policy and its related procedures support the three areas of the Multi-Year Plan: Student Achievement and Well-Being, Delivery of Effective and Sustainable Educational Programs and Stewardship of BOARD Resources. They reinforce the BOARD s commitment to ensuring a caring and safe SCHOOL environment and demonstrating professionalism and accountability for high standards of practice in BOARD operations. What are the timelines and next steps?
4 This policy is scheduled for First Review at the June 5, 2018 policy and By-Law Committee meeting. That in accordance with BOARD policy # , BOARD Policies, Procedures and Supporting Documents, Working Document policy # Caring and Safe Schools be circulated for comment for six SCHOOL months. How do I find out more or provide feedback? Questions about this policy and/or procedure should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact the lead superintendent and/or subject matter expert. In accordance with BOARD policy # , BOARD Policies, Procedures and Supporting Documents, the BOARD welcomes all comments and suggestions on BOARD policy . Input is an important component of the review process. If you feel a policy and/or procedure needs to be revised, feedback may be submitted through the SCHOOL council or by submitting the on-line form.
5 In your response please; outline clearly the specific section(s) of the policy and/or procedure in which you are not comfortable, suggest specific alternate wording to reflect your position, and identify the reason(s) for your concern(s). Caring and Safe Schools 3. Specific recommendations or questions about the review process should be submitted using the on-line form or sent to the Assistant Manager, Corporate policy via email at or via telephone at 905-727-0022 extension 2570 or in hard copy at The Education Centre Aurora. Department Education and Community Services Related Documents and/or Legislation Standards of Conduct Human Rights: Code-Related Harassment and Discrimination Accessibility for Ontarians with Disabilities Act Child and Family Services Act Education Act Municipal Freedom of Information and Protection of Privacy Act Occupational Health and Safety Act Ontario Human Rights Code Canada Human Rights Act Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, Kindergarten to Grade 12.
6 Safe Schools policy and Practice: An Agenda for Action It is the expectation of the york REGION DISTRICT SCHOOL BOARD that all employees, students and persons invited to or visiting BOARD property; or partaking/volunteering in BOARD or SCHOOL -sponsored events and activities will respect the policies and procedures of the BOARD . The term parents refers to both parents and guardians in all BOARD policies and procedures. Caring and Safe Schools 4. BOARD policy # Caring and Safe Schools policy Statement The york REGION DISTRICT SCHOOL BOARD is committed to creating and sustaining caring and safe schools which promote student learning, achievement and well-being. Each student has the right to learn in a safe, positive, respectful and inclusive environment free from harassment and discrimination and where every effort is made to mitigate risk or the potential for harm.
7 The BOARD values and respects equity, diversity and inclusivity. To support all students in becoming global citizens, strengths, needs and barriers to learning are identified and responded to as part of a whole- SCHOOL approach. It is essential that preventative measures are in place to promote and support an inclusive, caring and safe learning environment in order to manage potential threats. Application Inclusive, accepting, respectful and healthy relationships support individuals to reach their full potential. Norms, expectations and standards of behaviour reflect a responsible and civil society where inclusion, accessibility, acceptance and safety build the foundation of a caring and safe SCHOOL climate. This is consistent with BOARD priorities including but not limited to the Multi-Year Plan, policies and procedures, Ministry strategies and legislation including, but not limited to, the Ontario Human Rights Code.
8 Building a caring and safe SCHOOL climate requires a whole- SCHOOL approach with; supportive leadership, effective teaching practices, healthy relationships, a systematic and responsive approach to addressing behavior and the potential for harm, and engagement of families and the broader community. All students benefit from clear, consistent behavioural expectations with positive modeling. To enhance caring and safe SCHOOL climates, positive student behaviour supports are provided. Inappropriate behaviour is addressed, taking into account mitigating and other factors through a bias-free progressive discipline model that employs a restorative practice approach. Pre-expulsion mediation is key to this process and provides opportunity for student, staff and family engagement.
9 A clear focus on bullying prevention supports the development of healthy relationships, educates the SCHOOL community and encourages timely reporting so that appropriate action can be taken. Families play a critical role in the education of their children and in supporting their mental health and well-being and work collaboratively with the BOARD and external agencies to access resources that contribute to positive outcomes for students. WORKING DOCUMENT Caring and Safe Schools 5. Mitigating and Other Factors In fostering a bias-free approach to progressive discipline, prevention and early intervention practices support positive student behaviour among all students. Mitigating and other factors, as outlined in the Ontario Regulation 472/07, Suspension and Expulsion of Pupils, must be taken into account when responding to and addressing inappropriate student behaviour.
10 Specific mitigating factors include: the student s ability to control their behaviour; the student s ability to understand the consequences of their behaviour; whether the student s continuing presence in a SCHOOL creates an unacceptable risk of safety to others; and other factors, including; the student s history, whether a progressive discipline approach has been used with the student, whether the activity was related to any harassment of the student because of their race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment, how the suspension or expulsion would affect the student s ongoing education, the age of the student, and in the case of a student for whom an individual education plan has been developed, whether the behaviour was a manifestation of a disability identified in the student s individual education plan, whether appropriate individualized accommodation has been provided, and whether the suspension or expulsion is likely to result in an aggravation or worsening of the student s behaviour or conduct.