1/24/2017 - Regular Board Meeting
THAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR MEETING
2017 JANUARY 24, 7:00 P.M.
BOARD ROOM, EDUCATION CENTRE
The Board met in regular session on 2017 January 24 in the Board Room at the Education Centre,
meeting in public session at 7:00 p.m. The following were in attendance:
TRUSTEES
ADMINISTRATION AND OTHERS
M. Reid (Chair)
J. Bennett
R. Campbell
C. Goodall
G. Hart
P. Jaffe
B. McKinnon(by phone)
A. Morell (-7:45)
Regrets:
A. Pucchio
S. Polhill
M. Reid
P. Schuyler
J. Skinner
S. Suvajac (-8:35)
R. Tisdale
J. Todd
L. Elliott
V. Nielsen
J. Pratt
C. Beal
S. Builder
R. Culhane
M. Deman
K. Edgar
R. Kuiper
L. Griffith-Jones
Guests:
D. Kettle, Planning
Analyst (-7:45)
D. Macpherson
P. McKenzie
M. Moynihan
S. Powell
K. Wilkinson
K. Bushell
B. Williams
T. Testa (-7:54)
L. Abell
1. CALL TO ORDER
Board Chair M. Reid called the meeting to order at 7:00 and acknowledged the traditional territory on
which the Board meeting is held.
2/3. O CANADA
The appreciation of the Board was extended to Bonaventure Meadows Public School for their
performance and to Conductor Allison O’Connor for leading in the singing of O Canada and two
musical selections.
4. APPROVAL OF AGENDA
The agenda was approved on motion of Trustee A. Morell, seconded by Trustee R. Campbell and
CARRIED.
5. OFFICIAL RECORD
B. Williams, Supervisor, Corporate Services, read the following official record into the minutes:
We regret to record the death of Katherine Schmidt, an Education Assistant at Woodland Heights
Public School on January 4, 2017.
6. RECOGNITIONS – None
7. CONFLICTS OF INTEREST - None
8. CHAIR’S ANNOUNCEMENTS
Chair M. Reid advised an electronic vote was held on 2017 January 11. The following motion was
moved by M. Reid, seconded by A. Morell and CARRIED:
2017 January 24…2
That the following temporary staffing be allocated to the 2016-2017 budget year effective
immediately:
60.0 FTE Educational Assistants
3.0 FTE Elementary Learning Support Teachers
1.0 FTE Elementary ESL Teacher
1.0 FTE Secondary Vice Principal
1.0 FTE Early Childhood Educator
Chair Reid reminded trustees to submit their budget initiatives for consideration during the budget
planning process.
9. DIRECTOR’S ANNOUNCEMENTS
Director L. Elliott announced details of the London Proud initiative sponsored by the London Grand
Theatre. Included in the initiative is a partnership between the London Grand Theatre’s High School
Project and Sheridan’s College Music Theatre Program to provide secondary school students with the
opportunity to work with Sheridan College professors and mentors. In addition, the Grand Theatre
plans to bring professional theatre to 100 London elementary schools.
10. PUBLIC INPUT – None
11. MINUTES OF THE 2016 DECEMBER 20 REGUALR BOARD MEETING
a. Confirmation of Minutes
The minutes of the Regular Board Meeting of 2016 December 20 was adopted on motion of
Trustee J. Todd, seconded by Trustee R. Tisdale and CARRIED.
b. Business Arising from the Minutes - none
12. STUDENT TRUSTEES’
a. Student Trustees’ Update
Student Trustee S. Suvajac provided the Student Trustees’ Update highlighting the Adobe
Connect platform being used at Student Advisory Committee meetings to increase participation
and enrich the discussion among students. The next Student Advisory Committee meeting is
scheduled for 2017 February 23. Work continues on the Student Trustees’ on the Board policy
and procedure. It was advised that secondary students are preparing to write exams.
b. Student Advisory Committee Minutes - None
13. REPORTS FROM THE ADMINISTRATION
a. Ilderton Elementary Accommodation Report
Exec. Officer K. Bushell and D. Kettle, Planning Analyst presented the Ilderton Elementary
Accommodation Report (item #13.a), in response to a request by the Board. It provided an
analysis and review of student accommodation needs for Middlesex Centre, including the areas of
Ilderton and Coldstream. Four options to accommodate growth and decline were described.
Administration responded to questions regarding schools in the Ilderton area, classroom
designation, the holding zone process and the potential for growth in the areas.
b. 2015-2016 Annual Report
Director Elliott presented the 2015-2016 Annual Report. T. Testa, Communications Manager was
invited to demonstrate the digital version of the Annual Report. A copy of the report is to be
submitted to the Ministry of Education on or before the 31st day of January.
14. REPORTS FROM BOARD COMMITTEES
a. Policy Working Committee Report, 2016 December 20
Trustee Bennett referred to the written report of the Policy Working Committee (Item 14.a)
provided to Trustees in advance of the meeting. There were no recommendations.
2017 January 24…3
b. Audit Committee Report, 2017 January 10
Trustee R. Tisdale referred to the written report of the Audit Committee (Item 14.b) provided to
Trustees in advance of the meeting. There were no recommendations.
c. Planning and Priorities Advisory Committee Report, 2017 January 10
Trustee Bennett referred to the written report of the Planning and Priorities Advisory Committee
(Item 14.c) provided to the Trustees in advance of the meeting. There were no recommendations.
d. Committee of the Whole, In-Camera Report, 2017 January 10
Trustee Morell advised that the Committee of the Whole met in-camera from 5:33 to 5:53 p.m.
The committee discussed confidential personal matters.
The following recommendation was moved by Trustee Morell, seconded by Trustee Tisdale
and CARRIED:
That the motions approved at the in-camera session of the 2017 January 10 related
to personal matters be approved and recorded in the public minutes of the 2017
January 24 Board meeting.
e. Thames Valley Parent Involvement Report, 2017 January 12
Trustee Tisdale referred to the written report of the Thames Valley Parent Involvement
Committee (Item #14.e) provided to Trustees in advance of the meeting.
The following recommendation was moved by Trustee Tisdale, seconded by Trustee Campbell
and CARRIED:
That S. Bantam, Parent Member be granted a leave of absence to May 1, 2017.
f. Chair’s Committee Report, 2017 January 17
Trustee Morell referred to the written report of the Chair’s Committee (Item 14.f) provided to the
Trustees in advance of the meeting.
The following recommendation was moved by Trustee Morell, seconded by Trustee Bennett and
CARRIED:
That Trustees J. Bennett, M. Reid, R. Tisdale, J. Todd and A. Morell be appointed to
the Board Committee Review Ad Hoc Committee.
The following recommendation was moved by Trustee Morell, seconded by Trustee Campbell
and CARRIED:
That the reporting date on the cost analysis for providing technology such as
chrome books/laptops to grade 9 students entering and/or enrolled in secondary
school be extended to March 2017 from January 2017.
g. Committee of the Whole, In-Camera Report, 2017 January 24
Trustee Morell advised the Committee of the Whole met in-camera from 5:00 p.m. to 6:21 p.m.
The committee discussed confidential negotiation and personal matters. A conflict of interest was
declared in relation to item 8.a of the report.
The following recommendation was moved by Trustee Reid, seconded by Trustee Goodall and
CARRIED:
That the motions approved at the in-camera session of 2017 January 24 related to
personal matters be approved and recorded in the public minutes of the 201 7
January 24 Board meeting.
2017 January 24…4
15. TRUSTEE UPDATES FROM EXTERNAL COMMITTEES
a. Ontario Public School Boards’ Association (OPSBA) Update
Trustee Tisdale provided the Ontario Public School Board’s (OPSBA) update highlighting the
Public Education Symposium in Toronto held in January. A Western Region meeting will be hosted
by Thames Valley District School Board on April 8 and held at a Thames Valley secondary school
with a hospitality program. OPSBA priorities will be discussed at the meeting.
The Ministry of Education has requested input and feedback from Trustees regarding the draft
Multi-Year Strategic Planning guidelines.
16. COMMUNICATIONS - none
17. NOTICE OF MOTION – none
18. MOTION – NOTICE OF WHICH HAS BEEN GIVEN
The following motion was moved by Trustee Schuyler, seconded by Trustee Campbell and
CARRIED:
That the Chair of the Board, in collaboration with the First Nation Trustee write a letter to
the Ontario Ministry of Education requesting that the class size required to offering Native
Language be reduced from 12 to 5 students in Ontario schools. This would also be done in
collaboration with the Federal Government who have the responsibility for funding First
Nation education.
Trustee Schuyler shared the rationale for the motion and provided comments in favour of the motion
noting every native student should be given the opportunity to learn their Native language.
Trustee Campbell provided comments in favour of the motion noting the importance of delivering a
greater diversity of language studies to meet the needs of native students.
The following motion was moved by Trustee Tisdale, seconded by Trustee Schuyler and CARRIED:
That a letter be sent to the Federal Government emphasizing their commitment and
responsibility to fully fund First Nations, Inuit and Métis student’s education.
It further was suggested to look at funding through the budget process. A request was made for a
presentation at a future meeting about FNMI language courses.
19. ADDITIONAL ITEMS – none
20. QUESTIONS/COMMENTS BY MEMBERS
Associate Director J. Pratt, on request of Trustee Bennett, described the bus cancellation process
noting bus companies determine whether buses run and in turn notify Southwestern Transportation
Services (STS). Schools remain open when buses are cancelled. In extreme circumstances schools
can be closed. Keeping schools open allow parents to drive students to school and it maximizes the
instructional days.
In response to a question it was advised that staff is to communicate with their immediate supervisor
if it is not safe to travel. Safety of staff and students is a priority.
Superintendent C. Beal explained the process to request a change to the STS policies.
Chair Reid advised that Pride London received grant funds to bus students from rural schools to the
Pride London festival highlighting the Gay Straight Alliance Conference.
21. ADJOURNMENT
The meeting adjourned at 8:48 p.m. on motion of Trustee Todd, seconded by Trustee Jaffe and
CARRIED.
Confirmed:
M. Reid
Chairperson
2017 January 24…5
SUMMARY OF APPROVED RECOMMENDATIONS OF 2017 JANUARY 24
That the following temporary staffing be allocated to the 2016-2017 budget year effective
immediately:
60.0 FTE Educational Assistants
3.0 FTE Elementary Learning Support Teachers
1.0 FTE Elementary ESL Teacher
1.0 FTE Secondary Vice Principal
1.0 FTE Early Childhood Educator
That the motions approved at the in-camera session of the 2017 January 10 related to
personal matters be approved and recorded in the public minutes of the 2017 January 24
Board meeting.
That S. Bantam, Parent Member be granted a leave of absence to May 1, 2017.
That Trustees J. Bennett, M. Reid, R. Tisdale, J. Todd and A. Morell be appointed to the Board
Committee Review Ad Hoc Committee.
That the reporting date on the cost analysis for providing technology such as chrome
books/laptops to grade 9 students entering and/or enrolled in secondary school be extended
to March 2017 from January 2017.
That the motions approved at the in-camera session of 2017 January 24 related to personal
matters be approved and recorded in the public minutes of the 2017 January 24 Board
meeting.
That the Chair of the Board, in collaboration with the First Nation Trustee write a letter to the
Ontario Ministry of Education requesting that the class size required to offering Native
Language be reduced from 12 to 5 students in Ontario schools. This would also be done in
collaboration with the Federal Government who have the responsibility for funding First
Nation education.
That a letter be sent to the Federal Government emphasizing their commitment and
responsibility to fully fund First Nations, Inuit and Metis student’s education.
We build each student’s tomorrow, every day
Date of
Meeting: 2017 January 24
Item #:
REPORT TO:
☒
PUBLIC ☐
IN-CAMERA
☐
Administrative
Council
☐
Program and School Services
Advisory Committee
☐
Planning and Priorities
Advisory Committee
☒
Board
☐
Policy Working Committee
TITLE OF REPORT: Ilderton Elementary Accommodation Report
PRESENTED BY: Kevin Bushell Executive Officer, Facility Services and Capital Planning
PRESENTED FOR: ☐ Approval ☒ Information ☐ Advice
Recommendation(s):
Purpose: This report is in response to a request by the Board:
That Senior Administration review student accommodations needs for Middlesex Center
including, but not limited to Ilderton and Coldstream, and provide a detailed report for
January 2017 outlining options which would include:
Holding zone amendment report
Attendance area (boundary) review report
Other alternatives
The report to include all options and considerations, the rationale for the final
recommendations, and the rationale for the options not included in the report.
Content: The Ilderton Elementary Accommodation report is in response to the above recommendation. It
provides an analysis and review of student accommodation needs in the area and evaluates four
options to accommodate growth and decline in the Middlesex Center area. These options include;
designation of holding zones, attendance area adjustments, rescinding of holding zone approval
and finally an analysis of the status quo situation. Rationale is provided for each evaluation. The
Holding Zones and Holding Schools Procedure is provided for background.
The Ilderton holding zones were designated to Valleyview PS in order to ensure appropriate
accommodation of students. Oxbow PS is currently over capacity and cannot properly
accommodate the projected enrolment from the planned residential developments in the
Timberwalk and Little Farm subdivisions. However, the designation of the holding zones to
Valleyview PS not only protects Oxbow PS from the effects of overcapacity issues but also
maintains program viability at Valleyview PS thereby creating more sustainable enrolment
numbers for both schools.
The dual issues of overcrowding and declining enrolment experienced in the Ilderton and
surrounding area is not unique in the TVDSB. Other areas within Thames Valley face similar
challenges. The creation and designation of holding zones while controversial in some cases does
solve a number of student accommodation issues that affect both student safety and program
opportunities. Holding zones allow enrolment to grow at schools previously faced with decline until
a critical mass of students is reached for a new community school to be viable. To that end the
TVDSB remains committed to making decisions that ensure we provide the best educational
experiences possible in an equitable and sustainable manner to all students. These reasons form
the rationale for the final recommendation by Senior Administration which is to maintain the holding
zones as is.
Cost/Savings: N/A
Timeline: N/A
Communications: N/A
Appendices: Appendix 1 - Ilderton Elementary Accommodation Report
Appendix 2 - Holding Zones and Holding Schools Procedure
Form Revised: January 2016
Relation to Commitments:
☐ Putting students first. ☐ Actively engaging our students, staff, families and communities.
☐ Recognizing and encouraging leadership in all its forms. ☒ Being inclusive, fair, and equitable.
☒ Ensuring safe, positive learning and working environments. ☐ Inspiring new ideas and promoting innovation.
☐ Taking responsibility for the students and resources entrusted to our care.
ILDERTON
Thames Valley District School Board
2017 January
ILDERTON
ELEMENTARY
ACCOMMODATION
REPORT
APPENDIX 1
1
APPENDIX 1
2
Table of Contents
Review of Accommodation Needs in Ilderton .......................................................................... 3
EVALUATION 1 - Designation of Holding Zones .................................................................... 5
EVALUATION 2 - Attendance Area Adjustments ................................................................... 8
EVALUATION 3 - Rescinding Holding Zone Approval ......................................................... 10
EVALUATION 4 – Status Quo ................................................................................................. 11
Timelines – Ilderton Holding Zones ......................................................................................... 13
APPENDIX 1
3
Review of Accommodation Needs in Ilderton
The suitable accommodation of students is an important priority for the Thames Valley District School
Board (TVDSB). The uneven distribution of students between rural and urban areas and between areas
of enrolment decline and areas of enrolment growth can make this a challenge for the TVDSB. Changing
demographics such as fewer children per family and shrinking rural populations often result in smaller
rural schools with significant empty pupil places and fewer opportunities for students. In comparison,
schools in newer subdivisions that cater to young families often have over capacity issues. Both of these
scenarios present specific challenges to planning for the appropriate accommodation of students.
The Town of Ilderton, Oxbow PS and Valleyview PS illustrate this dilemma and the sometimes difficult
decision making process that is required to keep appropriate student accommodation a priority for the
TVDSB. Oxbow PS, situated just east of the Town of Ilderton, currently sits with a capacity of 501 OTG
(on the ground) student space (due to renovations completed in 2000 and 2012). However, Ilderton’s
residential development has grown in the last 15 years resulting in enrolment increases for the school.
From 2001 to 2016 Oxbow’s FTE (full time equivalent) has grown by 2 20 students. The enrolment at
Oxbow PS has grown an average of 18% from 2001 to 2016. It is projected that if this growth continues,
Oxbow PS’s enrolment would be over 900 students by 2031. Currently, Oxbow PS’s capacity is at 111%
and as new development plans are circulated senior administration is increasingly concerned about
appropriate accommodation for students in the area.
The Official plan of the Municipality of Middlesex Centre indicates that the projected residential units from
2016 to 2031 is just under 2000 residential units with the focus of residential growth in the serviced
communities of Ilderton, Komoka-Kilworth and Arva.
With the first phases of residential lots in Ilderton currently being constructed, and a second subdivision
starting next year (2017) the total number of students upon build out of these two subdivisions is
estimated at approximately 235 students with the estimate of 600 residential units. Future residential
lands have been identified to the south of the Timberwalk subdivision.
As more phases of these plans are circulated the student yields are expected to increase and cause
accommodation issues for Oxbow PS including the use of portables, issues with parking and bus drop off
as well as inadequate program space. As a result the Board is expecting that the community will
eventually require two schools of approximately 500 OTG to accommodate future growth.
As a temporary solution, Senior Administration recommended the creation of two holding zones for the
undeveloped subdivisions of Timberwalk (39T-MC0401) and Little Farm (39T-MC0401) and their
designation to Valleyview PS located in Coldstream. These motions were approved on November 19 th,
2013 and November 25th, 2014 respectively.
APPENDIX 1
4
Due to community concerns regarding the creation and designation of the holding zones the following
recommendation was later approved during the September 27, 2016 Board meeting:
That Senior Administration review student accommodations needs for Middlesex Center
including, but not limited to Ilderton and Coldstream, and provide a detailed report for January
2017 outlining options which would include:
Holding zone amendment report
Attendance area (boundary) review report
Other alternatives
The report to include all options and considerations, the rational for the final
recommendations, and the rational for the options not included in the report.
This report is in response to the above recommendation and provides an analysis of the Ilderton holding
zones, various options for their designation to another holding school, the feasibility of an attendance
area review and the rational for each.
It should be noted that the enrolment produced for the purpose of this report looks at existing
circulated residential development plans only and is based on phasing and housing types
identified on these plans with the current trends of the community.
APPENDIX 1
5
EVALUATION 1 - Designation of Holding Zones
The initial review of possible solutions for the appropriate accommodation of expected student yields from
pending development in Ilderton was completed in both 2013 and 2014 for the Timberwalk and Little
Farm subdivisions. This analysis included a detailed review of neighbouring schools. As illustrated in the
Attendance Area Map below, the schools surrounding Ilderton are widespread throughout the northern
Middlesex County area.
Attendance Areas of Surrounding Schools
Little Farm
Timber Walk
APPENDIX 1
6
The table below provides a summary of the potential holding schools surrounding the Town of Ilderton
with updated enrolment figures. Schools highlighted in the table have the criteria required to hold
students from the areas of development. As indicated, the majority of schools surrounding Ilderton are
currently over capacity. Please also note the distance from each school to Oxbow PS as identified in the
table below.
Enrolment and Capacity Summary
Attendance Area
2016 - 2017 Projected Enrolment* Distance From Oxbow PS (KM) OTG1 Enrolment Percent Capacity Spaces (+/-) Portable / Portapaks 2017 - 2018 2020 - 2021 2025 - 2026 Schools within Study Area
Oxbow PS 501 558 111% -57 4 563 565 546 -
Current Board Approved Holding Zones
West Ilderton Holding Zone
(at Valleyview Central PS) - <9 - - - 9 51 51 -
East Ilderton Holding Zone
(at Valleyview Central PS) - - - - - 9 34 75 -
Potential Holding Schools (Schools surrounding Oxbow PS)
Centennial Central PS** 323 414 128% -91 3 238 344 475 11.46
East Williams Memorial PS 317 212 67% 105 0 205 193 168 19.81
Emily Carr PS** 639 754 118% -115 5 682 713 682 11.19
Jack Chambers PS 697 782 112% -85 4 764 715 603 12.58
Masonville PS 458 531 116% -73 6 543 570 571 11.82
McGillivray Central PS 164 119 73% 45 0 125 130 139 28.11
Parkview PS 602 609 101% -7 0 616 634 678 20.30
Stoney Creek PS** 629 1008 160% -379 7 861 852 796 14.94
Valleyview Central PS*** 245 160 65% 85 1 168 175 169 13.65
Wilberforce PS 461 527 114% -66 3 551 579 566 14.61
Notes:
*Enrolment projections include development
**Part of the Attendance area of Centennial Central, Emily Carr, and StoneyCreek will be designated to the New Northwest and
New Northeast PS's
***Valleyview Central's enrolment DOES NOT include the Holding Zones
As the Enrolment and Capacity Summary table illustrates only East Williams Memorial, McGillivray
Central and Valleyview Central Public Schools have the capacity to accommodate growth from the
Ilderton subdivisions. Valleyview PS was chosen over East Williams Memorial and McGillivray Central
due to proximity to the new Ilderton subdivisions.
Centennial Central PS would have available space but only until the 2017-2018 school year. The facility is
currently holding students from the Fox Hollow subdivision in Northwest London. The New Northwest PS
is expected to open in the fall of 2017 and students from the holding zone will be re-designated to the
new school. This will relieve enrolment pressure at Centennial Central for the short term as the in area
students projected within the attendance area are expected to grow. This is due to the ongoing
construction of the residential communities of Uplands (North of Centennial Central PS) and Arva (West
of Centennial Central PS).
APPENDIX 1
7
Enrolment and Capacity Graphs
The following graphs show the enrolment versus capacity of the four schools with the projected holding
students from the Ilderton subdivisions included.
Summary - Designation of Holding Zones
As illustrated by the table and map above the existing elementary schools surrounding Oxbow Public
School’s attendance area are geographically widespread with the majority currently experiencing
enrolment pressures of their own. In addition, Valleyview PS, McGillivray PS and East Williams PS, as
shown in the graphs above, are rural schools currently facing challenges due to declining enrolment. The
new development in Ilderton would provide an opportunity for the viability of these schools as the
students from the new subdivision would increase enrolment. Valleyview PS has available space to
accommodate the new developments and is located approximately 13 kms away. As compared to East
Williams PS which is located 19.8 kms away and McGillivray PS which is located 28 kms away. As well,
Valleyview PS has adequate program safe, parking and bus drop off.
APPENDIX 1
8
EVALUATION 2 - Attendance Area Adjustments
An attendance area review would explore creating new attendance areas for both Oxbow and Valleyview
Public Schools. One option would be shrinking the Oxbow PS boundary to include only the Town of
Ilderton and sending all students residing in the surrounding rural area to Valleyview PS.
Proposed Attendance Area Adjustments
Little Farm
Timber Walk
APPENDIX 1
9
Enrolment and Capacity Graphs
The following graphs show the enrolment versus capacity of the Proposed Attendance Area as it is shown
in the map above.
Summary - Attendance Area Adjustments
An attendance area review at this time presents a number of challenges as the two new developments in
Ilderton are just beginning and there is potential for more growth in the Town of Ilderton. Currently, there
are 88 students located outside of the Town of Ilderton, with 64 to the west of Hyde Park road and 24 to
the east. Moving all of the rural students to Valleyview could adjust Valleyview PS’s enrolment to a more
sustainable size however Oxbow would still experience over capacity issues. It is estimated that Oxbow
would require 6 portables within 5 years and 8 portables within 10 years. These estimates are based on
only the currently circulated development plans. Any additional development would increase these
calculations. For example, from 2001 to 2016 Oxbow has grown 18%. If growth continues at this rate
Oxbow would experience over capacity issues over and above those illustrated by the graph above. As
well, rural students located in the more eastern areas would face longer bussing distances. This option
may also result in the missed opportunity for a second school to be built in the Town of Ilderton as the
critical mass required for funding of a new school would not be reachable.
Another important consideration to be aware of are the students currently attending Oxbow PS that are
already a part of the Ilderton community. Under this option current Oxbow students would be moved to a
different school in order to make room for future students from unbuilt residential subdivisions. At the
time of designation in 2013 and 2014 the holding zones contained no students as the housing
development had not yet started.
APPENDIX 1
10
EVALUATION 3 - Rescinding Holding Zone Approval
This option involves removing the holding zones from their designation to Valleyview PS and permanently
designating the students to Oxbow PS.
Enrolment and Capacity Graphs
The following graphs show the enrolment versus capacity of Oxbow PS and Valleyview PS with the
Holding Zones accommodated at Oxbow PS.
Summary - Rescinding Holding Zone Approval
If the current holding zones were removed and the areas designated permanently to Oxbow PS the
enrolment at Oxbow PS would create increasing accommodation issues and concerns. Oxbow PS would
not only require multiple portable classrooms, approximately 10 portables within 5 years, but would also
have issues with parking and bus drop off space. The shape of the school site makes the construction of
a building addition and additional parking problematic due to limited frontage. As well, these estimates
only account for student yields based on currently circulated development plans. Any additional plans
would increases these calculations.
This option would also result in the continued enrolment decline of Valleyview PS thereby affecting the
viability of student programming at the Valleyview PS. The designation of the two holding zones to
Valleyview PS not only protects Oxbow from overcrowding but also creates a more sustainable enrolment
for Valleyveiw PS.
APPENDIX 1
11
EVALUATION 4 – Status Quo
The Ilderton holding zones were designated to Valleyview PS in order to protect Oxbow PS from future
enrolment pressure from future growth in new residential developments such as Timberwalk and Little
Farm subdivisions as well as relieve declining enrolment at Valleyview PS. These holding zones were
approved by the Board in November of 2013 and 2014 respectively. At the time of designation the
holding zones contained no students as the residential development had not yet started.
Attendance Areas of Current Designation
Timber Walk
Little Farm
APPENDIX 1
12
Current Enrolment versus Capacity Graphs
The following graphs show the enrolment versus capacity of Oxbow PS and Valleyview PS as currently
designated.
Summary – Status Quo
The Ilderton holding zones were designated to Valleyview PS in order to ensure proper accommodation
of students. Residential development in Ilderton, while steady, is more measured than other areas of the
TVDSB. It is therefore estimated to be 10 to 15 years before accommodation issues in the area could be
permanently resolved with the construction of a new school. However, the designation of the holding
zones to Valleyview PS not only protects Oxbow PS from the effects of overcapacity issues but also
maintains program viability at Valleyview PS thereby creating more sustainable enrolment numbers for
both schools. Holding zones allow enrolment to grow at schools previously faced with decline until a
critical mass of students is reached for a new community school to be viable.
APPENDIX 1
13
Timelines – Ilderton Holding Zones
Background for Timberwalk Subdivision 39T-MC0401
The following timeline provides an outline of events and actions taken by the Board regarding the
Timberwalk subdivision (39T-MC0401) and how the area became a holding zone.
January 9th 2004
The plan of subdivision 39T-MC0401 was circulated for Draft Plan Approval from the Municipality.
At this time the developer and applicant was Northland Woods Limited.
In 2004 Oxbow PS’s enrolment was 351 pupils; by 2013 the enrolment had grown to 501 pupils.
As of October 31st the enrolment at Oxbow PS is 558.
July 20th, 2004
The Municipality sent correspondence to the TVDSB regarding the Notice of Decision of Draft
Plan of Subdivision for 39T-MC0401.
April 11th, 2012 (Date taken from the July 2013 minutes of the Municipalities Committee as a Whole
meeting)
Sifton Properties purchased the subject lands from Northland Woods Limited. There is no known
notification of the change in owners from the Municipality or Sifton to the TVDSB.
August 28th, 2013 (Date of meeting stated in the September 3, 2013 Capital Planning minutes)
TVDSB staff had a meeting with Sifton to discuss plans for Ilderton and school block
requirements. It was also discussed that Oxbow PS was at capacity and explained that the
Ministry would only fund a new school when there was approximately 400 to 450 students to
justify one.
October, 2013
The draft plan of subdivision was recirculated by the Municipality of Middlesex Centre for re-
zoning of the first phase of Timberwalk subdivision.
October 2nd, 2013
The TVDSB held an information meeting with Municipalities. During this a power point was
presented which included the details of placing the subdivision plan 39T-MC0401 into a holding
zone and designating the potential students to Valleyview PS.
November 19th, 2013
The Annual Pupil Accommodation Report (APAR) was presented at a Board meeting to the
Trustees, which included the following recommendation.
That, effective immediately, a Holding Zone be created for Subdivision Plan number 39T-
MC0401, development number 3, as per FIGURE PE16-1 and designated to Valleyview
Central Public School as a Holding School.
This recommendation was approved that evening and notification was sent to Sifton Properties
on January 6th, 2014 by e-mail and general mail.
APPENDIX 1
14
November 26th, 2013
Minutes from the Middlesex Committee as a Whole meeting indicate that final approval of
Timberwalk (Sifton Properties) plan of subdivision was given.
Background for Little Farm Subdivision 39T-MC1401
The following timeline provides an outline of events and actions taken by the Board regarding the Little
Farm subdivision (39T-MC1401) and how the area became a holding zone.
April 28th 2014
The municipality of Middlesex Centre circulated the notification of the subdivision 39T-MC1401.
May 1st, 2014
A response letter was sent to the Municipality of Middlesex Centre from TVDSB on in response to
circulation sent April 28th, 2014. We requested a Holding Zone clause be included as a condition
of Draft Plan approval due to enrolment pressure at Oxbow PS.
November 25th, 2014
The APAR was presented at a Board meeting to the Trustees, which included the following
recommendation.
THAT, effective immediately, a Holding Zone be created for subdivision plan number 39T-
MC1401, identified as development number 17 on FIGURE PE16-1, and the Holding zone
be designated to Valleyview Central Public School as a Holding School.
This recommendation was approved that evening and notification was sent to Middlesex Centre
on December 10th, 2014 and Sifton Properties on January 7th, 2015.
APPENDIX 1
Administered By Organizational Support Services
Amendment Date(s) Replaces Independent Procedure #9050
Thames Valley District School Board PROCEDURE
Title HOLDING ZONES AND HOLDING
SCHOOLS
Procedure No. 4015d
Department Organizational Support Services
Reference(s) Policy - Pupil Accommodation (4015)
Procedure - Pupil Accommodation and Facility
Organization (4015a)
Procedure - Community Planning and Facility
Collaboration Opportunities (4015b)
Procedure - Attendance Area Review (4015c)
Effective Date 2016 March 29
1.0 INTRODUCTION
1.1 Thames Valley District School Board has an ongoing long-term accommodation
planning process for its Schools and other facilities, which assesses:
1.1.1 student programs;
1.1.2 current enrolment and accommodation;
1.1.3 enrolment projections (which includes an analysis of historical enrolment,
current and proposed residential development, and community trends);
1.1.4 renewal needs and facility condition; and
1.1.5 Ministry initiatives pertaining to facilities and accommodation.
1.2 In circumstances where there is an area of pending residential development
within an existing Attendance Area, it may be advisable for Thames Valley
District School Board to consider interim alternative pupil accommodation
arrangements for that area, until such time as long-term pupil accommodation
arrangements are in place. Interim pupil accommodation for areas of pending
residential development, or other enrolment pressures, may be accomplished
through the establishment of Holding Zones and Holding Schools. This
Procedure sets out the process for the establishment of same, as well as for
amendments to same.
1.3 Long-term accommodation solutions to interim pupil accommodation
arrangements arrived at by the establishment of, or amendments to, Holding
Zones and Holding Schools include:
1.3.1 permanent accommodation in existing Schools; or
APPENDIX 2
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1.3.2 construction of new School(s); or
1.3.3 additions or renovations to existing School(s) to add additional
accommodation.
1.4 In this Procedure, references to: “TVDSB” mean the district school board formed
under the Education Act (Ontario) and known as Thames Valley District School
Board; “the Trustees” means the Board of Trustees of TVDSB as elected from
time to time; “Trustee” means one of the Trustees; and, references to “TVDSB
Administration” refer to the administrative personnel of TVDSB.
2.0 DEFINITIONS
2.1 For purposes of this Procedure the following definitions will apply:
2.1.1 Attendance Area: an area defined by a geographic boundary which
determines, in part, students’ designation to a particular School or
program (e.g. French Immersion and Emphasis Technology), based on
primary residence within that area.
2.1.2 Holding School: is a School designated by the Trustees to accommodate
students from one (1) or more Holding Zones.
2.1.3 Holding Zone: an area defined by a geographic boundary, within an
Attendance Area (usually with high concentrations of new or imminent
development), for which the Trustees have approved that students
residing in it are to attend a specified School based on available capacity,
until such time as long-term accommodation and related revised
Attendance Areas can be established.
2.1.4 School: a body of elementary school pupils or secondary school pupils
organized by TVDSB as a unit for educational purposes.
3.0 HOLDING ZONE REPORT
3.1 When TVDSB Administration identifies areas of pending residential development
and it is anticipated that the influx of students from that area has the potential to
exceed the program and operational capacity of the designated School for the
Attendance Area in which such area of pending development is located, TVDSB
Administration may consider the advisability of establishing one (1) or more
Holding Zones and Holding Schools for the area of development in question.
Should TVDSB Administration consider that the establishment of Holding Zone(s)
and Holding School(s) is advisable, TVDSB Administration will prepare and
present to the Trustees a report (a “Holding Zone Report”) containing
recommendations for the establishment of Holding Zone(s) and Holding
School(s).
APPENDIX 2
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3.2 A Holding Zone Report will address TVDSB Administration’s analysis and
consideration of the following:
3.2.1 the effect the proposed interim accommodation of students from the
proposed Holding Zone will have on the effective capacity of the proposed
Holding School(s) and whether any temporary accommodation measures
will be required (e.g. portable classrooms);
3.2.2 whether the proposed Holding School(s) have suitable program space to
accommodate existing students and the projected students from the
proposed Holding Zone(s);
3.2.3 whether the proposed Holding School(s) have suitable outdoor
recreational areas, parking, student drop-off/pick-up areas and bus
loading/unloading areas to accommodate existing students and the
projected students from the proposed Holding Zone(s);
3.2.4 whether legislative and operational requirements will continue to be met at
the proposed Holding School(s) following the addition of students from the
proposed Holding Zone(s); and
3.2.5 the status of TVDSB’s long-term pupil accommodation planning as it
relates to the proposed Holding Zone.
4.0 HOLDING ZONE AMENDMENT REPORT
4.1 Prior to the determination of the long-term accommodation of students in a
Holding Zone, it may be advisable for TVDSB to consider amendments with
respect to the interim accommodation of students whose primary residence is in
that Holding Zone and/or in respect of the related Holding School(s). In such
circumstances, and so long as the proposed amendments do not affect any
TVDSB enrolled student whose primary residence is in that Holding Zone,
TVDSB Administration will prepare and present to the Trustees a report (a
“Holding Zone Amendment Report”) containing recommendation(s) for
amendment(s) to the determinations previously made in respect of such Holding
Zone(s) and Holding School(s).
4.2 A Holding Zone Amendment Report will address TVDSB Administration’s
analysis and consideration of the matters enumerated under sections 3.2.1
through 3.2.5 above insofar as the proposed amendments are concerned.
5.0 TRUSTEE DECISIONS
5.1 The Trustees will consider Holding Zone Reports and Holding Zone Amendment
Reports at a scheduled meeting of the Trustees.
5.2 The Trustees have the authority to: approve the recommendation(s) contained in
a Holding Zone Report or Holding Zone Amendment Report; modify and approve
one (1) or more of the recommendation(s) contained in a Holding Zone Report or
APPENDIX 2
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Holding Zone Amendment Report; defer making a decision; or, approve a
different outcome or approach than that recommended.
5.3 In no circumstances will the Trustees make a decision regarding a Holding Zone
Report or Holding Zone Amendment Report: during TVDSB’s summer holiday
period (typically from July 1 to the day after Labour Day); or, between September
1, and October 31, in a year in which a regular election under the Municipal
Elections Act (Ontario) is to occur.
6.0 NOTIFICATION OF APPROVED HOLDING ZONES
6.1 In the event the Trustees approve the designation of an area as a Holding Zone
and make determinations in respect of related Holding School(s), or approve
amendments in respect of same, TVDSB will provide notice to:
6.1.1 the principals of any Schools affected by such decisions of the Trustees;
and
6.1.2 the chairs of the School Councils and the Presidents of the Home and
School Associations for any Schools affected by such decisions of the
Trustees; and
6.1.3 the parents/guardians of any student whose primary residence is in the
Holding Zone(s) in question at the time of the Trustees’ decision; and
6.1.4 the owner of any as yet to be developed property within the Holding Zone
in question, who has submitted a plan of subdivision for residential
development within that Holding Zone, so long as TVDSB has knowledge
of same; and
6.1.5 the respective municipality in which such Holding Zone is located.
6.2 Such notice: may be by mail, or e-mail; will specify the date(s) on which the
consequences of the Trustees’ decision(s) will come into effect; and, will either:
6.2.1 provide a link to the related Holding Zone Report or Holding Zone
Amendment Report, as applicable, on TVDSB’s website; or
6.2.2 include a copy of the applicable Holding Zone Report or Holding Zone
Amendment Report.
7.0 GENERAL MATTERS
7.1 In the event TVDSB is requested by a municipality to comment on a plan of
subdivision or subdivision agreement, TVDSB will recommend to such
municipality that it consider requiring a clause similar to the following to be
included in the respective final plan of subdivision or subdivision agreement (with
such amendments as may be appropriate given the context and wording of such
plan of subdivision or subdivision agreement):
APPENDIX 2
Page 5 of 5
The developer agrees to include in all of its agreements of
purchase and sale with purchasers of residential lots and blocks, a
provision advising such purchasers that the construction of
additional public school accommodation is dependent upon funding
approval from the Ontario Ministry of Education and, as a result, the
property may be designated as part of a “Holding Zone” by Thames
Valley District School Board and that any students residing in such
Holding Zone may be designated to attend a “Holding School” until
a long-term accommodation solution is in place. There can be no
assurance that a new elementary or secondary School may be built
to accommodate students residing within the Holding Zone.
7.2 Despite the establishment of, or any amendments made to, any Holding Zones
pursuant to this Procedure, TVDSB will have the authority to allow any student
residing in a Holding Zone and enrolled in a School at the time the establishment
of that Holding Zone comes into effect (or at the time an amendment to such
Holding Zone is approved), to continue to attend such School, for so long as that
student continues to reside at the address they did at the time of the
establishment of that Holding Zone (or at the time an amendment to such
Holding Zone is approved), and until such student graduates from that School or
otherwise ceases attending that School for their own reasons. In the event such
an allowance is made, the provision of student transportation to any student(s)
who are the subject of such an allowance, if applicable, will be determined by the
Trustees at the time they make a decision regarding the applicable Holding Zone
Report or Holding Zone Amendment Report.
7.3 This Procedure does not apply to the use of facilities for alternate education,
adult education and/or continuing education.
APPENDIX 2
REPORT OF THE POLICY WORKING COMMITTEE
2016 December 20
3:00 p.m. – 4:37 p.m.
MEMBERS
A. Morell (Chair) J. Bennett
J. Skinner
REGRETS
P. Jaffe
R. Tisdale
ADMINISTRATION AND OTHERS
L. Elliott L. Abell
GUESTS
L. Griffith-Jones (+3:03,-3:10)
S. Bruyns (+3:12,-3:40)
R. Culhane (+3:13, -3:40)
K. Edgar (+3:41,-4:23)
G. Lalonde (+4:08,-4:23)
G. Woodburn (+4:08,-4:23)
C. King (+4:08,-4:23)
1. APPROVAL OF AGENDA – The agenda was approved on motion.
2. CONFLICTS OF INTEREST – none declared
3. COMMITTEE REPORT OF 2016 OCTOBER 25 AND 2016 DECEMBER 20 TRACKING SHEET
The committee report was provided for information and the tracking sheet was reviewed and
amended.
4. EXISTING POLICY/PROCEDURE UNDER REVISION
a. Employees Seeking/Holding Public Office Independent Procedure
L. Griffith-Jones, Superintendent joined the meeting to report on the proposed changes to the
Employees Seeking/Holding Public Office Independent Procedure #9033.
The following motion was moved and carried:
That the revised Employees Seeking/Holding Public Office Independent Procedure be
posted for public input to the Board’s website for 60 days.
b. Assessment, Evaluation and Reporting Student Achievement Policy
Reporting Student Achievement Procedure
S. Bruyns, Learning Supervisor and R. Culhane, Superintendent joined the meeting to share
the draft revised Assessment, Evaluation and Reporting Student Achievement policy #5015
and the draft new Reporting Student Achievement Procedure. The rationale for the proposed
changes was described.
Discussion considered the impact of the revisions and the consistency that a standard policy
will have throughout the Board.
The revised Assessment, Evaluation and Reporting Student Achievement policy #5015 and
the new Reporting Student Achievement Procedure will be presented at an Advisory
Committee meeting.
The following motion was moved and carried:
That the revised Assessment, Evaluation and Reporting Student Achievement policy
#5015 and the draft new Reporting Student Achievement Procedure be posted for public
input to the Board’s website for 60 days.
c. Police/School Board Protocol
K. Edgar, Superintendent presented the revised Police/School Board Protocol (item #4.c)
highlighting the changes made to the protocol. This protocol was revised in conjunction with
the three co-terminus school boards and the six police services serving the Thames
Valley District School Board region.
Multiple policies and procedures exist within the Safe Schools Policy and Procedures, which
are being brought forward in the future as one large, comprehensive policy and procedure.
The structure of the revised Safe School Policies and Procedures were described.
The committee provided input regarding the placement of the protocol on the Board’s website.
The following motion was moved and carried:
That the revised Police/School Board Protocol be posted on the Board’s website and
brought forward to the 2017 January 24 Board meeting for information.
d. Response to Risk of Suicide Procedure
The revised Response to Risk of Suicide Independent Procedure #9055 was presented by K.
Edgar, Superintendent; G. Lalonde, Mental Health Lead; G. Woodburn, Principal and C. King,
Psychological Services Coordinator. The procedure was revised to ensure alignment with the
current training model (ASIST), best practices in suicide prevention/intervention, and
connections with Board support services. The new forms were highlighted.
The committee discussed the proposed revisions. Administration noted changes to be made
prior to posting for public input.
The following motion was moved and carried:
That the revised Response to Risk of Suicide Independent Procedure #9055 be posted to
the Board’s website for 60 days public input.
5. POLICY/PROCEDURE FOLLOWING PUBLIC INPUT – None.
6. NEW DRAFT POLICIES/PROCEDURES - None
7. POLICY/PROCEDURE REQUIRING ADDITIONAL CONSIDERATION
a. Resolving Public Concerns Policy and Procedure
Director Elliott shared correspondence from the Ombudsman’s office regarding a
recommendation the word “complaints” be included in the Resolving Public Concerns Policy
and Procedure. Administrative Council suggested the word “complaint” be included in the title
of the policy and procedure. There was general agreement to make the change. There were
no other changes.
8. OTHER BUSINESS - None
9. DATE AND TIME OF NEXT MEETING
The next meeting was scheduled for Tuesday, 2017 January 24 in the Governor Simcoe Room.
10. ADJOURNMENT
The meeting adjourned by motion at 4:37 p.m.
RECOMMENDATIONS: None
Arlene Morell
Committee Chairperson
Page 2 of 44
POLICE / SCHOOL BOARD
PROTOCOL
In accordance with the requirements of the Ministry of
Education and the Ministry of the Solicitor General
CHILDREN’S AID SOCIETY
LONDON DISTRICT CATHOLIC SCHOOL BOARD
POLICE SERVICES
THAMES VALLEY DISTRICT SCHOOL BOARD
PROVINCIAL SCHOOLS BRANCH- LONDON, MINISTRY
OF EDUCATION
CONSEIL SCOLAIRE VIAMONDE
CONSEIL SCOLAIRE CATHOLIQUE PROVIDENCE
Police/School Board Protocol
Procedure
Page 3 of 44
Table of Contents
Page
1.0 Signatories ....................................................................................................................................... 5
2.0 Statement of Principles .................................................................................................................... 6
3.0 Introduction ...................................................................................................................................... 6
4.0 Role and Mandate of Police Services ............................................................................................... 6
5.0 Role and Mandate of School Boards ................................................................................................ 7
5.1 The Education Act ................................................................................................................ 8
5.2 Regulation 298 ..................................................................................................................... 8
5.3 Regulation 296-Ontario Schools for the Blind and Deaf ........................................................ 9
6.0 Definitions/Explanations of Terms .................................................................................................. 10
7.0 Occurrences Requiring Police Involvement or Response ............................................................... 10
8.0 Information Sharing and Disclosure ............................................................................................... 11
8.1 Criminal Code ..................................................................................................................... 11
8.2 Youth Criminal Justice Act (YCJA) ..................................................................................... 12
8.3 Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) ........................ 12
8.4 Child and Family Services Act (CFSA)................................................................................ 13
9.0 School Procedures for Reporting to Police ..................................................................................... 13
Mitigating Factors ..................................................................................................................... 15
10.0 Initial Police Contact ..................................................................................................................... 14
11.0 Police Investigation of School Incidents ....................................................................................... 17
11.1 Legal Rights ..................................................................................................................... 17
11.2 Search and Seizure .......................................................................................................... 17
11.3 Detainment and Arrest ...................................................................................................... 18
11.4 Support for Victims ........................................................................................................... 18
11.5 Access to School Premises Regulation ............................................................................. 19
12.0 Police Interviews of Students ....................................................................................................... 19
12.1 Notification of Parents ...................................................................................................... 20
12.2 Preparation for Interviews ................................................................................................. 20
12.3 Conduct of Interviews ....................................................................................................... 21
13.0 Reporting of Children to be in Need of Protection ........................................................................ 21
14.0 Investigations Involving Students with Special Needs .................................................................. 21
15.0 Occurrences Involving Children Under Age 12 ............................................................................. 22
16.0 School Board Communication Strategy ........................................................................................ 23
17.0 Protocol Evaluation Process ........................................................................................................ 23
18.0 Physical Safety Issues ................................................................................................................. 24
Police/School Board Protocol
Procedure
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19.0 Risk Assessment Services ........................................................................................................... 24
20.0 Emergency Planning and Threats to School Safety ..................................................................... 25
21.0 Training ........................................................................................................................................ 25
22.0 Bomb Threats .............................................................................................................................. 25
Appendices
A Definition/Explanations of Terms
B Provincial Policy for Developing and Maintaining Lockdown Procedures for Elementary and
Secondary Schools in Ontario
C Guide to Officers for Section 146 Youth Criminal Justice Act Statements
D Signatories to the Police-School Board Protocol
Police/School Board Protocol
Procedure
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1.0 SIGNATORIES
Schools reflect society in general, and also face the challenges of trying to prevent and
deal with violence and aggression. Parents/guardians, students, educators, community
partners, and police must work together to support a cooperative partnership aimed at
creating and maintaining safe school environments.
The following protocol has been developed consistent with the requirements of the Ministry
of Education and the Ministry of the Solicitor General to establish a protocol for the
investigation of school-related occurrences through the cooperative efforts of the following:
Members of Policing Cooperative
London District Catholic School Board
Thames Valley District School Board
Provincial Schools Branch- London, Ministry of Education
The Children’s Aid Societies of
London and Middlesex, Elgin and Oxford Counties
Conseil Scolaire Viamonde
Conseil scolaire de district des écoles catholiques du Sud-Ouest
Members of Policing Cooperative as listed below:
Aylmer Police Service
London Police Service
Ontario Provincial Police - Western Region
R.C.M.P., London Detachment
St. Thomas Police Service
Strathroy-Caradoc Police Service
Woodstock Police Service
The Children’s Aid Societies as listed below:
Family and Children's Services of Elgin County
410 Sunset Drive, St. Thomas, ON N5R 3C7
Children's Aid Society of Oxford County
92 Light Street, Woodstock, ON N4S 6H1
Children's Aid Society of London and Middlesex County
P.O. Box 7010, London, ON N5Y 5R8
Note: In this document, school boards also include the Provincial Schools Branch, Ministry
of Education; school includes the residences of the provincial and demonstration schools;
and principal or designate includes residence manager.
Police/School Board Protocol
Procedure
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2.0 STATEMENT OF PRINCIPLES
The elements of this protocol are based upon the following guiding principles:
the need to do re-training at boards due to administrative turn-over since the last
training was provided;
the need to have a clear understanding of police and school responsibilities;
the need to promote respect and civility in the school environment;
the need to respect fundamental rights pertaining to disability, racial, cultural, religious,
and other differences among students, teachers, and staff; and
the need to provide a balance between rights and responsibilities.
3.0 INTRODUCTION
The police services and school boards believe that schools must be safe places for
learning and teaching. A safe school environment promotes respect, responsibility, and
civility while providing the best possible education for students. Police play a vital role in
supporting and enhancing the efforts of schools and their communities to be safer places in
which to learn and work. In addition to responding to and investigating school-related
incidents, police are essential partners in the prevention of crime and violence.
At the root of effective school-police partnerships is a common understanding of each
partner’s roles and responsibilities. As such, this Protocol has been prepared to:
assist in the greater safety and protection of students, teachers, administration, staff,
and volunteers in schools;
encourage constructive ongoing, adaptive, and responsive partnerships between police
and the school community;
facilitate appropriate sharing and disclosure of information, in accordance with privacy
laws, including FIPPA and MFIPPA;
promote joint consultation and partnerships between school boards and police services
on maintaining a safe school environment;
ensure that the obligations and requirements of both the education and law
enforcement police systems are met; and
ensure a consistent approach across a school board’s jurisdiction in the way police and
schools respond to a school-related occurrence.
4.0 ROLE AND MANDATE OF POLICE SERVICES
In cases of exigent circumstances (may include but are not limited to imminent loss of
evidence), police will assume primary responsibility as may be necessary to ensure school
safety. The police have specific roles and responsibilities related to young people and the
school community, including:
engaging and working proactively in partnership with school officials to ensure the
effectiveness of this protocol;
enforcing the Criminal Code, the Police Services Act, the Youth Criminal Justice Act,
and other federal, provincial, and municipal legislation and related regulations;
upholding the duties legislated under s. 42 of the Police Services Act;
assisting victims of crime;
conducting police and criminal investigations;
protecting public safety and preventing crime;
assisting in the development of young people’s understanding of good citizenship;
Police/School Board Protocol
Procedure
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promoting and fostering the prevention and reduction of crime, both against and
committed by young people;
providing information on community safety issues;
diverting young people away from crime and antisocial behaviour; and
working in partnership with other government and community-based organizations to
support positive youth development.
5.0 ROLE AND MANDATE OF SCHOOL BOARDS
In cases of exigent circumstances, police will assume primary responsibility as may be
necessary to ensure school safety. School boards, principal or designate, teachers, and
school staff have specific roles and responsibilities related to safe and secure schools,
including:
complying with the requirements related to the duties of principal or designate and
teachers under the Education Act and regulations;
complying with the requirements legislated under the Child and Family Services Act
(e.g., “duty to report”);
administering school-related disciplinary actions (e.g., suspensions and expulsions);
respecting the board’s Code of Conduct and developing a school code of conduct, as
required by the Education Act (S. 302) and relevant Ministry of Education Polices;
ensuring that resources (e.g., on drug awareness, on bullying prevention are accessible
to assist school staff in promoting a positive school environment with students and
peers;
developing policies on how to respond to crises, including a communication plan;
ensuring that appropriate prevention and intervention strategies are available;
providing staff with opportunities for acquiring the skills necessary to promote safe,
equitable, and inclusive school environments; and
developing an effective consultation mechanism for soliciting input from staff, students,
parents, parent involvement committees (PICs) and school councils in the development
of local protocols.
The principal or designate of a school, subject to the authority of the appropriate
supervisory officer, is in charge of the instruction and discipline of students in the school
and the organization and management of the school.
The duties of principal or designate, teachers, and students are set out in various statutes
and regulations, as well as in Ministry and school board policies and procedures. The
following statutory and regulatory duties relating to maintaining safe learning environments
in schools are highlighted:
5.1 The Education Act
5.1.1 Duties of Principal or Designate
clause 265 (a) discipline - to maintain proper order and discipline in the school;
clause 265(b) cooperation - to develop co-operation and co-ordination of effort
among the members of the staff of the school;
clause 265(b) cooperation - to develop co-operation and co-ordination of effort
among the members of the staff of the school;
clause 265 (j) care of pupils and property - to give assiduous attention to the
health and comfort of the pupils, to the cleanliness, temperature and ventilation
Police/School Board Protocol
Procedure
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of the school, to the care of all teaching materials and other school property, and
to the condition and appearance of the school buildings and grounds; and
clause 265 (m) access to school or class - subject to an appeal to the board, to
refuse to admit to the school or classroom a person whose presence in the
school or classroom would in the principal or designate judgement be
detrimental to the physical or mental well-being of pupils.
5.1.2 Duties of Teachers
clause 264 (1)(d) cooperation - to assist in developing co-operation and co-
ordination of effort among the members of the staff of the school; and
clause 264 (1)(e) discipline - to maintain, under the direction of the principal or
designate, proper order and discipline in the teacher’s classroom and while on
duty in the school and on the school ground.
5.2 Regulation 298
5.2.1 Duties of Principal or Designate
clause 11 (3)(e)- provide for the supervision of pupils during the period of time
during each school day when the buildings and playgrounds are open to pupils;
clause 11 (3)(f)- provide for the supervision of and the conducting of any school
activity authorized by the board;
clause 11 (3)(k)- provide for instruction of pupils in the care of the school
premises;
clause 11 (3)(l)- inspect the school premises at least weekly and report forthwith
to the board;
i) any repairs to the school that are required, in the opinion of the principal or
designate;
ii) any lack of attention on the part of the building maintenance staff of the
school, and
iii) where a parent of a pupil has been requested to compensate the board
for damage to or destruction, loss or misappropriation of school property by
the pupil and the parent has not done so, that the parent of the pupil has not
compensated the board.
5.2.2 Duties of Teachers
clause 20(b) carry out the supervisory duties and instructional program assigned
to the teacher by the principal or designate and supply such information related
thereto as the principal or designate may require; and
clause 20(h) co-operate with the principal or designate and other teachers to
establish and maintain consistent disciplinary practises in school.
5.2.3 Duties of Pupils
clause 23(1) (b) exercise self-discipline;
clause 23(1) (c) accept such discipline as would be exercised by a kind, firm,
and judicious parent;
clause 23 (1) (e) be courteous to fellow pupils and obedient and courteous to
teachers; and
clause 23(1) (h) show respect for school property.
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Procedure
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5.3 Regulation 296 - Ontario Schools for the Blind and Deaf
In addition, principal or designate, teachers, residence counsellors and pupils in
provincial and demonstration schools are subject to the duties outlined in
Regulation 296.
5.3.1 Duties of Principal or Designate and Teachers
be responsible for effective instruction in the subjects assigned to him or her by
the Superintendent, the management of his or her classes and the discipline in
his or her classroom;
assist in maintaining discipline in the School and in fostering school spirit and
morale; and
carry out such supervisory duties as may be assigned by the Superintendent.
R.R.O. 1990, Reg. 296, s. 15.
5.3.2 Duties of Pupils
exercise self-discipline and accept such discipline as would be exercised by a
kind, firm and judicious parent;
be clean in his or her person and habits, diligent in his or her studies and
courteous to other pupils and to the teaching and non-teaching staff of the
School;
leave the school premises only under conditions specified by the
Superintendent; and
if the pupil is in residence at the School, participate in the programs provided by
the residence counsellor for his or her residence area. R.R.O. 1990, Reg. 296,
s. 14.
5.3.3 Duties of Residence Counsellors
be responsible for the residence area assigned to him or her by the
Superintendent and provide for the safety, health, comfort and well-being of
pupils in such area;
assist in maintaining school spirit, morale and discipline;
carry out such supervisory duties as may be assigned to him or her by the
Superintendent; and
co-operate with the Superintendent in all matters affecting the School. R.R.O.
1990, Reg. 296, s. 16.
6.0 DEFINITIONS/EXPLANATIONS OF TERMS
Appendix A includes a glossary of terms that assist police services and school boards in
identifying terms that need to be defined while administering local protocols. These
definitions are used in related ministry, board, school or police policy documents and help
maintain consistency among interrelated policies and protocols.
7.0 COORDINATED APPROACH TO VIOLENCE PREVENTION
Police Response
Police response will be made when a 911 or emergency call is placed and the police
presence is needed at the time of the incident.
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Procedure
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Police Involvement
The protocol outlines the types of incidents that require mandatory reporting to police and
those for which reporting is discretionary. The following incidents require mandatory
reporting to police (for students under the age of 12, refer to section 15 of the School
Board\Police Protocol Document). Note that mandatory police reporting does not mean that
police will lay charges in every situation; however, for the incidents listed, police must be
notified. The incidents listed include those that happen at school, during school-related
activities in or outside school, or in other circumstances if the incident has a negative
impact on school climate.
The following incidents require mandatory reporting to police (for students under the age of
12, refer to Section 15 below):
Mandatory Notification of Police
At a minimum, the police must be notified of the following types of incidents:
all deaths;
physical assault causing bodily harm requiring treatment by a medical
practitioner;
sexual assault;
robbery;
criminal harassment;
relationship-based violence;
possessing a weapon, including possessing a firearm;
using a weapon to cause or to threaten bodily harm to another person;
trafficking in weapons or in illegal drugs;
possessing an illegal drug;
hate and/or bias-motivated occurrences;
gang-related occurrences;
extortion;
threats of serious bodily harm or death;
non-consensual sharing of intimate images; and
bomb threats.
Discretionary Notification of Police
Police response may also be needed in connection with the following types of incidents:
giving alcohol to a minor;
being under the influence of alcohol or illegal drugs;
threats, including threats made on social networking sites or through instant messaging,
text messaging, e-mail, and so on;
incidents of vandalism; and
trespassing incident.
Principal or designate should consider mitigating and other factors when deciding whether
to call the police in these discretionary situations. It is expected that all other school-related
occurrences not specified in the protocol will be dealt with by the principal or designate on a
case-by-case basis, and that police will be notified at the principal or designate discretion.
For students with special education needs, school boards should identify circumstances
where a police response is neither necessary nor appropriate. Refer to section 14 of this
document for further information on dealing with students with special education needs.
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School boards and principal or designate should develop, promote, and maintain strong
partnerships with police and seek to benefit from their support in the implementation of the
school’s violence-prevention policies, particularly where those policies pertain to
addressing the risk factors associated with antisocial, gang-related, or criminal behaviour.
In a closely cooperative relationship, police may also offer support in a consulting role, to
assist school personnel in determining appropriate action when dealing with violent
behaviour and to explain the procedures for police investigations.
Police work in partnership with schools and other community agencies to administer crime-
prevention programs that focus on areas such as peer mediation, conflict resolution,
referral to appropriate community resources (e.g., those providing counselling or mentoring
services, drug awareness and education programs, or support for seeking employment or
housing), and Crime Stoppers.
Working from a crime-prevention perspective, police can play an important role in the
school community, which presents extensive opportunities for employing the strategy of
“crime prevention through social development” (CPSD). CPSD involves preventing and
reducing crime by identifying and addressing the risk factors associated with crime and
victimization.
Police use proactive measures that focus on the factors that precipitate the onset of
criminal and antisocial behaviour. CPSD recognizes that the intersection of multiple and
complex social, economic, health, and environmental factors may lead to criminality. CPSD
involves long-term, sustainable, multi-agency, integrated actions that deal with the risk
factors (e.g., mental health issues, certain types of behavioural issues, involvement in the
criminal justice system, victimization/abuse) that can start a young person on the path to
crime, and build protective factors (e.g., strong adult role models, enhanced self-esteem,
effective personal coping skills and strategies) that may mitigate those risks.
Strategies that schools can use to help prevent violence include:
helping students develop social skills, including conflict-resolution skills;
proactively identifying students at risk and giving them extra support;
using progressive discipline to teach and encourage appropriate behaviour in the
school;
viewing each student as an integral and contributing member of the school community;
demonstrating, by example and leadership, that students’ human rights are to be
respected; and
encouraging students to return to the school community after involvement with the
criminal justice system, and supporting them in the process.
Strategies that police can use to help prevent violence in schools include:
developing positive partnerships with all members of the school community, including
parents;
being visible within the school community;
being a positive adult role model for students;
establishing positive relationships with children and youth;
making referrals based on the best interest of the students;
helping deliver educational sessions on crime and criminal justice issues;
being part of an integrated, multi-agency team that can respond to children and youth at
risk of conflict with the law;
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facilitating communication and cooperation with school officials, Youth Justice Probation
Services, other police officers, courts, and other social services; and
supporting students as they return to the school community after involvement with the
criminal justice system.
The local police/school board protocol is one component of a broader partnership between
schools and other essential community partners, including mental health providers, health
care professionals, and children’s aid societies that is dedicated to violence prevention in
Ontario schools.
8.0 INFORMATION SHARING AND DISCLOSURE
Procedures and obligations as required under the Youth Criminal Justice Act, The Child
and Family Services Act and the Ontario Student Record Guideline 2000 are as follows:
8.1 Criminal Code
The police can access student records, including the Ontario Student Record (OSR) by
warrant or subpoena, or with the written consent of a parent or of the student, if the
student is 18 years of age or older. In exigent circumstances, the police can access a
student’s record, including the OSR without a warrant, under section 487.11 of the
Criminal Code.
8.2 Youth Criminal Justice Act (YCJA)
The YCJA sets out the procedural requirements for dealing with young persons
charged with offences. (Refer to Part 6 (ss. 110 to 129) of the YCJA, “Publication,
Records and Information”.) There may be occasions when it is necessary for police
to share confidential information with school officials. Section 119 of the YCJA
provides the circumstances under which confidential information may be shared.
The following subsections are of particular relevance for the police/school
board protocols:
subsection 110(1), which states that no person shall publish the name of the
young person or any information that would identify the young person as a
young person dealt with under the YCJA;
subsection 111(1), which states that “no person shall publish the name of a child
or young person, or any other information related to a child or a young person, if
it would identify the child or young person as having been a victim of, or as
having appeared as a witness in connection with, an offence committed or
alleged to have been committed by a young person”;
subsection 118, which states that no person shall be given access to a record
and no information in the record shall be given to any person, where to do so
would identify the young person as being dealt with under the YCJA;
subsection 125(1), which states that “[a] peace officer may disclose to any
person any information in a record kept under section 114 (court records) or 115
(police records) that it is necessary to disclose in the conduct of the investigation
of an offence”;
subsection 125(6), which permits a provincial director, youth worker, peace
officer, or any other person engaged in the provision of services to young
persons to disclose to a representative of a school board or school any
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information kept in a record under sections 114 to 116 of the YCJA if the
disclosure is necessary:
to ensure compliance with an order made by the youth justice court for a
young person released from custody to attend school;
to ensure the safety of staff, students, or other persons; or
to facilitate the rehabilitation of the young person.
8.3 Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)
In accordance with MFIPPA which regulates the collection and disclosure of
personal information that is not related to the YCJA, the legislation provides for
disclosure of personal information in situations under subsection 32 (g) of the
MFIPPA (i.e., “to aid an investigation undertaken with a view to a law enforcement
proceeding...”).
8.4 Child and Family Services Act (CFSA)
The police/school board have an overall duty under subsection 72(1) of the CFSA,
to report to a children’s aid society those children who are suspected to be in need
of protection. The duty to report of persons “who performs professional, or official
duties with respect to children”, including teachers and principal or designate. This
provision applies to information that is confidential or privileged (except under the
solicitor/client privilege), and there is no liability against a person who reports unless
the reporting was done maliciously or without reasonable grounds.
9.0 SCHOOL PROCEDURES FOR REPORTING TO POLICE
School boards are committed to ensuring that procedures are in place for dealing with the
range of violent incidents that could occur in the school environment. These procedures are
applicable to all students, staff, and visitors. It is expected that these procedures will help to
prevent recurrence, thus making the school safer.
9.1 Schools shall:
involve students, staff, parents and community in the development of school
based procedures for dealing with violent incidents;
make every reasonable effort to ensure the safety of victims, witnesses,
students and staff in the school environment;
respond to disclosures of violence which take place off of school property by
supporting and referring the victim(s) to the appropriate community agencies
(see www.tvdsb.on.ca, www.ldcsb.on.ca, www.csviamonde.ca or
www.cscprovidence.ca)
establish procedures for dealing with incidents effectively, fairly, and
consistently;
utilize Code of Conduct
involve parent(s), guardian(s), at an early stage
report incident to school based administration
consider the following factors:
type of incident
facts, circumstances, and individuals involved
victim support
degree of harm caused to victim and school community
age of the individual involved
repeat occurrence of violent incident
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underlying cause of violence
agency involvement
implement responses as appropriate
review suspension/expulsion or dismissal policy and procedures
documents
review and implement preventive programming
develop a school based Emergency Response Team
make the parties involved, i.e., victim, perpetrator, witnesses and
parent(s)/guardian(s) aware of counselling resources that may be
available
utilize the chart on page 15:
the schools should identify the incidents in the chart on the following page as
inappropriate. These behaviours will be dealt with according to the
suggested process indicated.
this process is provided as a guideline to administrators when dealing with
perpetrators. Discretion, considering all mitigating and other factors, should
be used except where “shall” is indicated.
10.0 INITIAL POLICE CONTACT
The responding officer is responsible for obtaining and thoroughly documenting information
on the incident. Where an incident involves a child in need of protection, or if the focus of
the investigation or complaint is on the principal or designate, or other imminent
circumstances exist, the officer may not be required to follow the procedures set out below
(e.g. report to the principal or designate):
the reporting officer will report to the principal or designate, providing proper
identification;
explain the purpose of the visit, and plan with the principal or designate on how to
proceed;
consider alternatives that limit the disruption to the school day;
obtain information from the principal or designate about the student (e.g., regarding
accommodation needs or barriers to communication) before making
contact with the student; and
contact, or make arrangements with the principal or designate to contact, parents of
students under the age of 18 (see section 12(a) below).
The reporting procedures for situations where the principal or designate is under
investigation, the investigating police officer shall contact the Director of Education or
designate to determine the best course of action in conducting the investigation.
Authority to request date of birth, address and telephone number of the alleged offender,
witnesses and/or victims for the purposes of the investigation in accordance with s. 32(g) of
the MFIPPA.
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Although persons under age 12 cannot be charged criminally, police should still be called to investigate serious criminal off ences and facilitate
communication between school, parent/guardian(s), and outside agencies. The parent or guardian shall be notified in every case.
Possessing Alcohol or Illegal Drugs
Death; physical assault causing bodily harm requiring medical attention;
sexual assault; robbery; criminal harassment; relationship-based
violence; possessing a weapon, including possessing a firearm; using a
weapon to cause or to threaten bodily harm to another person; trafficking
in weapons or in illegal drugs; possessing an illegal drug; hate and/or
bias motivated violence occurrences; giving alcohol to a minor; uttering
death threats; extortion; arson; gang related violence occurrences;
vandalism causing serious damage; bomb threats.
Document the incident, including witness reports.
Inform the student that the behaviour is an infraction of board
policy.
Contact the parent/guardian if the student is under 18 years of
age.
Counsel the student.
Shall contact the police.
May contact the Superintendent.
Confiscate the illicit drugs if possible, and deliver them to the
police.
*May suspend the student on the first offence.
Suspension may vary from 1 to 5 days on the first offence, and
may increase in length on subsequent offences.
Suspension on additional occurrences may be up to 20 days.
Document the incident, including witness reports and Violent Incident
Form.
Inform the student that the behaviour is an infraction of board policy.
Contact the parent/guardian if the student is under 18 years of age.
Counsel the student.
May involve the student in an interpersonal skills development program.
Shall contact the police.
Shall contact the Superintendent and forward copy of Violent Incident
Form.
Confiscate the weapon if possible and deliver it to the police.
Shall,*subject to mitigating or other factors, suspend the student up to 20
days pending an expulsion investigation.
*except where mitigating or other factors (see reverse page for mitigating or other factors).
Intimidation, Bullying, Being
Under the Influence of Alcohol,
Threats Harassment i.e. Verbal,
Racial, Sexual etc.
Destruction of Property Theft Materials that are: Sexually
explicit, Racist, Sexist, Glorifying
Violence
Fighting
• Document the incident,
including witness reports.
• Inform the student that the
behaviour is an infraction of
board policy.
• Contact the parent/ guardian if
the student is under 18 years of
age.
• Counsel the student.
• May involve the student in an
interpersonal skills development
program.
• Consider contacting the
Superintendent.
• May suspend the student on the
first offence and may increase
the length of suspension on
subsequent offences.
• Consider contacting/ consulting
the police or other appropriate
authorities.
• Document the incident,
including witness reports.
• Inform the student that the
behaviour is an infraction of
board policy.
• Contact the parent/ guardian if
the student is under 18 years of
age.
• Counsel the student.
• May involve the student in an
interpersonal skills development
program.
• Consider documenting
electronically (photo, video).
• Make arrangements for
restitution.
• Contact the police if
circumstances warrant it.
• Consider contacting the
Superintendent and forward
copy of Violent Incident Form, if
reported to police.
• May suspend the student on the
first offence from 1-5 days; from
1-20 days for serious damage.
• Document the incident,
including witness reports.
• Inform the student that the
behaviour is an infraction of
board policy.
• Contact the parent/ guardian if
the student is under 18 years of
age.
• Counsel the student.
• May involve the student in an
interpersonal skills development
program.
• Confiscate the material if
possible.
• May suspend the student on the
first offence and may increase
the suspensions on subsequent
offences.
• Consider contacting/ consulting
police or other appropriate
authorities.
• Consider contacting the
Superintendent.
• Document the incident,
including witness reports.
• Inform the student that the
behaviour is an infraction of
board policy.
• Contact the parent/ guardian if
the student is under 18 years of
age.
• Counsel the student.
• May involve the student in an
interpersonal skills development
program.
• Consider contacting the police.
• Consider contacting the
Superintendent.
• *May suspend the student on
the first offence and may
increase the length of
suspension on subsequent
offences.
• Complete Violent Incident Form
if suspension occurs or if
reported to police.
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Suspension
Activities leading to possible suspension
306.(1) A principal or designate shall consider whether to suspend a
pupil if he or she believes that the pupil has engaged in any of the
following activities while at school, at a school -related activity or in
other circumstances where engaging in the activity will have an
impact on the school climate, subject to the mitigating or other
factors below:
a) Uttering a threat to inflict serious bodily harm on another
person.
b) Possessing alcohol or illegal drugs.
c) Being under the influence of alcohol.
d) Swearing at a teacher or at another person in a position of
authority.
e) Committing an act of vandalism that causes extensive damage
to school property at the pupil’s school or to property located
on the premises of the pupil’s school.
f) Bullying
g) Persistent opposition to authority
h) Use of profane or improper language
i) Engaging in any act considered by the principal or designate to
be injurious to the moral tone of the school.
j) Engaging in any act considered by the principal or designate to
be injurious to the physical or mental well -being of members of
the school community.
k) Engaging in any act considered by the principal or designate to
be contrary to the board or school Code of Conduct or any of
the board’s policies and procedures related to safe schools.
Expulsion
Activities leading to suspension, pending expulsion
310.(1) A principal or designate shall suspend, and may recommend for
expulsion, a pupil if he or she believes that the pupil has engaged in any of
the following activities while at school, at a school -related activity or in other
circumstances where engaging in the activity will have an impact on the
school climate, subject to the mitigating or other factors below:
a) Possessing a weapon, including possessing a firearm.
b) Using a weapon to cause or to threaten bodily harm to another person.
c) Committing physical assault on another person that causes bodily
harm requiring treatment by a medical practitioner.
d) Committing sexual assault.
e) Trafficking in weapons or in illegal drugs.
f) Committing robbery.
g) Giving alcohol to a minor.
h) Bullying, if the student has previously been suspended for engaging in
bullying and the student’s continuing presence in the school creates
an unacceptable risk to the safety of another person.
i) Any activity listed in subsection 306(1) of the Education Act that is
motivated by bias, prejudice or hate based on race, national or ethnic
origin, language, colour, religion, sex, age, mental or physical
disability, sexual orientation, gender identity, gender expression, or
any other similar factor.
j) Activities engaged in by the pupil that cause the pupil’s presence in the
school to be injurious to the physical or emotional well -being of other
pupils or persons in the school.
k) Activities engaged in by the pupil that causes extensive damage to the
property of the board.
l) Any act considered by the principal or designate to be a serious
violation of the board or school Code of Conduct or any of the board’s
policies and procedures related to safe schools.
Mitigating or Other Factors In considering whether to suspend a pupil for engaging in an activity described above, a principal or designate shall take into account any
mitigating or other factors listed below as prescribed by Regulation 472/07.
The following mitigating factors shall be taken into account:
1) The pupil does not have the ability to control his or her behaviour 2) The pupil does not have the ability to understand the foreseeable consequences of his or her behaviour
3) The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person.
Other Factors The following other factors shall be taken into account if they would mitigate the seriousness of the activity for which the pupil may be or is being
suspended or expelled: 1) The pupil’s history.
2) Whether a progressive discipline approach has been used with the pupil. 3) Whether the activity for which the pupil may be or is being suspended or expelled was related to any harassment of the pupil because of his
or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment. 4) How the suspension or expulsion would affect the pupil’s ongoing education.
5) The age of the pupil. 6) In the case of a pupil for whom an individual education plan ha s been developed,
i) Whether the behaviour was a manifestation of a disability identified in the pupil’s individual education plan, ii) Whether appropriate individualized accommodation has been provided, and
iii) Whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil’s behaviour or conduct.
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11.0 SCHOOL AND POLICE INVESTIGATION OF SCHOOL INCIDENTS
While it is important that the principal or designate not do anything to prejudice the police
investigation, it is also important that the police recognize and respect the principal or
designate obligations under the Education Act. For example, under the Act, a school
board’s decision regarding expulsion of a student must be made within twenty school days
from the date when the student was suspended. Police need to be aware of this fact and
should, when possible, share with the principal or designate information that may be
relevant to that decision. School boards and police will cooperate and the principal may
conduct a parallel investigation respecting the investigation conducted by police. This
investigation will occur after consultation with police.
Note that police investigations should also be undertaken in accordance with the local
police service’s criminal investigation management plan and, where required, with the
Ontario Major Case Management Manual.
The principal or designate will inform police of any logistical information about the school
(e.g., the hours of the school day and class rotation schedules) that may be relevant to the
investigation process. Police services will endeavour to work within these logistical
considerations in order to minimize the disruption to the school.
11.1 Legal Rights
In the investigation of school-related incidents where a young person is a suspect,
particular attention should be given by the principal or designate and police to
procedures that are consistent with the following provisions:
parental notification upon arrest (s. 26, Youth Criminal Justice Act);
right to counsel (s. 25, Youth Criminal Justice Act);
right not to make a statement (s. 146, Youth Criminal Justice Act); and
protection of privacy (s. 110, Youth Criminal Justice Act).
11.2 Search and Seizure
Where investigations involve search and seizure, the police and the principal or
designate should pay particular attention to the following procedures and
responsibilities:
procedures to be followed in personal and premise searches, in accordance
with the Ministry of Community Safety and Correctional Services’ Guidelines LE-
011 on search of premises, and LE-012 on search of persons, and relevant
federal legislation;
roles and responsibilities of police and school personnel in conducting searches
of persons or property;
the requirement that police notify the principal or designate before conducting
searches on school premises. (Under exigent circumstances, police may
execute a search without a warrant and without notice to the principal or
designate.); and
the continuing responsibility of the principal or designate for students even when
police are on school premises.
It is the responsibility of the principal or designate to advise the students at the
beginning of the school year that desks and lockers are considered school
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property and that a search of such property is permissible by school
administration.
It is highly recommended that at least one other adult be present when a locker
or desk is opened to avoid any allegations of wrong doing.
A Principal or designate has the duty to carry out an investigation to establish
the nature and extent of the offence, but when it becomes apparent that an
offence has been committed, the police shall be notified. However, in the case
of minor offences, it will be left to the discretion of the Principal or designate as
to whether or not the Police and/or the appropriate Superintendent are
contacted.
In the event of the need for a physical body search, the principal or designate
will call the police who will determine if legal authority exists to conduct a
physical search by police.
11.3 Detainment and Arrest
Where investigations result in detainment and/or arrest, the police and the principal
or designate should pay particular attention to the following procedures and
responsibilities:
procedures to be followed in the detainment and/or arrest of suspects, in
accordance with the Ministry of Community Safety and Correctional Services’
Guideline LE-005 on arrest and the Youth Criminal Justice Act;
roles and responsibilities of police and school personnel in the event of a
suspect being arrested or detained on school property;
legal grounds for police to demand entry (e.g., for weapon and drug searches, to
arrest a person wanted for an indictable offence, or to save lives); and
requirements to be followed under the Youth Criminal Justice Act when a young
person is arrested and detained, including who is responsible for discharging
specific obligations (e.g., the notification of parents under s. 26 of the Act).
11.4 Supports for Victims
It is important that police and the principal or designate be aware of the following
procedures and responsibilities with respect to providing support for victims:
procedures consistent with the Ministry of Community Safety and Correctional
Services’ Guideline VA-001 on victims’ assistance;
roles and responsibilities of police and school personnel, such as: – the
obligation that the principal or designate inform the parents of victims who have
been harmed as a result of an activity for which suspension or expulsion must
be considered unless, in the principal or designate opinion, doing so would put
the victim at risk of harm from the parents (Education Act, s. 300.3(1) and
O.Reg. 472/07); and – the requirement that all board employees who work
directly with students are expected to support all students, including those who
disclose or report such Incidents, by providing them with contact information
about professional supports (e.g., public health units, community agencies, Help
Phone lines);
notice to victims of the services available to them and other considerations, such
as:
police services for victims;
student support services of the local school board;
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services offered by other municipal, community, and social service agencies,
including legal services;
access to information; and
confidentiality of victim and witness identity (s. 111, Youth Criminal Justice
Act);
following board procedures for information sharing and community referrals.
11.5 Access to School Premises Regulation
Ontario Regulation 474/00 governs access to school premises under section 305 of
the Education Act. The provisions of this regulation are specific to school premises
whereas the Trespass to Property Act governs more than just access to schools.
Unauthorized persons may be charged and fined up to $5,000 under the Education
Act’s access to premises regulation.
12.0 POLICE INTERVIEWS OF STUDENTS
General procedures, requirements and considerations related to police interviews of
students include the following:
the need for the principal or designate to make best efforts to contact parents as soon
as possible before the interview (see also section 12(1), “Notification of Parents”,
below);
the requirement that a parent/legal guardian, third-party adult, or the principal or
designate, if no alternative is available, be present when students under the age of 18
are being interviewed at school;
the requirement, in cases where a student aged 12 to 17 waives the right to have an
adult present at the interview, that the police and the principal or designate consider the
most appropriate location for conducting the interview and take steps to ensure that the
student’s rights are respected during the interview;
factors to consider in determining the most appropriate time and place to conduct a
student interview;
the responsibility of police to conduct interviews related to criminal investigations of
incidents that involve students as alleged perpetrators, victims, or witnesses;
procedures for police to follow in requesting permission to conduct interviews on school
premises;
procedures for including the local children’s aid society (CAS) in a joint interview if the
child is suspected to be in need of protection;
roles and responsibilities of police in interviewing students, as set out in the local police
service’s procedures for interviewing witnesses, victims, and suspects;
the need for school personnel to assist police in making the required preparations (e.g.,
securing a quiet room and establishing a time for the interview);
the need for police to consult with the principal or designate to consider alternatives for
conducting interviews at a location other than the school;
the need for police to act in a manner that respects the dignity of the student and
minimizes disruption to the school when it is necessary to interview, search, or arrest a
student at school during school hours; and
please see section 14.0 regarding students with special needs.
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12.1 Notification of Parents
Except in exigent circumstances, it is the principal or designate responsibility to contact
parents of:
victims who have been harmed as the result of an activity for which suspension
or expulsion must be considered, unless, in the principal or designate opinion,
notification of the parents would put the student at risk of being harmed by the
parents. If that is the case, the parents must not be contacted (Education Act , s.
300.3(3));
students receiving a suspension (Education Act, s. 311);
all other students being interviewed by police during an investigation, except:
if the principal or designate is otherwise directed by police because of
exigent circumstances
or where the police believe the parent may be implicated; if the student is 18
years of age or older (unless the student consents to or requests such
contact or is incapable of providing consent); or
if the student is 16 or 17 years of age and has withdrawn from parental
control (unless the student consents to or requests such contact or is
incapable of providing consent).
If a CAS is involved, school and police officials should discuss and come to agreement
with the CAS regarding the timing and procedure for notifying the parents.
If a student is detained or arrested, the police will notify his or her parents unless the
student is 18 years of age or older. The parents should not be contacted if the police
determine that doing so may endanger the safety of the student or another person or
the integrity of an investigation. In such cases, the student will be advised that he or
she may contact another adult person.
12.2 Preparation for Interviews
Procedures and considerations related to preparing for interviews include the following:
determining whether circumstances allow for the interview to be conducted at
the student’s home or another location rather than at school, in view of the
stigma and the potential impact on the student;
evaluating the need for specialized resources where a student is known to have
mental health needs or special education needs (see section 14 below);
determining the methodology of the interview;
deciding which officer will take the lead in conducting the interview, if more than
one officer is interviewing;
arranging for the audio/videotaping of interviews and statements, and meeting
the requirement for police to inform the interviewee that the conversation is
being recorded; and
determining the need for an interpreter (e.g., a language interpreter, an
interpreter for a student who is deaf or hard of hearing) and/or for information to
be provided in an alternative format (e.g., Braille for a student who is blind or
has low vision).
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12.3 CONDUCT OF INTERVIEWS
Procedures and considerations related to conducting interviews include the following:
the need for police officers to employ appropriate techniques when interviewing
children and young persons;
the requirement that police follow the Guide to Officers for Section 146 Youth
Criminal Justice Act Statements (see Appendix C);
the requirement that police provide, upon arrest or detention, a legal caution and
notification of the right to counsel where there are reasonable grounds to believe
that the student being interviewed has been involved in the commission of a
criminal offence;
taking into account legal considerations respecting the admissibility of
statements made to persons in authority (s. 146(2) of the Youth Criminal Justice
Act);
involving the local children’s aid society in the interview process, which is
recommended when an interview involves a child who may be in need of
protection; and the requirement that an adult be present throughout the
interview, except when the student can waive and has waived the right to have
an adult present. Best efforts must be made to have the student’s parent(s) or
another adult of the student’s choice present. In circumstances when this cannot
be done, the principal or designate must attend the interview.
13.0 REPORTING OF CHILDREN SUSPECTED TO BE IN NEED OF PROTECTION
Refer to the board’s Procedure on Reporting Suspected Child Abuse.
14.0 INVESTIGATIONS INVOLVING STUDENTS WITH SPECIAL NEEDS
School boards recognize the particular vulnerability of children with special needs.
Procedures following the report of a suspicion of abuse/neglect or a disclosure will be
followed with consideration of additional and appropriate assistance to a child whose
disability affects the ability to communicate.
The reporting person and/or the principal or designate will ensure that the investigating
agency or police are aware of whatever needs and accommodations are necessary for the
child. Such accommodations should include the presence of a known adult during the
investigation process.
All police investigations concerning students with special needs should involve some
research on behalf of the investigating officer into the student’s background and needs. A
determination will have to be made based on what the student understands and is able to
comprehend about the incident that is being investigated.
The special education staff that is responsible for the student’s education should be fully
consulted in order to come to a better understanding of the student. It may be appropriate
for a special education staff member to be present during the investigation to assist the
officer in gaining further information.
The parent/legal guardian should also be consulted and be present during the investigation.
The nature of the investigation may need to be altered in order for the student to participate
fully. The student may require some specialized resources, equipment or interpretative staff
in order to communicate with police.
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The requirement to accommodate the student, especially when interviewing is necessary.
Every attempt should be made to provide specialized supports/resources, as needed, for
the student during an investigation.
The need to ensure that the student’s parent is contacted as soon as possible, except in
exigent circumstances or where the police believe the parent may be implicated in the
incident.
In cases involving students with special education needs, the principal or designate must
know the student’s Individual Education Plan (IEP) and other relevant student records in
order to identify whether further intervention strategies and/or resources are required for
the student. These may include the development of and/or revisions to a behaviour
management plan or a safety plan.
15.0 OCCURRENCES INVOLVING CHILDREN UNDER AGE 12
Where children under the age of 12 are involved, school boards are expected to use their
discretion in applying the rules outlined in section 7 (above) for reporting incidents to the
police. Children under 12 cannot be charged with an offence under the Criminal Code,
Youth Criminal Justice Act, or the Provincial Offences Act, but police may take reports of
incidents allegedly committed by students in this age group and may respond in an
appropriate manner. Early intervention for children involved in such incidents is essential,
and involving police and parents as early as possible may facilitate the provision of
appropriate intervention and support.
In addition, the principal or designate is required to conduct an investigation of an incident
for the purpose of school discipline – for example, where a recommendation for suspension
or expulsion may be required – regardless of the age of the students involved.
The procedures and considerations for responding to occurrences involving students under
the age of 12, are:
the requirement to notify the child’s parent as soon as possible, except in exigent
circumstances or where the police believe the parent may be implicated in the incident;
the authority police have to take reports, make referrals to additional services (e.g.,
health/counselling), and conduct interviews;
the circumstances under which there is a duty to report children suspected to be in
need of protection to the local children’s aid society, under subsection 72(1) of the Child
and Family Services Act (e.g., when there is evidence of abuse or neglect, or the risk
thereof; when the child has committed serious acts and the child’s parents are not
accessing appropriate treatment); and
the requirement to provide accommodations and/or modifications for students with
special education needs, as outlined in their IEPs.
16.0 SCHOOL BOARD COMMUNICATION STRATEGY
The Police/School board Protocol will be posted on board websites for community
stakeholder access. In addition, school principal or designate will ensure that the first
school newsletter in September will inform parents or legal guardian(s) of children attending
the school that access to the protocol can be found on the board website or a hard copy
can be viewed at the child(ren)’s respective school.
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17.0 PROTOCOL REVIEW PROCESS
A review of the local protocol will be conducted every two years, or sooner, if required. The
review is conducted by the police and school board, who solicit input from school staff,
students and parents.
18.0 PHYSICAL SAFETY ISSUES
When requested, police services may work in cooperation with local schools to assess the
physical safety of the school premises, including the building and outdoor areas. In all
cases, final decisions about alterations rest with the school board, as does the
responsibility to carry out any desired work.
19.0 THREAT MANAGEMENT/AWARENESS SERVICES (THIS IS NOT TO REPLACE
POLICE THREAT ASSESSMENT UNITS)
Incidents of violence in schools are often preventable through early intervention in
response to threatening behaviour, or non-threatening but worrisome behaviour. Taking
steps to identify at-risk students through early and ongoing assessment and intervention
strategies may reduce the need for disciplinary action and police interventions. A multi-
agency approach to threat/risk assessment can be a highly effective means of preventing
and managing situations that could otherwise negatively affect the safety of students and/or
school staff.
School boards, along with police and other community partners (e.g., mental health
agencies, Youth Justice Probation Services, and other youth focused agencies), will work
cooperatively to facilitate timely intervention in situations where a threat has been made or
an individual is engaging in worrisome behaviour. Having such a process in place provides
for the sharing of information and makes a collective and timely response possible.
20.0 EMERGENCY PLANNING AND THREATS TO SCHOOL SAFETY
Every school of the board is expected to develop an Emergency and Crisis Response Plan,
which must include but is not limited to a lockdown plan and procedures following a
lockdown or other emergency, in keeping with school board and ministry policies.
Teachers, staff, parents, and students shall be involved in the development and monitoring
of the Emergency and Crisis Response Plan. The plan will be fully communicated to
members of the school community and police services as per board policy or legislation.
Mechanisms for sharing the Emergency and Crisis Response Plan with police services will
be done as per board policy and current legislation.
The Provincial Policy for Developing and Maintaining Lockdown Procedures for Elementary
and Secondary Schools in Ontario, issued in June 2009 by the Ministry of Education and
the Ministry of Community Safety and Correctional Services and included in this document
as Appendix B, specify two mandatory components, as follows:
All publicly funded school boards in Ontario must establish a lockdown policy to ensure
the development and implementation of individual school plans.
A minimum of two lockdown drills must occur each school year.
The Provincial Policy for Developing and Maintaining Bomb Threat Procedures for
Elementary and Secondary Schools in Ontario is included in this document as Appendix C.
It specifies two mandatory requirements:
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All publicly funded school boards in Ontario must establish a bomb threat response
policy to ensure the development and implementation of individual school plans.
Each board must ensure that its staff, students and other stakeholders are aware of
their obligations/responsibilities within the individual school plans.
21.0 TRAINING
School board and police services provide joint training on the local police/school board
protocol to their respective staff on an annual basis.
To improve collaboration between local police services and schools:
a) training should be based upon effective/leading practices; and
b) where possible, the training should be delivered by police and school board personnel.
22.0 BOMB THREATS
Each Board will develop its own procedure related to bomb threats.
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APPENDIX A
DEFINITION / EXPLANATIONS OF TERMS
The purpose of this glossary is to explain some of the terms that are used in the present document
or that may be used in local protocols. The definitions provided here relate only to usages in the
context of this document and cannot be attributed to usages in any other document. Although
some of the definitions are based on language used in the Criminal Code of Canada, they are not
to be taken as the official legal definitions set out in the Code. For the actual legal definitions,
please refer to the Code itself.
Adult
A person who is neither a young person nor a child. (s 2(1) Youth Criminal Justice Act)
Bullying
Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an
individual or individuals that is intended to cause (or should be known to cause) fear and distress
and/or harm to another person’s body, feelings, self-esteem, or reputation. Bullying occurs in a
context where there is a real or perceived power imbalance.
Child
A person who is or, in the absence of evidence to the contrary, appears to be under the age of
sixteen years. (s 37(1) Child and Family Services Act)
Child
A person who is or, in the absence of evidence to the contrary, appears to be less than twelve
years of age. (s 2(1) Youth Criminal Justice Act)
Young Person
A person who is or, in the absence to the contrary, appears to be twelve years of age or more, but
less than eighteen years of age. (s 2(1) Youth Criminal Justice Act)
Abuse
Mistreatment or maltreatment in a physical, sexual or emotional manner. It may involve a single act
of abuse or a number of acts that collectively form a pattern that amounts to abuse.
Adopt-A-School
A program initiated by Police Services in order to increase police presence in secondary schools in
a more preventative and educational role.
Arrest
Take or get physical control with the intent to detain a person, even if the person acquiesces and
accompanies willingly, the person is still under arrest.
Assault
A person commits an assault when;
a) without the consent of another person, s/he applies force intentionally to that other person
directly or indirectly;
b) s/he attempts or threatens, by act or gesture, to apply force to another person, if s/he has, or
causes that other person to believe on reasonable grounds that s/he has, present ability to
effect her/his purpose; or
c) while openly wearing or carrying a weapon or an imitation thereof, s/he accosts or impedes
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another person or begs.
This applies to all forms of assault, including sexual assault, sexual assault with a weapon,
threats to a third party or causing bodily harm and aggravated sexual assault. (Ref: C.C.
Sec. 265)
NOTE: Every schoolteacher, parent or person standing in the place of a parent is justified in
using force by way of correction toward a pupil or child, as the case may be, who is under
his care, if the force does not exceed what is reasonable under the circumstances. (Ref.C.C.
Sec.43) School board staff, however, are subject to possible discipline by the employer or if
a teacher, by the College of Teachers, for inappropriate use of force. Unless the pupil is a
danger to self or others, non-physical intervention strategies shall be utilized.
Complainant
The person reporting an incident to the police.
Criminal Harassment (Stalking)
Criminal harassment occurs when: (1) a person repeatedly follows an individual from place to place
or repeatedly communicates, directly or indirectly, by any means (including electronic means), with
an individual, or watches the home or place of work of an individual, or engages in threatening
conduct directed at a person or a member of that person’s family; and (2) the victim of the criminal
harassment is caused to reasonably, in the circumstances, fear for his or her safety.
Domestic Violence
Any use of physical or sexual force, actual or threatened, in an intimate relationship including
emotional/psychological abuse or harassing behaviour. Although both women and men can be
victims of domestic violence, the overwhelming majority of this violence involves men abusing
women.
NOTE: Domestic violence can include threats to harm children, other family members, and pets
Drug Offences
An offence involving a substance mentioned in the Controlled Drugs and Substances Act. (e.g.,
Possession or Trafficking).
Exigent circumstances
Urgent, pressing, and/or emergency circumstances. Exigent circumstances usually exist when
immediate action is required for the safety of the police or others. Such circumstances may include a
bomb threat, a person possessing or using a weapon, or a fire on school property.
Expulsion
The removal of a student from his or her school or from all schools of the board. Students expelled
only from their school are assigned to another school of the board. Students expelled from all
schools of the board must be offered a program for expelled students. Activities for which expulsion
must be considered are found in section 310(1) of the Education Act. An example is using a weapon
to cause or to threaten bodily harm. In the Provincial Schools Branch, permanent dismissal, differs
from that of expulsion in the school board context. For further information, contact the Provincial
Schools Branch.
Extortion
The use of threats, intimidation, or violence towards a person to obtain something of value from that
person or someone else, or to cause that person or someone else to do something.
Extra-judicial measures
Measures used by police to hold a young person accountable for his or her alleged criminal
behaviour, in a timely manner, outside the formal youth justice system. The formal system would
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include charging the individual and going through the court process. Extra-judicial measures hold a
youth accountable for his or her actions and provide sanctions outside of judicial proceedings. Some
examples of sanctions include substance abuse counselling, volunteer work, repair of or
compensation for damaged or stolen property, and a letter of apology.
Fighting
A consensual physical struggle for supremacy which does not result in serious bodily harm.
Gang/Group-related Incidents
Incidents involving a group, consisting of three or more persons, however organized, having as one
of its main purposes the commission or facilitation of a criminal offence in which any or all of the
members engage.
Harassment
Any deliberate and unwelcome behaviour, comment, suggestion, or physical contact that creates an
uncomfortable environment for the recipient. It is made by a person who knows, or ought to know,
that such action is unwelcome. Harassment includes, but is not limited to sexual, racial and personal
attacks.
Hate/Bias Motivated Incidents
Incidents (e.g., involving statements, words, gestures) motivated by hatred or bias towards an
identifiable group (i.e., a group distinguished by colour, race, religion, gender, sexual orientation, or
ethnic origin) that are publicly communicated and that are willfully intended to promote or incite bias
or hatred against such a group.
Illegal Drugs
Illegal drugs include possession of prescription drugs without a prescription as defined by the
Controlled Drugs and Substances Act.
Lockdown
A procedure used in response to a major incident or threat of violence within the school, or in relation
to the school, or in relation to the school.
Intimidation
Intimidation is the use of verbal threats or physical acts to make someone fearful or compliant.
Intruder
A person who is on school property without approval or permission.
Mitigating and other factors
Circumstances that must be considered by the board and school administrators in situations
involving suspension and/or expulsion of a student, as required by the Education Act and as set out
in Ontario Regulation 472/07 (quoted below):
For the purposes of subsections 306 (2), 306 (4), 310 (3), 311.1 (4) and clauses 311.3 (7) (b) and
311.4 (2) (b) of the Act, the following mitigating factors shall be taken into account:
1. The pupil does not have the ability to control his or her behaviour.
2. The pupil does not have the ability to understand the foreseeable consequences of his or her
behaviour.
3. The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of
any person.
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Other factors
For the purposes of subsections 306 (2), 306 (4), 310 (3), 311.1 (4) and clauses 311.3 (7) (b) and
311.4 (2) (b) of the Act, the following other factors shall be taken into account if they would mitigate
the seriousness of the activity for which the pupil may be or is being suspended or expelled:
1. The pupil’s history.
2. Whether a progressive discipline approach has been used with the pupil.
3. Whether the activity for which the pupil may be or is being suspended or expelled was related to
any harassment of the pupil because of his or her race, ethnic origin, religion, disability, gender or
sexual orientation or to any other harassment.
4. How the suspension or expulsion would affect the pupil’s ongoing education.
5. The age of the pupil.
6. In the case of a pupil for whom an individual education plan has been developed,
i) whether the behaviour was a manifestation of a disability identified in the pupil’s individual
education plan,
ii) whether appropriate individualized accommodation has been provided, and
iii) whether the suspension or expulsion is likely to result in an aggravation or worsening of
the pupil’s behaviour or conduct.
Negative impact on school climate
A possible result of inappropriate activities or behaviour, whether those activities/behaviour occur
inside or outside the school. Actions or behaviour that occur outside school may still have a negative
impact on school climate. For example, cyberbullying often occurs outside school, but if it targets
individual students and causes them to be afraid to come to school, it is having a negative impact on
school climate.
Neglect
Refer to Child Abuse and Protection Policy/Procedure
Parent/legal guardian
A person legally entrusted with the care of, and managing the property and rights of, another person,
usually a child/youth who is under the age of 18. For the purposes of Part XIII of the Education Act,
students who are 18 years of age or older, and students who are 16 or 17 years of age but have
withdrawn from parental control, are considered to be adults.
Parties to an Offence
Anyone who actually commits an offence, anyone who does anything (or omits to do anything) to aid
another in planning or committing an offence or anyone who abets (encourages) another in
committing an offence.
Place of Safety
A Foster home, a hospital, and a place or one of a class of places designated as such by a Director
under subsection 17(2) of the Child & Family Services Act.
Possession of drugs
Having a controlled substance (e.g., a drug or narcotic, as set out in the Controlled Drugs and
Substances Act) in one’s personal possession or possessing it jointly with others, including
knowingly possessing an illegal drug elsewhere.
Relationship-based violence
Any behaviour or action that is used to scare, harm, threaten, control, intimidate, or injure another
person within an intimate relationship. The behaviour or action can be physical, sexual, or emotional,
and it may comprise a single act of violence, regardless of the level of physical injury, or a number of
acts forming a pattern of abuse through the use of assaultive and controlling behaviour.
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Reasonable Grounds
A set of facts or circumstances which would lead a person of ordinary care and judgement to have a
strong belief - more than mere suspicion.
Robbery
The use of violence or threats of violence to steal money or other property from a victim.
Sexual Assault
Any type of unwanted sexual act done by one person to another that violates the sexual integrity of
the victim. The term refers to a range of behaviour that involves the use of force or control over the
victim. In some cases, no overt physical force is used – instead, the victim may be threatened with
words or pressured into doing something he or she doesn’t want to do.
Sexual Harassment
Behaviour, comments, gestures, or physical conduct of a sexual nature which are deliberate,
unsolicited, unwelcomed, and personally offensive and which may create discomfort, interfere with
work effectiveness, or threaten the livelihood or status of an individual.
Shall
Shall is used to express obligation, necessity, a must.
Suspension
The removal of a student from his or her school and all school-related activities for a minimum of one
school day to a maximum of twenty school days. Activities for which suspension must be considered
are found in subsection 306(1) of the Education Act. An example is possessing alcohol or illegal
drugs. In the Provincial Schools Branch, temporary dismissal differs from that of suspension in the
school board context. For further information, contact the Provincial Schools Branch.
Theft
Is the illegal or unauthorized removal of another person’s property without their consent.
Threats
Any statement, act, or communication, by any means, including electronic means, of intent to cause
harm, whether physical or emotional, to any person or thing, in circumstances where the person
threatened believes or has grounds to believe the threat may be carried out.
Trafficking
Assisting in any manner with the distributing of a controlled drug or substance, as set out in the
Controlled Drugs and Substances Act, or with the distributing of weapons.
Weapon
Any article designed as a weapon or used or intended to be used for the purpose of threatening,
intimidating, or injuring a person. All firearms, including replica firearms and imitation firearms, are
always considered weapons.
Trespassing
The presence of unwanted persons in board buildings or on board property without the consent of
the principal or designate or the building supervisor.
Vandalism
The wilful or malicious damage, defacement, or destruction of board buildings, grounds, equipment,
or property as well as staff and student property.
Weapon
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Any article designed as a weapon or used or intended to be used for the purpose of threatening,
intimidating, or injuring a person. All firearms, including replica firearms and imitation firearms, are
always considered weapons.
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APPENDIX B:
Provincial Policy for Developing and Maintaining Lockdown Procedures for Elementary and
Secondary Schools in Ontario
Introduction
Staff, students, and visitors in Ontario’s schools have the right to learn, work, and be present in a
safe and secure environment. However, the possibility of a major incident of violence is a reality that
cannot be overlooked. Everyone who spends any amount of time in an Ontario school on a regular
basis needs to know how to protect themselves, and how to protect students, in the event of a major
incident or threat of school violence.
Publicly funded schools in Ontario are committed to providing and maintaining a safe school
environment. Much has been accomplished around the issue of safe schools since the introduction
of the Provincial Model for a Local Police/School Board Protocol in 2000, and more recently with the
passage of Bill 212, which amended the safe schools provisions of the Education Act, in February
2007. The Ministry of Education and school boards and police from across the province continue to
work in partnership to create safe school environments, and to prepare plans to be used in the event
of a major incident of school violence. Many boards have actively undertaken the process of
establishing lockdown plans with the support of their police service. However this has not previously
been a ministry requirement, nor has there been a consistent approach across the province with
respect to lockdown planning. The following policy should accompany the protocols already
developed.
Purpose
Based on lockdown procedures that have already been established in many Ontario schools, the
following policy is being provided to help elementary and secondary schools ensure their lockdown
plans meet basic requirements, and to ensure a degree of consistency across the province. While
much of what is provided will be termed “Effective Practices”, there are two key elements which the
Ontario Association of Chiefs of Police (OACP) is recommending as mandatory requirements by the
Ministry of Education. The Ministry of Education and the Ministry of Community Safety and
Correctional Services acknowledge the work of the Ontario Association of Chiefs of Police (OACP)
Lockdown Procedure Working Group and thank the members and OACP for their work in preparing
these guidelines.
Mandatory Requirements
1. All publicly funded school boards in Ontario must establish a lockdown policy to ensure the
development and implementation of individual school plans.
2. A minimum of two lockdown drills must occur each school year. In developing lockdown plans,
each elementary and secondary school should consider the following policy:
When to Lockdown/Terminology to Be Used
Terminology is very important. Plans should clearly identify when “lockdown” versus other
terminology is to be utilized. Terminology used to order a lockdown should be plain language, clear,
and leave no room for misunderstanding as to what is expected. No secret passwords should be
used.
“Lockdown” should be used only when there is a major incident or threat of school violence within
the school, or in relation to the school. The overuse or misuse of “lockdown” will result in
staff/students becoming desensitized and not taking lockdowns seriously.
“Hold and Secure” should be used when it is desirable to secure the school due to an ongoing
situation outside and not related to the school (e.g., if a bank robbery occurs near a school but not on
school property). In this situation, the school continues to function normally, with the exterior doors
being locked until such time as the situation near the school is resolved.
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“Shelter in Place” should be used for an environmental or weather related situation, where it is
necessary to keep all occupants within the school to protect them from an external situation.
Examples may include chemical spills, blackouts, explosions, or extreme weather conditions.
Boards must use the above terminology in developing local plans, in an effort to ensure
consistency across the province. This policy focuses primarily on “Lockdowns”.
Rationale
The use of common language across the province allows for easy integration when staff, students,
and emergency service personnel are transferred from one jurisdiction to another.
Roles and Responsibilities
Clearly defined roles, responsibilities, and expectations are critical in emergency situations.
At a minimum, plans should include expectations with respect to staff, students, parents, and police.
The lockdown policy should address issues such as accessibility and communications for students
with special education needs.
Effective Practices
Principal or designate – The principal or designate is responsible for overall planning; the final
content of the plan; scheduling drills; inviting police, fire, and emergency medical services (EMS) to
participate in and be aware of planning and drills; training students; and the overall safety of staff and
students. In an actual incident (not a drill), the police are responsible for management of the threat
and subsequent criminal investigation; however, the principal or designate shall provide full
cooperation with police.
Staff – School staff, and in particular administrators, have the overall responsibility for the training,
safety, and well-being of students. Administrators during a violent incident have additional
responsibilities in terms of working closely with police.
Students – Students have a responsibility to be familiar with the plan and to respond quickly to the
direction of staff during a crisis situation. Any student with information on or prior knowledge of an
individual or a potential situation that may result in a violent incident must come forward with that
information as soon as possible. This is also the case during an incident.
Police – Police are responsible for responding to and investigating violent incidents. During a violent
incident, police will assume command and control of the response and investigation but will liaise
and work closely with school administration and other emergency services throughout the process.
Parents/Guardians – Parents and guardians must be informed of the existence of this plan and
should reinforce with their children students’ responsibilities with respect to following directions
during a crisis and disclosing any information they may have prior to or during a crisis situation.
Floor Plans
Accurate floor plans are a key component of lockdown plans and are important from both a planning
and a response standpoint.
Effective Practices
Consideration should be given to colour coding floor plans using three colours, such as red, green,
and blue. Red indicates danger areas of the school that cannot be locked down safely, with green
identifying areas where staff and students are to proceed to safely lock down. Blue areas identify
command post locations, which will be utilized by police depending on the nature of the incident.
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Normally, the main office will be a command post location, with another area within the school
identified as an alternate command post location. A third off-site command post location should be
identified within the individual school plan in the event that neither on-site command post location is
available.
Off-site evacuation locations should also be identified and included with copies of the floor plans.
Floor plans should be posted throughout the school, at least in every classroom and at every entry
point to the school. In multi-level buildings, it is suggested that only the floor plans relevant to a
specific level be posted on that level.
Hard copies of floor plans, and electronic copies, if possible, should be provided to police.
Rationale
It is vitally important that police have current, accurate information about the school layout and that
this information is available in both electronic and hard copy formats in the event of computer
malfunctions.
Identification of Buildings, Exterior Doors, Classrooms
To assist police in responding to a major incident or threat of violence, buildings, entrances, and all
rooms within buildings need to be clearly identified.
Effective Practices
In situations where more than one building exists on school grounds, each building should be clearly
identified on all sides of the building with a building identifier, such as a number. All portables shall be
clearly identified as well.
All exterior doors shall be clearly identified, such as doors A, B, C, etc.
All rooms within the building should be clearly marked with room numbers.
Rationale
This information is essential to identify the location of buildings and identify safe access routes for
responding emergency personnel.
Initiating Lockdown
Plans should emphasize the importance of locking down as quickly as possible. At the first indication
of a major incident of school violence, notification must go to the main office and the lockdown must
commence immediately.
Effective Practices
All staff (especially those working in the main office) should be trained that, when information is
received in the office of a situation requiring a lockdown, whoever receives that information will
immediately activate the school’s public address (PA) system, inside and outside, announcing the
lockdown. There should be no hesitation in announcing the lockdown, and the decision to call the
lockdown should be made immediately by whoever receives the call to the office, and should not be
delayed for the purpose of checking with administration before announcing a lockdown. Boards
should consider both auditory (PA) and visual notification systems inside and outside the school to
announce a lockdown. For the safety of hearing-impaired individuals and in situations where noise
levels in open areas such as cafeterias, and outside the school, may prevent staff and students from
hearing a PA announcement, consideration should be given to the use of strobe lights or other visual
indicators, in addition to the PA system.
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It is recommended that the actual wording announcing a lockdown be affixed on or near the
microphone, so that it is clearly visible and can be read by the person announcing the lockdown.
Rationale
In emergent stressful circumstances, even the most composed individuals may have difficulty
remembering exact words. By re-printing the announcement and practising it, the person delivering
the message can ensure that the content is delivered accurately.
Classroom/Other Secure Area – Procedures During Lockdown
Plans should provide detailed procedures to be used when locking down a classroom or other
secure areas.
Effective Practices
It is recommended that, before locking a door, staff should gather everyone in the immediate vicinity
into their classroom or other secure area, but only if it is safe to do so. Once inside a secure area,
staff and students should:
• stay away from doors and windows;
• turn off lights;
• close blinds;
• be aware of sight lines;
• if there is a window in the classroom door, consider covering the window;
• take cover if available (get behind something solid);
• remain absolutely quiet;
• take attendance (to be done by teachers); and
• not use cell phones unless it is necessary to communicate regarding the incident. Cell phones
should be shut off or put on vibrate.
Rationale
The goal is to make the classroom appear vacant.
Portables
Plans must address how to effectively and safely lock down a school portable.
Effective Practices
Plans must recognize unique issues with portables. Due to thin wall construction, it is recommended
that desks be tipped onto their sides with desktops facing out, and all desks placed in a circle, with
students/staff gathered within the circle, down on the floor below the top edge of the desk.
Rationale
The desktops will act as an additional barrier to a round from a firearm that may have penetrated a
portable wall.
Washrooms: Procedures During Lockdown
Plans should address what staff/students should do if they are in a washroom when a lockdown is
called.
Effective Practices
As washrooms cannot be locked, and therefore should be identified during planning as a danger
(red) area in the event of a lockdown, students need to evacuate washrooms if at all possible and get
to an area that can safely be locked down (green).
Police/School Board Protocol
Procedure
Page 35 of 44
For elementary schools, it is recommended that plans designate adults who normally work in close
proximity to student washrooms to check the washroom(s) prior to locking down themselves, if it safe
to do so. After gathering students in the immediate vicinity of their classroom door into their
classroom, they would quickly check both male and female washrooms to which they have been
assigned in the planning phase, and take any students found in the washrooms into their classrooms
to lock down. For secondary schools, it is recommended that training include an explanation to
students that they are responsible for getting out of the washrooms immediately upon hearing a
lockdown announced, and getting to the nearest classroom or other area that is identified as a safe
(green) area. As a last resort, staff or students trapped in a washroom should attempt to somehow
secure the bathroom door, enter a stall, lock the door, and climb on top of the toilet.
Rationale
Plans need to indicate that staff and students should be moved from washrooms into classrooms but
not if it means moving into immediate danger. In those instances, staff and students should remain in
the washroom and attempt to make the washroom appear vacant.
Open Areas – Procedures During Lockdown
Plans should recognize that open areas, including cafeterias, libraries, and hallways, are the most
vulnerable areas of a school, making them the most likely location for a shooting, and the most
difficult areas to quickly and effectively secure.
Effective Practices
Considerable time and attention need to be given to open areas during the planning phase. All
possible options should be considered to best address these highly vulnerable areas, including the
possibility of evacuating to the exterior of the school. This may be the best option if these areas are
adjacent to exterior walls and have doors leading to the outside. It is very important during staff and
student training that everyone understand what to do and where to go in the event that a lockdown is
called when they are in an open area.
Rationale
Consider having various options in the event that the first option is not available.
Child Care and Other Facility Occupants
As many schools have licensed child care centres or other tenants and community groups using
school premises, those organizations or individuals must be taken into consideration at all stages.
Effective Practices
It is important that principal or designate ensure the appropriate staff from organizations sharing
facilities are included in the development and implementation of lockdown procedures and that these
organizations participate in aspects of planning, training, and drills.
Rationale
Due to proximity issues, the need to be prepared is as important for other occupants as it is for staff
and students of schools.
Outside of School Buildings When a Lockdown Is Called
Procedures must address where staff and students outside the school should go in the event of a
lockdown. These procedures should also address how people who are outside the school building
will know where the evacuation sites are located.
Police/School Board Protocol
Procedure
Page 36 of 44
Effective Practices
In order to ensure that those who are outside school buildings are aware that the school is locking
down, the PA system must be capable of being activated outside the school. Consideration should
also be given to including an exterior visual indicator (e.g., strobe lights) that can be used to indicate
that a lockdown has been called. Those who are outside the school when a lockdown is called shall
not re-enter the school, but shall proceed immediately to predetermined off-site evacuation
location(s). Once at the location, staff and students shall remain in that location until further advised
by administration or police. Plans should include the taking of attendance at the off-site evacuation
location(s). Neighbouring schools may not be the best option as off-site evacuation locations, as they
too may lock down once they become aware of an incident at a nearby school.
Note: When a “Hold and Secure” situation occurs and staff and students are outside the building,
they should re-enter the building prior to the exterior doors being locked.
Controlled Evacuation
In the event of a prolonged situation, or a situation where the threat has been contained (e.g., a
barricaded individual), plans should include provisions for a controlled evacuation of the areas of the
school not in the vicinity of the contained area.
Effective Practices
Police will make the decision as to whether a controlled evacuation of a school under lockdown is a
viable option, and will direct the evacuation process. This will normally be done on a room-by-room
basis, with evacuees being escorted by police to the evacuation location.
Fire Alarms
Plans should address the issue of how to deal with a fire alarm activation after a school has gone
into lockdown.
Effective Practices
In the event that a fire alarm is pulled once a lockdown has been called, staff and students shall not
respond as they normally would to a fire alarm, but shall remain locked down, if it is safe to do so.
Staff and students must always be aware of other dangers such as fire, and be prepared to respond
accordingly in order to ensure their own safety.
Rationale
There is a desire not to create a situation where staff and students run into danger when responding
to a fire alarm. At the same time, staff and students should not ignore the fact that fire may occur
intentionally or otherwise during a lockdown and that there is a need to respond to the most
immediate threat.
Procedures to End a Lockdown
Plans should include how a lockdown will be terminated.
Effective Practices
Plans to conclude a lockdown will vary by location. Procedures may include a general
announcement via the PA system by the principal or designate, or a room-to-room visit from
police/school administration, with some sort of an identification process, so that the occupants of a
locked room know that whoever is giving them the all-clear is in fact authentic. Local plans should
include procedures for ending lockdowns at off-site evacuation locations. In all cases where police
have responded, plans should clearly indicate that the decision to end a lockdown shall be made
only after approval of the on-scene police incident commander.
Rationale
There is a need to include the same level of authenticity to ending a lockdown as to initiating one.
Police/School Board Protocol
Procedure
Page 37 of 44
Training
Plans should address initial and ongoing training of staff, students, and visitors to the school.
Effective Practices
Orientation for new teachers should include mandatory lockdown training. Schools should establish a
method to conduct lockdown review training for all staff during each school year. Schools should
consider assemblies to train secondary students on lockdown procedures. Due to the young age of
some elementary students, it is suggested that classroom teachers be responsible for training
students at the elementary level. Any training provided to students with special education needs
should be consistent with the expectations outlined in their Individual Education Plans. Where
possible, it is advantageous to have police partners present during training, and to assist with the
training of staff and students. Information for parents may be presented in newsletters, school or
board websites, or an evening session on lockdown plans. Fire and EMS personnel should be invited
to training sessions.
Rationale
People can be expected to respond properly under stressful and emergent circumstances when
properly trained.
Drills
Fire drills have long been accepted as an important and effective tool in preparing staff and students
for procedures to be followed in the event a fire breaks out in a school. Equally important is the
practising of lockdown drills in preparation for a major incident of school violence.
Mandatory Requirements (Ministry of Education)
Each school shall conduct a minimum of two lockdown drills during each school year.
Effective Practices
School personnel should work cooperatively with police partners on drills. The principal or designate
is responsible for setting the date of drills and overseeing the drill, with police support/assistance.
Consider including fire and EMS personnel during drills, so they become familiar with lockdown
plans. Staff, students, and parents should be given some warning of an impending drill. Procedures
should include a plan to alert neighbouring schools of lockdown drills, especially if fire and EMS
personnel have been invited to participate. A short debriefing should be included after all drills to
identify areas for improvement. Many boards have established a tracking system to record drill dates,
thereby ensuring accountability and compliance.
Rationale
In order for staff and students to respond properly, plans must be practised to ensure complacency is
avoided.
Media
Plans shall include provisions for dealing with media.
Police/School Board Protocol
Procedure
Page 38 of 44
Effective Practices
Police are responsible for addressing media with respect to the criminal incident involved and police
response to an incident. Principal or designate board personnel are responsible for dealing with
media on issues of staff and student safety. It is strongly advised that media personnel from police
and school boards share press releases prior to their release to the media, so that both police and
school officials are aware of what the other is saying. A spirit of cooperation is highly recommended
in terms of police and school officials working closely on media issues.
Rationale
Coordinated and consistent messaging from all partners is essential in maintaining public
confidence.
Communication with Parents/Guardians/Community
Communication with parents, guardians, and the community in general is important so as to ensure a
good understanding of lockdown procedures, without instilling fear.
Effective Practices
Consider sending a newsletter to each home at the beginning of the school year to inform parents of
lockdown procedures and to encourage parents to reinforce with their children the importance of
understanding the procedures and following staff direction. Parents need to be informed of where
they should proceed in the event of an actual incident involving a lockdown. Communication with
parents around the importance of lockdowns is vital. Parents should be informed of what is expected
should they arrive at school during a drill, or if they are present within the school when a lockdown is
called. In all instances of a lockdown that was not a drill, it is recommended that a communication to
parents be sent home with each student at the conclusion of the school day or as soon as possible.
Parents should be encouraged to ensure that their contact information is kept up to date so they can
easily be reached by staff in the event of an emergency.
Rationale
Parents need to see lockdown drills as essential elements to prevent injury, and good
communication is required to eliminate fears and concerns. Parents play a key role in ensuring
students’ cooperation and participation in drills.
School Recovery Following a Lockdown
Plans should include provisions to address the aftermath of a school lockdown.
Effective Practices
A debriefing should occur in all situations following a lockdown. The nature and severity of the
incident will dictate who should be included in the debriefing. In serious situations where injuries or
loss of life occurs, the board’s trauma response plan will normally be initiated. In all cases,
communication with parents is vital.
Plan Review
Each school plan, as well as the board plan, shall be thoroughly reviewed annually.
Effective Practices
A page should be included within the plan that allows for documentation of when the plan was
reviewed and who reviewed it, along with a signature area. Where boards develop a web-based
application to record when drills have been completed, a separate page could be created to allow for
the recording on the website of the date the plan was reviewed annually.
Police/School Board Protocol
Procedure
Page 39 of 44
APPENDIX C
Police/School Board Protocol
Procedure
Page 40 of 44
Police/School Board Protocol
Procedure
Page 41 of 44
Police/School Board Protocol
Procedure
Page 42 of 44
Police/School Board Protocol
Procedure
Page 43 of 44
Police/School Board Protocol
Procedure
Page 44 of 44
APPENDIX D:
SIGNATORIES TO THE POLICE-SCHOOL BOARD PROTOCOL
The Police/School Board Protocol has been developed consistent with the requirements of the
Ministry of Education and the Ministry of the Solicitor General to establish a protocol for the
investigation of school-related occurrences through the cooperative efforts of the following:
Members of Policing Cooperative
London District Catholic School Board
Thames Valley District School Board
The Children’s Aid Societies of London and Middlesex, Elgin and Oxford Counties
Conseil scolaire Catholique Providence
Conseil scolaire Viamonde
The Children’s Aid Societies as listed below:
Family and Children's Services of Elgin County
410 Sunset Drive, St. Thomas, ON N5R 3C7
Children's Aid Society of Oxford County
92 Light Street, Woodstock, ON N4S 6H1
Children's Aid Society of London and Middlesex County
P.O. Box 7010, London, ON N5Y 5R8
Aylmer Police Service Ontario Provincial Police – Western Region
Conseil scolaire Catholique Providence St. Thomas Police Service
Conseil scolaire Viamonde Strathroy-Carodoc Police Service
London District Catholic School Board Thames Valley District School Board
London Police Service Woodstock Police Service
POLICE/SCHOOL BOARD PROTOCOL: SUMMARY OF CHANGES
HOUSEKEEPING ITEMS - All references to ‘principal’ have been changed to ‘principal or
designate’
- All references to ‘Conseil Scolaire de District des Ecoles Catholiques
du Sud-Ouest’ have been changed to ‘Conseil Scolaire Catholique
Providence’
- All references to ‘Municipal Information Act’ have been changed to
‘Municipal Freedom of Information and Protection of Privacy Act’
- Formatting errors have been cleaned up
Section 4.0 Add to the definition of exigent circumstances the following statement:‘
(may include, but are not limited to, imminent loss of evidence)
Section 5.0 Remove ‘SEAC’ after ‘School Councils’
(SEAC is not the acronym for School Councils)
Section 6.0 Change ‘identify’ to ‘identifying’
Section 7.0 Change Title of Section from ‘Occurrences Requiring Police Involvement or
Response’ to ‘Coordinated Approach to Violence Prevention’
Section 7.0 Remove ‘by the school’ to reflect that calls may be made to police by those
not in/at the school
Section 7.0 In the section ‘Mandatory Notification of Police’, the following changes have
been made in accordance with the new requirements:
- ‘physical assault causing bodily harm requiring treatment by a
medical practitioner’ (new wording)
- ‘gang-related violence’ (addition)
- ‘threats of serious bodily harm or death’ (new)
- ‘non-consensual sharing of intimate images’ (new)
- vandalism causing serious damage’ (removed)
Section 7.0 In the section ‘Discretionary Notification of Police’, the following change has
been made in accordance with the new requirements:
- ‘threats, including threats made on social networking sites or
through instant messaging, text messaging, e-mail, and so on;” (new
wording)
Section 8.1 Change ‘Ontario Student Record’ to ‘student records, including the Ontario
Student Record’
Section 9.1 Removal of the school board website addresses
Section 11.2 Change ‘In the event of the need for a body search, the principal/designate
shall call the police and have them conduct the seach’ to ‘In the event of the
need for a physical body search, the principal or designate will call the police
who will determine if legal authority exists to conduct a physical search by
police.’
Section 11.2 Delete ‘The police may conduct searches on school premises and shall notify
the principal/designate before conducting the search. In some situations,
police may conduct searches without notice to principal/designate.’
Section 11.2 Removal of the word ‘some’ in front of ‘exigent circumstances’
Section 12.0 Add a bullet ‘please see section 14.0 regarding students with special needs’
Section 13.0 Change specific information related to TVDSB to ‘Refer to the Board’s
Procedure on Reporting Suspected Child Abuse’
Section 16.0 Change specific information related to TVDSB to ‘Boards will post…’
Section 18.0 Delete. It has become section 7.0
Section 19.0 Remove the first paragraph: ‘Alterations to the space via CPTED, Crime
Prevention Through Environmental Design (eg. lighting, building design,
landscaping, etc.) can be made by the school boards in order to promote the
safety of students, staff and teachers. Working together with police, a
CPTED trained officer will work in co-operation with schools to assess the
physical safety of buildings and/or school grounds.’
Section 20.0 Change ‘Risk Assessment Services’ to ‘Threat management/Awareness
Services’
Section 21.0 Remove information specific to TVDSB
Section 22.0 Add this section: ‘Each Board will develop its own procedure related to
Bomb Threats.’
Definitions Change definition of illegal drugs to “Illegal drugs include the possession of
prescription drugs without a prescription as defined by the Controlled Drugs
and Substances Act.’
REPORT OF THE AUDIT COMMITTEE
2017 January 10
3:33 – 4:11 p.m.
MEMBERS PRESENT ADMINISTRATION AND OTHERS
M. King
M. Reid
Regrets: M. Laprise
A. Morell
R. Tisdale (Chair)
C. Beal
L. Elliott
J. Pratt
J. Knight
C. Dowding, Deloitte (-3:40)
S. Macey
B. Williams
1. CALL TO ORDER
The meeting was called to order by committee Chair R. Tisdale.
2. APPROVAL OF AGENDA
The agenda was approved by motion.
3. CONFLICTS OF INTEREST - none declared
4. REPORT OF 2016 NOVEMBER 15 MEETING – provided for information.
5. INTRODUCTION OF NEW COMMITTEE VOLUNTEER MEMBERS AND APPRECIATION TO
OUTGOING COMMUNITY MEMBERS FOR PAST SERVICE
New committee member M. King was introduced and welcomed. It was noted new community member,
M. Laprise, could not attend the meeting. Special appreciation for past service was extended to R.
Robertson and R. Kent noting their significant contributions to Thames Valley District School Board as
community members to the Audit Committee. Round table introductions were completed.
6. AUDIT COMMITTEE SELF-ASSESSMENT
C. Beal referenced the self-assessment previously distributed to committee members. Members having
not completed the form were asked to submit their completed form. The summary of results will be shared
at the next meeting.
7. ANNUAL PERFORMANCE REVIEW OF EXTERNAL AUDITORS
An evaluation form, provided in advance of the meeting, to be used to review the performance of the
external auditor was reviewed. It was noted that per Ontario Regulation 361/10, the audit committee has
the duty to at least once annually review the performance of the external auditor.
Members were asked to complete the form and submit to C. Beal. It was agreed to ask out-going
community members to complete the form. The summary of results will be shared at the next meeting.
In response to a question it was confirmed the current contract with the external auditors is three years. It
was further clarified that information from the performance review will be shared with the external auditors,
if required and with committee approval.
8. IN-CAMERA
On motion, the committee moved in camera at 3:43 p.m. to discuss personal matters, reconvening in public
session at 4:10 p.m.
9. ADDITIONAL ITEMS - none
10. FUTURE MEETING DATES AND TIMES
The schedule of committee meetings was established as follows:
2017 February 14 2017 April 11 2017 May 9 2017 June 13
11. ADJOURNMENT
On motion, the committee adjourned at 4:11 p.m.
RECOMMENDATIONS: none
RUTH TISDALE
Committee Chair
14.b
REPORT OF THE PLANNING AND PRIORITIES ADVISORY COMMITTEE
2017 January 10
6:00 p.m. – 6:46 p.m.
Members: Trustees J. Bennett, R. Campbell, C. Goodall, P. Jaffe, A. Morell, S. Polhill (-6:33), M. Reid, P.
Schuyler, J. Skinner, R. Tisdale (-6:35)
Regrets: Trustees J. Todd, B. McKinnon, G. Hart, Student Trustees A. Pucchio, S. Suvajac
Administration: C. Beal (Superintendent), K. Bushell (Executive Officer, -6:33), L. Elliott (Director), S.
Macey (Manager), J. Pratt (Associate Director), B. Williams (Supervisor)
1. APPROVAL OF AGENDA – The agenda, as amended, was approved on motion.
2. CONFLICTS OF INTEREST – none declared
3. MINUTES OF PREVIOUS MEETING – provided for information.
4. BUSINESS ARISING - none
5. SECONDARY OUT OF AREA REPORT
K. Bushell presented for information, and as per request by Board motion, a report on the number of
secondary students attending secondary school other than their designated school (see PP1).
The number and percentage of students attending the school who reside inside the attendance area
and those attending from other attendance areas was outlined for each secondary school.
Information on groups of students included and not included in the dataset was described. Questions
of clarification with respect to the inclusion of students in the dataset were addressed by
Administration. The limitations of current tracking mechanisms were identified noting enhancements
to the tracking system are anticipated through the Trillium system.
In response to a question, K. Bushell advised the choice of students to attend out of area is being
considered as part of the Rethink Secondary planning initiative.
6. COST OF CHOICE OF SCHOOLS TRANSPORTATION
C. Beal presented for information and as per request by Board motion, a report on the costing and
impact on students accessing choice of schools transportation (see PP2).
The Choice of School transportation requirements and procedures were described. It was noted that
for the 2016-2017 school year, a total of 386 Choice of School requests were approved; of those 197
applications were denied as existing buses had not empty seats available. In addition, the number of
students bussed to Strathroy District CI from the North Middlesex District HS and the Glencoe District
HS areas was described noting the direction by TVDSB to STS regarding the school boundary for
transportation purposes.
7. BUDGET
a. 2017-2018 Budget Discussion Template
C. Beal presented for information the 2017-2018 Budget Discussion Template to be used by both
Trustees and Senior Administration. Trustees were asked to complete and submit their forms to
finance by 2017 February 3 with the understanding a summary of all submissions would be
brought back to the committee on 2017 February 14. C. Beal offered to provide trustees with
assistance, through the finance department, with costing or other logistics of their proposed
initiatives. It was noted the revised form distributed at the meeting included the ‘term of initiative’
that was not on the form provided in the agenda package.
14.c
2017 January 10…. 2
b. 2016-2017 Revised Estimates
C. Beal presented for information the 2016-2017 Revised Estimates describing the increase in
GSN revenues largely due to the increase in enrolment projections as compared to the approved
budget. The increased expenditures included in the Revised Estimates submitted to the Ministry
in December 2016 were described. The contingency fund established to off-set in-year budget
pressures further was outlined.
In response to a question, it was noted enrolment projections were underestimated by
approximately 1000 FTE. Factors contributing to the larger than expected enrollment were the
influx of Syrian students, the immigration of students to TVDSB from other provinces, and the
return of students to TVDSB locally. It further was noted the reliance on census data from 2011
was a contributing factor.
Questions of clarification regarding the increase in staffing to address in-year pressures were
addressed by Administration. There was general support for the requests. A motion to approve
the temporary staffing as described will go forward to trustees through an electronic vote.
Further information regarding additional expenditures in the contingency fund to offset in-year
budget pressures will come forward to Trustees.
8. OTHER BUSINESS
Director Elliott advised EQAO has determined the Ontario Secondary School Literacy Test (OSSL)
will be administered in a paper version only in March 2017; it will not be offered online.
9. ELECTION OF VICE CHAIR
Trustee C. Goodall accepted the nomination for Vice Chair of the Planning and Priorities Advisory
Committee.
10. QUESTIONS AND COMMENTS BY MEMBERS - none
11. DATE AND TIME OF NEXT MEETING
The next meeting was scheduled for Tuesday, February 14 at 6:00 p.m.
12. FUTURE AGENDA ITEMS
Report of the STS Conditional Bussing Work Group
13. ADJOURNMENT
On motion the committee adjourned at 6:46 p.m.
RECOMMENDATIONS: None
JOYCE BENNETT
Committee Chair (interim)
We build each student’s tomorrow, every day
Date of
Meeting: 2017 January 10
Item #:
REPORT TO:
☒
PUBLIC ☐
IN-CAMERA
☐
Administrative
Council
☐
Program and School Services
Advisory Committee
☒
Planning and Priorities
Advisory Committee
☐
Board
☐
Policy Working Committee
TITLE OF REPORT: Secondary Out of Area Report
PRESENTED BY: Kevin Bushell, Executive Officer, Facility Services and Capital Planning
PRESENTED FOR: ☐ Approval ☒ Information ☐ Advice
Recommendation(s):
Purpose: This report is in response to a request by the Board for Senior Administration to provide a report on
the number of secondary students attending secondary schools other than their designated school.
Content: The Secondary School Out of Area Report (Appendix A) lists for each secondary school the
number and percent of students attending the school who reside inside the attendance area and
those attending from other attendance areas.
Students on tuition agreements, G.A. Wheable and Thames Valley Alternative students were not
included due to their attendance areas. As well, students with special needs in self -contained
classes were not included. Students in Tech Emphasis were included in regular track counts since
the program is not consistently tracked at a system level.
Approximately 2.3% of the residential addresses provided could not be located and hence were
not included in the report.
All data is based on a Trillium extract dated October 31, 2016.
Cost/Savings:
Timeline:
Communications:
Appendices: Appendix A
Form Revised: January 2016
Relation to Commitments:
☐ Putting students first. ☐ Actively engaging our students, staff, families and communities.
☐ Recognizing and encouraging leadership in all its forms. ☐ Being inclusive, fair, and equitable.
☐ Ensuring safe, positive learning and working environments. ☒ Inspiring new ideas and promoting innovation.
☒ Taking responsibility for the students and resources entrusted to our care.
PP1
Appendix A
A.B. Lucas SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
1160A.B. Lucas SS - In Attendance Area 78.33%
34Central SS 2.30%10.59%
8Clarke Road SS 0.54%2.49%
1East Elgin SS 0.07%0.31%
1Glencoe District HS 0.07%0.31%
2London South CI 0.14%0.62%
3Lord Dorchester SS 0.20%0.93%
153Medway HS 10.33%47.66%
100Montcalm SS 6.75%31.15%
1Oakridge SS 0.07%0.31%
1Saunders SS 0.07%0.31%
14Sir Frederick Banting SS 0.95%4.36%
1Sir Wilfrid Laurier SS 0.07%0.31%
1Westminster SS 0.07%0.31%
1Woodstock CI 0.07%0.31%
321Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 1 of 27
PP1
Arthur Voaden SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
409Arthur Voaden SS - In Attendance Area 91.29%
13East Elgin SS 2.90%33.33%
1Glendale HS 0.22%2.56%
23West Elgin SS 5.13%58.97%
2Westminster SS 0.45%5.13%
39Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 2 of 27
PP1
B. Davison SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
197B. Davison SS - In Attendance Area 100.00%
0Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 3 of 27
PP1
Central Elgin CI Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
555Central Elgin CI - In Attendance Area 98.40%
5East Elgin SS 0.89%55.56%
1Saunders SS 0.18%11.11%
3West Elgin SS 0.53%33.33%
9Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 4 of 27
PP1
Central SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
250Central SS - In Attendance Area 27.53%
120A.B. Lucas SS 13.22%18.24%
1Arthur Voaden SS 0.11%0.15%
63Clarke Road SS 6.94%9.57%
2College Avenue SS 0.22%0.30%
75London South CI 8.26%11.40%
7Lord Dorchester SS 0.77%1.06%
45Medway HS 4.96%6.84%
39Montcalm SS 4.30%5.93%
29Oakridge SS 3.19%4.41%
1Parkside CI 0.11%0.15%
91Saunders SS 10.02%13.83%
86Sir Frederick Banting SS 9.47%13.07%
33Sir Wilfrid Laurier SS 3.63%5.02%
2Strathroy District CI 0.22%0.30%
64Westminster SS 7.05%9.73%
658Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 5 of 27
PP1
Clarke Road SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
953Clarke Road SS - In Attendance Area 92.79%
1Central Elgin CI 0.10%1.35%
27Central SS 2.63%36.49%
6London South CI 0.58%8.11%
5Lord Dorchester SS 0.49%6.76%
21Montcalm SS 2.04%28.38%
1North Middlesex District HS 0.10%1.35%
1Saunders SS 0.10%1.35%
8Sir Wilfrid Laurier SS 0.78%10.81%
4Westminster SS 0.39%5.41%
74Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 6 of 27
PP1
College Avenue SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
562College Avenue SS - In Attendance Area 71.50%
8Glendale HS 1.02%3.57%
93Huron Park SS 11.83%41.52%
38Ingersoll District CI 4.83%16.96%
1Sir Frederick Banting SS 0.13%0.45%
1Westminster SS 0.13%0.45%
83Woodstock CI 10.56%37.05%
224Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 7 of 27
PP1
East Elgin SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
1091East Elgin SS - In Attendance Area 95.87%
2Arthur Voaden SS 0.18%4.26%
13Glendale HS 1.14%27.66%
1Ingersoll District CI 0.09%2.13%
4Lord Dorchester SS 0.35%8.51%
13Parkside CI 1.14%27.66%
1Strathroy District CI 0.09%2.13%
3Woodstock CI 0.26%6.38%
10Out of Board 0.88%21.28%
47Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 8 of 27
PP1
Glencoe District HS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
171Glencoe District HS - In Attendance Area 98.84%
1Montcalm SS 0.58%50.00%
1West Elgin SS 0.58%50.00%
2Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 9 of 27
PP1
Glendale HS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
755Glendale HS - In Attendance Area 97.67%
1College Avenue SS 0.13%5.56%
4East Elgin SS 0.52%22.22%
1Huron Park SS 0.13%5.56%
1Ingersoll District CI 0.13%5.56%
11Out of Board 1.42%61.11%
18Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 10 of 27
PP1
H.B. Beal SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
650H.B. Beal SS - In Attendance Area 31.45%
165A.B. Lucas SS 7.98%11.64%
2Central Elgin CI 0.10%0.14%
213Clarke Road SS 10.30%15.03%
1College Avenue SS 0.05%0.07%
1East Elgin SS 0.05%0.07%
3Glencoe District HS 0.15%0.21%
1Huron Park SS 0.05%0.07%
5Ingersoll District CI 0.24%0.35%
197London South CI 9.53%13.90%
23Lord Dorchester SS 1.11%1.62%
36Medway HS 1.74%2.54%
155Montcalm SS 7.50%10.94%
4North Middlesex District HS 0.19%0.28%
59Oakridge SS 2.85%4.16%
21Parkside CI 1.02%1.48%
126Saunders SS 6.10%8.89%
153Sir Frederick Banting SS 7.40%10.80%
119Sir Wilfrid Laurier SS 5.76%8.40%
12Strathroy District CI 0.58%0.85%
121Westminster SS 5.85%8.54%
1417Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 11 of 27
PP1
Huron Park SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
633Huron Park SS - In Attendance Area 90.17%
24College Avenue SS 3.42%34.78%
1Ingersoll District CI 0.14%1.45%
44Woodstock CI 6.27%63.77%
69Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 12 of 27
PP1
Ingersoll District CI Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
761Ingersoll District CI - In Attendance Area 95.84%
5College Avenue SS 0.63%15.15%
2Huron Park SS 0.25%6.06%
2Lord Dorchester SS 0.25%6.06%
1Sir Frederick Banting SS 0.13%3.03%
23Woodstock CI 2.90%69.70%
33Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 13 of 27
PP1
London South CI Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
507London South CI - In Attendance Area 84.50%
2A.B. Lucas SS 0.33%2.15%
4Central SS 0.67%4.30%
5Clarke Road SS 0.83%5.38%
1Huron Park SS 0.17%1.08%
1Lord Dorchester SS 0.17%1.08%
4Montcalm SS 0.67%4.30%
1Oakridge SS 0.17%1.08%
2Parkside CI 0.33%2.15%
13Saunders SS 2.17%13.98%
1Sir Frederick Banting SS 0.17%1.08%
14Sir Wilfrid Laurier SS 2.33%15.05%
45Westminster SS 7.50%48.39%
93Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 14 of 27
PP1
Lord Dorchester SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
448Lord Dorchester SS - In Attendance Area 98.03%
3Clarke Road SS 0.66%33.33%
3East Elgin SS 0.66%33.33%
1Ingersoll District CI 0.22%11.11%
2Medway HS 0.44%22.22%
9Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 15 of 27
PP1
Medway HS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
954Medway HS - In Attendance Area 86.57%
57A.B. Lucas SS 5.17%38.51%
1Central SS 0.09%0.68%
1Clarke Road SS 0.09%0.68%
27Lord Dorchester SS 2.45%18.24%
4Montcalm SS 0.36%2.70%
22North Middlesex District HS 2.00%14.86%
1Oakridge SS 0.09%0.68%
3Saunders SS 0.27%2.03%
11Sir Frederick Banting SS 1.00%7.43%
18Strathroy District CI 1.63%12.16%
2Westminster SS 0.18%1.35%
1Out of Board 0.09%0.68%
148Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 16 of 27
PP1
Montcalm SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
684Montcalm SS - In Attendance Area 84.34%
31A.B. Lucas SS 3.82%24.41%
16Central SS 1.97%12.60%
38Clarke Road SS 4.69%29.92%
1Glencoe District HS 0.12%0.79%
1Huron Park SS 0.12%0.79%
1Ingersoll District CI 0.12%0.79%
4London South CI 0.49%3.15%
5Lord Dorchester SS 0.62%3.94%
4Medway HS 0.49%3.15%
2Parkside CI 0.25%1.57%
3Saunders SS 0.37%2.36%
7Sir Frederick Banting SS 0.86%5.51%
8Sir Wilfrid Laurier SS 0.99%6.30%
6Westminster SS 0.74%4.72%
127Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 17 of 27
PP1
North Middlesex District HS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
142North Middlesex District HS - In Attendance Area 97.93%
1Medway HS 0.69%33.33%
1Strathroy District CI 0.69%33.33%
1Out of Board 0.69%33.33%
3Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 18 of 27
PP1
Oakridge SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
607Oakridge SS - In Attendance Area 61.25%
4A.B. Lucas SS 0.40%1.04%
8Central SS 0.81%2.08%
4Clarke Road SS 0.40%1.04%
4London South CI 0.40%1.04%
2Lord Dorchester SS 0.20%0.52%
15Medway HS 1.51%3.91%
2Montcalm SS 0.20%0.52%
1Parkside CI 0.10%0.26%
174Saunders SS 17.56%45.31%
155Sir Frederick Banting SS 15.64%40.36%
2Sir Wilfrid Laurier SS 0.20%0.52%
1Strathroy District CI 0.10%0.26%
12Westminster SS 1.21%3.13%
384Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 19 of 27
PP1
Parkside CI Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
French Immersion
178Parkside CI - In Attendance Area 100.00%
0Out of Area Sub Total:
Regular Track
682Parkside CI - In Attendance Area 97.57%
2Clarke Road SS 0.29%11.76%
7East Elgin SS 1.00%41.18%
1London South CI 0.14%5.88%
2Lord Dorchester SS 0.29%11.76%
5West Elgin SS 0.72%29.41%
17Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 20 of 27
PP1
Saunders SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
1094Saunders SS - In Attendance Area 77.37%
2A.B. Lucas SS 0.14%0.63%
3Central SS 0.21%0.94%
4Clarke Road SS 0.28%1.25%
1Glencoe District HS 0.07%0.31%
53London South CI 3.75%16.56%
4Lord Dorchester SS 0.28%1.25%
6Medway HS 0.42%1.88%
2Montcalm SS 0.14%0.63%
1North Middlesex District HS 0.07%0.31%
35Oakridge SS 2.48%10.94%
1Parkside CI 0.07%0.31%
24Sir Frederick Banting SS 1.70%7.50%
3Sir Wilfrid Laurier SS 0.21%0.94%
2Strathroy District CI 0.14%0.63%
179Westminster SS 12.66%55.94%
320Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 21 of 27
PP1
Sir Frederick Banting SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
French Immersion
372Sir Frederick Banting SS - In Attendance Area 89.00%
1Parkside CI 0.24%2.17%
41Sir Wilfrid Laurier SS 9.81%89.13%
4Strathroy District CI 0.96%8.70%
46Out of Area Sub Total:
Regular Track
761Sir Frederick Banting SS - In Attendance Area 86.77%
13A.B. Lucas SS 1.48%11.21%
26Central SS 2.96%22.41%
5Clarke Road SS 0.57%4.31%
2East Elgin SS 0.23%1.72%
6London South CI 0.68%5.17%
5Medway HS 0.57%4.31%
7Montcalm SS 0.80%6.03%
23Oakridge SS 2.62%19.83%
18Saunders SS 2.05%15.52%
2Strathroy District CI 0.23%1.72%
9Westminster SS 1.03%7.76%
116Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 22 of 27
PP1
Sir Wilfrid Laurier SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
French Immersion
438Sir Wilfrid Laurier SS - In Attendance Area 99.10%
4Sir Frederick Banting SS 0.90% 100.00%
4Out of Area Sub Total:
Regular Track
440Sir Wilfrid Laurier SS - In Attendance Area 77.19%
3Central SS 0.53%2.31%
25Clarke Road SS 4.39%19.23%
1Ingersoll District CI 0.18%0.77%
39London South CI 6.84%30.00%
4Lord Dorchester SS 0.70%3.08%
1Montcalm SS 0.18%0.77%
5Saunders SS 0.88%3.85%
1Sir Frederick Banting SS 0.18%0.77%
51Westminster SS 8.95%39.23%
130Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 23 of 27
PP1
Strathroy District CI Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
French Immersion
86Strathroy District CI - In Attendance Area 100.00%
0Out of Area Sub Total:
Regular Track
849Strathroy District CI - In Attendance Area 85.24%
2A.B. Lucas SS 0.20%1.36%
1East Elgin SS 0.10%0.68%
73Glencoe District HS 7.33%49.66%
8Medway HS 0.80%5.44%
58North Middlesex District HS 5.82%39.46%
2Saunders SS 0.20%1.36%
1Sir Frederick Banting SS 0.10%0.68%
2West Elgin SS 0.20%1.36%
147Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 24 of 27
PP1
West Elgin SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
303West Elgin SS - In Attendance Area 97.12%
1A.B. Lucas SS 0.32%11.11%
4Glencoe District HS 1.28%44.44%
2Parkside CI 0.64%22.22%
2Out of Board 0.64%22.22%
9Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 25 of 27
PP1
Westminster SS Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
Regular Track
410Westminster SS - In Attendance Area 80.87%
3Central SS 0.59%3.09%
3Clarke Road SS 0.59%3.09%
14London South CI 2.76%14.43%
1Medway HS 0.20%1.03%
3Montcalm SS 0.59%3.09%
69Saunders SS 13.61%71.13%
2Sir Frederick Banting SS 0.39%2.06%
1Sir Wilfrid Laurier SS 0.20%1.03%
1Strathroy District CI 0.20%1.03%
97Out of Area Sub Total:
Prepared by Planning Services, January 2017 Page 26 of 27
PP1
Woodstock CI Count
Secondary School Out of Area Report
Percent
of Total
Percent
of Out of Area
French Immersion
111Woodstock CI - In Attendance Area 100.00%
0Out of Area Sub Total:
Regular Track
272Woodstock CI - In Attendance Area 68.51%
1Clarke Road SS 0.25%0.80%
41College Avenue SS 10.33%32.80%
70Huron Park SS 17.63%56.00%
13Ingersoll District CI 3.27%10.40%
125Out of Area Sub Total:
Notes: Students on tuition agreement, G.A. Wheable, and Thames Valley Alternative students were not included due to
attendance areas. Ungeocoded records not included. Approximately 2.3% of secondary addresses provided were not
geocoded. Students with special needs in self-contained classes were not included. Students in Tech Emphasis were
included in Regular Track counts since the program is not consistently tracked at a system level. Based on a Trillium
extract dated Oct. 31, 2016.
Prepared by Planning Services, January 2017 Page 27 of 27
PP1
Enrolment Versus Capacity 2015-2016
All Secondary Schools (Alphabetical)
School Name
Total OTG
Capacity
Pupil Places
(Plus or Minus)
Accommodation
Capacity (%)
A. B. Lucas SS 1188 246.75 122.84%
Arthur Voaden SS 1059 ‐595.88 43.43%
B. Davison SS 606 ‐381.12 31.55%
Central Elgin CI 717 ‐137.8 77.03%
Central SS 786 198.78 123.91%
Clarke Road SS 1557 ‐476.17 65.92%
College Avenue SS 1053 ‐278.73 75.29%
East Elgin SS 1164 136.4 111.59%
Glencoe DHS 543 ‐361.3 33.22%
Glendale HS 996 ‐177.14 80.07%
H.B. Beal SS 1857 ‐43.05 109.00%
Huron Park SS 969 ‐226.29 72.75%
Ingersoll District CI 1191 ‐397.55 65.54%
London South CI 663 ‐44.14 86.43%
Lord Dorchester SS 651 ‐184.91 69.57%
Medway HS 1245 ‐139.25 93.13%
Montcalm SS 1263 ‐545.75 62.60%
North Middlesex DHS 426 ‐241.68 33.08%
Oakridge SS 945 52.57 105.93%
Parkside CI 972 ‐65.8 92.71%
Saunders SS 1950 ‐436.58 79.01%
Sir Frederick Banting SS 1308 6.22 98.42%
Sir Wilfrid Laurier SS 1110 ‐56.36 96.54%
Strathroy DCI 1335 ‐226.88 83.62%
West Elgin SS 642 ‐325 46.62%
Westminster SS 1119 ‐613.24 44.81%
Woodstock CI 690 ‐134.71 76.90%
Using: 2015‐2016 OTG ‐ SFIS (downloaded 2016 January 11)
PP1
We build each student’s tomorrow, every day
Date of
Meeting: 2017 January 10
Item #:
REPORT TO:
☒
PUBLIC ☐
IN-CAMERA
☐
Administrative
Council
☐
Program and School Services
Advisory Committee
☒
Planning and Priorities
Advisory Committee
☐
Board
☐
Policy Working Committee
TITLE OF REPORT: Cost of Choice of Schools Transportation
PRESENTED BY: Jeff Pratt, Associate Director & Treasurer, Organizational Support Services
Christine Beal, Superintendent of Organizational Support Services (Business)
PRESENTED FOR: ☐ Approval ☒ Information ☐ Advice
Recommendation(s):
Purpose: This report is in response to the Board motion on 2016 June 21 requesting a report on the costing and
impact on students accessing choice of schools transportation.
Content: Southwestern Ontario Student Transportation Services (STS) administers the Thames Valley District School
Board (TVDSB) process for students who request “Choice of Schools” busing from home to school and back.
Secondary students who attend a school which is not their designated home school (based on TVDSB
school boundaries), are only eligible for transportation if they are attending a regional program, eg. Tech
Emphasis, French Immersion, etc. However, those students who are not eligible for busing because they
are attending an out-of-area school and are not enrolled in a regional program, may apply for Choice of
Schools transportation.
TVDSB has established that the process to request Choice of School transportation is by completing an
application form which is available at the out-of-area school. STS staff reviews the request and determines
the bus route which is nearest the residence of the student and they verify that the bus has an unfilled
seat. If there is an empty seat on the bus, the student is assigned to the existing bus stop closest to their
home. No additional bus stop locations or bus runs are established as a result of a Choice of Schools
student request.
For the 2016-17 school year, a total of 197 applications were denied by STS as existing buses had no empty
seats available. In total, 386 Choice of School requests were approved as follows:
City of London – 265 students,
Elgin County – 25 students,
Oxford County – 91 students,
Middlesex County – 5 students.
In addition to the above, there are currently 20 students residing in the North Middlesex District HS
area and 24 students residing in the Glencoe District HS area who are being bused to Strathroy
District CI. In order to retain as many TVDSB students as possible, several years ago TVDSB
directed STS to consider the boundary for Strathroy Disctrict CI to mirror the boundary for Holy
Cross Catholic Secondary School, for transportation purposes.
PP2
Cost/Savings: Since current bus routes and current bus stop locations are utilized based on unfilled seats being available,
the additional costs of Choice of Schools students’ transportation is minimal. There is some additional STS
staff time involved in the administration and bus routing to implement the TVDSB Choice of Schools
process. STS administrative costs are shared between TVDSB and the London District Catholic Board, based
on each board’s proportional ridership.
Timeline: n/a
Communications: n/a
Appendices: n/a
Form Revised: January 2016
Relation to Commitments:
☐ Putting students first. ☐ Actively engaging our students, staff, families and communities.
☐ Recognizing and encouraging leadership in all its forms. ☐ Being inclusive, fair, and equitable.
☐ Ensuring safe, positive learning and working environments. ☐ Inspiring new ideas and promoting innovation.
☒ Taking responsibility for the students and resources entrusted to our care.
PP2
REVISED
REPORT OF THE THAMES VALLEY PARENT INVOLVEMENT COMMITTEE
2017 January 12
6:39 p.m. to 9:11 p.m.
MEMBERS ADMINISTRATION AND OTHERS
Adrian Willsher, Co-Chair
Loretta Honsinger, Co-Chair
R. Tisdale, Chair of the Board
R. Kuiper, Superintendent
D. Parsons, Parent Member (Member Under Special Consideration)
S. Vries, French Immersion Representative
L. Gonzalez, Thames Valley Council of Home & School Associations
J. Asselin, Parent Member
S. Bantam, Parent Member
M. Bayes, Parent Member
M. Holmes, Parent Member
J. Kappers, Parent Member
J. Pollard, Parent Member
J. Schweitzer, Parent Member
C. Walker, Parent Member
F. Huff, Community Member
A. Malcolm, Community Member
Regrets:
S. Thomson, Thames Valley Council of Home & School Associations
Absent:
C. Saakan, International Representative
S. Ferguson, Community Member
L. Abell, Corporate Services
H. Gerrits, Manager, Early Years
B. Cumming, Administrative Assistant
S. Tucker, Operator, Graphic Services
C. Cordes, Principal, Thames Valley
Administrator’s Committee Elementary
Guests:
L. Stephenson, Parent
S. Gowdey, Parent
G. Azad, Parent
1. CALL TO ORDER
Co-Chair A. Willsher called the meeting to order at 6:39 p.m. in the London Room of the
Education Centre.
2. CONFIRMATION OF AGENDA
The agenda, as amended was approved by motion.
3. CONFLICTS OF INTEREST – none declared
4. MINUTES OF THE MEETING FROM 2016 November 10 - provided for information
5. BUSINESS ARISING FROM THE MINUTES OF 2016 November 10
a. 2016 November 12 Symposium Feedback
The 2016 November 12 Symposium feedback summary was shared and provided to
members in advance of the meeting. The feedback was gathered through an online
survey from 49 participants.
6. TVPIC MEMBERSHIP PROFESSIONAL DEVELOPMENT NEEDS
D. Parsons addressed TVPIC membership professional development needs. Reference was
made to the contents of the TVPIC binder distributed to TVPIC members in November. The
importance of reading the Education Act included in the binder was emphasized. A copy of the
Expense Reimbursement-Parent Involvement Committees (System & School) Procedure was
given to all members present. The process to submit a mileage claim was explained.
7. REGIONAL PRO GRANT MENTAL HEALTH EVENTS
S. Gowdey distributed the Regional Pro Grant Mental Health report. The report described the
Connecting Families for Mental Health and Well-Being events and costs. The Oxford event on
2016 November 5 was attended by about 75 people. Positive feedback was received. The Elgin
event is planned for 2017 February 8 at St. Joseph’s Catholic High School in St. Thomas. A date
has not been chosen for the Middlesex event. The London event will be held at King’s College on
May 13.
8. RAISING RESILIENT CHILDREN READY TO THRIVE IN ANXIOUS TIMES
L. Gonzalez shared information about the Raising Resilient Children Ready to Thrive in Anxious
Times event. The date and venue are not finalized. Discussion considered holding the event on
April 6 after the TVPIC meeting. The TVPIC meeting would start at 5:30. In response to a
question it was advised that TVPIC members will be asked to participate at the planning
meetings.
9. FUTURE PARENT ENGAGEMENT SESSION
H. Gerrits provided feedback from Learning Support staff and the childcare providers for future
parent engagement sessions.
10. PARENT INITIATIVES AND PROPOSALS
Co-Chairs Willsher and Honsinger initiated the discussion around parent initiatives and proposals.
Members were asked to share ideas for empowering and engaging parents. R. Kuiper described
the present volunteer recognition program. It was suggested to change the current process to
recognize the schools as a whole. Other suggestions included; a provincial network of parents,
social media resources, math and literacy nights to help students prepare for EQAO.
11. SUMMER PLANNING MEETING FEEDBACK
R. Kuiper shared feedback from the TVPIC summer planning meeting. The summary of the
feedback was distributed. Resources and supports, engagement events and communication
topics were gathered.
12. MEMBER UPDATE FROM TVDSB REPRESENTATIVES
a. Director of Education
R. Kuiper shared the Director of Education update highlighting the Supervised Alternative
Learning (SAL) program. SAL was described as a program for students aged 14 to 17 that
struggle to attend secondary school for various reasons. The Board provides many
interventions to reengage students. SAL will roll out in the second semester.
b. Trustee
Trustee Tisdale provided an update highlighting the Elementary Pupil Accommodation
Reviews (EPAR) 01 and 02 that are underway. More information can be found on the Board’s
website at tvdsb.ca/planning.cfm.
The following policies and procedures have been posted for public input:
Employees Seeking/Holding Public Office Independent Procedure
Assessment, Evaluation and Reporting Student Achievement Policy
Reporting Student Achievement Procedure
Response to Risk of Student Suicide Independent Procedure.
An updated Police Protocol has been posted.
13. MEMBERSHIP
The following recommendation was moved by motion and CARRIED:
That S. Bantam, Parent Member be granted a leave of absence to May 1, 2017.
Three Community Members were approved at the December 20 Board meeting; Alicia Malcolm,
Felicia Huff and Shawna Ferguson. A. Malcolm and F. Huff were welcomed to the committee. S.
Ferguson was not present.
A call for membership will be circulated in January. This is the beginning of the process to recruit
TVPIC members. The operational framework is in the TVPIC bylaws.
14. CORRESPONDENCE - None
15. FINANCIAL
a. Finance and Discussion of Draft Budget
D. Parsons referred to the 2015-2016 TVPIC budget summary and the proposed 2016-2017
budget summary. The summaries were distributed at the meeting.
The following recommendation was moved and CARRIED:
That the proposed budget be approved as presented with the exception of the Parent
Guide.
16. SYMPOSIUM – PARENT INFORMATION NIGHTS
Deferred to the next meeting.
17. TVDSB SUPPORT UPDATES
S. Tucker advised the communications are set to go out for the Connecting Families for Mental
Health and Well-Being event in Elgin County on February 8. Communications include a media
release, email blast and a button on every school website in Elgin County.
18. UPCOMING EVENTS – None
19. OTHER BUSINESS - None
20. COMMUNITY INVOLVEMENT UPDATES
a. Award of Distinction
D. Parsons advised the Award of Distinction Nomination packages will be available this week.
The packages are due on February 20 by 4:00 p.m. The Award of Distinction ceremony will
take place on May 4.
b. Active & Safe Routes to School - none
c. Community Partners - none
d. Education Week - none
e. Environmental Education Management - none
f. Public Affairs & Communication – none
g. Think About It
L. Stephenson advised the next meeting is on January 19. The committee meets four times a
year. The meetings are held at the London District Catholic School Board office.
h. Thames Valley Administrators’ Committee – Elementary
C. Cordes provided the Thames Valley Administrators’ Committee-Elementary update
highlighting the new kindergarten report cards.
i. Thames Valley District School Board Parent Engagement Steering Committee
J. Kapper provided the Thames Valley District School Board Parent Engagement Steering
Committee update.
j. Thames Valley Council of Home and School
L. Gonzalez shared the Thames Valley Council of Home and School update advising the
executive meeting is taking place next week. The general meeting is on January 23 at the
Board office.
k. Thames Valley Secondary School Administrators’ Council - None
21. Future Meeting Dates, Speakers and Location
2017 February 9, 6:30 p.m.
2017 April 6, 6:30 p.m.
2017 May 11, 6:30 p.m.
2017 June 8, 6:30 p.m.
22. FUTURE AGENDA ITEMS
Fundraising FAQ’s (May 2014)
Internal Audits (May 2013)
Copyright
Support Document for Parents (Future)
Webinar (Future)
TVPIC Volunteer Recognition (Future)
TVPIC Annual Report (2016 Sept. 8, item #5.e)
Parent Resource Guide Funding (Future)
23. ADJOURNMENT
The meeting adjourned at 9:11 p.m. by motion.
A. WILLSHER & L. HONSINGER
CO-CHAIRS
RECOMMENDATIONS:
That S. Bantam, Parent Member be granted a leave of absence to May 1, 2017.
REPORT OF THE CHAIR’S COMMITTEE
2017 January 17
12:15 p.m. – 2:36 p.m.
MEMBERS
J. Bennett A. Morell
M. Reid (Chair) R. Tisdale
J. Todd
ADMINISTRATION AND OTHERS
L. Elliott
C. Beal (+1:10, -1:34)
B. Williams
1. APPROVAL OF AGENDA
The agenda, as amended, was approved by motion.
2. CONFLICTS OF INTEREST – none declared
3. REVIEW AND APPROVAL OF BOARD AGENDAS
The public and in-camera agendas for the 2017 January 24 Board meetings were reviewed.
4. CORRESPONDENCE
A copy of a letter from the Rainy River District School Board to the Minister of Education pertaining to
transportation costs was received. The letter is to be forwarded to all trustees for information.
A copy of a letter sent by Elgin County to the Municipality of Central Elgin supporting their request, to
the Minster of Education, that the needs of rural school communities be factored into the rural school
closure evaluation process was received. The letter is to be forwarded to all trustees for information.
5. STUDENT GOVERNANCE POLICIES AND PROCEDURES
Director L. Elliott provided an update on the process currently underway for reviewing the student
governance policies and procedures. Discussion centered on the proposed amendments and the
timeline for the approval process. It was suggested the draft documents go forward to the Policy
Working Committee for an interim review at their next meeting. Communication to Principals
regarding the proposed changes was discussed.
6. OMBUDSMAN’S OFFICE CALL
Director Elliott provided a follow up report on her conversation with the Ombudsman’s Office
regarding the reporting of their statistics. It was noted the issue also is being raised at OPSBA.
7. BUDGET AND STAFFING APPROVAL PROCESS
Superintendent, C. Beal joined the meeting to discuss the budget and staffing approval process as it
pertains to Revised Estimates. The timeline for reporting Revised Estimates to the Ministry was
described.
Discussion centered on staffing changes resultant to Revised Estimates and when Board approval is
required. It was determined that Administration would bring forward to the Board, for information, a
Revised Estimates report each January. Staffing changes that are formula driven would be noted.
Other discretionary staffing changes, however, would come forward as a recommendation for
approval.
8. IN CAMERA
On motion, the committee moved in camera at 1:36 p.m. to discuss personal matters. The committee
reconvened in public session at 2:03 p.m.
9. TRUSTEE SCHOOL VISITS – FOLLOW UP
Director Elliott advised the School within a School Program at Beal is being showcased on January
24, 12:30 p.m. to 2:40 p.m. and 3:40 p.m. to 5:30 p.m. All trustees were invited to attend. A more
fulsome tour of Beal for trustees was discussed with a suggestion it be scheduled for April. A report
on the Beal School within a School initiative will be coming forward to the Program and School
Services Advisory Committee.
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10. AD HOC COMMITTEE MEMBERSHIP
The list of individuals putting forth their name to sit on the Ad Hoc Committee to review the current
Board committee structure was reviewed.
The following recommendation was moved and CARRIED:
That Trustees J. Bennett, M. Reid, R. Tisdale, J. Todd, and A. Morell be appointed to the
Board Committee Review Ad Hoc Committee.
11. CULTURAL COMPETENCY P.D. SESSION
Discussion considered the potential for hosting a facilitated session on cultural competency
specifically for trustees. Trustees will be polled to determine their interest in attending a session the
evening of February 21.
12. PROFESSIONAL DEVELOPMENT REQUEST
A professional development request submitted from trustee P. Schuyler was reviewed.
The following motion was moved and CARRIED:
That the request from trustee P. Schuyler for professional development funds to attend a two-day
conference in London on promoting healthy relationships for youth be approved.
13. ADVISORY COMMITTEE REPORTS
In consideration of a request from senior administration, the following recommendation was moved
and CARRIED:
That the reporting date on the cost analysis for providing technology such as chrome
books/laptops to grade 9 students entering and /or enrolled in secondary school be
extended to March 2017 from January 2017.
Discussion considered the reporting out of Administrative reports received at Advisory Committees
and the consistency in which reports requested by Board motion are received.
It was determined that reports received at Advisory would be included in the meeting minutes and
presented as part of the Board package. It further was determined that reports from Administration to
the Board be posted to a webpage. Corporate Services was asked to follow up.
Further discussion on the matter was referred to the Committee Review Ad Hoc Committee.
14. INTERVIEWS
The following motions were moved and CARRIED:
That Trustees B. McKinnon and A. Morell be appointed to participate in the Elementary Principal
interviews scheduled in March 2017.
That Trustees B. McKinnon and J. Todd be appointed to participate in the Elementary Vice-
Principal interviews scheduled in March 2017.
Trustee participation in all scheduled days for the interviews was discussed noting the preference for
trustees to be available for all days.
15. UPCOMING EVENTS AND INITIATIVES
TVDSB/LCDSB/Municipal meetings (to be held at the municipal office):
Elgin County – 2017 February 8 (10 a.m.)
Oxford County – 2017 February 10 (10 a.m.)
Middlesex County – 2017 March 1 (1 p.m.)
City of St. Thomas – 2017 March 2 (3:15 p.m.)
City of London – Friday March 3, 2017 (9 a.m.)
PAR Meetings:
2nd Public Meeting of EPAR-01 – 2017 February 8
2nd Public Meeting of EPAR-02 – 2017 February 9
Final Public Meeting of EPAR-01 – 2017 March 8
Final Public Meeting of EPAR-02 – 2017 March 9
Events:
Variety Is - 2017 April 20
Awards of Distinction – 2017 May 4
16. FUTURE CHAIR’S COMMITTEE MEETING DATES
The meeting dates for the Chair’s Committee were confirmed for the period January 1 -June 30, 2017
as follows:
January 31, 2017 12 p.m. February 21, 2017 12 p.m.
February 28, 2017 12 p.m. March 21, 2017 12 p.m.
March 28, 2017 12 p.m. April 18, 2017 12 p.m.
April 25, 2017 12 p.m. May 16, 2017 12 p.m.
May 30, 2017 3 p.m. June 20, 2017 12 p.m.
17. OTHER BUSINESS
a. Trustee Forums
Trustee A. Morell reported on the work to date of the Trustee Forums Ad Hoc Committee. Similar
to last year, forums will be held in each of the four regions on February 22, 23, March 1, and 2.
Locations will be confirmed. The draft agenda, the communications plan for promoting the
forums, and next steps were outlined.
b. Trustee Conference Room
The following motion was moved and CARRIED:
That up to $250 from the trustee budget be used to purchase supplies for the conference
room.
c. Reports Posted to Website
As discussed under item #13.
d. Policies
There was a request that Corporate Services provide the Policy Working Committee with a
tracking sheet of all policies and procedures on the website and the date each was last revised.
18. DATE AND TIME OF NEXT MEETING
The next Chair’s Committee meeting was confirmed for 2017 January 31, 12 p.m.
19. ADJOURNMENT
The meeting adjourned at 2:36 p.m. by motion.
RECOMMENDATIONS:
That Trustees J. Bennett, M. Reid, R. Tisdale, J. Todd, and A. Morell be appointed to the
Board Committee Review Ad Hoc Committee.
That the reporting date on the cost analysis for providing technology such as chrome
books/laptops to grade 9 students entering and /or enrolled in secondary school be
extended to March 2017 from January 2017.
MATT REID
Chairperson