ap_cow_021015 - Trillium Lakelands District School Board

Transcription

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COMMITTEE OF THE WHOLE MEETING OF THE BOARD
AGENDA
DATE:
LOCATION:
VIDEO CONFERENCE:
TIME:
Tuesday, February 10, 2015
VC Room – Muskoka Education Centre
VC Room – Haliburton County Education Centre
Board Room – Corporate Office, Lindsay Education Centre
6:30 p.m.
1
CALL TO ORDER
2
DECLARATION OF POSSIBLE CONFLICT OF INTEREST
3
DELEGATIONS/PRESENTATIONS
3.1
Muskoka Education Centre LEED Certification --------------------------------------- B. Kaye
4
APPROVAL OF THE AGENDA/ADDITIONS
5
ACTION ITEMS:
5.1
ADMINISTRATIVE REPORTS:
5.1.a 2014-2015 Facility Renewal and Capital Plan -----------------------------------------B. Kaye (pgs.3-8)
5.1.b 2015-2016 School Year Calendar ---------------------------------------------------------A. Gillespie (pgs.9-12)
5.1.c BD-2040 Grants to School Celebrations ------------------------------------------- L. Hope (pgs.13-14)
5.1.d BD-2041 Grants to School Celebrations Procedure ----------------------------- L. Hope (pgs.15-16)
5.1.e BD-2090 Naming/Renaming of Schools, Facilities Policy ---------------------- L. Hope (pgs.17-18)
5.1.f BD-2091 Naming/Renaming of Schools, Facilities Procedure ---------------- L. Hope (pgs.19-23)
5.1.g ES-5010 Textbooks / Supplementary Learning Resources Policy ------------ B. Barrett (pgs.24-25)
5.1.h ES-5015 Textbooks / Supplementary Learning Resources Procedure ------ B. Barrett (pgs.26-36)
5.1.i ES-5030 Service Dogs Policy ---------------------------------------------------------- K. Cutler (pgs.37-38)
5.1.j ES-5031 Service Dogs Procedure ---------------------------------------------------- K. Cutler (pgs.39-53)
5.1.k HR-4519 Responding to Student Violence Towards Staff Policy ------------- K. Cutler (pgs.54-55)
5.1.l HR-4520 Responding to Student Violence Towards Staff Procedure ------- K. Cutler (pgs.56-71)
5.1.m BU-3539 Disposal of Obsolete/Surplus Furniture/Equipment Policy ------- B. Kaye (pgs.72-73)
5.1.n BU-3540 Disposal of Obsolete/Surplus Furniture/Equipment Procedure - B. Kaye (pgs.74-77)
5.1.o BU-3525 Charitable Donations Policy ---------------------------------------------- B. Kaye (pgs.78-79)
5.1.p BU-3526 Charitable Donations Procedure ---------------------------------------- B. Kaye (pgs.80-87)
TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda
1
5.2
6
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TRUSTEE REPORTS:
INFORMATION ITEMS (VERBAL)
6.1
ADMINISTRATIVE REPORTS: (verbal)
6.1.a Administrative Update -------------------------------------------------------------- L. Hope
6.1.b System Update ----------------------------------------------------------------------- C. Shedden
6.2
STUDENT TRUSTEE REPORTS (verbal):
6.2.a G7 Student Senate Report -------------------------------------------------------- B. Goulem
6.2.b OSTA-OECO Report ----------------------------------------------------------------- B. Goulem
6.3
TRUSTEE REPORTS (verbal):
6.3.a OPSBA Report ------------------------------------------------------------------------- K. Round
6.3.b Two Minute Update ---------------------------------------------------------------- Trustees
7
CORRESPONDENCE
8
PUBLIC QUESTIONS AND COMMENTS
9
NEXT MEETING
DATE:
LOCATION:
TIME:
10
Tuesday, February 24, 2015
Board Room – Corporate Office, Lindsay Education Centre
6:30 p.m.
ADJOURNMENT
TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda
2
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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD
ADMINISTRATIVE REPORT
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
2014/2015 Facility Renewal and Capital Plan
ORIGIN:
Bob Kaye, Superintendent of Business
REFERENCE:
Committee of the Whole – February 10, 2015
PURPOSE:
To present the 2014/2015 School Renewal and Capital Plan.
CONTEXT:
The School Renewal Grant is determined by a formula calculated
by the Ministry incorporating student enrolment, square footage
allocations for elementary and secondary students, and weighted
grant allocations. The Board has approximately 200,000 square
meters of school facilities to maintain under this grant. This grant
provides the Board a total of approximately $2,943,000 to be used
for school renewal projects (i.e. major maintenance and capital
work). Money not spent from this grant must be reserved at yearend and used for renewal in future years. In addition, for 20142015 the Board received a School Condition Improvement
allocation of $2,968,000 which is to be used in a similar manner
as the Renewal allocation.
The following are the criteria which are used for determining how
funds will be allocated:
1.
2.
3.
4.
Health and Safety issues
Replacement or revision of systems to prevent damage
Prevention of interruption of school programs
Additions to systems considered essential to school programs
School request lists were returned to the Facility Department in
October and all schools in the district were visited by facility
services staff during October and November. Following the visits,
a draft list of projects was prepared and reviewed by facility
services staff and senior administration.
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CONTENT:
The attached Appendix “A” represents a summary of the renewal
projects identified for this year following discussions with school
administration and a review by senior administration. Items which
were not included on the final list will either be deferred to another
year or alternate means will be found to resolve the issue.
School Renewal Expenditure Budget
Recommended 2014/15 Renewal Projects
Elementary (per list)
Secondary (per list)
School Condition Improvement Budget
Recommended 2014/15 Renewal Projects
Elementary (per list)
Secondary (per list)
Financing of Renewal Budget
Renewal Grant
School Condition Improvement
School Renewal / Improvement Reserve
$2,112,000
1,330,000
$3,442,000
$1,760,000
1,205,000
$2,965,000
$2,943,000
2,968,000
496,000
$6,407,000
The attached Capital Plan (Appendix B) provides a summary of
the major categories of capital work projected for the next five
years.
ACTION:
Recommendation that the 2014/2015 School Facility Renewal and
Capital Plan be approved as presented.
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APPENDIX “A”
SCHOOL RENEWAL PROJECTS
2014-2015
SCHOOL
Alexandra Public School
Archie Stouffer ES
Bracebridge P.S.
Dr. George Hall P.S.
Dunsford District ES
Fenelon Township Public School
Glen Orchard P.S.
Grandview P.S.
Gravenhurst P.S.
Huntsville P.S.
Irwin Memorial P.S.
J.D.Hodgson E.S.
KP Manson P.S.
Lady Eaton Elementary School
Lady Mackenzie Public School
Langton P.S.
Leslie Frost PS
Macaulay Public School
Mariposa Public School
Monck Public School
Muskoka Beechgrove
Parkview Public School
Pine Glen P.S.
Queen Victoria PS
DESCRIPTION
ELEMENTARY PANEL
Replace boiler
Roof access modification
Site civil works
Boiler venting replacement
Exterior wall repair
HVAC replacement
Telephone system replacement
Well upgrade/storage tank
Window blind replacement
Gym lighting replacement
Sewage system replacement
HVAC replacement
Roof anchor system
Domestic water treatment system upgrade
Site civil works
Flooring
Elevator
Building automation upgrade
Replace telephone system
Flooring
Site civil works
Environmental abatement
Masonry repairs
Elevator retrofit
Flooring replacement
Roofing
Site civil works
Windows
Canopy repairs
HVAC install
Site civil works
Millwork replacement
Flooring
HVAC Install
HVAC replacement
Site civil works
Replace bradley basins
Floor and door replacement
Exterior wall repairs
ESTIMATION
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
30,000
10,000
20,000
30,000
40,000
10,000
40,000
25,000
10,000
10,000
20,000
10,000
15,000
20,000
10,000
35,000
$
$
$
25,000
10,000
850,000
$
$
$
30,000
30,000
10,000
$
$
$
$
$
$
20,000
15,000
15,000
10,000
80,000
10,000
$
10,000
$
15,000
$
$
10,000
10,000
$
$
10,000
25,000
$
$
$
$
15,000
10,000
10,000
10,000
$
15,000
$
$
200,000
10,000
$
10,000
$
$
$
10,000
10,000
25,000
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Riverside PS
Rolling Hills P.S.
Spruce Glen PS
Stuart Baker Elementary School
VK Greer Memorial Public School
Woodville Public School
Energy conservation retrofit
Sewage system upgrade
Window replacement
Millwork modifications
Door and window repairs
Roofing
Site civil works
Playground relocation
Fire panel replacement
SUB-TOTAL ELEMENTARY
$
$
$
$
$
25,000
12,000
80,000
10,000
10,000
$
$
25,000
10,000
$
$
$
$
20,000
40,000
15,000
10,000
$
10,000
$
2,112,000
$
$
$
$
20,000
10,000
100,000
25,000
$
$
$
$
$
$
$
$
$
$
20,000
15,000
15,000
400,000
50,000
130,000
80,000
50,000
25,000
10,000
$
$
$
$
$
$
$
$
$
$
$
$
70,000
25,000
30,000
10,000
80,000
20,000
20,000
10,000
45,000
25,000
25,000
20,000
$
1,330,000
$
$
$
2,112,000
1,330,000
3,442,000
SECONDARY PANEL
Bracebridge & Muskoka Lakes
S.S.
Fenelon Falls S.S.
Gravenhurst High School
Haliburton Highlands Secondary
School
Huntsville High School
I.E. Weldon Secondary School
Lindsay Collegiate & Vocational
Institute
SUB-TOTAL SECONDARY
PANEL
TOTAL ELEMENTARY PANEL
TOTAL SECONDARY PANEL
TOTAL
Roof access modifications
Site civil works
Masonry repairs
Lockdown lighting retrofit
Site civil works
Door replacement
Auto shop renovation
Accessible lift replacement
Ceiling Replacement
Site civil works
Door replacement
Wheelchair ramp
Hot water tank replacement
Environmental abatement
Door hardware replacement
Surveillance system
Install smoke detectors
Plumbing repairs
Masonry repairs
HVAC ductwork upgrade
Replace hot water storage tanks
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SCHOOL CONDITION IMPROVEMENT PROJECTS
2014-2015
SCHOOL
DESCRIPTION
ESTIMATION
ELEMENTARY PANEL
Archie Stouffer P.S.
Roofing
$
70,000
Bracebridge P.S.
Roofing
$
40,000
Glen Orchard
Domestic Water holding / treatment tank
Roofing
$
50,000
$
85,000
$
350,000
Elevator install
$
350,000
Entrance modifications for accessibility
$
50,000
Window replacement
Roofing
$
50,000
$
220,000
Roofing
Roofing
$
150,000
$
200,000
$
50,000
Parkview P.S.
Roofing
Roofing
Roofing
$
20,000
Scott Young P.S.
50,000
Wilberforce
Roofing
$
$
25,000
$
1,760,000
$
525,000
$
$
150,000
220,000
$
200,000
$
110,000
$
1,205,000
$
$
$
1,760,000
1,205,000
2,965,000
Grandview P.S.
Gravenhurst P.S.
Huntsville P.S.
J.D. Hodgson E.S.
K.P. Manson P.S.
Lady Eaton E.S.
Langton P.S.
Elevator install
SUB-TOTAL ELEMENTARY
SECONDARY PANEL
Fenelon Falls S.S.
Roofing
Roof decking replacement
Gravenhurst H.S.
Roofing
Huntsville H.S.
Replace HVAC chiller
Roofing
Lindsay Collegiate & V.I.
SUB-TOTAL SECONDARY
PANEL
TOTAL ELEMENTARY PANEL
TOTAL SECONDARY PANEL
TOTAL
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APPENDIX “B”
CAPITAL PLAN
FEBRUARY 2015
Capital Reserve Fund
Opening Balance
Proceeds of Disposition
Expenditures
Transfer to Reserve
Closing Balance
2014/15
2015/16
2016/17
2017/18
2018/19
2019/20
1,069,000 4,669,000 4,669,000 4,669,000 4,669,000 4,669,000
3,600,000
4,669,000 4,669,000 4,669,000 4,669,000 4,669,000 4,669,000
School Renewal
Opening Balance
Grant allocation for Renewal
Grant allocation for Improvement
Renewal Projects
Closing Balance
2014/15
1,506,000
2,943,000
2,968,000
-6,407,000
1,010,000
2015/16
2016/17
2017/18
2018/19
2019/20
1,010,000
920,000 830,000
740,000
650,000
2,942,000 2,942,000 2,942,000 2,942,000 2,942,000
2,968,000 2,968,000 2,968,000 2,968,000 2,968,000
-6,000,000 -6,000,000 -6,000,000 -6,000,000 -6,000,000
920,000 830,000
740,000
650,000
560,000
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
2015-2016 SCHOOL YEAR CALENDARS
ORIGIN:
Andrea Gillespie, Superintendent of Early Learning and
Elementary School Improvement
Dianna Scates, Superintendent of ICT and Elementary/Secondary
Operations and Alternate Education
Earl Manners, Human Resources Administrator
REFERENCE:
PURPOSE:
To present to trustees the proposed 2015-2016 School Year
Calendars (Modified).
CONTEXT:
The development of the TLDSB school year calendar must be
completed annually in accordance with the Education Act and
Regulation 304. The modified calendars must be submitted to the
Ministry by March 1, 2015 after receiving Board approval.
CONTENT:
A committee met on December 16, 2014 to discuss the calendars
and to present a proposal. The committee members consisted of:
Louise Clodd, Chair of the Board
Karen Round, Trustee
Andrea Gillespie, Dianna Scates, Earl Manners, Senior Admin.
Colin Matthew, OSSTF
Steve Colliver, TLETFO
Tracy Blodgett, TLOTL
Heather Cockburn, Elementary Principals
Patricia Hayward, Transportation Supervisor
Lisa Dow, Recording Secretary
The proposal was shared with stakeholders for comments and
concerns. It was distributed to our school communities including
OSSTF, TLETFO, CUPE, middle management, elementary and
secondary principals, school councils, coterminous boards, as well
as area Chambers of Commerce and Community Partners. The
calendars were posted on the TLDSB website and school websites
as part of the consultative process. Stakeholders were invited to
complete a survey and send concerns and suggestions directly to
the Superintendent’s office for consideration. 170 staff members,
parents, students and community members commented.
The attached calendars reflect the outcome.
1
Administrative Report
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Proposed 2015-2016 School Year Calendar
Secondary
PA days:
September 3rd
October 9th
November 20th
February 5th
June 29th
June 30th
Elementary
PA Days:
September 3rd
October 9th
November 20th
February 5th
June 3rd
June 30th
First Day of Instruction: September 8th
Christmas Holidays:
December 21st - January 1st
March 14th – March 18th
January 28th – February 3rd
June 22nd – June 28th
Last Day of Instruction: Secondary June 28th
Elementary June 29th
March Break
Secondary Exams:
ACTION:
Recommendation that the Board approve the proposed 2015-2016
Elementary Modified School Year Calendar and the Secondary
Modified School Year Calendar; and
That these calendars be submitted to the Ministry of Education for
further approval.
2
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Board Name
Trillium Lakelands DSB (B66087)
Calendar Title
Panel
Calendar Type
Date Created
[2015-198841] Elementary
2015-16
Elementary
Regular
Oct 24, 2014
Start of School Year
End of School Year
First Day Students
Last Day Students
Sep 03, 2015
Jun 30, 2016
Sep 08, 2015
Jun 29, 2016
Status
Description
Draft
Modified - Elementary
Month
1st Week
2nd Week
3rd Week
4th Week
5th Week
PA Instr Exam
days days days
M T W T F M T W T F M T W T F M T W T F M T W T F
August
September
3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31
1 2 3 4
P
October
B
1 2
7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30
2 3 4 5 6
0
0
1
17
0
1
20
0
1
20
0
0
14
0
0
20
0
1
19
0
0
16
0
0
21
0
0
21
0
2
20
0
0
0
0
6
188
0
H
5 6 7
8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30
P*
November
0
H
9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30
P*
December
1 2 3 4
7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31
B
1
January
4 5 6
B B
B
H
B
B
B
B
7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
H
February
1 2 3 4 5
8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29
P
March
1 2 3 4
H
7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31
B
1
April
May
2 3 4 5 6
4 5 6
B
B B
B
H
H
7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31
H
June
1 2 3
6 7 8
9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30
P
July
1
P
4 5 6
7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
Total
Legend
P -Professional Activity Day;
E -Scheduled Exam Day;
B -Board Designated Day;
P* -Professional Activity Day Devoted to Provincial Education Priorities;
H -Statutory Day;
/ -Half Day;
12/87
Board Name
Trillium Lakelands DSB (B66087)
Calendar Title
Panel
Calendar Type
Date Created
[2015-200824] 2015-16
Secondary Calendar
Secondary
Regular
Nov 24, 2014
Start of School Year
End of School Year
First Day Students
Last Day Students
Sep 03, 2015
Jun 30, 2016
Sep 08, 2015
Jun 28, 2016
Status
Description
Draft
Modified - Secondary
Month
1st Week
2nd Week
3rd Week
4th Week
PA Instr Exam
days days days
5th Week
M T W T F M T W T F M T W T F M T W T F M T W T F
August
3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31
1 2 3 4
September
P
B
1 2
October
7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30
2 3 4 5 6
0
0
1
17
0
1
20
0
1
20
0
0
14
0
0
18
2
1
16
3
0
16
0
0
21
0
0
21
0
2
15
5
0
0
0
6
178
10
H
5 6 7
8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30
P*
November
0
H
9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30
P*
1 2 3 4
December
7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31
B
1
January
4 5 6
B B
B
H
B
B
B
7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
H
February
1 2 3 4 5
E
March
E
E
E
H
7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31
B
1
April
May
2 3 4 5 6
E
8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29
P
1 2 3 4
B
4 5 6
B
B B
B
H
H
7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31
H
June
1 2 3
6 7 8
9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30
E
July
1
4 5 6
E
E
E
E
P
P
7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29
Total
Legend
P -Professional Activity Day;
E -Scheduled Exam Day;
B -Board Designated Day;
P* -Professional Activity Day Devoted to Provincial Education Priorities;
H -Statutory Day;
/ -Half Day;
13/87
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
BD-2040 Grants to School Celebrations Policy
ORIGIN:
Larry Hope, Director of Education
REFERENCE:
Committee of the Whole Meeting – February 10, 2015
PURPOSE:
To present to trustees the BD-2040 Grants to School Celebrations Policy
for approval.
CONTEXT:
BD-2040 Grants to School Celebrations Policy is due for review in 2015.
CONTENT:
The BD-2040 Grants to School Celebrations Policy statement was
updated to reflect current practice for TLDSB policies which include a
belief statement(s) from the board. The policy was reviewed by
trustees.
ACTION:
Recommendation that the BD-2040 Grants to School Celebrations
Policy be approved.
1
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BOARD POLICY
Approval Date
2010 2015
Review Date
DRAFT
2015 2020
Page
1 of # 1
Contact Person/Department
Identification
Director of Education
BD-2040
GRANTS TO SCHOOL CELEBRATIONS
The Board will endeavour to support the recognition of school anniversaries.
Trillium Lakelands District School Board will support the recognition and
celebration of school anniversaries. The board believes that significant
milestones in a school’s history are important community events.
15/87
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
BD-2041 Grants to School Celebrations Procedure
ORIGIN:
REFERENCE:
PURPOSE:
To present to trustees the BD-2041 Grants to School Celebrations
Procedure for approval.
CONTEXT:
BD-2041 Grants to School Celebrations Procedure is due for review in
2015.
CONTENT:
Suggested changes were made to the BD-2041 Grants to School
Celebrations Procedure and the document was reviewed by trustees.
The Procedure purpose statement was changed to reflect the policy
statement and the grant process includes grants to schools are to be at
the request of the school principal. These requests are made to the
Director of Education.
1
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ADMINISTRATIVE PROCEDURE
Approval Date
2010 2015
Review Date
DRAFT
2015 2020
Page
1 of 1
Identification
BD-2041
GRANTS TO SCHOOL CELEBRATIONS
1.0
PURPOSE
The purpose of this procedure is to support the recognition of school
anniversaries.
Trillium Lakelands District School Board will support the recognition and
celebration of school anniversaries. The board believes that significant
milestones in a school’s history are important community events.
2.0
3.0
REFERENCES AND RELATED DOCUMENTS
2.1.
Text
2.2.
Text
TERMS AND DEFINITIONS
3.1.
TITLE
Text
4.0
4.1
GRANT PROCESS
4.1.1
The Board may make grants to schools celebrating anniversaries
at a rate of $10.00 per year, starting with 25 years and at twentyfive year increments at the request of the school principal.
4.1.2
Requests will be submitted to the Director of Education. for
recommendation to the Board.
17/87
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
BD-2090 Naming/Renaming of Schools, Facilities, and Special Purpose
Areas Policy
ORIGIN:
REFERENCE:
PURPOSE:
To present to trustees the BD-2090 Naming/Renaming of Schools,
Facilities, and Special Purpose Areas Policy for approval.
CONTEXT:
Areas Policy is due for review in 2015.
CONTENT:
There are no suggested changes to the BD-2090 Naming/Renaming of
Schools, Facilities, and Special Purpose Areas Policy. The policy was
reviewed by trustees.
ACTION:
Recommendation that the BD-2090 Naming/Renaming of Schools,
Facilities, and Special Purpose Areas Policy be approved.
1
BOARD POLICY
Approval Date
2010 2015
Review Date
18/87
DRAFT
Page
2015 2020
1 of 1
Identification
BD-2090
NAMING/RE-NAMING OF SCHOOLS, FACILITIES, AND SPECIAL
PURPOSE AREAS
Trillium Lakelands District School Board schools, facilities, and special purpose areas will be
named or renamed by Board resolution. The Board will select distinctive and appropriate names
with priority being given to:






Persons generally recognized as having made a significant, positive contribution to society
in the District, Province or Country;
Historical or current names applied to the area in which the school is located;
The name of the area the school or building will serve;
The name of the street on which the facility is located;
A description of the program presented at the school;
A name recognizing a significant donor to a school, facility, or special purpose area.
19/87
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
Areas Procedure
ORIGIN:
REFERENCE:
PURPOSE:
To present to trustees the BD-2091 Naming/Renaming of Schools,
Facilities, and Special Purpose Areas Procedure.
CONTEXT:
Areas Procedure is due for review in 2015.
CONTENT:
Suggested changes were made to the BD-2091 Naming/Renaming of
Schools, Facilities, and Special Purpose Areas Procedure and then
reviewed by trustees. Some of the suggested changes were to bring the
procedure in line with procedural formatting practices.
The responsibility for canvasing board staff and trustees and providing
trustees with a summary of submissions and a recommendation around
the naming or renaming of a special purpose area of a board facility
other than a school will now belong to the Director of Education.
1
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Approval Date
2010 2015
Review Date
DRAFT
Page
2015 2020
1–4
Identification
BD-2091
NAMING/RENAMING OF SCHOOLS, FACILITIES, AND SPECIAL
PURPOSE AREAS
1.0
PURPOSE
To provide guidelines to be followed when considering the naming or renaming of a
school, facility, or special purpose area.
Trillium Lakelands District School Board schools, facilities, and special purpose areas
will be named or renamed by Board resolution. The Board will select distinctive and
appropriate names with priority being given to:






2.0
3.0
Persons generally recognized as having made a significant, positive contribution to
society in the District, Province or Country;
Historical or current names applied to the area in which the school is located;
The name of the area the school or building will serve;
The name of the street on which the facility is located;
A description of the program presented at the school;
A name recognizing a significant donor to a school, facility, or special purpose area.
REFERENCES/RELATED DOCUMENTS
2.1
Naming/Re-Naming of Schools, Facilities, and Special Purpose Areas Policy
BD-2090.
2.2
Advertising Procedure BU-3066.
3.1
FACILITY – A building that is the property of the Board but not a school.
3.2
SPECIAL PURPOSE AREA - A room or area other than a classroom that is
unique or has special significance such as an auditorium, library, meeting room,
athletic field, courtyard, or garden.
3.3
LOCAL COMMUNITY – Individuals living in the geographical area defined by a
school’s attendance area.
NAMING/REANAMING OF SCHOOLS,
FACILITIES AND SPECIAL PURPOSE AREAS
2
BD-2091
_____________________________________________________________________________________________
4.0
4.1
Schools, Facilities, and Special Purpose Areas named prior to this procedure are
not affected by this procedure unless there is consideration for renaming.
4.2
The name selected for a school, facility or special purpose area will not be that of
a current Board member or employee and will not duplicate the names of other
facilities within Trillium Lakelands District School Board’s jurisdiction.
4.3
Names will not be given to other areas in schools or facilities not covered by this
procedure (e.g. classrooms, utility rooms, etc.) Other areas previously named in
schools and facilities named prior to this procedure are not affected by this
procedure.
4.4
Given Trillium Lakelands District School Board’s commitment to equity and
inclusive education, school names being considered will take into account and
reflect the diversity of the communities within the Board’s jurisdiction in terms of
gender, race, disability, ethnicity, etc.
4.5
NAMING A NEW SCHOOL
4.5.1 A school naming committee comprised of the local trustee,
superintendent, principal, teacher representative, support staff
representative, student council representative (secondary), parent council
representative, and a local ratepayer, will be formed to consider possible
names.
4.6
4.5.2
The committee will invite submissions from the school’s students, staff,
parents, and the local community. (See Appendix A)
4.5.3
The committee will determine a list of no more than three names to be
considered by the Board and consistent with the criteria established by
the Naming/Re-Naming of Schools, Facilities, and Special Purpose Areas
Policy BD-2090.
4.5.4
The senior staff member from the committee will present a report to the
Board on behalf of the committee.
RENAMING AN EXISTING SCHOOL
4.6.1
Approval of the Board is required prior to initiating the following process to
rename an existing school:
a) A school renaming committee comprised of the local trustee,
superintendent, principal, teacher representative, support staff
representative, student council representative (secondary), parent
council representative, and a local ratepayer, will be formed to
consider possible names;
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BD-2091
_____________________________________________________________________________________________
b) The committee will invite submissions from the school’s students,
staff, parents and the local community (See Appendix A);
c) The committee will determine a list of no more than three names to be
considered by the Board and consistent with the criteria established
by Naming/Re-Naming of Schools, Facilities, and Special Purpose
Areas Policy BD-2090;
d) The senior staff member from the committee will present a report to
the Board on behalf of the committee.
4.7
4.8
5.0
NAMING OR RENAMING SPECIAL PURPOSE AREAS IN SCHOOLS
4.7.1
When a special purpose area of a school is to be given a name, the
school principal, in consultation with the appropriate superintendent of
education and local trustee, will establish a committee. The committee will
consist of the principal, a parent, teacher representative, support staff
representative, a student council representative (secondary), a parent
council representative, and the local trustee.
4.7.2
Part of the committee’s deliberations will include surveying the school’s
students, staff, and school community for suggestions.
4.7.3
The committee will recommend a name to the Board consistent with
Naming/Re-Naming of Schools, Facilities, and Special Purpose Areas
Policy BD-2090. The local trustee will present the name to the Board for
approval.
NAMING OR RENAMING A SPECIAL PURPOSE AREA OF A BOARD
FACILITY OTHER THAN A SCHOOL
4.8.1
The Chairs Council of the Board and the Director of Education will
canvas Board staff and trustees concerning possible names for the
special purpose area.
4.8.2
The Chair Director of Education will bring forward to the Board a
summary of the submissions and a recommendation for an appropriate
name.
APPENDICES
5.1
Appendix A - NAMING OF SCHOOLS APPLICATION
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NAMING OF SCHOOLS, FACILITIES, AND SPECIAL PURPOSE AREAS PROCEDURE
BD-2091 Appendix 5.1
Naming of Schools Application
Guidelines:
The following guidelines are provided in suggesting names for new Trillium Lakelands
District School Board schools:
1. Persons generally recognized as having made a significant, positive contribution
to society in the School, District, Province, or Country;
2. Historical or current names applied to the area in which the school is located;
3. The name of the area the school or building will serve;
4. The name of the street on which the facility is located;
5. A description of the program presented at the school.
In consideration of the above guidelines, please complete the following information:
Suggested Name of School
Details regarding the historical background and significance of the name suggested
Name
Mailing Address
Telephone No.
Email Address
Please forward your submission to the Manager of the Director’s Office, Trillium Lakelands District School Board,
PO Box 420, 300 County Road 36, Lindsay, ON K9V 4S4. You will be advised when the decision will be made by
Trillium Lakelands District School Board regarding the selected name of the school under consideration.
Thank you for taking the time to provide your input.
DATE:
February 3, 2015
TO:
Board Trustees
SUBJECT:
ES-5010: Textbooks and Supplementary Learning Resources
Policy
ORIGIN:
Bruce Barrett, Superintendent of Secondary School Improvement
and Student Success
REFERENCE:
Committee of the Whole Board Meeting – February 10, 2015
PURPOSE:
To present the ES-5010: Textbooks and Supplementary Learning
Resources Policy to Trustees for approval.
CONTEXT:
Textbooks and supplementary learning resources form critical
companions to teacher instruction and help drive the delivery of
program to the students of TLDSB. Moreover, they represent an
important portion of both school and Board expenditures. The
landscape of content information is changing in the world but at
this point hard texts remain a necessary part of our current context.
CONTENT:
The review process was followed. This policy was reviewed with a
committee representing Elementary and Secondary Administrators,
Central Board Curriculum Staff and Trustee Brohman. The policy
statement remains the same, except for the removal of a
procedural sentence.
ACTION:
Recommendation that the ES-5010: Textbooks and
Supplementary Learning Resources Policy be approved.
1
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BOARD POLICY
Approval Date
November 2010February
2015
Review Date
Replacing
All previous policies
Page
20152020
1 of 1
Identification
Superintendent Elementary
Secondary School
Improvement
ES-5010
TEXTBOOKS AND SUPPLEMENTARY LEARNING RESOURCES
Trillium Lakelands District School Board is committed to providing textbooks and a wide
range of quality supplementary learning resources in its schools. Textbooks should be
selected from the Trillium List while supplementary learning resources may include print
and other media resources. They shouldTexts books will reflect our multi-faceted
society and address the intellectual, cultural, and social needs of students. These
textbooks and supplementary learning resources should support the pursuit of
knowledge and understanding, promote thinking, facilitate communication, and allow
students to apply their new understanding to other applications.
DATE:
February 3, 2015
TO:
Board Trustees
SUBJECT:
ES-5011: Textbooks and Supplementary Learning Resources
Procedure
ORIGIN:
Bruce Barrett, Superintendent of Secondary School Improvement
and Student Success
REFERENCE:
PURPOSE:
To present the ES-5011: Textbooks and Supplementary Learning
Resources Procedure to Trustees for approval.
CONTEXT:
Textbooks and supplementary learning resources form critical
companions to teacher instruction and help drive the delivery of
program to the students of TLDSB. Moreover, they represent an
important portion of both school and Board expenditures. The
landscape of content information is changing in the world but at
this point hard texts remain a necessary part of our current context.
CONTENT:
The review process was followed. This procedure was reviewed
with a committee representing Elementary and Secondary
Administrators, Central Board Curriculum Staff and Trustee
Brohman. References were updated, and other items updated to
reflect current language and procedure formatting.
1
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Approval Date
November 2010February 2015
Review Date
Replacing
ES-5011, ES-5012
ES-5013All previous
procedures
Page
20152020
1 - 10
Identification
Superintendent of
ElementarySecondary
School Improvement
ES-5011
1.0
PURPOSE
Trillium Lakelands District School Board is committed to providing textbooks and a
wide range of quality supplementary learning resources in its schools. Textbooks
should be selected from the Trillium List while supplementary learning resources may
include print and other media resources. They should reflect our multi-faceted society
and address the intellectual, cultural, and social needs of students. These textbooks
and supplementary learning resources should support the pursuit of knowledge and
understanding, promote thinking, facilitate communication, and allow students to apply
their new understanding to other applications.
2.0
REFERENCES AND RELATED DOCUMENTS
2.1
Education Act, R.R.O., Regulation 298
2.2
Ministry of Education, “Guidelines for Approval of Textbooks, May 2008”
2.3
Ministry of Education: “Submission Procedures for memo, “Implementation of
the Guidelines for Approval of
Textbooks and for the Trillium List,
September 20032008”
2.4
Safety in Technology Classrooms ES-5060/5061
2.5
Computer and Internet Acceptable Use BU-3035/3038
3.0
3.1
Non-Approved Textbooks - a term used to refer to those books which have not
been listed on the Trillium List and which require permission before they can be
used in classrooms.
3.2
Supplementary Learning Resources - refers to any print, non-print or material
other than textbooks, whether purchased, borrowed, locally produced or downloaded for instructional purposes with teacher supervision, with instructional
content or function that is used for formal or informal teaching and/or learning
purposes.
TEXTBOOKS AND SUPPLEMENTARY
LEARNING RESOURCES
3.3
4.0
2
ES-5011
Textbooks - a term used to refer to those books which have been pre-approved
by the Ministry and are listed on the Trillium List.
4.1
GUIDING PRINCIPLES FOR TEXTBOOKS AND SUPPLEMENTARY
LEARNING RESOURCES
4.1.1 The principal will ensure that all textbooks be selected according to the
requirements referenced in Ontario Regulation 298, Section 7 and
Board Procedure.
4.1.2
The Board recognizes the value of, and the need for, interaction with
the educational community, including Administrators, Teachers,
Librarians, Consultants, Co-ordinatorsInstructional Leads and Early
Childhood Educators in selecting and purchasing school system
learning resources.
4.1.3
The selection process may involve Educational Assistants, students,
and community members, where deemed appropriate.
4.1.4
The responsibility for coordinating the selection of textbooks and
supplementary learning resources and making the recommendation for
purchase rests with the school’s Principal or in the case of system
learning resources, the Supervisory Officer with portfolio responsibility.
4.1.5 Students will be able to use the appropriately selected textbooks,
without charge.
4.2
4.3
NON-APPROVED TEXTBOOKS
4.2.1
Principals wishing to acquire textbooks not on the approved Trillium list,
issued by the Ministry of Education, will submit the appropriate
permission form to the Area Superintendent.
4.2.2
The textbook in question should not be ordered nor used until
permission to purchase is obtained from the Superintendent. See
Appendix 5.1.
CRITERIA FOR SELECTION OF TEXTBOOKS AND SUPPLEMENTARY
RESOURCES
4.3.1 Trillium Lakelands District School Board affirms that it is the
responsibility of its professional staff to:
a) select resources that will support and enrich the curriculum. Such
resources shall stimulate intellectual growth, including a critical
appreciation for literary, aesthetic, philosophic and community
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LEARNING RESOURCES
3
ES-5011
values, and take into consideration, the wide range of interests,
abilities and maturity levels of students.
b) select a variety of resources 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.
c) provide resources that contribute to the students’ understanding and
appreciation for media, help develop critical analysis and viewing
skills, and provide the opportunity to make informed judgements
about media.
d) provide resources that support the pursuit of knowledge and
understanding, promote thinking, facilitate communication, and
allow students to apply their new understanding to other
applications.
4.4
4.3.2
In selecting textbooks and supplementary learning resources, teachers
and principals will determine curriculum needs and evaluate the
supplementary learning resources available and the quality of existing
resources to meet those needs. In this process of evaluation, teachers
will make a professional judgement about the actual resources and may
consult reputable sources or periodicals to support their evaluations.
4.3.3
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.
4.3.4
Textbooks and supplementary learning resources shall support and be
consistent with the general educational goals of the Ministry of
Education and the Board. They should reflect the School Improvement
Plan goals of individual schools and the Board Improvement Plan goals.
They should support the curriculum expectations of specific courses
and programs for which they are being considered.
4.3.5
Textbooks and supplementary learning resources shall be considered
as a whole by weighing their overall merits and demerits; thus, they
shall be selected for their strengths rather than rejected for their
weaknesses.
4.3.6
Criteria for selection of textbooks and supplementary learning resources
are attached on Appendix 5.2.
GUIDING PRINCIPLES FOR RECONSIDERATION OF TEXTBOOKS AND/OR
SUPPLEMENTARY LEARNING RESOURCES
4.4.1
The expression of concern about textbooks or any portion thereof,
and/or supplementary learning resources is a fundamental right of
students, staff and the parents/guardians of students in Trillium
Lakelands District School Board.
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LEARNING RESOURCES
4.5
ES-5011
4.4.2
Any student (age 18 and beyond), parent/guardian, staff member, or
member of a school council (herein referred to as the “petitioner”) may
raise an objection to a textbook or any portion thereof and/or
supplementary learning resources currently being used in an
educational program.
4.4.3
The principal and teacher will meet with the petitioner to review the
nature of the concern and the specific textbook and/or supplementary
learning resource being questioned in order to resolve the issue
informally.
4.4.4
A petitioner does not have the right to determine what learning
resources are used by other students; however, a student or a parent/
guardian of a student objecting to an approved learning resource on
gender, moral or religious grounds shall have a substitute resource at
the appropriate grade/level approved by the school, where such a
resource is available.
4.4.5
If the issue cannot be resolved informally, or with a substitute textbook
and/or learning resource, a “Request for Formal Reconsideration of a
Supplementary Learning Resource” (Appendix 5.3) may be filed with
the principal by the petitioner.
REQUEST FOR FORMAL RECONSIDERATION OF A TEXTBOOK AND/OR
SUPPLEMENTARY LEARNING RESOURCE
4.5.1
The “Request for Formal Reconsideration of a Textbook and/or
Supplementary Learning Resource” form (Appendix 5.3) shall be
completed and signed by the Petitioner. The principal shall forward the
completed form to the Area Superintendent and the teacher.
4.5.2
Upon receipt, the Area Superintendent shall review the request and
direct the principal to convene an In-School Review Committee.
4.5.3
Upon notification by the Area Superintendent, the principal shall form
and chair an In-School Review Committee. The composition of the
Review Committee shall be as follows:
a)
b)
c)
d)
e)
4.5.4
4.6
4
one or more members of the school teaching staff;
one or more consultants/co-ordinators;
one division lead/department head;
one secondary student (if applicable);
one School Council member.
The In-School Review Committee may consult support staff, as
necessary and/or community persons with related professional
knowledge.
RESOLUTION OF THE ISSUE
4.6.1
The In-School Review Committee shall:
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LEARNING RESOURCES
5
ES-5011
a) familiarize itself with the selection criteria for supplementary
learning resources;
b) review the resource in question;
c) determine professional acceptance by reading critical reviews of the
resource (where available);
d) form opinions based on the material as a whole rather than on
passages or sections taken out of context;
e) discuss the questioned resource in the context of the educational
program;
f) meet with the petitioner if elaboration or further information is
required;
g) prepare a report which must include recommendations regarding
the questioned resource;
h) submit copies of recommendations to the Area Superintendent;
i) the Area Superintendent shall discuss the recommendations with
the petitioner;
j) the petitioner shall have the right to appeal any decision of the InSchool Review Committee to the Director of Education or designate.
4.6.2
5.0
Should the issue not be resolved, the Director may refer the matter to
the Board for final resolution.
APPENDICES
5.1
5.2
5.3
Appendix A - Request for Permission to Use a Textbook not Listed by
the Ministry of Education
Appendix B - Criteria for Assessing Textbooks and Supplementary
Learning Resources
Appendix C - Request for Formal Reconsideration of a Textbook and/or
Supplementary Learning Resource
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ES-5001 Appendix A
APPENDIX 5.1
REQUEST FOR PERMISSION TO USE A
TEXTBOOK NOT LISTED BY THE MINISTRY OF EDUCATION
School:
Principal:
Date of Introduction:
Course Title:
Common Course Code Number:
Ministry Guideline:
Title of Book:
Author’s Name:
Publisher:
County of Publication:
Date of Publication:
Cost:
THE FOLLOWING ITEMS MUST BE INCLUDED. PLEASE CHECK EACH BOX.
a copy of the book
a brief précis of the book indicating its relationship to the
course/program
a statement giving the reasons why this book and/or supplementary
learning resource is preferred to those listed by the Ministry of
Education and Training
recommendation and comments of Principal
Signature of Area Superintendent: ____________________________________
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ES-5001 Appendix B
APPENDIX 5.2
CRITERIA FOR ASSESSING TEXTBOOKS
AND SUPPLEMENTARY LEARNING RESOURCES
General Criteria for Choosing and Removing Textbooks and Supplementary Learning
Material
The criteria outlined below should be used when purchasing new textbooks; removing old
textbooks and using textbooks and supplementary learning resources. Although not ALL
textbooks and supplementary learning resources will meet ALL of the criteria listed below, it is
expected that staff members will exercise their professional expertise, judgement and
sensitivity. They should consider the following criteria when choosing resources.
1.
2.
3.
4.
5.
6.
Appropriateness to Program
Suitability for Students
Nature and Degree of Bias
Canadian Content and Publication
Quality of Visual and Physical Format
Cost and Durability
Specific Criteria
The criteria listed below expand on the six general criteria above by highlighting key points to
be used when considering areas such as gender; race, religion, and culture; values; and
Canadian content. The use of these specific criteria reflects the policies of the Board
pertaining to equity in the curriculum and anti-discriminatory education.
1. Appropriateness to Program
 the material supports the curriculum as outlined in Ministry, Board and school
documents;
 the material supports specific kinds of programs or modifications, (e.g., Special
Education, ESL/ELD, enrichment, remediation, upgrading);
 the material is appropriate for the grade/age.
2.





Suitability for Students
the resource enriches the learning experiences of students;
the resource sustains the interest of students;
the resource is appropriate to the maturity and experience of students;
the resource is current, relevant and reflective of student’s lives;
the resource is appropriate for learning styles and skills of the intended audience.
Textbooks and Supplementary Learning Resources Procedure
Criteria for Assessing Supplementary Learning Resources 5.2
Page 2
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3. Nature and Degree of Bias
Recognizing that bias exists in all learning materials:
 people of a variety of races, religions, genders, sexual orientations, classes, abilities,
and age are represented;
 aboriginal peoples and a range of their issues and experiences are represented;
 the material depicts individuals and groups in a range of social, economic and political
environments;
 the resource addresses issues from a variety of perspectives;
 the examples of stereotyping and discrimination (including language, visuals,
omissions, or distorted perspectives) can be used by the teacher for anti-discriminatory
education purposes;
 if the material contains controversial issues, they can be addressed in ways that are
educationally appropriate to students and program.
4. Canadian Content
 the material presents a broadly-based perspective of Canada within a global
framework;
 the material presents aboriginal Canadians in contemporary contexts where
appropriate;
 the material presents Canada and its people within a multicultural context;
 the material is written or edited by a Canadian author/publisher.
5. Quality of Visual and Physical Format
 the material is well-organized and presented clearly and logically;
 the format of illustrations, graphics, pictures, photographs, and artwork are of a high
quality.
6. Cost and Durability
 the cost of the material is justified for its use;
 the resource is durable.
ES-5001 Appendix C
APPENDIX 5.3
REQUEST FOR FORMAL RECONSIDERATION
OF A TEXTBOOK AND/OR SUPPLEMENTARY LEARNING RESOURCE
Title of Supplementary Learning Resource:
Author (if applicable):
Producer (if applicable):
Distributor (if applicable):
Publisher (if applicable):
Request Initiated By:
Telephone:
Home School:
Date:
The Petitioner who is initiating this request is asked to complete the following section in order to assist
in the review of the supplementary learning resource(s) and to identify an alternative resource(s) that
may be appropriate.
1. What specifically is the cause of concern with respect to the supplementary learning resource?
2. Did you read/view, examine the entire resource?
examine?
yes
no If, no, what sections did you
3. Are there any parts of the material that are acceptable to you?
Textbooks and Supplementary Learning Resources Procedure
Request for Formal Reconsideration of a Supplementary Learning Resource 5.3
Page 2
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4. What would be a satisfactory solution? Why?
5. Please include further comments.
6. Please forward to the Area Superintendent.
Petitioner’s Signature
School
Date
School
Date
I have read the above document.
Principal’s Signature
DATE:
January 9, 2015
TO:
Trustees
SUBJECT:
ES-5030: Use of Services Dogs, Autism Service Dogs, Guide Dogs
and Hearing Dogs by Students Policy
ORIGIN:
Kevin Cutler, Superintendent of Specialized Services & Safe and
Accepting Schools
REFERENCE:
PURPOSE:
To present the ES-5030: Use of Services Dogs, Autism Service
Dogs, Guide Dogs and Hearing Dogs by Students Policy to
trustees for approval.
CONTEXT:
The ES- 5030: Use of Services Dogs, Autism Service Dogs, Guide
Dogs and Hearing Dogs by Students Policy outlines the board
commitment to meet the educational needs of students who
require the services of a trained service dog.
The policy was due to be reviewed in 2015.
CONTENT:
The ES-5030: Use of Services Dogs, Autism Service Dogs, Guide
Dogs and Hearing Dogs by Students Policy was reviewed by
Trustee Morrison, Senior Administration, Central Staff, Elementary
and Secondary Principals, Elementary and Secondary Teachers
and Union /Federation Representation.
The policy statement required some minor changes in language
and some deletions.
ACTION:
Recommendation that trustees approve ES-5030: Use of Services
Dogs, Autism Service Dogs, Guide Dogs and Hearing Dogs by
Students Policy.
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BOARD POLICY
Approval Date
May 2010 2015
Review Date
Replacing
Page
2020
1 of 1
Identification
Superintendent of Special
Education and Safe
Schools Specialized
Services
ES-5030
USE OF SERVICE DOGS, AUTISM SERVICE DOGS, GUIDE DOGS
AND HEARING DOGS BY STUDENTS
Trillium Lakelands District School Board is committed to ensuring that it meets the
educational needs of all students in the Board including Students with special needs.
The Trillium Lakelands District School Board is also committed to maintaining
complete while also ensuring compliance with legal requirements under the Ontario
Human Rights Act, The Ontarians with Disabilities Act and the Blind Persons Act.
These Acts which dictate rights of access for trained service dogs to accompany
handlers into public places.
Service dogs are considered to be an accommodation that is required to allow a student
to access the Ontario Curriculum. Service dogs must graduate from a recognized
training centre and have supporting documentation that defines their role. A Certified
Service Dog is a working dog and there are strict guidelines for access, handling and
interaction with these dogs.
DATE:
January 9, 2015
TO:
Trustees
SUBJECT:
ES-5031: Use of Services Dogs, Autism Service Dogs, Guide
Dogs and Hearing Dogs by Students Procedure.
ORIGIN:
Kevin Cutler, Superintendent of Specialized Services & Safe and
Accepting Schools
REFERENCE:
PURPOSE:
To present ES-5031: Use of Services Dogs, Autism Service Dogs,
Guide Dogs and Hearing Dogs by Students Procedure to trustees
for information.
CONTEXT:
Dogs and Hearing Dogs by Students Procedure outlines the
considerations, procedural steps and paperwork required when
administration is approached regarding a service dog working with
a student in a school setting.
The procedure was due to be reviewed in 2015.
CONTENT:
Dogs and Hearing Dogs by Students Procedure was reviewed by
Trustee Morrison, Senior Administration, Central Staff, Elementary
and Secondary Principals, Elementary and Secondary Teachers
and Union /Federation Representation.
The following changes were made:
Additions to references/ related documents;
Minor changes in language in terms and definitions;
Clarification regarding legislative requirements;
Changes in procedural requirements;
Addition of a sample parent communication regarding
bussing.
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Approval Date
Replacing
May 2010 2015
Review Date
Page
Identification
2015 2020
Education and Safe Schools
Specialized Services
1 of
ES-5031
USE OF SERVICE DOGS, AUTISM SERVICE DOGS, GUIDE DOGS AND
HEARING DOGS BY STUDENTS
1.0
PURPOSE
Trillium Lakelands District School Board is committed to ensuring that it meets the
educational needs of all students including those students with special needs. The
Trillium Lakelands District School Board is also committed to maintaining complete
compliance with the legal requirements of the Ontario Human Rights Act, The Ontarians
with Disabilities Act and the Blind Persons Act. These Acts dictate rights of access for
trained service dogs to accompany handlers into public places.
Service dogs are considered to be an accommodation that is required to allow a student to
access the Ontario Curriculum. Service dogs must graduate from a recognized training
centre and have supporting documentation that defines their role. A Certified Service Dog
is a working dog and there are strict guidelines for access, handling and interaction with
these dogs.
The use of a specially trained service dog is one strategy to accommodate the special needs of
some students. This procedure provides specific direction to school administrators regarding the
admittance and implementation of service dogs, autism service dogs, guide dogs, hearing dogs
and other certified working dogs that are supporting students in the school environment.
2.0
2.1
2.2
2.3
2.4
2.5
2.6
3.0
Education Act
Ontarians with Disabilities Act, 2001
Ontario Human Rights Code
Blind Person’s Rights Act (2007)
Individual Education Plan, A Resource Guide (2004)
TLDSB Anaphylaxis Policy and Procedure SO-6509 and SO-6510
3.1
GUIDE DOGS
Guide Dogs are highly trained working animals that help provide mobility, safety and
increased independence for people with vision loss.
3.2
HEARING DOGS
USE OF SERVICE DOGS, AUTISM
SERVICE DOGS, GUIDE DOGS AND
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ES-5031
A hearing dog is a type of assistance dog specially selected and trained to assist people
who are deaf or hearing impaired by alerting their handler to important sounds, such as
doorbells, smoke alarms, ringing telephones, or alarm clocks. They may also work outside
of the home, alerting to such sounds as sirens, forklifts and a person calling the handler‟s
name.
3.3
SERVICE DOGS
A service dog is a type of assistance dog specially trained to help people who have
disabilities other than visual or hearing impairment, or to assist with medical responses
(for example, assist people with epilepsy).
3.4
AUTISM SERVICE DOGS
Autism service dogs are a specially trained Labrador or Golden Retriever dogs trained by
a certified training agency National Service Dogs who increase safety levels and
alleviate bolting behaviours common in children with autism by acting as an anchor when
tethered to the child. An autism service dog is a certified service dog that is recognized as
a working dog and strict guidelines apply for the access, handling and interaction with
these dogs.
3.5
THERAPY OR COMPANION DOGS
A therapy dog visits people in nursing homes and hospitals to bring love and
companionship into their daily routine.
3.6
READING DOGS
A Reading Dog is trained by St. John‟s Ambulance to provide a settled companion for the
child‟s uninterrupted, uncorrected reading.
3.7
ACCREDITATION FOR SERVICE DOGS and GUIDE DOGS
Service dogs must be certified and registered in Canada. The Special Skills Dog (SSD), or
National Service Dog (NSD), Autism Dog Services (ADS) and others will have a
distinctive harness and leash and/or saddlebag and vest.
Training schools for any type of service, guide or working dog in Ontario must be
members and accredited by either:
a) The International Guide Dog Federation (IGDF): Members‟ purpose is to serve the
visually impaired and blind people from around the world by training and providing
Guide Dogs;
b) Assistance Dogs International, Inc. (ADI): ADI is a coalition of not-for-profit
organizations that train and place Assistance Dogs.
4.0
4.1
SERVICE DOGS AND COMPANION/THERAPY/READING DOGS
4.2
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4.1.1
For the purpose of this procedure, the term „service dogs‟ includes guide dogs,
service dogs, hearing dogs, autism service dogs and other certified working dogs.
Service dogs are considered to be an accommodation that is required to allow a
student to access the Ontario Curriculum.
4.1.2
Service dogs must graduate from a recognized training centre and have
supporting documentation that defines their role. A certified service dog is a
working dog and there are strict guidelines for access, handling and interaction
with these dogs. A certified service dog is allowed full public access in Canada and
is trained to perform the skills required to meet the needs of the student with whom
it has been partnered.
4.1.3
Companion dogs, reading dogs or therapy dogs include dogs that provide comfort
and friendship to students who may have emotional, self-esteem or social
problems or are used for therapeutic purposes. Companion dogs are not
considered to be an accommodation as they are generally not required to allow the
student to access the Ontario Curriculum.
LEGISLATION
4.2.1
Ontario Law (Blind Persons Act 2007) requires that a specially trained Guide Dog
be allowed to accompany a blind person to all public venues and transportation
carriers. The Ontario Human Rights Act extends these rights to deaf and hearing
impaired as well as disabled persons.
4.2.2
The Ontario Human Rights Act section 10 (1) a) provides a protective provision to
ensure the rights of persons who have a “physical or mental disability or related
characteristics or circumstances, including reliance on a dog guide or other animal
assistance, a wheelchair or any other remedial appliance or device.”
CONSIDERATIONS
4.3
4.2.3
When a school is approached with the request for a dog to accompany a student,
the school must first determine whether the request is for a service dog or a
companion dog. A request for a companion dog may be denied.
4.2.4
Decisions regarding the admittance procedure and implementation of service dogs
into the school environment are reviewed on a case-by-case basis. All
circumstances of a particular case, including the individual needs of the student
being assisted by the dogs, and the needs of other students and staff will be
considered. Where necessary, the rights and needs of one person may have to be
balanced against the rights and needs of another. Other alternative
accommodations may be considered for students with special needs.
4.2.5
Plans for entry of service dogs will be developed after extensive consultation. The
Principal must consult with the District Principal of Special Education, the
Superintendent of Special Education and the Superintendent of the School.
PROCEDURE FOR THE IMPLEMENTATION OF SERVICE DOGS IN THE SCHOOL
ENVIRONMENT
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4.3.1
Parents/Guardians should will approach the school Principal or Designate
regarding the needs of their child and the potential use of a service dog.
4.3.2
Parents/Guardians are required to make a request in writing to the school
(Appendix B see appendices) and will receive a copy of the information form
(Appendix A see appendices) outlining the use of service dogs in TLDSB schools.
4.3.3
Parents/Guardians will provide the Principal with the following:
a)
A letter from a member of the College of Physicians and Surgeons
confirming the diagnosis of exceptionality, as well as a recommendation for
the use of a Certified Service Dog;
b)
A letter from National Service Dogs Training Centre or equivalent
registered organization (such as Hearing Ear Dogs of Canada or the Lions
Foundation of Canada Dog Guide Programs) stating that a Certified
Service Dog has been placed with the child, and the date of formal
Certified Service Dog Team Recognition;
c)
The dog‟s vaccination record and certification of good health from a
qualified veterinarian (updates of both requirements to be provided
yearly, by the family at the beginning of each school year);
d)
Records of re-training and updating, if available; applicable;
e)
Any applicable Proof of yearly municipal licensing for the dog;
f)
Information about needs, training, liability insurance, handling, etc.
The Principal will consult with the Superintendent of Special Education and the
District Principal of Special Education prior to planning the implementation
process. The School Superintendent should also be informed.
4.3.4
The Superintendent of Special Education Principal or Designate may contact the
(accredited or certified) training centre for the dog to discuss placement in the
classroom and training and support if necessary.
4.3.5
The Principal will check eSIS student database and other records to ensure that
no other student has an anaphylactic allergy to dogs and consult the TLDSB
Anaphylaxis Policy and Procedure if an allergy exists. Accommodations may need
to be made with all families involved if a serious allergy exists.
4.3.6
The Principal will schedule a case conference with the parent(s)/guardian(s), a
representative from the dog training school, the classroom teacher(s), the SERT,
the special education consultant for the school and the educational assistant(s)
who work with the student. The purpose of the case conference is to review the
IEP description of the student‟s needs, any IPRC recommendations and the
required accommodations including type of service that the dog will provide. The
service provided by the dog must be consistent with the needs or
recommendations of the IEP and/or IPRC process.
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The Principal will advise the parent that all costs related to the provision of the
service dog are the financial responsibility of the parent.
4.3.7
Discussions will also include A Management Plan for the Care of the Service
Dog which outlines responsibilities and routines for the Care of the Dog (see
appendices) will be developed.
4.3.8
If, in the opinion of the Principal, the dog appears to be in ill health and
unable to perform the required duties, the Principal may request that the dog
be removed from school and may require verification of good health prior to
the dog’s return.
4.3.9
Other information such as safety (allergies, staff or students with asthma, fear of
dogs etc), cultural sensitivity, the potential impact of the dog on the school
community, handling routines and responsibilities, guidelines for staff and
students, other student issues, transportation to school etc. will be considered. A
management plan for the Care of the Dog (Appendix C) will be developed.
An information and input session must be held for members of the school
community and school council to attend. Information regarding the use of service
dogs in the school will be shared and Council and others will be invited to provide
feedback or relevant information. Information should be part of the registration
package to inform new members of the school community.
4.3.10 All school staff members will be informed of the request to have a service dog
in place. teaching and non-teaching must be informed early in the process of the
request to have a service dog in the school and their input should be invited as
part of the implementation process.
4.3.11 Plans for transportation must be considered. Under section 6.0 of the Board‟s
Transportation Policy and Procedure, service dogs are allowed access to
transportation services; however the Principal will consult with the TLDSB
transportation department regarding riders with allergies or fears. A letter
will be sent to all riders informing them there will be a Service Dog on the
bus (see appendices) first check that no riders on the bus have severe allergies,
fears or other issues. This may mean checking with other schools or the
Consortium Partners regarding their students who ride the same bus route. A clear
plan outlining where the service dog will be seated, how students on the bus will
be trained regarding appropriate interaction with the service dog and how
occasional/replacement drivers will be notified should be developed. The Principal
will work with the transportation department and copies of documentation will be
submitted to the Superintendent of Business or designate.
4.3.12 Personal care of the animal must be established (who is the handler, who
accompanies the handler outside, who picks up after the animal, etc.)
4.3.13 A transition plan for introducing the dog to the school environment will be made.
Consistent routines must be established and student and community notification
plans put in place. Rules and protocols (such as handling and touching the dog,
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etc., must be clearly communicated to students) via an assembly or other in-school
training.
4.3.14 Information should go home to the school community regarding the arrival of the
service dog in the school either via newsletter or letter home once a firm plan is
developed (see appendices for example).
4.3.15 A copy of the parent request and the medical diagnosis will be retained in the
documentation section of the OSR.
4.3.16 Signs must be placed on the entrance doors of the school to inform visitors of the
dog‟s presence. (Certified Training Agency will often provide these signs).
4.3.17 An appropriate fire and emergency exit plan must be developed for the student
and service dog.
4.3.18 The Administrative Checklist for the implementation of the service dog into the
school environment must be completed. (see appendices)
4.3.19 As part of the student’s IEP, the transition plan should be established and
implemented pertaining to changes will be updated to include the service dog.
in staffing as they occur or at the start of each school year.
4.4
TRAINING AND RESPONSIBILITIES
4.4.1
Service dogs and their handlers received specialized training to work together and
consequently the dog should provide minimal risk or impact to others.
4.4.2
It is the responsibility of the dog‟s trainers/handler and/or parent(s)/guardian(s) to:
a)
b)
c)
d)
e)
f)
Walk the dog to/from school or facilitate the use of the bus/loading onto the
bus;
Provide the required equipment and dog care items;
Assume financial responsibility for the dog‟s training, veterinary care, and
other related costs;
Work cooperatively with school staff to make this accommodation a
success and assist the Principal with communicating information to the
school community;
Provide the Principal with required documentation in a timely fashion;
Inform the Principal of all relevant information that may affect the students
and staff.
4.4.3
Many organizations will not place a dog with a person who does not have the
ability to work as the primary caregiver for the dog, with the exception of autism
service dogs.
4.4.4
In the case where a service dog is placed with a person who is unable, due to age,
ability or other factors, to act as the primary caregiver or handler, the dog will be
trained to work „for‟ with an adult(s) for the child. This may include a teacher or an
An Educational Assistant taking may take responsibility as a handler or person
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with primary responsibility for the dog during school hours. Training will be
provided by the service organization.
5.0
APPENDICES
5.1
5.2
5.3
5.4
5.5
5.6
Appendix 1 – Information for Parents/Guardians Requesting a Service Dog in the School
Appendix 2 – Request for Service Dog Involvement with Student
Appendix 3 – Management Plan for the Care of the Service Dog
Appendix 4 – Checklist for Implementation of Service Dog into a School
Appendix 5 – Sample Parent Letter or Newsletter Insert Communication
Appendix 6 - Sample Parent Comunication Regarding Bussing
USE OF SERVICE DOGS, AUTISM SERVICE DOGS,
GUIDE DOGS AND HEARING DOGS BY STUDENTS
ES-5031 - APPENDIX 1
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INFORMATION FOR PARENTS/GUARDIANS REQUESTING A SERVICE DOG IN THE SCHOOL
1. The success of the implementation of a service dog into a school setting depends on clear communication, a
well-informed school community and careful planning. The information you provide will assist the Principal to
make the best possible decisions for your child and other students as well as for the staff, volunteers and visitors
in the school. The information you provide will be filed in your child‟s Ontario Student Record (OSR).
2. The use of a service dog is considered to be an accommodation to help your child learn and to develop the
necessary skills to achieve success at school. The use of a companion dog is generally not considered to be an
accommodation under the Ontario Curriculum. If your child already has an Individual Education Plan, it will be
reviewed at a case conference, or one will be developed in consultation with you. The Principal will invite you,
your child‟s teacher, a representative from the training centre, the Special Education Resource Teacher (SERT)
in the school, the Special Education Consultant and any other relevant school staff to the case conference to
discuss your child‟s needs, the accommodations that are already in place for your child, as well as the additional
assistance provided by a service dog.
3. The information you provide will help the Principal to implement your request. It is important that you provide
information that addresses the safety of the all students and staff. For example, the Principal needs to know that
the dog has no history of nipping, biting or growling at children or adults, nor exhibits aggressive protective
behaviours.
4. The well-being of the dog is also very important. Its care, handling and training needs will be addressed, and your
input as a trained handler is valuable. The Principal also needs to know what other resources are available to
facilitate the transition to school and the implementation of the plan. Strategies for becoming familiar with the
building and school grounds, introduction to assemblies/concerts, recess, and informing the staff and students
about interacting with the dog will need to be included in the planning to be as consistent and fair to the dog as
possible.
The School Council advises the Principal on matters pertaining to the school community. It is customary to
provide an information session for the School Council and other interested parents. It is our experience that
important information shared in this way facilitates understanding and acceptance of new practices at the school.
You will be asked to participate in the information session.
5. After all the discussion and planning is in place, the goal will be to implement the plan as soon as possible.
6. Your responsibilities include:
transporting or walking the dog to and from school, or facilitating the use of bus transportation;
providing the required equipment and dog care items;
assuming responsibility for grooming, health care and annual certification of health by a qualified vet;
assuming financial responsibility for the dog‟s training, veterinary care, and other related costs;
working co-operatively with the school staff to make this accommodation a success;
assisting the Principal to communicate relevant information to the school community if requested;
providing the Principal with required documentation in a timely fashion; and
informing the Principal of all relevant information that may affect the students and staff.
7. If, in the opinion of the Principal, the dog appears to be in ill health and unable to perform the required
duties, the Principal may request that the dog be removed from school and may require verification of
good health prior to the dog’s return.
8. Once the necessary information has been discussed, the Principal will consult with the Superintendent of
Education and the District Principal of Special Education prior to the admittance and implementation of the
service dog into the school.
9. A series of planning steps must take place to ensure a smooth transition for the entry of the service dog.
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REQUEST FOR SERVICE DOG INVOLVEMENT WITH A STUDENT
Name of student:__________________________________ D.O.B._______________________
Address: _____________________________________________________________________
Student Exceptionality:
Name(s) of parent(s)/guardians(s):_________________________________________________
Telephone number(s): ______________________________________________________
I/We request that _________________________________be allowed to use a service dog at
school and at school-related activities.
b) Type of service the dog will provide for the student with: ________________________________
c) Length of time the student and dog have worked together? _____________
d) Expected duration of this requested intervention? ____________
e) Additional information that will assist the Principal (e.g. safety, behavior ,temperament)
___________________________________________________________________________________
f) I/We understand that it is our responsibility to
transport or walk the dog to and from school, or facilitate the use of bus transportation;
provide the required equipment and dog care items;
assume financial responsibility for the dog‟s training, veterinary care, and, other related costs;
work co-operatively with the school staff to make this accommodation a success;
assist the Principal to communicate relevant information to the school community;
provide the Principal with required documentation in a timely fashion; and
inform the Principal of all relevant information that may affect our child, the other students, and/or staff
assume responsibility for grooming, health care and annual certification of health by a
qualified vet
g) I/we give permission for this information to be shared with the school community.
_____________________________________________ ______________________________
Signature of Parent/Guardian
Date
For office use only:
_____________________________________________ ______________________________
Signature of Principal
Date
Notice of Collection: Personal information on this form is collected pursuant to the Authority of the Education Act R.S.O., 1990, c.E.2 and the
Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.M56 and may be used as necessary for board operations,
school programs, education services and student records. If you have any questions about the collection or use of this information please
contact the Freedom of Information Contact at the Trillium Lakelands District School Board Corporate Office, P.O. Box 420, 300 County
Road 36, Lindsay, ON, K9V 4S4, 1-888-526-5552.
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MANAGEMENT PLAN FOR THE CARE OF THE SERVICE DOG
Name of student:_____________________________________D.O.B.:____________________
O.E.N:________________________________________ School year:____________________
Name of dog:__________________________________________
School:_______________________________________________________________________
Person(s) responsible in the school environment: ______________________________________
Note: Where possible and feasible, these responsibilities should be handled by the student in the same
manner as at home. Care of the animal is also a skill to be taught.
Water needs: (e.g. provision of water bowl, procedures for use, cleaning etc.)
_____________________________________________________________________________
_____________________________________________________________________________
Bladder/Bowel Needs of Dog (e.g. – frequency, location, disposal etc.)
_____________________________________________________________________________
_____________________________________________________________________________
Other considerations (e.g. rest periods away from work, hot and winter weather, etc.)
1. Rest periods away from work______________________________________________________
2. Hot weather____________________________________________________________________
3. Winter weather _________________________________________________________________
Signature of Parent/Guardian____________________________Date_______________________
Signature of Principal _________________________________Date _______________________
Notice of Collection: Personal information on this form is collected pursuant to the Authority of the Education Act R.S.O., 1990, c.E.2 and the
Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c.M56 and may be used as necessary for board operations,
school programs ,education services and student records. If you have any questions about the collection or use of this information please
contact the Freedom of Information Contact at the Trillium Lakelands District School Board Corporate Office, P.O. Box 420, 300 County
Road 36, Lindsay, ON, K9V 4S4, 1-888-526-5552
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Checklist for Implementation of Service Dog into a School
Advise parent/guardian and student 18 years and older, making the request that
TLDSB has a procedure to follow before a decision is made.
Provide parent(s)/guardian(s) with the form Request for Service Dog Involvement
With a Student and Information for Parents / Guardians Requesting a Service
Dog in the School.
Inform Superintendent of Education and District Principal of Special Education as well
as the School Superintendent responsible for the school of the request.
Ensure that parent/guardian submits copies of the following documentation:
copy of recommendation for service dog by the Ontario College of Physicians and
Surgeons;
copy of dog‟s registration with a recognized training centre;
copy of current, official vaccination certificate for the dog;
proof the dog is registered in Canada;
documentation from member(s) of the Ontario College of Physicians and Surgeons;
copy of training certification of parent(s)/guardian(s);
proof of municipal dog license, if applicable;
verification of good health.
Consider /research implications related to student in the school AND on busses
(considering students from other schools) regarding:
Allergies
Fear of dogs
Cultural sensitivities and other issues
Plan for required accommodations
Convene a case conference with the following in attendance:
Parents/Guardians and/or student over the age of 18
classroom teachers(s)
SERT
Special Education Consultant
representative from the dog training centre
Educational Assistant(s) who work with the student.
Review the request with respect to its consistency with the IEP and/or
recommendations from the IPRC.
Inform school staff that a request has been made and receive their input.
Inform appropriate bus contact school board transportation department that a
request has been made and receive input.
Principal of the hosting school to inform the Principals of schools where
bussing is shared, that there will be a service dog on the bus and share the letter
draft in the appendices.
Inform School Council and community at a School Council meeting and receive their
input.
Meet with the parent(s)/guardian(s) and/or student 18 years or older, to inform them of
the information you have received, and to review the implementation plan, including the
fire and emergency exit plans, and Management Plan for the Care of the Dog.
Advise the Superintendent of Education and the District Principal of Special Education
of your actions.
Develop a communication strategy to inform students, staff, community and relevant
employee representatives. Include information in registration packages.
Post signs on the entrance doors, and at any other appropriate places to advise visitors
of the dog‟s presence.
Date of Completion
/Notes
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Monitor and review the implementation on a regular basis an annual or as needed
basis. Review may include certified health check, consultation with trainer/
training centre or school reports (e.g. review IEP and IPRC, safety plans,
Management Plan for the Care of the Dog).
File relevant documentation and correspondence in the documentation file of student‟s
OSR.
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SAMPLE PARENT COMMUNICATION LETTER OR NEWSLETTER INSERT
{SCHOOL LETTERHEAD}
DATE
Dear Parents/Guardians:
RE: Service Dog at School
Beginning on (date) one of the grade ( ) students at our school will attend class with a _____ (Guide,
Hearing, Service, Autism Service) dog to support (his/her) special needs.
Successful transition and entry of the dog into the school environment has been planned in accordance
with the TLDSB „USE OF A SERVICE DOG BY A STUDENT‟ Procedure and with input and consultation
from the school and broader community.
The dog has been specially trained and is a Certified Service Dog. This is a working dog and will be
easily identified as one by the vest it wears. Students will be introduced to the dog at a school assembly
or in school training and rules for interaction will be reviewed. Working dogs should not be petted or
approached without the permission of the dog‟s handler.
Should you wish further information or would like to speak further about the entry of a service dog into
the school setting, please do not hesitate to contact the school Principal directly.
Sincerely,
Principal Name
cc: Superintendent
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SAMPLE PARENT COMMUNICATION REGARDING BUSSING
(SCHOOL LETTERHEAD}
DATE
Dear Parents/Guardians:
RE: Service Dog Riding on Bus ____ (insert number)
Beginning on (date) a student on bus (insert bus number) will begin attending a local school will
with a _____ (Guide, Hearing, Service, Autism Service) dog to support (his/her) special needs.
Successful transition and entry of the dog into the school environment has been planned in
accordance with the TLDSB ‘USE OF A SERVICE DOG BY A STUDENT’ Procedure and with input
and consultation from the school and broader community.
The dog has been specially trained and is a Certified Service Dog. This is a working dog and will
be easily identified as one by the vest it wears. Working dogs should not be petted or approached
without the permission of the dog’s handler.
Should you wish further information please do not hesitate to contact the school Principal
directly.
Sincerely,
Principal Name
cc: Superintendent
DATE:
January 26, 2015
TO:
Trustees
SUBJECT:
HR- 4519 Responding to Student Violence Toward Staff Policy
ORIGIN:
Kevin Cutler, Superintendent of Safe and Accepting Schools
REFERENCE:
PURPOSE:
To present the HR- 4519 Responding to Student Violence Toward
Staff Policy to trustees for approval.
CONTEXT:
The HR- 4519 Responding to Student Violence Toward Staff Policy
outlines the commitment of Trillium Lakelands District School
Board to assist and support staff when incidents of student
violence toward staff occur and to undertake proactive practices to
minimize incidents of student violence toward staff.
was due to be reviewed in 2015.
CONTENT:
was shortened to better reflect TLDSB policy format, and language
within the policy was changed.
was reviewed by Trustee Binstock, Senior Administration,
Elementary and Secondary Principals, Central Staff, Elementary
and Secondary Teachers, Educational Assistants and
Union/Federation Representatives.
ACTION:
Recommendation that trustees approve the HR- 4519 Responding
to Student Violence Toward Staff Policy.
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BOARD POLICY
Approval Date
Replacing
2015
Review Date
2020
All Previous
Identification
Education and Safe and
Accepting Schools
Page
1 of 1
HR-4519
RESPONDING TO STUDENT VIOLENCE TOWARDS STAFF
Trillium Lakelands District School Board (henceforth referred to as TLDSB) recognizes
its responsibility in partnership with pupils, their families, the community, and staff, to
provide a safe and caring violence-free learning and working environment for students,
staff, community partners, volunteers, and the general public.
The board will provide schools with direction in for dealing with situations in which the
violent behaviour of a student has resulted in significant injury to a board employee.
It is recognized that enhanced measures students, staff, volunteers and the general
public may be required while delivering special education services, and to manage any
other violent or aggressive student behaviour that could affect the safety of others.
It must be recognized that some students with special needs may at times exhibit some
aspects of the behaviours that may be considered violent as part of the nature of their
exceptionality. As well, the behaviours when they occur are not necessarily intended to
harm others, and take place due to limited control over their actions, or changes in their
environment that can adversely affect them.
TLDSB recognizes that despite the challenges presented by the behaviour of some
students, a safe working environment must be maintained for students and staff. This
safe working environment can be achieved through effective educational programming,
to address exceptionality specific needs, staff training, and effective incident response
procedures.
DATE:
January 26, 2015
TO:
Trustees
SUBJECT:
HR- 4520 Responding to Student Violence Toward Staff Procedure
ORIGIN:
Kevin Cutler, Superintendent of Safe and Accepting Schools
REFERENCE:
PURPOSE:
To present the HR- 4520 Responding to Student Violence Toward
Staff Procedure to trustees for information.
CONTEXT:
The HR- 4520 Responding to Student Violence Toward Staff
Procedure addresses the board commitment to implementing
practices to reduce the incidents of student violence toward staff
and clarifies the required steps for response when student violence
toward staff occurs.
Procedure was due to be reviewed in 2015.
CONTENT:
Procedure required a number of changes including additions and
clarification of terms and definitions, additions to references and
related documents, changes and clarification to language
throughout the procedure and the addition of appendices. .
Procedure was reviewed by Trustee Binstock, Senior
Administration, Elementary and Secondary Principals, Central
Staff, Elementary and Secondary Teachers, Educational Assistants
and Union/Federation Representatives.
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Approval Date
2015
Replacing
Review Date
Page
2020
1 of 15
Identification
Education and Safe and
Accepting Schools
HR – 4520
RESPONDING TO STUDENT VIOLENCE TOWARDS STAFF
1.0
PURPOSE
Trillium Lakelands District School Board (henceforth referred to as TLDSB) recognizes
its responsibility, in partnership with pupils, their families, the community, and staff, to
provide a safe and caring violence-free learning and working environment for students,
staff, community partners, volunteers, and the general public.
The board will provide schools with direction in for dealing with situations in which the
violent behaviour of a student has resulted in significant injury to a board employee.
It is recognized that enhanced measures for all stakeholders students, staff, volunteers
and the general public may be required while delivering special education services, and
to manage any other violent or aggressive student behaviour that could affect the safety
of others.
It must be recognized that Some students with special needs may, at times, exhibit
some aspects of the behaviours that may be considered violent as part of the nature of
their exceptionality. As well, The behaviours, when they occur, may are not necessarily
be intended to harm others, and take place occur due to limited control over their
actions, or changes in their environmental that conditions by which they can be
adversely affected. can adversely affect them.
TLDSB recognizes that despite the challenges presented by the behaviour of some
students, a safe working environment must be maintained for students and staff. This
safe working environment can be achieved through effective educational programming,
programming to address exceptionality-specific needs, staff training, and effective
incident response procedures.
RESPONDING TO STUDENT VIOLENCE
TOWARDS STAFF
2.0
2
HR-4520
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Education Act
Occupational Health and Safety Act
TLDSB Code of Conduct Policy OP-6020 and Procedure OP-6021
TLDSB Physical Intervention Guidelines for Responding to Injurious and
Self Injurious Behaviour of Students Policy OP-6550 and Procedure OP6551
TLDSB Incident/Accident/Injury Reporting and Investigation Procedure HR4208
TLDSB Refusal to Work Procedure HR-4210
TLDSB Site Based JOHSC Policy Procedure HR-4201
Under the Occupational Health and Safety Act, and applicable regulations, TLDSB is
required to take every precaution reasonable for the protection of a worker. Under
Regulation 857, the Principal and Vice Principal are supervisors, and are therefore
responsible for taking reasonable precautions when dealing with the violent behavior of
students with behavioural challenges in our schools.
Under the Education Act, Part 13, Behaviour, Discipline, and Safety, the Principal has a
duty to ensure that a student‟s behaviour does not affect the safety of staff, students,
and others. In exercising this duty, the Principal or Vice Principal may exclude a student
pending a review of safety precautions.
TLDSB Policy OP-6020 Code of Conduct outlines the expectations for ensuring a safe
environment, student behaviour expectations, and consequences for student failure to
meet these expectations. The policy also states that „Safe and caring learning
environments are not achieved through a single emphasis on disciplining inappropriate
behaviours. It is the responsibility of all staff to build a supportive learning environment
through appropriate interaction between all members of the school community. (4.3)
3.0
3.1
VIOLENT ACTIVITY A violent activity is characterized by:
Verbal, physical, or written or cyber threats, annoyance, molestation or
harassment; actual or threatened use of physical force; may have underlying
emotional, sexual, gender or racial bias which has or might have the effect of
endangering the health and welfare of students or staff members; actual or
threatened use of physical force or actual or threatened use of a weapon which
has the effect of endangering students or staff members. Procedure OP 6021
Code of Conduct contains further detailed information about definitions and
responses towards students for violent or aggressive behaviour. Specific
examples of behaviours are also referenced in the Incident /Accident/Injury
Reporting Procedure HR-4208.
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TLDSB procedure – OP-6550 Safe Schools: “Physical Intervention Guidelines for
Responding to Injurious and Self Injurious Behaviour of Students” provides
guidelines for preparing in advance for anticipated or unanticipated student
violence and for the use of physical intervention for responding to injurious and
self injurious behaviour of students.
4.0
4.1
4.2
BACKGROUND
4.1.1
Principals, Vice Principals, teachers, regular education and special
education resource teachers, educational assistants, DECEs
(Designated Early Childhood Educators) and district student services
staff deliver instructional services to students with special needs. As well,
secretaries and custodians are also involved in supporting students.
4.1.2
Unfortunately, Incidents involving injury to staff do sometimes occur in
schools. On occasion, violent behaviour may be directed toward staff
members resulting in significant physical or emotional injury and/or
trauma to the board employee.
4.1.3
TLDSB will take all reasonable precautions to ensure the safety of staff
and students for anticipated and unanticipated acts that result in physical
or emotional harm injury and/or trauma to staff due to student
behaviour.
4.1.4
TLDSB is committed to working with staff and students to proactively
plan proactively to minimize occurrences of injury and/or trauma, and to
respond effectively when unsafe situations arise.
RESPONSIBILITIES
4.2.1
Board staff have varying responsibilities depending on their role, however
all staff must work together to respond appropriately to incidents that
occur.
4.2.2
It is the responsibility of the Superintendent of Special Education and
Safe and Accepting Schools and the District Principal of Special
Education to oversee program adjustments, and staff or resource needs
that may be required to balance safety and learning needs of students
with special needs.
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4.3
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HR-4520
4.2.3
It is the responsibility of the Human Resources Administrator to assist
with procedures for employee support, deployment, and response to
concerns.
4.2.4
It is the responsibility of the appropriate Superintendent of Business to
provide approval and advice to implement this procedure, and to
communicate with the Ministry of Labour, Ontario School Boards‟
Insurance Exchange, or the Joint Health and Safety Committees
(JOHSC) where appropriate.
4.2.5
It is the responsibility of the principal to respond to concerns about staff or
student safety, to investigate and develop follow up plans regarding
incidents, and to communicate this procedure to staff.
4.2.6
It is the responsibility of TLDSB staff to report safety concerns (Safety
Concern Form) to the principal and the JOHSC worker member site
safety representative on site.
4.2.7
It is the responsibility of all staff to follow instructions for safety
procedures in the school, to engage in training as directed by the
principal, to follow procedures outlined in student Individual Education
Plans and Safety Plans. for students with special needs.
4.2.8
It is the responsibility of the workplace Joint Health and Safety
Committee JOHSC member to monitor and review concerns regarding
the elements of the procedure.
GENERAL PROCEDURES TO PREVENT OCCURRENCES OF VIOLENCE
TOWARDS STAFF
4.3.1
Wherever possible, preventative planning must take place to be prepared
for situations where violence may occur. This includes:
a)
b)
4.3.2
Whenever possible - the identification of students with a strong
potential for violent behaviour;
The development of plans to prevent such occurrences of violent
behaviour – (i.e. individual student Safety Plans or school-wide
safety plans).
TLDSB procedure - OP 6550 Safe Schools: Physical Intervention
Guidelines for Responding to Injurious and Self Injurious Behaviour of
Students provides guidelines for preparing in advance for anticipated or
unanticipated student violence. The Safety Plan template is located in
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Procedure OP-6550 and will be completed electronically in the IEP
database.
4.3.3
For a student to have a Safety Plan, they do not need to be identified
as an exceptional student nor do they necessarily need an Individual
Education Plan.
4.3.4
How consequences are applied may be modified or mitigated to meet
the exceptional needs of some students. Responses, however, will be
consistent with the policies and procedures of TLDSB and legislation
found in the Education Act and Regulations, Ontario Human Rights
Commission, Occupational Health and Safety Act, Child and Family
Services Act, and Criminal Code of Canada.
4.3.5
The following information outlines the requirements for areas in this the
process of prevention of occurrences of violence against staff:
a)
b)
c)
d)
e)
f)
g)
h)
It is an expectation that All individuals, including students, will take
an a pro-active role in preventing violence;
Staff will work with students and parents to maintain safe schools;
At the initiation of the principal, an individualized Safety Plan will
be developed for a student whose behaviour is known to pose
ongoing risk to self, students, staff or others. This knowledge
would be obtained through the board‟s high needs entry process
for students who are new to TLDSB and/or by information brought
to the attention of the school problem solving intervention team;
Teachers will participate in the development of the Safety Plan
and will gather input from educational assistants,
parents/guardian, student and other staff as appropriate;
Teachers and educational assistants will receive copies of safety
plans for those students with whom they directly work;
The principal is responsible for informing and making
available to all staff, including supply staff, existing or new
Safety Plans. (e.g. dedicated staff meeting time, shared drive,
supply staff materials);
The Safety Plan will be discussed with the parents and the
appropriate staff, and its resultant expectations and modifications
will be documented and reviewed as necessary, but at least
annually;
This The review of the Safety Plan will be used to identify and
facilitate staff training and orientation appropriate for staff
assigned to that student;
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i)
4.4
6
HR-4520
The principal is responsible for informing all staff, including supply
staff, of existing or new Safety Plans. (i.e. dedicated staff meeting
time, in September);
In case of a student transfer to a new school within the board,
principals are responsible for ensuring that Safety Plans are
brought to the new school‟s attention.
STAFF TRAINING
Staff training is an essential part of effective violence prevention planning.
4.4.1
TLDSB staff training courses emphasize that all students have different
levels of physical and emotional maturity, cognitive reasoning ability and
background stressors; and that in rare circumstances these may
contribute to any student exhibiting unsafe behaviours. In addition,
enhanced training measures may be required for staff dealing with
students with known high levels of needs.
4.4.2
The following training materials and methods will form the basis of
ongoing training. These materials will be reviewed regularly, and
additions or revisions will be made as appropriate to this list:
a)
b)
c)
d)
e)
f)
g)
h)
4.4.3
Behaviour Management Systems Training (BMST): one day
course
Behaviour Management Systems Training BMST Videos: Physical
Techniques
The Aggressive Student: Safe Interventions; manual
BMST Recertification Course: offered annually, 3 hours
TLDSB Physical Intervention Procedures; e-learning course and
manual
BMST Recertification Course: offered annually, 3 hours
Student specific training for staff or students who’s Safety
Plan cites the need for physical intervention.
Collaborative and Proactive Solutions (CaPS)
Restorative Practices
Advanced Level of Physical Intervention Training; one day course
for staff or students whose Safety Plans cite the need for physical
intervention.
Employees will be expected to undertake training where it is deemed
necessary, to deal effectively and proactively with students demonstrating
violent behaviour. The board will provide opportunities for training as
required by the Occupational Health & Safety Act.
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4.5
7
HR-4520
4.4.4
For staff routinely working with students with special needs who have
challenging behaviours, the level of training will need to be in accordance
with the level of behaviour presented by the students.
4.4.5
An annual training plan outlining the available training for individual staff
groups will be prepared for the system by the Department of
Specialized Services and Student Well-Being. Training is also
available by referral or request. Special Education and Student
Services Department.
SPECIFIC INCIDENT PROCEDURES TO ADDRESS INJURY AND/OR
TRAUMA OR ASSAULT TO A STAFF MEMBER
The following guidelines are intended to support school staff in dealing with a
violent or aggressive behavioural situation involving the injury and/or trauma to
or assault of a staff member resulting that results from challenging student
behaviour. (Also see summary checklist in appendices) – Appendix A
4.5.1
IMMEDIATE ACTIONS
a)
Employees will immediately report to the principal or designate
as soon as possible:
an assault or a serious threat
i.
an injury or trauma caused by student behaviour;
ii.
any situation in which an employee requires medical,
emotional, or other assistance due to a student action or
threat.
b)
The principal or designate will conduct a preliminary investigation
to assess the seriousness of the incident and immediate
responses needed.
c)
It is the responsibility of all staff to ensure that the safety and
physical well-being of the student(s) and employee(s) involved are
attended to immediately.
d)
The principal or designate will ensure that all persons involved are
safely and securely situated and will determine whether any
person is in need of emergency first aid, emotional, or other
immediate assistance.
e)
The appropriate school superintendent will be notified as soon as
possible for any serious incident.
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4.5.2
8
HR-4520
f)
The parent/guardian of the student (if the student is under 18)
should be notified.
g)
The principal will make a determination of whether the student
should be excluded removed from the school setting pending the
completion of the investigation and follow up measures. This
decision will be communicated to the parents.
h)
The emergency contact/ family member of the employee may be
notified depending on the seriousness of the incident and
employee wishes.
i)
The principal will make a determination regarding police
involvement. In circumstances where the principal has chosen not
to involve the police, the affected employee will be informed of
their right to notify the police.
j)
If the worker feels that the situation endangers their health or
safety, and indicates a refusal to work due to this concern, the
“Protocol for Refusal to Work” Health and Safety- Refusal to
Work Procedure HR-4210 agreed upon through the Joint Health
and Safety Committee will be followed. The Superintendent of
Business Health and Safety/ WSIB Coordinator must should be
advised as soon as possible if a work refusal is initiated.
FOLLOW UP ACTIONS
a)
Investigation:
The principal will investigate the circumstances surrounding the
incident. Investigation will include the review of:
i.
ii.
iii.
iv.
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 IEP and Safety plan (if in place for the student).
The principal shall follow appropriate disciplinary procedures that
reflect the TLDSB Code of Conduct and the student‟s Individual
Education Plan and Safety Plan.
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b)
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HR-4520
Documentation
If an employee is injured or ill as a result of the incident the
following documentation may be required:
i.
ii.
iii.
c)
An Employee Workplace Incident/Accident/Illness Injury
Reporting Form and/or employee WSIB reporting kit
must be used to document the circumstances relating to
the injury. TLDSB Administrative Procedure: BU–3555 –
HR-4208 Incident/Accident/Injury Reporting and
Investigation Procedure outlines the requirements for
notification and investigation of the incident.
A Physical Intervention Form must be completed if
physical intervention by the employee was required;
A Violent Incident Form must be completed if the
police have been contacted.
Additional Support
The school principal may arrange other support of for the
student(s) and/or the staff as determined in consultation with
TLDSB staff (Superintendent, Administrator District Principal of
Special Education, Human Resources Senior Manager of Human
Resources, Manager of Mental Health and Student WellBeing, Behaviour Consultant, Area Special Education Consultant,
and Student Services Attendance Counsellor). This support may
be required to meet:
i.
ii.
iii.
d)
physical needs (medical assessment or treatment,
recuperation);
mental health needs (counselling, Employee Assistance
Plan);
risk management needs (assistive devices, additional
support staff, and training).
Prevention of Recurrence:
Based on the findings of the above investigation, the principal will
recommend appropriate actions to prevent a recurrence.
Short term and long term responses may include:
i.
ii.
iii.
Review of the IEP and/or Safety Plan for the student, with
revisions as needed;
Environmental modifications;
Changes in work procedures for staff;
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iv.
v.
vi.
vii.
viii.
ix.
x.
e)
10
HR-4520
Additional staff training;
Personal protective equipment for staff;
Counselling, timeout, suspension and/or expulsion;
Appropriate consequences for the student based on
the Code of Conduct;
Modified school attendance; Review of student timetable
and placement;
Reconvene the an IPRC (where applicable) to review the
appropriateness of the placement including alternate
placement;
Police intervention or CAS intervention;
Other appropriate intervention(s) (e.g. VTRA , Restorative
Practices or Collaborative and Proactive Solutions
process).
Student Re-entry Plan:
The re-entry of a student after an violent incident must be well
planned in order to avoid further difficulties.
The principal 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
removed excluded from the school setting until the necessary
actions have been taken to address the safety concerns and
prevent further incidents.
Written communication should be sent to the parent once the
status of the student has been determined in the immediate action
phase (4.5.1).
This notification would generally consist of one or more of the
following:
i.
ii.
iii.
iv.
Notice of concern about student behavior;
Short term exclusion removal from the school setting
pending modifications to the work environment or
procedures for the student;
Suspension letter;
Suspension pending expulsion letter;
The following steps must be taken prior to the return of the student:
i.
Schedule a case conference with parent/guardian,
appropriate school, board and/or community personnel;
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ii.
4.5.3
11
HR-4520
Review the effectiveness of the Safety Plan and modify
where necessary.
MONITORING
The monitoring of employee incidents of staff injury and concerns
about violence due to student behaviour is necessary to minimize
further occurrences, and to develop plans where needed for training
and other preventative measures.
The following steps will be taken annually to monitor the occurrence
or recurrence of the area of employee staff injury due to student
behaviour:
a) As per TLDSB Procedure BU-3555 – HR-4208 Incident
/Accident/Injury Reporting and Investigation Procedure, the
Employee Workplace Incident/Accident/Illness Reporting Forms
will be forwarded to the Human Resources Department;
b) Information about incidents which are deemed to be the result
of violent student behaviour are forwarded to the Superintendent
of Special Education and Safe and Accepting Schools;
c) Data from these reports associated with student violence
toward staff will be analyzed to look for trends, and for the
purpose of making make recommendations for responses to
incidents to reduce the level of violent behaviour incidents
towards staff. This information will be additionally reported to the
Senior Manager of Human Resources Administrator. An annual
report will be provided to the Joint Health and Safety Committee;
d) The Superintendent of Special Education/Student Services and
Safe and Accepting Schools and Human Resources
Administrator will present to Executive Director‟s Council regular
reports identifying violent behaviour and injury trends with
recommendations to reduce the level of violent behaviour;
e) The Superintendent of Special Education and Safe and
Accepting Schools will send a copy of the quarterly reports
to the presidents of all locals.
f)
The Joint Health and Safety Committees will monitor the
implementation of this procedure and make the necessary
recommendations to the employer.
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5.0
12
HR-4520
APPENDICES
5.1
5.2
5.3
Appendix A – Checklist: In the Event of any Student Violence Toward Staff
Use of Physical Intervention Reporting Form
Violent Incident Reporting Form
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RESPONDING TO STUDENT
VIOLENCE AGAIN STAFF
HR-4520 Appendix 1
IN THE EVENT OF ANY STUDENT VIOLENCE TOWARD STAFF











IMMEDIATE RESPONSE
Immediate report of violence to principal.
Preliminary investigation to assess seriousness and what immediate
action is needed.
Security of situation stabilized.
o Ensure all persons involved are safely and securely situated
o Determine the need for emergency first aid, emotional or other
assistance
Emergency contacts made if situation is urgent.
o Parent/Guardian of under 18 aged students
o Employee‟s emergency contact if employee requests
o Police if need is determined by principal
o Superintendent
(If critical injury has occurred, see PolicyHR-4208)
Principal
Employee
√
√
√
√
FOLLOW-UP ACTIONS
Temporary student exclusion decision. Removal from school decision
o Determination made if temporary exclusion removal from the
school setting from school is necessary pending completion of
investigation and follow-up. Decision communicated to parent.
Investigation of incident
o Witness interviews, examination of incident site, medical treatment
details
o Review of current work practices and student responses to those
o Current IEP and Safety Plan if applicable
Additional temporary support decision
o Physical needs (medical, recuperation, limited work assignment)
o Emotional needs (counselling)
o Risk management needs (protective equipment, additional staff,
training)
Disciplinary response
o Legislation considerations
o TLDSB Code of Conduct considerations
Documentation
o Employee incident/accident/injury report. BU – 3555 HR-4208
o Physical Intervention report
o Protocol for Refusal to Work in situations where situation
endangers their health or safety. Superintendent of Business,
Health and Safety/WSIB Coordinator notified.
Prevention of recurrence planning (short and long term)
o Creation or revision of Safety Plan. Communication to all involved.
o Determination of staff training or protective equipment needs
o Review of IPRC placement where applicable, modifiedattendance
o Planning with community partners
Student re-entry plan
o
Determination of timing of return to school.
o
Plan for minimizing recurrence.
√
√
√
√
√
√
√
√
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VIOLENCE AGAINST STAFF
HR-4520 Appendix 2
USE OF PHYSICAL INTERVENTION REPORT
STUDENT INFORMATION
Name:
Gender: Male
School:

Female

Age:
Grade/Program:
Exceptionality:
DESCRIPTION OF INCIDENT
Date:
Physical Barrier

Time:
Specific Location:
Physical Escort

YES
Type?
Physical Restraint

Time of last dosage:
Staff Directly Involved
Is student currently on medication(s)?

NO

(Include job title and time arrived on
the scene)
Staff Witnesses
(Include job title and time arrived on
the scene)
Observers (Students, Parents,
Staff)
Pertinent Circumstances Precipitating Physical Intervention
Reason Situation Was Judged Unsafe and Physical Intervention Required
Description of Physical Intervention
Length of Physical Intervention
Were there any Injuries/Damage prior to Physical
Were there any Injuries/Damage Directly Related
Intervention? YES
Describe:
to Physical Intervention?
Describe:

NO

YES

Notifications Made :
(Include date, time and
person)
Completed by: _______________________________
Date/Time: _____
Fax to the Behaviour Consultant: _________________
Date: ________
The personal information provided on this form is collected by the Trillium Lakelands District School Board under the authority of the Education Act, Freedom of Information and
Protection of Privacy Act / Municipal Freedom of Information and Protection of Privacy Act and TLDSB Policy BD-2030/2031. The information will be used to for providing
educational programs and/or to ensure safety of staff and students or as otherwise permitted /required by law. The information will be used in accordance with the Education
Act, the regulations, and guidelines issued by the Minister of Education governing the establishment, maintenance, use retention, transfer, and disposal of pupil records. For
questions about this collection, speak to the Superintendent of Special Education.
NO

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VIOLENCE AGAINST STAFF
HR-4520 Appendix 3
VIOLENT INCIDENT REPORTING FORM
Name of Student:
A. Description of Violent Incident
B. Police Contact
Date of contact
Day
Mo
Date of police investigation at school
Yr
C. School/Board Response
1.
Suspension 2.
Expulsion 3.
Date of inclusion in OSR
Day
Mo
Day
Mo
Name of investigating officer(s):
Yr
Other
Principal’s/Designate’s Signature
Yr
The personal information provided on this form is collected by the Trillium Lakelands District School Board under the authority of the Education Act, Freedom of
Information and Protection of Privacy Act / Municipal Freedom of Information and Protection of Privacy Act and TLDSB Policy BD-2030/2031. The information will
be used to for providing educational programs and/or to ensure safety of staff and students or as otherwise permitted /required by law. The information will be used
in accordance with the Education Act, the regulations, and guidelines issued by the Minister of Education governing the establishment, maintenance, use retention,
transfer, and disposal of pupil records. For questions about this collection, speak to the Superintendent of Special Education.
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
BU-3539: Disposal of Obsolete or Surplus Furniture and
Equipment Policy
ORIGIN:
REFERENCE:
PURPOSE:
To present the BU-3539: Disposal of Obsolete or Surplus Furniture
and Equipment Policy.
CONTEXT:
The Policy was identified for review as part of the regular five year
cycle.
CONTENT:
The policy sets out the broad overriding principles for disposing of
obsolete or surplus furniture and equipment. This policy has been
reviewed by elementary and secondary Principals, Senior
Managers as well as Trustees and Director’s Council.
There were no revisions identified as necessary at this time.
ACTION:
Recommendation that the BU-3539: Disposal of Obsolete or
Surplus Furniture and Equipment Policy be approved without
revision.
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BOARD POLICY
Approval Date
Replacing
2015
Review Date
Page
Identification
2020
SUPERINTENDENT OF
BUSINESS
1 of
BU - 3539
DISPOSAL OF OBSOLETE OR SURPLUS FURNITURE AND
EQUIPMENT
Trillium Lakelands District School Board recognizes that there are occasions where
articles, furniture or equipment become obsolete or surplus to the needs of a particular
location or to the system as a whole, and relocation or disposal of the material is
required.
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
BU-3540: Disposal of Obsolete or Surplus Furniture and
Equipment Procedure
ORIGIN:
REFERENCE:
PURPOSE:
To present the BU-3540: Disposal of Obsolete or Surplus Furniture
and Equipment Procedure.
CONTEXT:
The Procedure was identified for review as part of the regular five
year cycle.
CONTENT:
The procedure sets out the process to be followed for identifying
and disposing of surplus furniture and equipment of the Board. This
procedure has been reviewed by elementary and secondary
Principals, Senior Managers as well as Trustees and Director’s
Council.
Changes to the existing wording have been highlighted by
strikeouts, and additions to the language have been identified in
bold red, however there were no significant revisions required.
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Approval Date
2015
Replacing
Review Date
Page
2020
1 of 3
Identification
Superintendent of Business
BU - 3540
DISPOSAL OF OBSOLETE OR SURPLUS FURNITURE AND
EQUIPMENT
1.0
PURPOSE
Trillium Lakelands District School Board recognizes that there are
occasions where articles, furniture or equipment become obsolete or
surplus to the needs of a particular location or to the system as a whole,
and relocation or disposal of the material is required.
It is recognized that there are occasions at work locations when managers or
principals determine that articles, furniture and/or equipment are obsolete or
surplus to the needs of the location. In such cases, this procedure provides a
process for the disposal or reallocation of such items.
2.0
2.1
3.0
4.0
Procurement of Goods and Services Procedure – BU-3016
3.1
Obsolete – Furniture and equipment that is no longer useful at the
location because of changing technology or a change in the delivery of
educational programs;
3.2
Surplus – Furniture and equipment that has not been used at the location
for a period of a full year;
3.3
Tender – A formal written request for price submissions for the purchase
of surplus furniture and equipment;
3.4
Public Auction – An auction that follows traditional auction procedures and
gives prospective buyers a description of the property to be auctioned off
or sold.
4.1
The location should dispose of furniture and equipment that is damaged
beyond economic repair. Arrangements may be made with Purchasing
DISPOSAL OF OBSOLETE OR SURPLUS
FURNITURE AND EQUIPMENT
2
for disposal if the quantities of such furniture and equipment are
significant.
4.2
At least annually, the Purchasing Supervisor will request Managers and
Principals to advise of any surplus or obsolete furniture and equipment at
the location. The Purchasing Supervisor will establish a probable
estimated disposal value, if applicable.
4.3
Furniture that is surplus to a location’s current needs may be stored for a
period of up to two years. Arrangements for its storage and retrieval
should be made with Purchasing.
4.4 3
All locations will periodically have the opportunity to requisition surplus or
obsolete furniture and equipment from other locations. Any items
requisitioned by another location will be distributed on a first come basis.
4.5 4
The Purchasing Supervisor, on the approval of the Superintendent of
Business, will dispose of any items not requisitioned by another location.
The Purchasing Supervisor will use the following methods to dispose of
any surplus equipment or furniture:
a)
b)
c)
d)
sale by tender;
sale by public auction;
sale to scrap dealer;
requesting the principal to dispose of some or all materials to the
highest bidder within the school and advising on procedures to be
followed; or
if of no value, removal to the appropriate waste disposal
facility. dump.
e)
5.0
4.6 5
This procedure is not applicable in special circumstances such as closure
of a worksite, program discontinuation or a major renovation project. In
these situations, special arrangements will be made by the Purchasing
Supervisor in consultation with the Manager or Principal.
4.7 6
The manager or principal shall complete the attached form “Surplus
Furniture/Equipment Report” (Appendix 1) and forward it to the Board’s
Purchasing Supervisor.
APPENDICES
5.1
Appendix 1 – Surplus Furniture/Equipment Report
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BU -3540
DISPOSAL OF OBSOLETE OR SURPLUS
FURNITURE AND EQUIPMENT
BU–3540 - Appendix 1
SURPLUS FURNITURE/EQUIPMENT REPORT
Location Name
School or Location Dept.
Date
Equipment:
DESCRIPTION
MANUFACTURER
SERIAL #
CONDITION
GOOD/FAIR/POOR
ACTION
Furniture:
DESCRIPTION
TYPE/STYLE
QUANTITY
SIZE,
HEIGHT,
ETC.
CONDITION
GOOD/FAIR/POOR
ACTION
The “School Department” is the department in which the item(s) is/are used in the
school.
The department disposing of the item will complete the column with the heading
“Action” above and indicate Sell, Store, Transfer or Disposal.
This form should be forwarded to the Purchasing Supervisor.
77/87
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
Charitable Donations Policy BU- 3525
ORIGIN:
REFERENCE:
PURPOSE:
To present the Charitable Donations Policy BU- 3525.
CONTEXT:
The Policy was identified for review as part of the regular five year
cycle.
CONTENT:
The policy sets out the broad overriding principles for charitable
donations to the Board. This policy has been reviewed by
elementary and secondary Principals, Senior Managers as well as
Trustees and Director’s Council.
bold red. The revision is primarily to bring the policy statement in
line with the guiding principles intended for policies of the Board.
ACTION:
Recommendation that the revised Charitable Donations Policy
BU-3525 be approved.
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79/87
BOARD POLICY
Approval Date
2015
Review Date
Replacing
All Previous
Page
2020
1 of 1
Identification
Superintendent of
Business
BU-3525
CHARITABLE DONATIONS
Trillium Lakelands District School Board recognizes the value of donations and
contributions in supplementing current services and resources. The Board
welcomes donations and contributions from individuals and organizations for the
advancement of the education of students.
In order to supplement current services and resources, Trillium Lakelands District
School Board welcomes donations and/or contributions from individuals and
organizations for the advancement of the education of students.
DATE:
February 3, 2015
TO:
Trustees
SUBJECT:
Charitable Donations Procedure BU- 3526
ORIGIN:
REFERENCE:
PURPOSE:
To present the Charitable Donations Procedure BU- 3526.
CONTEXT:
The Procedure was identified for review as part of the regular five
year cycle.
CONTENT:
The procedure sets out and reflects the requirements for charitable
donations in order to ensure that the Board is in compliance with
the regulations established by the Canada Revenue Agency for
charitable organizations. This procedure has been reviewed by
elementary and secondary Principals, Senior Managers as well as
Trustees and Director’s Council.
bold red. The revisions are primarily to bring the procedure in line
with the existing practice of charitable receipts being issued by the
accounting department rather than the schools.
80/87
81/87
Approval Date
2015
Review Date
Replacing
All Previous
Page
2020
1 of 7
Identification
Superintendent of
Business
BU-3526
1.0
PURPOSE
Trillium Lakelands District School Board recognises the value of donations
and contributions in supplementing current services and resources. The
Board welcomes donations and contributions from individuals and
organizations for the advancement of the education of students.
The Board has established itself as a charitable organization for the purposes of
receiving charitable donations and must operate within the regulations set out for
such an organization by Canada Revenue Agency (C.R.A.). This document will
provide a standard procedure for the receipt of Charitable Donations.
2.0
2.1
2.2
2.3
3.0
Income Tax Act
Interpretation Bulletin – IT-297R2 – Gifts in Kind to Charity and Others
Interpretation Bulletin – IT-110R3 – Gifts and Official Donation Receipts
3.1
Gift – is a voluntary transfer of property without valuable consideration.
Generally a gift is made if all three of the conditions listed below are
satisfied:
a)
b)
c)
some property – usually cash – is transferred by a donor to a
registered charity;
the transfer is voluntary;
the transfer is made without expectation of return.
3.2
Gift in Kind – the term gift in kind refers to a gift of property other than
cash – in particular capital property, depreciable property and personaluse property. It also includes a residual interest, a right of any kind, a
license, a share, and inventory of a business. It does not include a gift of
services.
3.3
Fair Market Value – generally means the highest price, expressed in
dollars, that a property would bring in an open and unrestricted market
between a willing buyer and a willing seller who are both knowledgeable,
informed and prudent, and who are acting independently of each other.
4.0
2
BU – 3526
4.1
GENERAL
4.1.1
The Board has established itself as a charitable organization
for the purposes of receiving charitable donations and must
operate within the regulations set out for such an
organization by Canada Revenue Agency (C.R.A.). This
document will provide a standard procedure for the receipt of
Charitable Donations.
The Superintendent of Business shall establish and maintain a
charitable registration in the name of the Board with the Canada
Revenue Agency (C.R.A.).
4.1.2
No member of the Board or other employee of the Board is
permitted to receive a personal gift or donation from any supplier
of goods or services to the school board.
4.1.3
It is the responsibility of the Board’s Accounting Department to
issue maintain the booklets of official income tax receipts, duly
numbered and containing the Board’s official charitable
registration number. to all schools within the system in
consecutively numbered allotments. The Accounting Department
shall ensure that an accurate corporate record is kept of the
numbered allotments distributed to each school for auditing
purposes.
4.1.4
The Board will not issue an official receipt for income tax purposes
for donations that are not eligible for an official receipt according
to the Income Tax Act, Interpretation Bulletins and Information
Circulars, including but not limited to:
a) Donation of goods in trade, subject to Section 3.0 of this
administrative procedure, Donations in Kind; and
b) Services rendered.
Example: labour to install an outside playground
equipment unit.
4.2
MONETARY DONATIONS
4.2.1
General Guidelines
a) All donations of money are gratefully accepted, however,
official receipts for income tax purposes will only be issued
for amounts of $25.00 or greater. Monetary donations,
made on behalf of an individual school or for the system as
a whole, will be accepted and tax deductible receipts will
be issued for:
i)
the establishment and/or promotion of scholarships
and bursaries;
82/87
3
BU – 3526
ii)
the giving of prizes, exhibitions, or rewards to the
students of the Board;
iii) the educational advancement of Board students;
iv) the support of athletic and extra-curricular activities
for students of the Board; and/or
v) the purchase of equipment.
b) All cheques must be made payable to the “Trillium Lakelands
District School Board Charitable Trust” and forwarded to the
Board’s Accounting Department.
c)
A receipt for donations received will be issued to each donor
by the Accounting Department. respective school principal
in the case of a donation being directed to an individual
school; and by the Superintendent of Business in the case of
a donation being directed to the system as a whole.
d) In circumstances where an official income tax receipt is
voided, it shall be attached to the donation log to validate
that it has not been issued.
e)
In the event of lost or stolen income tax receipts, the
Accounting Department shall notify the Canada Revenue
Agency, Charities Directorate at the following address:
Charities Directorate
Canada Revenue Agency
5th Floor, 400 Cumberland Street
Ottawa, Ontario K1A 0L5
f)
4.2.2
A permanent record of donations received by the board from
individuals or organizations shall be kept by the Accounting
Department.
Application
a) Upon receipt of a monetary donation of $25.00 or greater,
the school principal shall issue an official receipt for income
tax purposes if requested. b) All monetary donations shall be
forwarded the cheque received forthwith to the Board’s
Accounting Department for deposit into the Board’s Charitable
Trust Account. In turn, the Accounting Department shall remit
a cheque payable to the respective school in the full amount
of the donation for deposit into the school’s School
Generated Funds account.
b c) The school shall ensure that an official log of all monetary
donations is maintained, containing the full name, address
and telephone number of the donor, as well as the control
number contained on the respective income tax receipt
(refer to attached form – Appendix 1). This log shall be
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4
BU – 3526
submitted to the Superintendent of Business by December
31st of each year.
4.3
DONATIONS IN KIND
4.3.1
General Guidelines
a) Donations in kind shall include stocks, bonds, other
negotiable instruments, and/or equipment and materials.
b) Donations in kind from a community, group or individual
shall be encouraged; however, official income tax receipts
shall be issued for items of equipment with a fair market value
of $100.00 or greater.
c) Donors of real property and/or other material goods
requesting a charitable donation receipt shall provide, at
their own expense, a qualified third-party appraisal of the
market value of the item(s) being donated. This
documentation of Fair Market Value (FMV) must be able to
be established and substantiated. Schools should make
every effort to obtain independent quotes to support these
claims.
d) Where a donor contributes property that consists of many
individual units, the appraised market value shall be based
on the collective value of the entire contribution rather than
on a per unit basis.
e) Prior to a donation being accepted, the Purchasing
Department shall be consulted to ensure that:
i) the equipment is compatible with related equipment
and supplies and conforms to Board standards;
ii) the donation be approved in advance of receipt with the
Board-level department responsible for maintaining the
equipment.
f)
4.3.2
Goods donated to schools will be retained at the receiving
school under the ownership of the Board. The Board will
retain the discretion to remove, repair or modify any item
which is obsolete, worn out or unsafe.
Application
a) Upon receipt of a donation in kind, the respective school
principal shall record the transaction on the Board’s
“Application for Charitable Donation in Kind Official
Receipt”, including the donor’s full name and address,
description of materials and/or equipment donated, and
value of donation, based on appraised value indicated on
84/87
5
BU – 3526
documentation of Fair Market Value provided by donor
(Refer to attached form – Appendix 2).
b) Upon receipt of a donation in kind of $100.00 or greater
(based on the fair market value appraisal), the school
principal Accounting Department shall issue an official
receipt for income tax purposes if requested. The receipt shall
be clearly marked “Donation in Kind” and a full description of
the donated item shall be indicated on the receipt.
c) In circumstances where an official income tax receipt is
voided, it shall be attached to the donation log to validate
that it has not been issued.
d) In the event of lost or stolen income tax receipts, the
Accounting Department shall notify the Canada Revenue
Agency Charities Directorate at the following address:
Charities Directorate
Canada Revenue Agency
5th Floor, 400 Cumberland Street
Ottawa, Ontario K1A 0L5
e) The “Application for Charitable Donation in Kind Official
Receipt”, with accompanying documentation of Fair Market
Value, shall be submitted annually to the Superintendent of
Business on or before December 31st.
4.4
5.0
CHARITABLE GIFT PRODUCTS
4.4.1
In circumstances where the charitable gift (or donation in kind) is
of a nature that is much more complex than an outright gift of cash
or securities, the school principal shall consult with the
Superintendent of Business in order to determine if the issuance
of an income tax receipt for the donation product (in compliance
with C.R.A. requirements) is in the best interests of the Board
and/or specific school.
4.4.2
Examples of such charitable gift products may include charitable
remainder trusts, gifts of residual interest in a particular property,
gifts of real estate, gifts of shares in privately owned companies
and any large gift of tangible personal property involving a
promoter who is brokering the transaction.
APPENDICES
5.1
5.2
Appendix 1 – Monetary Donations Reconciliation Log
Appendix 2 – Application for Charitable Donation in Kind Official
Receipt
85/87
86/87
BU-3526 Appendix 1
MONETARY DONATIONS
Reconciliation Log
SCHOOL NAME:
This form is to be submitted annually to the office of the Superintendent of Business on or before December 31st.
Only one report per school per year is to be submitted.
Receipts will only be issued where the value of the donations by an individual are $25.00 or greater.
It is imperative that the complete name and address of the donor be included for auditing purposes.
If more than one line is needed to describe the items donated, the name and address and the value of the donation need only be
inserted once.
Name
Principal’s Signature:
Address
Telephone No.
Date:
Value of Donation
Control/Receipt No.
87/87
BU-3526 Appendix 2
APPLICATION FOR CHARITABLE DONATION IN KIND
OFFICIAL RECEIPT
SCHOOL NAME:
The form is to be submitted annually to the office of the Superintendent of Business on or
before December 31.
Only one report per school per year is to be submitted.
Receipts will only be issued where the value of the donations by an individual is $100 or
greater.
It is imperative that the complete name and address be reported to facilitate mailing the
receipt to the donor by the Board.
If more than one line is needed to describe the items donated, the name and address and the
value of the donation need only be inserted once.
Documentation supporting Fair Market Value must be attached.
Any cash monetary donations are not required to be included on this form. (See Appendix 1)
Donor’s Name and
Address
Principal’s Signature:
Description of Materials, or
Equipment Donated
Date:
Value of Donation

ap_cow_021015 - Trillium Lakelands District School Board

Transcription

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