Huron-Superior Catholic District School Board

AGENDA & REPORTS

MEETING TO BE HELD IN

MEETING ROOM #6

OF THE CATHOLIC EDUCATION CENTRE

MASS: 6:30 P.M.

CHAPEL

OPEN SESSION: 7:15 P.M.

MEETING ROOM #6

OPEN SESSION OF THE BOARD

MEETING

WEDNESDAY, JUNE 12, 2019

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OUR MISSION

Persons present are invited to indicate how they have seen Our Mission lived out recently.

AGENDA FOR THE OPEN SESSION BOARD MEETING OF THE HURON-SUPERIOR CATHOLIC DISTRICT SCHOOL BOARD

ON WEDNESDAY, JUNE 12, 2019 @ 7:15 PM MEETING ROOM #6 – CATHOLIC EDUCATION CENTRE

A CALL TO ORDER 1. Acknowledgement of Traditional Lands – (Anthony)

We begin our Board meeting by acknowledging that our city schools and Board offices sit on the traditional lands of the Batchewana First Nation, the Garden River First Nation and the Métis Nation.

2. Prayer (Pg 3. Call the Roll: Trustees:

Lindsay Liske (Chair), Sandra Turco (Vice-Chair), John Caputo, Leslie

Cassidy-Amadio, Tony D’Agostino, Carol MacEachern, Debbie Mayer,

Kathleen Rosilius, Joe Ruscio, Gary Trembinski

Regrets: Officials: Rose Burton Spohn (Director of Education), Joe Chilelli, Maria Esposito,

Chris Spina, Danny Viotto

Student Representative: Anthony DeLorenzi

Other Reps: Darrell Czop (President, O.E.C.T.A.)

Sergio Bernardo (Vice-President, O.E.C.T.A.)

Wayne Greco (President, C.P.C.O.)

Brenda Rankin (President, C.U.P.E.)

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Page | 2 AGENDA – OPEN SESSION JUNE 12, 2019 _____________________________________________________________________________________

B ADOPTION OF ORDER OF BUSINESS

1. Proposed Resolution: That the Huron-Superior Catholic District

School Board adopts the Agenda for the Board Meeting of June 12, 2019.

Are there any additions/changes/deletions? C DISCLOSURE OF CONFLICT OF INTEREST AND THE GENERAL NATURE

THEREOF D NEW BUSINESS E CONFIRMATION OF MINUTES 1. Minutes of the Board Meeting of May 15, 2019. (Pg

Proposed Resolution: That the Huron-Superior Catholic District

School Board approves the Minutes of the Board Meeting of May 15,

2019.

2. Minutes of the In-Committee Meeting of May 15, 2019. Proposed Resolution: That the Huron-Superior Catholic District

School Board approves the Minutes of the In-Committee Board Meeting of

May 15, 2019.

F BUSINESS ARISING FROM THE MINUTES G PRESENTATIONS

1. SEAC Recommendations – Superintendent Joe Chilelli to introduce Irma

Direnzo (SEAC Committee Member). (Pg

2. Rotary Science Fair Winners – Superintendent Joe Chilelli to introduce

Corey Gardi (Vice-Principal at Holy Cross School), Elly Bowman and Leah

Johnstone (Students). (Pg

3. St. Mary’s College Ontario Parks Cabin Build – Superintendent Danny

Viotto to introduce Eugene Pagliaro, Mary Korab (Teacher at St. Mary’s

College), and Adriano Carota (Experiential Learning Lead). (Pg

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Page | 3 AGENDA – OPEN SESSION JUNE 12, 2019 _____________________________________________________________________________________

H COMMITTEE REPORTS 1. Minutes of the Special Education Advisory Committee Meeting (Pg

Proposed Resolution: That the Minutes of the S.E.A.C. meeting of the Huron-Superior Catholic District School Board of April 24, 2019 be approved.

I ADMINISTRATIVE ITEMS REQUIRING ACTION

1. 2019-2020 Budget (Pg Proposed Resolution: That the Huron-Superior Catholic District School

Board approves the 2019-2020 Operating Budget as presented.

2. Policy 4016 – Bullying Prevention and Intervention (Pg

Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 4016 – Bullying Prevention and

Intervention.

3. Policy 4024 – Safe Schools and Workplaces (Pg

Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 4024 – Safe Schools and Workplaces.

4. Soil Remediation, Former F.R. Mills Site Project (Pg

Proposed Resolution: That the Huron-Superior Catholic District

School Board awards the construction contract for the Soil Remediation,

Former F.R. Mills Site Project to QM Environmental, being the low tender.

5. Our Lady of Fatima, Chapleau, Roof Replacement Project (Pg

Proposed Resolution: That the Huron-Superior Catholic District

School Board awards the construction contract for the Our Lady of Fatima,

Chapleau, Roof Replacement Project to Maverick & Sons Exteriors, being

the low tender.

6. Clerical Computer Refresh (Pg

Proposed Resolution: That the Huron-Superior Catholic District

School Board approves the purchase of 31 new Dell desktops at a cost of

$32,323 from Dell Canada.

7. Fieldtrip (Pg

Proposed Resolution: That the Huron-Superior Catholic District School Board approves the following fieldtrip application:

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Page | 4 AGENDA – OPEN SESSION JUNE 12, 2019 _____________________________________________________________________________________

1. St. Mary’s College travelling to the Stratford Festival in October 2019, for one day (date to be determined).

J INFORMATION ITEMS 1. Reports to the Director of Education

a) Proposed Board Meeting Dates for 2019-20 – Director Rose Burton Spohn (Pg

b) Reading Recovery Site Report 2018-19 – Superintendent Maria Esposito (Pg

c) Summer Learning Programs – Superintendent Joe Chilelli and Superintendent Danny Viotto (Pg

d) SMC Activity Report – Anthony DeLorenzi (Pg 2. Correspondence 3. Notes of Thanks Dave Coccimiglio, Marni Kay

K TEN MINUTE QUESTION AND ANSWER PERIOD • ON AGENDA ITEMS FOR THOSE IN ATTENDANCE

L UPCOMING EVENTS June 14 - P.A. Day June 16 - Father’s Day June 19 - SEAC Meeting June 28 - Last Day of School September 11 - Next Board Meeting M CLOSING PRAYER – Carol MacEachern

N ADJOURNMENT

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Summer Prayer of Inner Peace

Lindsay Peaceful Presence, Grant me the courage to slow down the hurried pace of life in order to be mindful of your ever-present guidance and assistance, especially when I try to go it alone.

Sandra Restore my perception of the inherent joy that awaits me in each day if

only I turn toward you with a recognition of your vibrant energy moving through me.

Gary Awaken me to a keener awareness of your light-filled presence within

my being especially when life fills with shadows of sadness and the cloudiness of concerns.

Joe Show me how you are dwelling in those places of my life where I’ve

forgotten to welcome you with an open heart of acceptance and hospitality.

Kathleen Interrupt my self-defeating schemes and desires so I have a keener

sense of how they lead me further from you and obliterate inner peace. Debbie When you move me toward change and deeper relationship with you,

show me where my resistance to that growth-filled invitation resides. Carol Enliven my physical senses to the beauty and wonder of ordinary

moments and a resounding gratitude for your presence within those moments.

Tony Shake free what keeps my thoughts and feelings imprisoned in anxiety

and useless fretting. Leslie Draw me into the stillness essential for your serenity to dwell in my

being, and lead me into times of solitude, even if you have to drag me there.

John Come, tickle my mind and heart into restored peacefulness so I more

readily and wisely welcome you to the home of my heart.

Joyce Rupp

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MINUTES FOR THE OPEN SESSION BOARD MEETING OF THE HURON-SUPERIOR CATHOLIC DISTRICT SCHOOL BOARD

ON WEDNESDAY, MAY 15, 2019 @ 7:15 PM MEETING ROOM #6 – CATHOLIC EDUCATION CENTRE

PRESENT: Trustees:

Lindsay Liske (Chair), Sandra Turco (Vice-Chair), John Caputo, Leslie

Cassidy-Amadio (via teleconference), Tony D’Agostino, Carol MacEachern,

Debbie Mayer, Kathleen Rosilius, Joe Ruscio, Gary Trembinski

REGRETS: Officials: Rose Burton Spohn (Director of Education), Joe Chilelli, Maria Esposito,

Chris Spina, Danny Viotto

Student Representative: Anthony DeLorenzi

Other Reps: Darrell Czop (President, O.E.C.T.A.)

Sergio Bernardo (Vice-President, O.E.C.T.A.)

Wayne Greco (President, C.P.C.O.)

Brenda Rankin (President, C.U.P.E.)

Values and Vision

Trustee Kathleen Rosilius attended the liturgy at Our Lady of Fatima in

Elliot Lake during Catholic Education Week. She also witnessed students

gathered for the reading train. She explained that these students also visit

the local nursery home to read with the elderly.

Superintendent Joe Chilelli congratulated two Grade 8 students from Holy

Cross School, Leah Johnstone and Elly Bowman, who are competing at

the national level at the Rotary Science Fair in New Brunswick.

Director Rose Burton Spohn mentioned attending the ceremony at St.

Gerard Majella where several students from St. Paul’s School celebrated

their first sacraments. She felt privileged to witness their entrance into and

commitment to our Catholic Church community.

Director Rose Burton Spohn introduced a video sent to her from an early

childhood educator (ECE) which showed how faith is integrated into daily

lessons in a kindergarten class at St. Francis French Immersion.

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Page | 2 MINUTES – OPEN SESSION MAY 15, 2019 _____________________________________________________________________________________

Director Rose Burton Spohn introduced a video prepared by the board’s

Communication Officer, Jim Fitzpatrick, in honour of Catholic Education

Week.

Superintendent Danny Viotto congratulated the students and staff involved

in the We Will Rock You performance. This event was extremely well

attended. It was a joy for audience members to witness God-given talents

come alive on stage.

Chair Lindsay Liske recounted his attendance at the Living Rosary at Our

Lady of Fatima in Elliot Lake. He commended the principal, Maria Young,

for the overwhelming love and support she shows her students.

Adg# Res# B-1 B-369 Moved by: John Caputo Seconded by: Gary Trembinski

That the Huron-Superior Catholic District School Board adopts the Agenda

for the Board Meeting of May 15, 2019.

CARRIED E-1 B-370 Moved by: Joe Ruscio Seconded by: Leslie Cassidy-Amadio

That the Huron-Superior Catholic District School Board approves the

Minutes of the Board Meeting of April 17, 2019.

CARRIED E-2 B-371 Moved by: Carol MacEachern Seconded by: Sandra Turco

That the Huron-Superior Catholic District School Board approves the

Minutes of the In-Committee Board Meeting of April 17, 2019.

CARRIED

G-1 SMC Art Students Trip to New York

Adriano DiCerbo, Lead Teacher of Art at SMC and chaperone on the four-

day trip to New York, introduced a few students who attended the art

fieldtrip: Madison Delfgou, Molly Miller, Chanel Pine and Gabbe Zagordo.

The students reviewed their slideshow and excitedly detailed the

museums, exhibits and church they had the opportunity to visit. All

trustees appreciated their presentation, as this is the first time that a

fieldtrip approved by the Board was highlighted at a meeting.

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Page | 3 MINUTES – OPEN SESSION MAY 15, 2019 _____________________________________________________________________________________

H-1 B-372 Moved by: Tony D’Agostino Seconded by: Debbie Mayer Proposed Resolution: That the Minutes of the S.E.A.C. meeting of the

Huron-Superior Catholic District School Board of March 27, 2019 be approved.

CARRIED I-1 B-373 ELECTRONIC POLL

Proposed Resolution: That the Huron-Superior Catholic District

School Board approves the following fieldtrip application:

St. Mary’s College travelling to the Catholic Youth Conference in North

Bay on May 3, 2019 and returning on May 5, 2019.

CARRIED

I-2 B-374 Moved by: Leslie Cassidy-Amadio Seconded by: Gary Trembinski That the Huron-Superior Catholic District School Board awards the

construction for the St. Mary’s French Immersion/St. Paul

Mechanical/Electrical Upgrades and Miscellaneous Improvements (Phase

2) Project to S & T Group, being the low tender.

CARRIED J-1 Tenders for the St. Mary’s, Massey Fire Order

Manager of Plant Services Steve Brown discussed this challenging project and advised trustees that tenders have been received today, but have yet to be evaluated.

J-2 Science, Technology, Engineering, and Math (STEM) Initiatives After receiving an inquiry from the Ministry of Education related to our

STEM Initiatives, Director Rose Burton Spohn prepared this report for presentation to the Board. The Board has been vigilant in offering programs and enhanced opportunities for students. She thanked the variety of departments and committees, especially the multidisciplinary Digital Learning Steering Committee, which plans and implements these STEM initiatives.

J-3 Athletics

Superintendent of Education Joe Chilelli presented this report outlining the Board’s commitment to ensuring that our environments are positive and supportive in educating the whole child. The Athletics Committee continues to meet, reflect on each sport format, and make improvements to athletics in our system. The committee and senior administration recognize that school sport is an important contributor to our Catholic education system.

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Page | 4 MINUTES – OPEN SESSION MAY 15, 2019 _____________________________________________________________________________________

J-4 SMC Activity Report Student Trustee Anthony DeLorenzi reported on the accomplishments of the SMC student athletic groups and highlighted some upcoming events at the school. A few noteworthy past events were the Thailand students’ graduation on May 7, the Heaven Cent Bowling Tournament on May 3, and the Link Crew training. The staff and students were commended on raising $3,000 through their Cancer Campaign, which provided $2,000 to the Fowler family and $1,000 to the Sault Area Hospital Cancer Clinic.

N-1 B-375 Moved by: Carol MacEachern Seconded by: Leslie Cassidy-Amadio

That the Huron-Superior Catholic District School Board meeting of

Wednesday, May 15, 2019 adjourns at 8:15 p.m.

CARRIED

Chairperson: _________________________________________ Secretary: _________________________________________

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Special Education Advisory Committee

Recommendations to the Huron-Superior Catholic District School Board

2019-2020

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Board Support Staff on SEAC: Director of Education: Rose Burton Sphon Superintendent of Education: Joe Chilelli

Special Education Coordinator: Rosanne Zagordo Mental Health Leader: Kerri Dool

SEAC members:

Gary Trembinski - Trustee Sandra Turco - Trustee

Theresa Coccimiglio - Algoma Family Services (Chair) Marty Young - Community Living Algoma Suzanne Pleau - Down Syndrome Society

Tina Newell - THRIVE Lori Ivey - Algoma Public Health

Irma DiRenzo - Autism Ontario (Vice Chair) Sherri Kitts - North Shore Tribal Council

Paula Valois - Member at large Lorna Connolly Beattie - Member at large

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Our Students:

HSCDSB serves 4578 students

SEAC supports 1245 students with IEP’s: * 688 Exceptional Students

* 557 Non-Exceptional Students

North & East IEPs 299: * 145 Exceptional Students

* 154 Non-Exceptional Students

Central IEPs 946: * 543 Exceptional Students

* 403 Non-Exceptional Students

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Special Education Advisory Committee(SEAC) - Recommendations to the Huron-Superior Catholic District School Board 2019-2020

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* That the Board (Superintendent of Finance) continue to issue a biannual status report of the special education budget (Dec. 2019, Feb. 2020)* That the Board continue to monitor the progress of the ‘Ontario Special Needs Strategy’ for direction in working with representative agencies toward integrated therapy service goals.

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* That the Board, (in collaboration with the Religious Education-Family Life Consultant and Faith Animator, parish priests, school principals, and chaplaincy leaders) continue to actively pursue opportunities for students with special needs to fully participate in faith-based community activities and school liturgical celebrations.* That school principals, in consultation with Board Administration and faith leaders, endeavour to identify barriers to participation in school-based liturgical activities (i.e. transportation, behavioural concerns) and reasonably monitor the frequency of such occurrences, so that appropriate inverventions may be established to prevent absence and facilitate involvement.* That school principals, in consulation with Board Administration and faith leaders, continue to explore accessible paths for prayful meditation (i.e. 3-Minute Retreat), so that these times can be seamlessly incorporated into the daily schedule, and can be an anticipated part of faith formation for all students.* That Board Administration (in collaboration with faith leaders, instructional and support staff) actively seek meaningful ways to infuse Catholic Virtues into all aspects of curriculum and school life; and where appropriate, that professional development be focused on practical ways for implementing the framework set out by the Institute for Catholic Education.

Our Mandate:

* To act as an advisory committee to the Board.* To be comprised of trustees and representatives of local associations that further the interests and well-being of exceptional children or adults; and one or two persons to represent the interests of Indigenous students, as provided by section 4 of O. Reg. 464/97. * To make recommendations to the Board with respect of any matter affecting the establishment, development and delivery of special education programs and services for students with special needs.

* That the board continue to issue a yearly report to SEAC regarding the number and type of violent incident occurrences per school—noting procedural guidelines for the support and safety of children, families, and staff.* That ongoing training be provided to principals and designated school personnel in the development, and use of multi-sensory and calming rooms.* That indicators for use, and intended outcomes be clearly defined within the Board’s ‘Health and Safety Policies and Procedures’, and further, that Board Administration engage the expertise of recognized centres (i.e. Holland Bloorview, the Geneva Centre for Autism) for evidenced criteria regarding appropriate equipment, activities, and use of such environments.* That the Board (in accordance with the guidelines set out by the “SMH ASSIST Strategic Directions, 2017-2020”) continue/complete mental health training, coaching and program implementation of mandated evidenced-based interventions (i.e. BRISC), as is feasible. * That the Board continue to offer professional development in evidenced approaches for recognizing and responding to student and staff stress behaviours (i.e. self-regulation training); and ensure ongoing organizational processes for training, dissemination, and evaluation of effectiveness.

* SEAC echoes the recommendation put forth by the OSTA Vision Document 05/06/2019; that the Board (in consultation with administration, committee, and program leads) “regularly undertake a student census”, and a staff census, for the purpose of gathering perceptions regarding school environments, barriers to achievement and well-being, and prioritizing needs within the system.* In recognizing the immeasurable value of peer-to-peer, and student-to-adult supportive and trusting relationships, that the Board prioritize the diffusion of the PEER Pals Program to all schools, and further, that it continue to train personnel in programs such as SAFETALK, Shanker Self-Reg in order to increase staff coherence, confidence, and collaboration in meeting student need.

* That the Board ensure a system-wide, concordant method of data collection for assessing ‘denial of school attendance’ - LDAO 04/2019 (modified days, exclusion, voluntary withdrawal); particularly in identifying the number of students who are repeatedly absent.* SEAC echoes the recommendation put forth by OSTA 05/06/2019, that the HSCDSB advocate for the reversal of the government mandated ‘4 E-Learning course graduation requirement’ due to the many challenges of accessibility that this requisite would place on students with special needs.* That school principals in collaboration with assigned personnel, ensure opportunity for students who are placed in specialized program settings (i.e. Independent Living Skills (ILS), Academics and Community Education (ACE)) to participate in regular programming areas of strength and interest.* That the Board continue to monitor ministry amendments for supporting students with Autism under the Ontario Autism Program (OAP), and in PPM No. 151, with respect to provincial education priorities for Professional Activity Days, in order to enhance the use of our autism support system advisors, and behaviour coaches.

Our Students:

* HSCDSB serves 4,578 students.* The SEAC supports approximately 1,245 students with IEP’s. 688 Exceptional Students | 557 Non-Exceptonal Students

* North and East IEP’s - 299 145 Exceptional Students | 154 Non-Exceptional Students

* Central - 946 543 Exceptional Students | 403 Non-Exceptional Students

Our Members:

Trustees - Gary Trembinski, Sandra TurcoAlgoma Family Services - Theresa Coccimiglio(Chair) Autism Ontario (SSM) - Irma DiRenzo(Vice-Chair)Community Living Algoma - Marty Young THRIVE - Tina NewellNorth Shore Tribal Council - Sherri KittsAlgoma Public Health - Lori IveyDown Syndrome Society - Suzanne PleauMembers at Large - Paula Valois, Lorna Connolly Beattie

Our Support Staff:

Director of Education - Rose Burton SpohnSuperintendent of Education - Joe ChilelliSpecial Education Coordinator - Rozanne ZagordoMental Health Leader - Kerri Dool

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* That the Board (in collaboration with the Religious Education-Family Life Consultant and Faith Animator, parish priests, school principals, and chaplaincy leaders) continue to actively pursue opportunities for students with special needs to fully participate in faith-based community activities and school liturgical celebrations. * That school principals, in consultation with Board Administration and Faith Leaders, endeavor to identify barriers to participation in school-based liturgical activities (i.e. transportation, behavioural concerns) and reasonably monitor the frequency of such occurrences, so that appropriate interventions may be established to prevent absence and facilitate involvement. * That school principals, in consultation with Board Administration and Faith Leaders, continue to explore accessible paths for prayerful meditation (i.e. “3 Minute Retreat”), so that these times can be seamlessly incorporated into the daily schedule, and can be an anticipated part of faith formation for all students.

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* That Board Administration, (in collaboration with Faith Leaders, instructional, and support staff) actively seek meaningful ways to infuse Catholic Virtues into all aspects of curriculum and school life; and where appropriate, that professional development be focused on practical ways for implementing the framework set out by the Institute for Catholic Education.

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* That the Board continue to issue a yearly report to SEAC regarding the number and type of violent incident occurrences per school—noting the procedural guidelines, and the interventions used in supporting the safety and wellbeing of children, families, and staff. * That ongoing training be provided to all principals and designated school personnel in the development, and use of multi-sensory and calming rooms. That indicators for use, and intended outcomes be clearly defined within the Board’s ‘Health and Safety Policies and Procedures’. Further, that Board Administration engage the expertise of recognized centres (i.e. Holland Bloorview, the Geneva Centre for Autism) for evidenced criteria regarding appropriate equipment, activities, and use of such environments. * That the Board (in accordance with the guidelines set out by the “School Mental Health (SMH) ASSIST Strategic Directions, 2017-2020”) continue/complete mental health training, coaching, and program implementation of mandated evidenced-based interventions (i.e. Brief Intervention for School Clinicians [BRISC]), as is feasible.

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* That the Board continue to offer professional development in evidenced approaches for recognizing and responding to student and staff stress behaviours (i.e. Self-Reg training); and ensure ongoing organizational processes for training dissemination and evaluation of effectiveness.

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* SEAC echoes the recommendation put forth by the Ontario Student Trustees’ Association (OSTA) Vision Document 05/06/2019; that the Board (in consultation with administration, committee, and program leads) “regularly undertake a student census”, and a staff census, for the purpose of gathering perceptions regarding school environments, barriers to achievement and wellbeing, and prioritizing needs within the system. * In recognizing the immeasurable value of peer-to-peer, and student-to-adult supportive and trusting relationships, that the Board prioritize the diffusion of the PEER Pals Program to all schools; and further, that it continue to train personnel in programs such as SAFETALK, and Shanker Self-Reg in order to increase staff coherence, confidence, and collaboration in meeting student need.

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* That the Board ensure a system-wide, concordant method of data collection for assessing ‘denial of school attendance’- Learning Disabilities Association of Ontario (LDAO) 04/19 (modified days, exclusion, voluntary withdrawal); particularly in identifying the number of students who are repeatedly absent. * SEAC echoes the recommendation put forth by Ontario Student Trustees’ Association (OSTA) 05/06/2019, that the HSCDSB Board advocate for the reversal of the government mandated ‘4 E-learning course graduation requirement’ due to the many challenges of accessibility that this requisite would place on students with special needs. * That school Principals, in collaboration with assigned personnel, ensure opportunity for students who are placed in specialized program settings (i.e. Independent Living Skills (ILS), Academics and Community Education (ACE)) to participate in regular programming areas of strength and interest.

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* That the Board continue to monitor ministry amendments for supporting students with Autism under the Ontario Autism Program (OAP), and in PPM No. 151, with respect to provincial education priorities for Professional Activity Days, in order to enhance the use of our autism support system advisors, and behaviour coaches.

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* That the Board (Superintendent of Finance) continue to issue a biannual status report of the special education budget (Dec. 2019, Feb. 2020) * That the Board continue to monitor the progress of the ‘Ontario Special Needs Strategy’ for direction in working with representative agencies toward integrated therapy service goals.

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References

www.iceont.ca

www.tvcc.on.ca

snolezelen@hollandbloorview.ca

http://www.edu.gov.on.ca/extra/eng/ppm/ppm151.pdf

www.ldao.ca/about/public-policy-advocacy/seac-circulars/.

https://www.osta-aeco.org/wp-content/uploads/2019/05/ostaaecovisiondocument.pdf

www.smh-assist.ca

https://www.researchgate.net/publication/323595788_How_Do_School_Mental_Health_Services_Vary_Across_Contexts_Lessons_Learned_from_Two_Efforts_to_Implement_a_Research-Based_Strategy

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Currently, student’s have lots of time on their hands outside of school hours. They have many choices of interests to engage in to fill up that time including extracurricular activities and electronic devices.• Extracurricular activities are activities that a student

participates in outside of school. • They can include sports, music, dance classes, and

clubs. • These activities help students adapt useful qualities such

as teamwork, listening, memorization, and determination.• Electronic Devices can include television, mobile phones,

video games, and/or computer use for social media. • The increased use of these electronics amongst students

may have an effect in academic achievement.• Academic success is achieving above average in

educational classes. In Ontario, the provincial standard for achievement is 70%. (Ontario, 2010).

• We hypothesized that students who participate in more extracurricular activities scored higher in academics. They have developed better time management, leadership, teamwork, and work ethic skills, which lead to academic success

• We hypothesized that there would be a negative association between an increasing number of hours of electronic use with academic success

• We created a written survey consisting of questions pertaining to type and number of hours of extracurricular activities and electronics participated in. The survey also included questions for students to check the grade range (ex. 50-60%, 60-70% etc) of their achievement in each of the subjects taken in school.(see supplemental)

• There were three additional yes/no questions. The responses to these additional questions were not used as part of the current study but could be used in potential further study with this topic.

• We gave the survey to 73 students in grades 7 and 8 at Holy Cross Elementary School in Sault Ste Marie, Ontario.

• The survey was voluntary, and the school principal as well as the classroom teachers granted permission.

• The survey information was compiled into a journal and the raw data was entered into Excel software.

• The percentage grades in each subject area, the overall grade average, and the percentage of students above the provincial standard were calculated for the number of hours per week spent performing extracurricular activities.

• The percent grade in each subject was also compared to the number of hours per day spent on electronics.

• All calculated statistics were then used to create a table and figures and determine the conclusion of the study.

• To determine if there is a correlation between extracurricular activities and academic success

• To determine if the time spent on electronic devices has any impact on academic success, not dependent on engaging in extracurricular activities

ABSTRACT

Currently student’s have lo

BACKGROUND

• We created a written

PROCEDURE

To determine if th

PURPOSE

• We hypothesized that

HYPOTHESIS

Ellie Leah• Grade 7 and 8 students were surveyed to answer the questions:

Is there a correlation between extracurricular activities and academic success?

Does the use of electronics affect academicsuccess?

• The results of our study showed that participating in activities does not harm a student’s grades and does improve their academic success

• It also shows a greater negative effect on grades with the increased use of electronics.

• This project can help students, parents, and schools better understand the importance of encouraging activity time outside of their academics and how limiting time spent on electronics may be beneficial.

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• Our results support the hypothesis that students who participate in extracurricular activities are more likely to achieve above the provincial standard academically than students who do not.

• The results of our study also show that as the use of electronics increased, there is an increased negative effect on the student’s overall grades.

• In the future, this may be harmful in their academic performance if used for too many hours in a day

We would like to thank our mentors Dr. Chris MacQuarrie, Dr. Amanda Roe, and Tom Bowman for helping us with statistics and teaching us how to use Excel and how to display our data. Also to our parents for helping us with referencing, and providing us with the necessary supplies. We are very thankful to the Rotary Club of Sault Ste Marie for giving us the opportunity to attend the Canada Wide Science Fair

RESULTSTable 1 Calculated data from survey results showing average grades (%)

• As the number of hours spent doing extracurricular activities , the percentage of students above the provincial standard (Figure 1).

• This is a positive correlation

Our results support t

CONCLUSION

IMPACT• This information is important because it can show

parents, students, and teachers the importance of getting involved in activities outside of school and decreasing the use of electronics.

• The choices students make with their use of time outside of school can impact their academic performance. Parents and teachers can use this to help students make choices that will contribute to their long term growth and development.

ACKNOWLEDGEMENTS

Ontario. (2010). Growing success: Assessment, evaluation and reporting in Ontario’s schools: covering grades 1 to 12. Toronto: Ministry of EducationRivers, S. (2018). Extracurricular Activities and Academic Grades. Retrieved from: https://classroom.synonym.com/extracurricular-activities-academic-grades-4906.htmlHughes, J.N., Cao, Q. & Kwok, O. (2016). Indirect Effects of Extracurricular Participation on Academic Adjustment vs Perceived Friends’ Prosocial Norms. J Youth Adolescences 45: 2660. https://doi.org/10.1007/s10964-016-0508-0Tanner, B. (2017). Effects of Extracurricular Activities and Physical Activity on Academic Success. Intuition: The BYU Undergraduate Journal in Psychology: Vol. 12: Iss. 2, Article 14. Retrieved from: https://scholarsarchive.byu.edu/intuition/vol12/iss2/14Albahri, A., Arora, T., Omar, O.M., Taheri, S. (2018). Electronic Device Use and Academic Performance in Adolescents. American Academy of Pediatrics. PEDIATRICS Vol. 141 No. 1 Meeting Abstract January 01, 2018. doi: 10.1542/peds.141.1_MeetingAbstract.230

Ontario (2010) Growing suREFERENCES

Figure 1 Percentage of students above provincial standard from survey results

• As the number of hours spend doing extracurricular activities , the % of students above the provincial standard (see Figure 1)

Figure 2 Average overall grade versus time spent on extracurricular activities and time spent on electronics for grade 7 and 8 students

• As the number of hours spent doing extracurricular activities , the average grade %

• It is a positive linear relation with a shallow slope• Figure 2 also shows that the average overall grade as

the time spent on electronic devices • It is a negative linear relation with a steep slope

RESULTS S Continued26

“A” IS FOR ACTIVITIES

Ellery Bowman and Leah Johnstone

1. Introduction

Currently, students have lots of time on their hands outside of school hours. They have many

choices of interests to engage in to fill up that time including extracurricular activities and

electronic devices. Extracurricular activities are events that a student participates in outside of

school. They can include sports, music or dance classes and clubs. These activities help children

and teens learn useful skills such as teamwork, listening, memorization, and determination.

Academic success is achieving above average in educational classes. In Ontario, the provincial

standard for achievement is 70% (Ontario, 2010). Therefore, performing higher than 70% in

Ontario is considered achieving academic success for this report. “Various studies have shown

that students who participate in extracurricular activities excel in academic performance” (Rivers,

2018). Extracurricular activities help students develop necessary skills to succeed in school. For

example, memorization is a commonly used skill while studying. In almost all extracurricular

activities, memorization is involved. In sports, plays are memorized, in music, songs are

memorized, and in performance sports, routines are memorized. Another valuable skill gained

from participating in extracurricular activities is time management. With any activity, managing

the priority of different interests must occur to become efficient and productive with spare time.

It has been shown that “students who participate in extracurricular activities in middle school

exhibit higher levels of academic motivation and achievement including graduation from high

school” (Hughs et al., 2016). As well, participation in extracurricular sports can lead to academic

success by “providing balance, promoting self-confidence, increasing a sense of contribution and

duty and cultivating feelings of belonging” (Tanner, 2017).

27

Recent accessibility and use of electronics have increased by students overall. Electronic

devise use can include television, mobile phones, video games, and/or computer use for social

media. The use of these electronics amongst students may have an effect in academic

achievement. “Direct links have been made between technology use and physical inactivity as

well as sleep insufficiency. However, the relationship between academic performance remains

unclear.” (Albahri et al., 2018).

The purpose of our study was to determine if there is a correlation between extracurricular

activities and academic success. We also wanted to determine if the time spent on electronic

devises had any impact on academic success, depending on if extracurricular activities were

performed or not. We hypothesized that students who participate in more extracurricular

activities score higher in academics. They have developed better time management, leadership,

teamwork, and work ethic skills, which lead to academic success. We also hypothesized that

there would be a negative association between increasing the number of hours of electronics with

academic success.

2. Procedure

We created a survey which was given to 73 students in grade seven and eight classes at Holy

Cross Elementary School in Sault Ste Marie, Ontario. The survey was voluntary, and the school

principal as well as the classroom teachers granted permission. The survey information was

compiled into a journal and the raw data was entered into Excel. The percentage grades in each

subject area, the overall grade average, and the percentage of students above the provincial

standard were calculated for the number of hours per week spent performing extracurricular

activities. The percentage grade in each subject was also compared to the number of hours per

28

day spent on electronics. All calculated statistics were then used to create figures and determine

the conclusion of the study.

3. Results

Table 1 Calculated data from survey results showing average grades (%)

Figure 1 Percentage of students above provincial standard from survey results

Total Hours of Total Hours of Overall Math/Language

Extracurriculars Electronics

per week per day Average Only

0-2 5 72 72 74 73 78 75 78 74 74

2.5-4 5 66 71 80 72 80 76 74 73 76

4.5-6 4 76 76 84 81 84 79 81 80 82

6.5-8 5 72 73 70 72 75 72 75 73 71

8.5-10 2 85 82 82 75 88 78 78 77 78

10.5-12 3.5 75 80 90 70 60 65 75 74 80

14.5-16 3 82 82 85 85 92 85 88 85 85

16.5-18 9 75 85 85 75 85 85 75 81 80

20+ 2 82 82 88 82 85 78 85 83 85

HealthGeography History Math Language Arts Science

0

20

40

60

80

100

120

0 2 4 6 8 10 12

Per

cen

tag

e o

f S

tud

ents

Ab

ov

e P

rov

inci

al

Sta

nd

ard

Number of Hours of Extracurriculars

Percentage of Students Above Provincial Standard (%)

percentage of students above

provincial standard

29

As the number of hours spent doing extracurricular activities increases, the percentage of

students above the provincial standard increases (see Figure 1). There is a positive correlation.

Once the time spent doing extracurricular activities reaches ten hours, the percentage of students

above provincial standard reaches 100% and the graph levels off. There is one outlier in the data

at 4 hours, which could be caused by uncontrollable factors.

Figure 2 Average overall grade versus time spent on extracurricular activities and time spent on

electronics for grade 7 and 8 students

As the number of hours spent doing extracurricular activities increases, the average overall

grade (%) also increases (see Figure 2- blue circles). It is a positive linear relation with a shallow

slope, however it is a weak correlation because few data points are close to the line of best fit (see

Figure 2- blue line). This graph also shows that the average overall grade decreases as the time

spent on electronic devices increases (see Figure 2- orange squares). It is a negative linear

relation with a somewhat weak correlation but the slope is steep (see Figure 2- orange line).

30

4. Conclusion

We have determined that the students that participate in extracurricular activities are more

likely to achieve above the provincial standard than students who do not. As well, students with

a greater level of participation in extracurricular activities achieve higher grades in each of their

subjects. Participating in activities does not harm your grades and does improve your academic

success. It is also shown that the use of electronics has a greater negative effect on the student’s

overall grades since the slope was so steep. Our hypothesis was supported by the data we

compiled. This information was significant because it can show parents, students, and teachers

the importance of getting involved in activities outside of school. It also shows how academic

achievement is negatively affected with increased use of electronics. This is also significant

since the increased use of electronics such as mobile phones, video games, and computers is

becoming a normal part of a student’s life. In the future, this may be harmful in their academic

performance if used for too many hours in a day.

The choices students make with their use of time outside of school can impact their academic

performance. Parents and teachers can use this to help students make choices that will contribute

to their long term growth and development.

5. Acknowledgements

Thank you to our mentors Dr. Chris MacQuarrie, Dr. Amanda Roe, and Tom Bowman for

helping us with statistics and teaching us how to use Excel and how to display our data. Also to

our parents for helping us with the referencing, citations and buying the materials to make our

poster. We are very thankful to The Rotary Club of Sault Ste Marie for giving us the opportunity

to attend the Canada Wide Science Fair.

31

6. References

Ontario. (2010). Growing success: Assessment, evaluation and reporting in Ontario’s schools:

covering grades 1 to 12. Toronto: Ministry of Education

Rivers, S. (2018). Extracurricular Activities and Academic Grades. Retrieved from

https://classroom.synonym.com/extracurricular-activities-academic-grades-4906.html

Hughes, J.N., Cao, Q. & Kwok, O. (2016). Indirect Effects of Extracurricular Participation on

Academic Adjustment vis Perceived Friends’ Prosocial Norms. J Youth Adolescence 45:

2660. https://doi.org/10.1007/s10964-016-0508-0

Tanner, B. (2017). Effects of Extracurricular Activities and Physical Activity on Academic

Success. Intuition: The BYU Undergraduate Journal in Psychology: Vol. 12: Iss. 2, Article 14.

Retrieved from https://scholarsarchive.byu.edu/intuition/vol12/iss2/14

AlBahri, A., Arora, T., Omar, O.M., Taheri, S. (2018). Electronic Device Use and Academic

Performance in Adolescents. American Academy of Pediatrics. PEDIATRICS Vol. 141 No. 1

Meeting Abstract January 01, 2018. doi: 10.1542/peds.141.1_MeetingAbstract.230

32

(please answer truthfully this is very important)

Please circle your grade. 8 7 Teacher ____________________________ School _____________________ Please list all your extracurriculars ( Sports, clubs,etc.) (out of school) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How many times a week do you do these activities _______________ How long do they last ( hours)_________ **if you do not do any extracurriculars please state above** What is the average time you spend a day on electronics? _______________________ Please check the box that best describes your grades in each subject.

Geography: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

History: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

Math: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

Language: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

The arts: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

Science; 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

Health: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

33

(If taken )

AP Math: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

AP science: 0-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100% Please answer the following questions truthfully and without bias. (circle ONE)

1.Do you feel that you are given too much homework for the amount of time you have after school? Yes No 2.Do you feel you are a good student? Yes No 3. Do you feel pressured to do well in school? Yes No THANK YOU for taking our survey and have a good day!

34

June 12, 2019

Huron-Superior Catholic District School Board

St. Mary’s College Partners with Ontario Parks on Cabin Build A year-long partnership and project was celebrated on May 30, 2019 at St. Mary’s College (SMC), with a beautifully crafted cabin as the focal point of a ribbon-cutting ceremony. The cabin, measuring close to 1000 square feet, will be transported and utilized by Ontario Parks at Pancake Bay Provincial Park. The structure was built over the period of one school year by gifted students in the St. Mary’s College Specialist High Skills Major (SHSM) Construction Program, along with the SMC Cabin Building Club and students in various construction classes. Most impressive was the number of committed students who were so enthusiastic to work on the project that they volunteered their time during off-school hours and March break. The project originated near the end of the 2018 school year between SMC construction teacher Craig Pierman, the board’s Experiential Learning Lead Adriano Carota and Ontario Parks local representatives Kendra Gibson and Jace Dominey. A partnership and agreement was created and the work began in September of 2018 thanks for the commitment of so many staff and students, and funding provided by the Specialist High Skills Major Construction Program, the Ontario Youth Apprenticeship Program and Ontario Parks.

Among the special guests for the ribbon-cutting ceremony were students who participated in the project along with their very supportive family members who looked on with such pride. Speakers were effusive in their praise for their work and dedication. Also in attendance at the ceremony were former St. Mary’s College graduates, MPP Ross Romano and city councilor Marchy Bruni. Both commended the students on their efforts and noted that a project of this nature provided them with the skills that they can use their entire lives whether they enter the skilled trades or chose to pursue other career pathways. In addition, gratitude was extended to various contributing partners including: Soo Mill Buildall, Phase 4 Electric, AES Services and Rudy Pagliaro, who acted as an additional mentor to the students. St. Mary’s College is the first secondary school in the province to partner with Ontario Parks on a project of this caliber. The cabin is scheduled to be transported to Pancake Bay Provincial Park on June 6.

35

Huron-Superior Catholic District School Board

SPECIAL EDUCATION ADVISORY COMMITTEE

S.E.A.C Minutes

Date: Wednesday, April 24, 2019

Place: St. Paul School

78 Dablon St.

Time: 4:00 – 6:00 p.m.

Attendance: Rosanne Zagordo, Joe Chilelli,Gary Trembinski, Marty Young, Suzanne Pleau, Tina Newell, Lorna Connolly Beattie, Irma DiRenzo, Sherri Kitts, Rose Burton Spohn, Lori Ivey

SMC Student Trustees and Guests: Anthony DeLorenzi, Lucas Morano, Karly Janisse, Linda Legacy, Aimee Brunetti, Wayne Greco, Tiffany Bagnall

Regrets: Theresa Coccimiglio, Paula Valois, Sandra Turco

AGENDA ITEMS

ACTION WHO WHEN

1. PRAYER FOR SEAC

● Prayer for SEAC was said by all.

2. ACCEPTANCE OF PREVIOUS MINUTES ( March 27, 2019 )

● SEAC minutes were approved. Gary Lorna

3. AGENDA ADDITIONS/CHANGES

4. GUEST(s): REPORTS ● Student Trustee update ● Principal- L. Legacy St.

Paul Update

● Lucas Marano, the newly elected student trustee was introduced.

● Heaven Cent Bowling tournament is on Friday May 3, 2019. It is an all inclusive event with city wide involvement.

36

● PALS program- Karly Janisse

● There is Cancer Campaign running to raise money for cancer.

● The Musical ‘We Will Rock You’ is playing at SMC, May 2,3 and 4, all are welcome to attend.

● PEERS/PALS program: Peers Establishing Effective Relationships” is a school-wide,

peer-mediated social skills program designed

for use within elementary schools and created

by Thames Valley Children’s Centre.

● Involves training peers who will then teach

social skills to the group or the individual with

ASD

● Effective for preschoolers to high school

students with ASD in teaching social skills,

language, play, and school-readiness skills.

5. MINISTRY UPDATES

6. SEAC BUSINESS

7. BUSINESS CARRIED FORWARD Follow-up letters

8. SUPERINTENDENT AND COORDINATOR’S REPORT

● Joe has formally thanked Principal D. Rosso for hosting SEAC at OLOL and providing the VEER presentation.

● Andrea Cardosa will no longer be sitting on SEAC as her contract has ended with LDAO.

● The Special Education Plan will be reviewed then brought forward to SEAC for input and approval.

● Joe explained that CDA support was filled in the North, however, East support will be filled in September.

● We are looking at direct therapy services in an online option. Joe and Rosanne will explore this and bring it to SEAC for further discussion if warranted.

● We will do a violent incident report comparison.

May

37

● Joe reviewed the behaviour coaches role and has had positive feedback from school teams.

● Empower reading, we have ordered 9 more kits with intention to expand the program.

9. ASSOCIATION REPORTS

i North Shore Tribal Council (S. Kitts)

ii AUTISM ONTARIO SSM CHAPTER PARENT INVOLVEMENT COMMITTEE (I. DiRenzo)

● Autism report will be deferred until May. Irma May

iii ALGOMA FAMILY SERVICES (T. Coccimiglio)

iv SSM DOWN SYNDROME SOC. (S. Pleau)

● Suzanne is attending a conference in Victoria BC in May.

v ALGOMA PUBLIC HEALTH (L. Ivey)

● Infant Child Development Program will discharge children from service before entry into school effective Fall, 2019.

● Algoma preschool Speech and Language Services presently see kids until the end of SK, however, in the fall they will be discharging at the end of JK.

● There will be a meeting May 1, 2019, to relay this information to stakeholders.

vi THRIVE – WELL BEING COMMITTEE ( T. Newell)

vii COMMUNITY LIVING ALGOMA (M. Young)

iv LEARNING DISABILITIES ASSOC. ( )

● Tiffany Bagnall from LDAO stated that funding for this program ends in March, however, there has been an extension until June 30.

38

● She is currently at OLOL and SFFI presenting the Journey to Success program. It has been well received.

● They are hopeful more funding is secured to enable this program to continue in the Fall.

x MEMBER-AT-LARGE (P. Valois)

xi MEMBER-AT-LARGE – FOCUS ON FAITH (L. Connolly Beattie)

● Focus on Faith minutes were sent out to SEAC.

xii TRUSTEE REPORT (G. Trembinski)

10. NOTES and Adjournment

Meeting adjourned at 5:10 pm Gary Tina

Next Meeting: May 29, 2019

Place: Board Office - Meeting Room 2

Time: 4:00 – 6:00 p.m.

Teleconference # Toll Free: 1-866-602-6731

Conference ID: 4626234

* Please submit Association Report one week prior to scheduled SEAC meeting.

39

Huron-Superior Catholic District School Board

REPORT TO THE DIRECTOR OF EDUCATION 2019/20 BUDGET June 12, 2019 Submitted by: C. Spina, Superintendent of Business

The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Governance as one of its strategic directions. This report relates specifically to: achieving and maintaining a balanced budget.

The Ministry of Education announced the 2019-20 Grants for Student Needs (GSN) on April 26, 2019. The majority of special purpose grants are either maintained or increased from 2018-19 levels, including Indigenous Education, Special Education and Transportation. The GSN also reflects increased funding to meet labour agreements. Funding for class sizes for intermediate (Grades 4 to 8) and secondary (Grades 9 to 12) has changed. The intermediate funding has changed from an average class size of 23.84 to 24.5, whereas the secondary funding has changed from average class size of 22.0 to 28.0. The change in secondary class size has a greater effect on staffing for boards. The Ministry though has introduced Attrition Protection for up to four years to allow boards to phase in this change to class size funding. This funding is provided to top-up school boards where the change in funding exceeds attrition, after taking into account funding changes for enrolment decline. This funding is to ensure that boards do not lay off teachers associated with changes to class sizes. For HSCDSB, there will be approximately two fewer secondary teachers in the classroom because of enrolment decline. The change in class size would have seen a reduction of approximately 11.7 teachers, but with four retirements/resignations, the Ministry has funded 7.7 positons. The GSNs have increased by approximately one hundred per cent in the Behaviour Expertise Amount in the Special Education Grant. This will allow the board to have one additional Autism Spectrum Disorder and Behaviour System Advisor position. The Local Priorities Fund (LPF), which was established in 2017-18 during the last round of collective bargaining, expires on August 31, 2019. This funding provided for 3.5 teachers and 7.9 CUPE staff in 2018-19. The positons funded by this grant have been eliminated in 2019-20. The Student Transportation Grant has been increased by 4% to help manage increased costs. There is also a 2% increase in the non-staff portion of the School Operations Allocation benchmark to assist boards in managing the increases in commodity prices (e.g., electricity, natural gas).

40

Projected enrolment for September shows a decrease of 1.0 elementary and 53.8 secondary students. The secondary decline reflects a lower cohort of grade 8 students transitioning to secondary school vs the current grade 12 cohort graduating. The budget includes a decrease of approximately 3.0 FTE elementary teachers, which includes 2.0 LPF funded teachers. There is also a decrease of 3.0 secondary teaching positions, which reflects the decline in secondary enrolment. In order to balance the budget, the board will not be replacing its secondary curriculum coordinator, who will be retiring at the end of June; it will be combining that position with the elementary curriculum coordinator position as of September. Furthermore, there will be four fewer system teacher positions in the board’s Curriculum and Special Education Departments with either the elimination or combination of current positions. Finally, there will be 3.5 FTE reductions to clerical and/or plant staff, over the LPF reductions, which have yet to be determined. Some of the Priorities and Partnership Funding (PPF) has not been announced by the Ministry yet. Neither the revenue nor expense of these funds has been included in this budget, and will be budgeted for once announced. Attached to this report are the following:

Enrolment Summary Revenue and Expenditure Summary Expenditure Report

A balanced operating budget was presented to the Finance Committee on June 4, 2019 with the recommendation that the Board accept it as presented.

Proposed Resolution: That the Huron-Superior Catholic District School Board approves the 2019-20 Operating Budget as presented.

41

2019/20

Final Budget Revised Budget

General Legislative Grants 67,230,156 68,942,206 68,341,803 66,819,891

Other Provincial Grants 2,651,277 1,301,597 1,455,738 277,053

First Nation Tuition Fees 3,735,528 3,799,730 3,608,952 3,457,542

Transportation Recoveries 1,600,415 1,635,000 1,635,000 1,670,000

CUPE Reimbursements 33,697 100,000 350,000 -

PD Reimbursements 104,410 100,000 100,000 100,000

Salary Recoveries 363,743 250,588 347,000 344,103

Other (including interest) 213,480 198,598 230,000 212,281

Deferred Capital Contributions 5,705,066 5,081,315 5,255,877 5,262,157

DCC Related to the Loss on Disposal of Restricted Assets - - - -

TOTAL REVENUES 81,637,772 81,409,034 81,324,370 78,143,027

TOTAL EXPENDITURES 80,395,318 81,409,034 81,868,869 78,143,027

DIFFERENCE 1,242,454 - (544,499) -

OPENING ACCUMULATED SURPLUS 2,213,816 3,456,270 3,456,270 2,911,771

ENDING ACCUMULATED SURPLUS/(DEFICIT) 3,456,270 3,456,270 2,911,771 2,911,771

2017/18 2018/19

2019/20 BUDGETHURON-SUPERIOR CATHOLIC DISTRICT SCHOOL BOARD

REVENUE AND EXPENDITURE SUMMARY

42

2019/20

Final Budget Revised

Expenditure to Date

(May 29/19) Budget

Classroom Teachers 32,137,865 32,908,872 32,373,343 25,869,469 31,465,328

Supply Teachers 2,776,463 2,958,224 2,990,600 2,369,772 2,824,658

Teacher Assistants 6,247,848 6,820,296 7,224,250 5,945,561 6,951,307

Early Childhood Educator 1,336,114 1,314,367 1,299,000 1,027,730 1,371,575

Textbooks/Supplies 1,409,767 2,270,902 2,000,439 859,867 1,462,698

Computers 1,373,564 930,000 1,155,000 677,384 987,000

Prof/Para Prof/Tech 2,046,802 2,847,830 2,818,400 1,919,214 2,743,181

Library/Guidance 821,738 852,596 879,703 556,612 791,523

Staff Development 646,167 637,617 660,150 355,859 198,282

Department Heads 43,388 55,000 55,000 38,510 55,000

Principals & VP's 3,604,929 3,483,377 3,329,938 2,610,791 3,282,579

School Office 1,970,323 1,979,168 1,954,756 1,578,586 1,844,928

Coordinators & Consultants 2,043,189 1,636,985 2,222,700 1,816,953 1,541,770

Continuing Ed 223,063 137,701 149,657 119,383 131,750

Trustees 212,916 249,800 246,900 196,662 246,900

Director/Supervisory Officers 649,990 665,870 642,200 502,335 637,390

Board Administration 2,343,413 2,358,546 2,299,086 1,697,943 2,199,076

Pupil Transportation 5,277,205 5,454,805 5,425,805 4,436,373 5,646,500

School Operations/Maintenance 6,770,277 7,289,420 7,209,985 5,409,007 6,957,308

Good Places to Learn 651,554 625,756 646,756 317,407 598,700

Other Non-Operating 1,404,359 250,588 429,324 333,022 344,103

Amortization 5,718,067 5,081,314 5,255,877 3,990,907 5,261,471

Renewal 686,317 600,000 600,000 563,111 600,000

TOTAL EXPENDITURES 80,395,318 81,409,034 81,868,869 63,192,456 78,143,027

2017/18 2018/19

EXPENDITURE REPORT2019/20 BUDGET

HURON-SUPERIOR CATHOLIC DISTRICT SCHOOL BOARD 43

Oct 31, 2018 Oct 31, 2019

Actual Estimated Difference

Elementary

Pupils of the Board 3,407.0 3,412.0 5.0

Other Pupils 208.0 202.0 -6.0

TOTAL ELEMENTARY 3,615.0 3,614.0 -1.0

Secondary

Pupils of the Board 875.8 822.0 -53.8

Other Pupils 45.0 45.0 0.0

TOTAL SECONDARY 920.8 867.0 -53.8

Total

Pupils of the Board 4,282.8 4,234.0 -48.8

Other Pupils 253.0 247.0 -6.0

TOTAL PUPILS 4,535.8 4,481.0 -54.8

ENROLMENT SUMMARY2019/20 BUDGET

HURON-SUPERIOR CATHOLIC DISTRICT SCHOOL BOARD 44

Huron-Superior Catholic District School Board

POLICY TITLE: BULLYING PREVENTION AND Approved: June 12, 2019 INTERVENTION POLICY

POLICY NO: 4016 Page: 1 of 1

POLICY

“Blessed are the peacemakers, for they will be called children of God”. (Matthew 5:9) In keeping with its mission, vision, and values, the Huron-Superior Catholic District School Board is committed to maintaining Christ-centred, safe, inclusive and accepting schools and workplaces, free from bullying and other forms of aggression. The Board and its schools actively promote and support positive behaviours that reflect Catholic gospel values, the Ontario Catholic School Graduate Expectations and the Provincial, Board and School Codes of Conduct. Consistent with the Safe Schools Act, the Provincial, Board and School Codes of Conduct, all students, staff, parents/guardians and community members will demonstrate respect for others and contribute to a shared responsibility to create and maintain Christ-centred, safe, caring schools and workplaces, where everyone feels included, safe and accepted, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, family status, marital status, socio economic status or disability.

ADOPTED Regular Meeting of the Board June 12, 2019 DISTRIBUTION Motion B- i) Trustees ii) Administration iii) Principals iv) School Councils v) Student Councils

45

Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

BULLYING PREVENTION AND INTERVENTION

PURPOSE Ministry of Education Policy/Program Memorandum (“PPM”) 144 defines school climate as the learning environment and relationships found within a school and school community. A positive school climate exists when all members of the school community feel safe, included, accepted, and actively promote positive behaviours and interactions. Principles of equity and inclusive education are embedded in the learning environment to support a positive school climate and a culture of mutual respect. A positive school climate is a crucial component of bullying prevention. POSITIVE SCHOOL CLIMATE Building and sustaining a positive school climate is a complex challenge requiring evidence-informed solutions. A whole-school approach involving all education and community partners is needed to bring about systemic change. PRINCIPLES

1. Students, staff members, and parents feel safe, and are safe, included, and accepted.

2. All members of the school community demonstrate respect, fairness, and kindness in their

interactions, building healthy relationships that are free from discrimination and harassment.

3. Students are encouraged and given support to be positive leaders and role models in their school

community.

4. Open and ongoing dialogue takes place between the principal, staff members, parents, and

students. All partners are actively engaged.

5. The learning environment, instructional materials, and teaching and assessment strategies reflect

the diversity of all learners.

6. Every student is inspired and given support to succeed in an environment of high expectations.

7. Bullying prevention and awareness-raising strategies for students and staff are reinforced through

curriculum-linked programs.

8. Consistent with our Catholic faith and in the spirit of an inclusive, safe and accepting culture, the

Huron-Superior Catholic District School Board reiterates the principles that:

Bullying adversely affects a student’s well-being and ability to learn.

Bullying adversely affects healthy relationships and the school climate.

Bullying adversely affects a school’s ability to educate its students.

Bullying will not be accepted on school property, at school-related activities, on school buses,

or in any other circumstances (e.g., online) where engaging in bullying will have a negative

impact on the school climate.

46

REQUIREMENTS

Definition of Bullying The Education Act and PPM 144, define “bullying” as an aggressive and typically repeated physical, verbal, electronic, written, or other behaviour by a pupil where:

1. the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the

behaviour would likely have the effect of:

a) causing harm, fear or distress to another individual, including physical, psychological,

social or academic harm, harm to the individual’s reputation or harm to the individual’s

property, or

b) creating a negative environment at school for another individual, and

2. the behaviour occurs in a context where there is a real or perceived power imbalance between

the pupil and the individual based on factors such as size, strength, age, intelligence, peer group

power, economic status, social status, religion, ethnic origin, sexual orientation, family

circumstances , gender, gender identity, gender expression, race, disability, or the receipt of

special education.

For purposes of the definition of “bullying”, behaviour includes the use of any physical, verbal, electronic, written or other means. Definition of Cyber-Bullying Cyber-bullying is a distinct form of bullying through electronic means that includes but is not limited to:

creating a web page or a blog in which the creator assumes the identity of another person;

impersonating another person as the author of content or messages posted on the Internet;

communicating material electronically to more than one individual or posting material on a website

that may be accessed by one or more individuals.

Impact of Bullying Research shows that bullying is a serious issue that has far-reaching consequences for individuals, their families and peers, and the community at large. A clearly articulated board-wide bullying prevention policy is the foundation of effective bullying prevention programming in Catholic schools. Bullying prevention programming should include:

early intervention for both the child who is a victim of bullying and the child who bullies

a safe and positive learning environment that is supportive of student achievement and

well-being

the development of positive relationships among staff, among students, and between staff

and students to promote a safe environment and a positive school climate

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If students who are bullied, who bully others, or who witness bullying receive the necessary support, they can learn effective strategies for interacting positively with others and for promoting positive peer dynamics. Administrators, teachers, other school staff and parents need to be provided with opportunities to acquire the knowledge and skills necessary to address bullying through school-level bullying prevention and intervention strategies that focus on building skills for healthy relationships. Prevention and Awareness Raising The Board has a comprehensive prevention and awareness-raising strategy that includes the Board Code of Conduct (Policy 4024), that sets expectations for appropriate student behaviour. The prevention and awareness-raising strategy also includes teaching approaches that support school-wide bullying prevention and awareness. The focus is on healthy relationships that highlight equity and inclusive education principles throughout the Catholic curriculum in daily classroom instruction and school activities. Schools need to provide opportunities for all students to participate in equity and inclusive education, bullying prevention, and leadership initiatives. In addition, the Board commits to undertake the following initiatives: School Climate Surveys As required by PPM 144 Bullying Prevention and Intervention, the Board is required to conduct anonymous school climate surveys at least once every two years. These surveys must include questions on bullying/harassment related to sexual orientation, gender identity, and gender expression, as well as questions on sexual harassment. The principal will provide information from the school climate surveys to the school team for review and input into the School Improvement Plan. The results of the school climate survey will be shared with the school community. The Board will inform parents that the School Climate Surveys are voluntary and they can choose to not have their child participate in the process. The Board will not collect any name or identifying number, symbol, or other particular assigned to a person, in accordance with subsection 169.1 (2.2) of the Education Act. Board and School Bullying Prevention and Intervention Plans The Board will establish a bullying prevention and intervention plan for the schools of the Board, and require that all schools implement the Board’s plan in accordance with the Education Act. When establishing its plan, the views of students, teachers, principals, and other staff of the Board, volunteers working in the schools, parents, school councils, and the community will be solicited as required by the Education Act. The views of the Board Special Education Advisory Committee, the Indigenous Education Advisory Committee, Parent Involvement Committee and Student Senate will also be solicited, along with community partners (e.g., social service agencies; mental health agencies; and other appropriate community groups). The plan must be made available to the public on both the Board and schools’ websites. The bullying prevention and intervention plan must be reviewed every two years, and be consistent with the policies in PPM 144. Programs, Interventions, and Other Supports As required by the Education Act, the Board provides programs, interventions, or other supports for students who have been bullied, students who have witnessed incidents of bullying, and students who have engaged in bullying. The programs, interventions, and other supports may be provided by social workers, psychologists, or other professionals who have training in similar fields, as determined by the Board.

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Strategies in Support of Bullying Prevention and Intervention

Schools will establish programs, such as bullying prevention and citizenship development,

as well as positive activities designed to promote the building of healthy relationships and

appropriate behaviour.

Schools will focus on prevention and early intervention as a key to maintaining a positive

school environment in which students can learn.

Schools will develop prevention measures and initiatives that include the whole school and

all aspects of school life.

A positive “school climate” is a crucial component of prevention; it may be defined as the

learning environment and relationships found within a school and school community. A

positive school climate exists when all members of the school community feel safe,

included, accepted, and actively promote positive behaviours and interactions. Principles of

equity and inclusive education are embedded in the learning environment to support a

positive school climate and a culture of mutual respect. “A positive school climate is a crucial

component of the prevention of inappropriate behaviour." (PPM 144)

Teaching Strategies

1. Teaching strategies will support the school-wide bullying prevention strategies.

2. Teaching strategies will focus on developing healthy relationships by including bullying

prevention throughout the curriculum in daily classroom teaching.

3. In every grade, curriculum expectations will include bullying prevention strategies such as

conflict resolution and peer mediation. Teachers must be aware of these links and use

them to promote tolerance, respect and empathy, all of which are important components

of bullying prevention.

Opportunities for Bullying Prevention Training

All students will have the opportunity to participate in bullying prevention training and

leadership initiatives within their own school.

In addition to teachers, early childhood educators and administrators, support staff, such as

educational assistants, attendance counsellors, and other members of the community all

play an important role in supporting students and contributing to a positive learning and

teaching environment.

A positive school climate also includes the participation of the school community, including

parents, as well as the broader community.

Intervention Strategies

Intervention to stop bullying is a community responsibility including school administrators,

teachers, Board professional staff, parents, students, parish teams and community

agencies.

The goal of intervention measures is to stop incidences of bullying and to foster a positive

learning and teaching environment that supports student learning and well-being.

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Intervention will be consistent with a progressive discipline approach that utilizes a

continuum of supports and consequences to address inappropriate student behaviour and

builds upon strategies that promotes positive behaviour.

Intervention strategies range from early interventions to more intensive interventions in

cases of persistent bullying, with possible referral to community or social service agencies.

Ongoing intervention is critical to sustaining and promoting positive student behaviour.

Information about reporting incidences of bullying safely and in a way that will minimize

the possibility of reprisal will be provided to students and parents.

Roles and Responsibilities Bullying prevention requires input and participation from everyone in the school community. All stakeholders have a role to play to prevent bullying.

Principal In addressing bullying prevention and intervention, the principal will take a leadership role in the school, evidenced by:

demonstrating care for the school community and a commitment to academic excellence

in a safe, inclusive and accepting teaching and learning environment;

holding everyone accountable for their behaviour and actions;

empowering students to be positive leaders in the school and community;

communicating regularly and meaningfully with all members of the school community;

ensuring the communication of the bullying prevention policy and procedural guidelines

includes a communication plan that outlines how these provisions will be made clear to

the entire school community; and

providing an example of respect and civility for all members of the school community.

Teachers and Other School Staff Members Under the leadership of their principals, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:

help students work to their full potential and develop their sense of self-worth;

empower students to be positive leaders in their classroom, school, and community;

communicate regularly and meaningfully with parents;

maintain consistent standards of behaviours for all students;

demonstrate respect for all students, staff, parents, volunteers, and the members of the

school community;

prepare students for the full responsibility of citizenship.

Teachers shall also assist principals in maintaining close co-operation with the school community and in establishing and maintaining consistent disciplinary practices in the school. In addition, teachers must assist the principals by reporting incidents of bullying and assisting the principal in conducting an investigation.

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Parents As primary caregivers and original role models for their children, and as partners in Catholic Education, parents play an important role in the education of their children and have a responsibility to support the school community in maintaining a Christ-centred, safe and respectful learning environment for all members. Parents fulfill their role when they:

Are actively engaged in their child’s school work and progress, social development and faith

development;

Communicate regularly with the school;

Read and familiarize themselves with information provided by the school regarding Ministry,

Board, and School Policies and Procedural Guidelines;

Support and model behaviour outlined in Ministry, Board and/or School Policy and

Procedural Guidelines by demonstrating respect for all students, staff, volunteers, other

parents and members of the community;

Assist school staff in dealing with discipline issues involving their child.

Parents also assist Staff and Principals through representation on local Catholic School Councils and participation in reviewing and supporting the school’s Code of Conduct and Safe Schools’ Policy. Students Ideally, bullying prevention strategies will engage students to examine their own behaviour as the party engaging in bullying behaviour, or by-stander, and commit to a shared mission of Christ-centred, safe and healthy schools free from bullying. Bullying prevention strategies will also support students who are victims by examining strategies that can help them to positively address bullying behaviour. Students must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

fulfills the Ontario Catholic Graduate Expectations and lives the Gospel message;

comes to school prepared, on time, and ready to learn;

shows respect for self, others, and those in authority;

refrains from bringing anything to school that may compromise the safety of others; and

follows the established rules and takes responsibility for his or her own actions.

Students are also expected to:

practice kindness in their daily lives;

exercise self-discipline;

accept such discipline as would be exercised by a kind, firm and judicious parent;

be courteous to fellow pupils and obedient and courteous to staff;

show respect for school property; and

understand and comply with their school’s code of conduct.

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Training Strategies for Members of the School Community Training programs regarding bullying prevention and intervention will be put in place for all administrators, teachers and educational assistants. This training will include cultural sensitivity, respect for diversity and special education needs. Training may be made available to all other adults that have significant contact with students, including, but not limited to, other school staff, school bus drivers and volunteers. See Safe Schools Procedures for obligations to respond to and report inappropriate behaviour, including bullying. Professional Development Strategies for Administrators, Teachers, and Other School Staff The Board will establish and provide professional development programs to educate teachers and other school staff about bullying prevention and strategies for promoting a positive school climate. These strategies include those that are curriculum-linked, those that respond to all forms of bullying, information to new teachers, and resources to other adults with significant contact with students (e.g. school bus operators/drivers, volunteers, etc.). Communication and Outreach Strategies

This policy will be posted on the Board web site and communicated to principals,

students, parents, teachers, committees of the Board, Catholic School Advisory

Councils, the Indigenous Education Advisory Committee, Student Senate, volunteers

and school bus operators or drivers and any other school staff;

Members of the school community, including, but not limited to, principals, teachers,

parents and students will be made aware of their roles and responsibilities under this

policy;

EXPECTED OUTCOME Consistent with the Safe Schools Act and the Huron-Superior Catholic District School Board Code of Conduct, all students, staff, parents and community members will demonstrate respect for others and contribute to a shared responsibility to create and maintain Christ-centred, safe, caring and accepting schools and workplaces free from bullying.

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RELATED POLICES Policy Code: 4024 - Safe Schools & Workplaces

With procedural guidelines that include: Code of Conduct, Student Discipline, Pupil Suspension and Expulsion

Policy Code: 4015 – Acceptable Use of Information and Communication Technology Resources with procedural guidelines that include: Acceptable Use of Information and Communication Technology Resources, Personal Electronic Devices (PED)

RELATED ACTS AND MINISTRY OF EDUCATION DOCUMENTS Guide to the Release of Student Information and Protection of Privacy Act RSO 1990 Education Act Criminal Code of Canada Occupational Health and Safety Act Ontario Human Rights Code Youth Criminal Justice Act Policy/Program Memorandum 128 – The Provincial Code of Conduct and School Board Codes of Conduct Policy/Program Memorandum 144 – Bullying Prevention and Intervention Policy/Program Memorandum 145 – Progressive Discipline and Promoting Positive Student Behaviour Policy/Program Memorandum 149 – Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals Policy/Program Memorandum 159 – Collaborative Professionalism Policy/Program Memorandum 119 – Equity and Inclusive Education

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Huron-Superior Catholic District School Board

APPENDIX A

Safe Schools Incident Reporting Form – Part 1 Report No: CONFIDENTIAL

SAFE SCHOOLS INCIDENT REPORTING FORM – PART I

Name of School

1. Name of Student(s) Involved (if known) _____________________________________________________

2. Location of Incident (check one)

□ At a location in the school or on school property (please specify)

_____________________________________________________

□ At a school-related activity (please specify)

_____________________________________________________

□ On a school bus (please specify route number)

_____________________________________________________

□ Other (please specify)

_____________________________________________________

3.Time of Incident Date: _______________________ Time: ____________________

4. Type of Incident (check all that apply)

Activities for which suspension must be considered under section 306(1) of the Education Act

□ Uttering a threat to inflict serious bodily harm on another person

□ Possessing alcohol, illegal drugs or unless the student is a medical cannabis

user,*cannabis

□ Being under the influence of alcohol or, unless the student is a medical cannabis

user, cannabis

□ Swearing at a teacher or at another person in a position of authority

□ Committing an act of vandalism that causes extensive damage to school property at

the student’s school or to property located on the premises of the student’s school

□ Bullying

□ Any other activity for which a student may be suspended under board policy

(Note: Boards must specify on this form any other activities for which the principal may suspend according to board policy.) Activities for which expulsion must be considered under section 310(1) of the Education Act

□ Possessing a weapon, including possessing a firearm

□ Using a weapon to cause or to threaten bodily harm to another person

□ Committing physical assault on another person that causes bodily harm requiring

treatment by a medical practitioner

□ Committing sexual assault

□ Trafficking in weapons or in illegal drugs

□ Committing robbery

□ Bullying (if the student has been previously suspended for engaging in bullying and

the student’s continuing presence in the school creates an unacceptable risk to the safety of another person)

□ Any activity listed in subsection 306 (1) that is motivated by bias, prejudice, or hate

□ Giving alcohol or cannabis to a minor

□ Possession of explosive substance;

□ Any other activity for which a pupil may be expelled under board policy

(Note: Boards must specify on this form any other activities for which the board may expel according to board policy.)

5. Report Submitted By: Name:______________________________________________________________________ Signature:_________________________________________ Date: _________________ Contact Information: Location: _______________________ Telephone: ____________

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APPENDIX B

Huron-Superior Catholic District School Board

SAFE SCHOOLS INCIDENT REPORTING FORM – PART II

Report No:

Report Submitted By:

Name: Date:

Investigation completed

Principal to communicate results to the teacher at a mutually convenient time*

Principal to communicate results to other board employee at a mutually convenient time, as appropriate*

Investigation in progress

Once investigation is completed, principal to communicate results to the teacher at a mutually convenient time*

Once investigation is completed, principal to communicate results to other board employee at a mutually convenient time, as appropriate*

Name of Principal:

Signature: Date:

Note: Only Part II is to be given to the person who submitted the report.

* _In accordance with s.300.2 of the Education Act, after investigating a matter reported by an employee, the principal shall communicate the results of the investigation to the teacher or other board employee who is not a teacher, as appropriate. In accordance with the Municipal Freedom of Information and Protection and Privacy Act and the Education Act, when reporting the results of the investigation, the principal shall not disclose more personal information than is reasonably necessary for the purpose of communicating the results of the investigation.

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APPENDIX C

Huron-Superior Catholic District School Board

KEEPING OUR KIDS SAFE AT SCHOOL:

REPORTING AND RESPONDING TO INCIDENTS

Reporting Responding Supporting Students

Notifying Parents of

Victims

Delegating Responsibility/

Authority

All Board employees

All Board employees who work directly with students

Principals

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APPENDIX D

Huron-Superior Catholic District School Board

Bullying Prevention and

Intervention Board Plan

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Purpose

The Huron-Superior Catholic District School Board (HSCDSB) believes that all people are created

in the image and likeness of God and, as such, have the right to be treated with dignity, respect

and fairness. The board further recognizes the importance of ensuring a safe, inclusive and

accepting school environment, and that the most effective means to address bullying is through

a comprehensive school-wide approach that engages all stakeholders in these efforts.

The purpose of this Board Bullying Prevention and Intervention Plan is to develop, in consultation

with students, principals, teachers and other staff, parents/guardians, volunteers, school councils

and the public, a long-term school-wide approach regarding bullying prevention and intervention

to be implemented by all schools of the HSCDSB. The plan will be reviewed at least every two

years while seeking input from stakeholders. The HSCDSB further recognizes that a key factor

in the development of a successful bullying prevention and intervention plan is the consistent use

of research-approved best practices. The HSCDSB shall also strive to consider local needs

(geographical, cultural, and demographics) and the availability of supports when developing and

reviewing this plan.

This plan is based upon the Ministry of Education’s Model Bullying Prevention and Intervention

Plan (the “Model Plan”)1 released January 29, 2013, and the requirements set out in this Plan

have been taken directly from the Model Plan. As required by the Model Plan, when revising its

plan, the HSCDSB will:

Review school climate surveys to identify concerns;

Identify best practices of evidence-informed programs currently used;

Consider what other evidence-based practices may help address concerns; and

Identify key collaborators within the Board in respect of its bullying initiatives, and others

who could be included as possible collaborators.

As required under subsection 303.3(3) of the Education Act2, each school is required to implement

this plan, and to comply with the Board’s policies and procedures regarding Bullying Prevention

and Intervention. Through information gathered in the Board’s K-12 Improvement Planning

Assessment Tool, the Board will identify the most appropriate strategies to include in the bullying

prevention and intervention plan.

1Ministry of Education, “Working Draft: Safe and Accepting Schools Model Bullying Prevention & Intervention Plan” January 2013, Queen’s Printer for Ontario, 2013, available online at: www.edu.gov.on.ca/eng/document/curricul/BullyingPreventPlan.pdf 2Education Act (Ontario), R.S.O. 1990, c.E.2., as amended.

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Education, Awareness and Outreach The HSCDSB and each school will endeavour to increase education, awareness, and outreach.

Through this approach, it will help to engage all members of the school community in supporting

school and Board efforts to deal with inappropriate student behaviour, including bullying.

Communications with the school community will include the following definition of bullying given

in subsection 1(1) of the Education Act:

Definition of Bullying

“Bullying” means aggressive and typically repeated behaviour by a pupil where,

a) The behaviour is intended by the pupil to have the effect of, or the pupil ought to know that

the behaviour would be likely to have the effect of,

i) Causing harm, fear or distress to another individual, including physical, psychological,

social or academic harm, harm to the individual’s reputation or harm to the individual’s

property, or

ii) Creating a negative environment at a school for another individual, and

b) The behaviour occurs in a context where there is a real or perceived power imbalance

between the pupil and the individual based on factors such as size, strength, age, intelligence,

peer group power, economic status, social status, religion, ethnic origin, sexual orientation,

family circumstances, gender, gender identity, gender expression, race, disability or the

receipt of special education

For the purposes of the definition of “bullying” above, behaviour includes the use of any physical,

verbal, electronic, written or other means.

Definition of Cyber-Bullying

For the purposes of the definition of “bullying” above, bullying includes bullying by electronic

means (commonly known as cyber-bullying), includes but not limited to,

a) Creating a web page or a blog in which the creator assumes the identity of another person;

b) Impersonating another person as the author of content or messages posted on the internet; and

c) Communicating material electronically to more than one individual or posting material on a

website that may be accessed by one or more individuals.

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The Huron-Superior Catholic District School Board and its schools will strive to:

Identify different types of bullying, including cyber-bullying;

Understand the myths and realities of bullying behaviour;

Identify bullying and differentiate bullying from conflict, aggression and teasing;

Understand power and peer dynamics;

Identify how biases, prejudice and hate can lead to bullying;

Identify different manifestations and underlying factors of bullying (e.g., body image, racism,

sexism, homophobia, disability).

In addition, each school will take the following steps:

Understand a whole school approach and the essential importance of a positive school

climate for student achievement and well-being;

Develop awareness and understanding of the factors that contribute to a safe, inclusive,

caring and accepting school climate;

Identify ways to make students aware of how they can help prevent and address bullying;

Identify strategies to engage parents in conversations about bullying prevention and how to

promote a positive school climate;

Reach out to parents and the broader school community. In doing so, the following will be

done:

o Reflect on relationships and interactions and focus on promoting healthy relationships

using a variety of strategies;

o Become knowledgeable about community partners and resources available in the

community.

Communicate and share with the school community policies and procedures including

Board/school Code of Conduct, equity and inclusive education policy and guidelines for

religious accommodations, procedures to address incidents of discrimination, progressive

discipline approach, and bullying prevention and intervention plans and strategies.

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Evaluation of Evidence

Pre-evaluation Strategy

Each school will base its bullying interventions, strategies, practices and programs on evidence.

Each school will take the following steps to assess their anti-bullying initiatives and strategies:

Identify the main issues of concern in a particular school raised by students, school staff,

parents, as well as identify issues in the physical environment;

Conduct a needs assessment, (e.g., what are the current processes for reporting,

responding, supporting and following up on issues);

Develop a pre- and post-evaluation strategy. These should be informed by the results of

school climate surveys and other relevant information which may include suspension and

expulsion data, the board violent incident report, and reviews of programs and strategies.

Steps in an evaluation strategy would include:

o Creating a baseline and identifying areas of concern;

o Measuring success;

o Making changes where necessary; and

o Creating an action plan to address areas of concern.

Identify children and youth involved in bullying (including the bully, the person being bullied,

and those who may have witnessed or been affected by the bullying). Consider a risk

assessment approach in order to do this.

Identify learning and training opportunities that are needed;

Review and update the plan as a result of gathering new information.

Share the plan with the school community.

Post-evaluation Strategy

The school will reassess the results of the subsequent climate surveys to verify the efficacy of the

anti-bullying initiatives implemented. The post-evaluation phase gathers evidence to test the efficacy

of the preventions, responses, interventions or supports provided in order for changes to be made

where necessary.

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Policies and Procedures

Each school will:

Actively communicate policies, procedures and guidelines to the community.

Review policies, procedures and guidelines and include the school community in this process

in order to build upon and sustain a positive school climate.

Review guidelines and procedures or develop new ones to address discrimination and

harassment as they may apply to students, staff, parents and community members.

Outline roles/responsibilities of the school community, including students, staff, parents, and

community members.

Ensure goals address area of challenge, as identified in school climate surveys and other

relevant data.

Prevention

Fostering a positive learning environment will help to reduce possible bullying, harassment, and

discrimination incidents. Schools will take the following steps in order to strengthen prevention

measures:

Describe the roles and responsibilities of the school team which will be communicated with

the school community;

Identify bullying prevention and intervention programs or activities that are evidence-informed

and that address the needs identified by the board or a school. These should be addressed

at the following levels:

o Activities that promote a positive school climate.

o Training strategies for school staff.

o Awareness raising strategies for students, (e.g., social-emotional learning, empathy,

developing self-regulation skills).

o Awareness raising strategies to engage community partners and parents in early and

ongoing dialogue.

o Ways to make linkages to curriculum resources and day-to-day learning.

o Caring adults and student leaders within the school and school community.

Provide opportunities for regular check-ins with students at risk of engaging in bullying, and

those who have witnessed or been affected by bullying.

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Provide opportunities for teachers to develop effective classroom management strategies,

incorporating progressive discipline.

Establish and maintain respectful and caring classrooms (e.g., model equitable and inclusive

behaviour and language).

Align supervision plans to address where and when bullying happens.

Intervention and Support Strategies

Interventions and supports should be evidence-informed, timely and take a whole school approach.

When implementing interventions and supports, schools should endeavour to:

Use “teachable moments” within a progressive discipline approach to address inappropriate

behaviour.

Consider mitigating factors like the student’s age, the circumstances of the behaviour, and

the student’s history before determining the most appropriate way to respond to each

situation. Consider a range of options to address the behaviour and help the student learn

from his or her choices.

Have in place processes and strategies to identify, and respond to bullying when it happens.

Follow up after bullying incident(s) with students, parents, teachers and other school staff,

where appropriate.

Identify strategies for supporting students who engage in bullying, who have been bullied,

and others who may have witnessed or been affected by bullying while respecting privacy.

Strategies could include school-based resources and/or referrals to community agencies,

(e.g., mental health services or public health).

Communicate to the school community the progressive discipline approach to address

inappropriate behaviour and the procedures that are in place to support students who have

been harmed or who have engaged in serious behaviour incidents. (Ref. The following Safe and

Accepting Schools Policies: Code of Conduct: General Policy, Progressive Discipline, Equity and Inclusive Education, Student

Expulsions, Student Suspensions, and Bullying Prevention and Intervention)

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APPENDIX E

Huron-Superior Catholic District School Board

SCHOOL IMPLEMENTATION TEMPLATE TO BE COMPLETED BY HURON-SUPERIOR CATHOLIC SCHOOLS

“Bullying Prevention and Intervention Policy Statement”

Policy No. 4016

“Blessed are the peacemakers, for they will be called children of God”. (Matthew 5:9) In keeping with its Mission, Vision, and Values, the Huron-Superior Catholic District School Board is committed to maintaining Christ-centred, safe, inclusive and accepting schools and workplaces, free from bullying and other forms of aggression. The Board and its schools actively promote and support positive behaviours that reflect Catholic gospel values, the Ontario Catholic School Graduate expectations and the Provincial, Board and School Codes of Conduct. Consistent with the Safe School Act, the Provincial, Board and School codes of Conduct, all students, staff, parents/guardians and community members will demonstrate respect for others and contribute to a shared responsibility to create and maintain Christ-centred, safe, caring schools and workplaces, where everyone feels included, safe and accepted, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, family status, marital status, socio-economic status or disability.

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EDUCATION, AWARENESS AND OUTREACH [Insert School Name] recognizes that a positive school climate exists when all members of the school community of students, staff, parents/guardians, volunteers and others are safe, feel safe, are included and accepted, building healthy relationships free from bullying, discrimination and harassment. [Insert School Name] will utilize the following Ministry of Education definition of bullying as stated in Board Policy No. 4016 in communications with the school community:

Definition of Bullying In accordance with subsection 1(1) of the Education Act; “Bullying” means aggressive and typically repeated behaviour by a pupil where, (a) the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,

i. causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or,

ii. creating a negative environment at a school for another individual, and (b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education. Bullying Behaviour includes the use of any physical, verbal, electronic, written or other means. Cyber-bullying Bullying includes bullying by electronic means including, but not limited to: (a) creating a webpage or a blog in which the creator assumes the identity of another person; (b) impersonating another person as the author of content or messages posted on the internet; and (c) communicating material electronically to more than one (1) individual or posting material on a website that may be accessed by one (1) or more individuals.

Insert School Letterhead

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[Insert School Name] as per Board Policy No. 4016 will:

identify different types of bullying, including cyber-bullying;

understand the myths and realities of bullying behaviour;

identify bullying and differentiate bullying from conflict, aggression and teasing;

understand power and peer dynamics;

identify how biases, prejudice and hate can lead to bullying;

identify different manifestations and underlying factors of bullying, such as body image, racism, sexism, homophobia, disability, etc.;

understand a whole-school approach and the essential importance of a positive school climate for student achievement and well-being;

develop awareness and understanding of the factors that contribute to a safe, inclusive, caring and accepting school climate;

identify ways to make students aware of how they can help prevent and address bullying;

identify strategies to engage parents/guardians in conversations about bullying prevention and how to promote a positive school climate;

reach out to parents/guardians and the broader school community;

reflect on relationships and interactions and focus on promoting healthy relationships using a variety of strategies; and

become knowledgeable about community partners and resources available in the community.

[Insert School Name] will actively communicate and share with the school community, Board Policies, Board/School Code of Conduct, equity and inclusive education policy and procedures for religious accommodations, procedure to address incidents of discrimination, progression discipline approach, and bullying prevention and intervention plans and strategies.

PREVENTION [Insert School Name] recognizes that fostering a positive learning environment will help reduce possible bullying, harassment, and discrimination incidents. [Insert School Name] is committed to taking steps to strengthen prevention measures. [Insert School Name] using evidence-based analysis will identify and implement as appropriate the following practices and initiatives for bullying prevention:

bullying prevention and intervention programs or activities that are evidence-informed and that address the needs identified by the Board and/or the School;

relationship building and community building programs that are present in the school classroom and in the larger community;

activities that promote a positive school climate;

awareness raising strategies for students, (e.g. social-emotional learning, empathy, developing self-regulation skills);

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awareness raising strategies to engage community partners and parents/guardians in early and ongoing dialogue;

ways to link curriculum and daily learning;

ways to support and encourage role modeling by caring adults and student leaders within the school and school community; and

identify and implement as appropriate the learning and training opportunities for school staff and the school community that are needed.

[Insert School Name] will also:

provide opportunities for regular check-ins with students at risk or affected by bullying;

provide opportunities for teachers to develop effective classroom management strategies using progressive discipline;

establish and maintain respectful and caring classrooms; and

align supervision plan to address where and when bullying happens, as identified through climate surveys.

INTERVENTION AND SUPPORT STRATEGIES [Insert School Name] recognizes the importance of using timely interventions and supports with a school-wide approach. [Insert School Name] will:

take seriously all allegations of bullying behaviour and act in a timely, sensitive, and supportive manner when responding to students who disclose or report bullying incidents and recognize that some allegations may require more comprehensive intervention;

respond to any student behaviour that is likely to have a negative impact on the school climate;

address behaviours that are contrary to provincial, Board and School Codes of Conduct, which include, but are not limited to, inappropriate sexual behaviour, gender-based violence, and harassment on the basis of sex, gender identity, sexual orientation, race, colour, ethnicity, culture, citizenship, ancestry, origin, religion, creed, family status, socio-economic status, disability and/or any other immutable characteristic or ground protected by the Human Rights Code;

encourage students to report incidents of bullying; and support, monitor and act upon all reported incidents, to ensure the safety of all students;

consider interventions, supports and consequences that align with the student’s strengths and needs, as well as with the program goals and learning expectations as documented in an Individual Education Plan (IEP);

model appropriate language and actions for students;

increase awareness and understanding of the dynamics of bullying and develop a school-wide bullying prevention and intervention plan; and

recognize that the goals of policy initiatives must address the areas of challenge identified in the school climate surveys and other relevant data.

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SUPPORTS [Insert School Name] will:

provide a safe, caring, and supportive environment that upholds Catholic Gospel values and encourages positive relationships between students, staff, parent/guardians, and all members of the Catholic school community;

endeavour to increase education, awareness and outreach by using continuing best practices;

consider that the programs, interventions, and other supports may be provided by social workers, psychologists, or other professionals who have training in similar fields, as determined by the Board that are curriculum-linked and consistent with a progressive discipline approach;

use teachable moments within a progressive discipline approach to address inappropriate behaviour, and consider mitigating and other factors;

have in place processes and strategies to identify and respond to bullying when it happens;

identify strategies for supporting all students involved in bullying;

communicate the progressive discipline approach to the school community and the procedures in place to support students;

use resources that will assist in developing age-appropriate conflict resolution skills, social skills, positive relationships, and acceptable behaviours;

consider that a range of supports should be available from early prevention to more intensive interventions in cases of persistent bullying, with possible referral to community-based service providers and that ongoing intervention and support may be necessary to sustain and promote positive student behaviour;

support students who want to establish and lead activities and organizations that promote a safe and inclusive learning environment, the acceptance of and respect for others and the creation of a positive school climate, including, but not limited to:

a) activities or organizations that promote gender equity;

b) activities or organizations that promote anti-racism;

c) activities or organizations that promote the awareness and understanding of, and respect for people with disabilities; or

d) activities or organizations that promote the awareness and understanding of, and respect for, people of all sexual orientations and gender identities.

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SAFE SCHOOL TEAM [Insert School Name] Safe School Team shall:

review the results of the School Climate Surveys and identify areas to monitor;

develop and implement an appropriate action plan to address areas of concern;

review and revise the school action plan and processes for reporting, response, support and following up on issues as appropriate;

involve the school community in the review and/or development of policies and procedures relating to bullying, discrimination and harassment;

The roles/responsibilities of the school community (students, staff, parents/guardians and community members) will be continually reviewed in order to implement best practices;

reassess the results of subsequent school climate surveys to verify the efficacy of the anti-bullying initiatives implemented;

monitor, review, and evaluate the effectiveness of strategies and supports in the School Improvement Plan using the results from the School Climate Surveys;

provide opportunities for teachers to develop effective classroom management strategies using progressive discipline; and

promote Bullying Awareness and Prevention Week in the school through activities for students, staff, parents/guardians and members of the community.

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Huron-Superior Catholic District School Board

POLICY TITLE: SAFE SCHOOLS AND Approved: May 6, 1998 WORKPLACES Amended: June 12, 2019

POLICY NO: 4024 Page: 1 of 1

POLICY

The Huron-Superior Catholic District School Board is committed to the establishment and maintenance of safe, caring, equitable and inclusive school and workplace environments for all pupils, staff and members of the school community. The Board recognizes that all people are created in the image and likeness of God and, as such, all people have the right to be treated with dignity, respect and fairness. Every pupil, employee, trustee, parent, parish and community member has the right to learn, work and pray in an environment which is safe and reasonably secure from the peril of harm. The Board will support and maintain safe, caring, equitable and inclusive environments in schools and workplaces that enhance safety and focus on prevention and early intervention with opportunities for reconciliation, forgiveness and restoration of the community. Procedural Guidelines to support this policy include:

• Code of Conduct • Pupil Suspension and Expulsion

• Corporal Punishment/Physical Restraint • Student Discipline

• Crime Against Property • Trespass to Schools

• Emergency Procedures • Workplace Harassment

• General/Sexual Harassment – For Students • Workplace Violence

• Police Investigation in Schools

The Procedural Guidelines are posted on the Board’s website. Legal References Ontario Human Rights Code Education Act P/PM 120 Reporting Violent Incidents to the Ministry of Education P/PM 128 Provincial Code of Conduct and School Board Codes of Conduct P/PM 141 School Board Programs for Students on Long-Term Suspension P/PM 142 School Board Programs for Expelled Students P/PM 144 Bullying Prevention and Intervention P/PM 145 Progressive Discipline and Promoting Positive Student Behaviour Ontario Regulation 472/07 (Mitigating Circumstances) Ontario Regulation 474 (Access to School Premises) Occupational Health and Safety Amendment Act (Violence and Harassment in the Workplace 2009) Trespass to Property Act. ______________________________________________________________________________________ ADOPTED Regular Meeting of the Board October 15, 2014 DISTRIBUTION

Motion B-102 i) Trustees AMENDED Regular Meeting of the Board June 12, 2019 ii) Administration Motion B- iii) Principals iv) Teaching Personnel

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

CODE OF CONDUCT

The Huron-Superior Catholic District School Board is committed to the establishment and

maintenance of safe, caring, equitable and inclusive school and workplace environments for all students, staff and members of the school community. Students1, parents or guardians, volunteers, teachers and other staff members are included in

the Code of Conduct. The Board is committed to nurturing collaborative working relationships with the whole community, including students, staff members, parents and guardians, Catholic School Councils, community agencies, labour unions, federations, associations and other groups to establish and maintain safe, caring, equitable and inclusive school and workplace environments for all. The Board embraces a progressive approach to discipline in schools appropriate to meeting the developmental, individual and special education needs of all students. (Refer to Appendix A – Progressive Discipline-School Wide Approach Continuum of Interventions.) PROVINCIAL CODE OF CONDUCT Under the Provincial Code of Conduct, all members of the school community must:

respect and comply with all applicable federal, provincial and municipal laws;

demonstrate honesty and integrity;

respect differences in people, their ideas and their opinions;

treat one another with dignity and respect at all times, and especially when there is disagreement;

respect and treat others fairly regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, religion, gender, gender identity, gender expression, sexual orientation, age, marital status, family status or disability;

respect the rights of others;

show proper care and regard for school property and the property of others;

take appropriate measures to help those in need;

seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully;

respect all members of the school community, especially persons in positions of authority;

respect the need of others to work in an environment that is conducive to teaching and learning; and/or

not swear at a teacher or at another person in a position of authority.

1 Students refers to pupils, as used in the Education Act.

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Under the Provincial Code of Conduct, all members of the school community must not:

engage in bullying behaviours;

commit sexual assault;

traffic in weapons or illegal drugs;

give alcohol or cannabis to a minor;

commit robbery;

be in possession of any weapon, including firearms;

use any object to threaten or intimidate another person;

cause injury to any person with an object;

be in possession of, or be under the influence of alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes) and illegal drugs;

provide others with alcohol, illegal drugs, or cannabis;

inflict or encourage others to inflict bodily harm on another person;

engage in hate propaganda and other forms of behaviour motivated by hate or bias;

commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school.

BOARD CODE OF CONDUCT The Board standards of behaviour apply to all members of the school community, including parents and guardians, teachers and other staff members, volunteers and visitors. The standards of behaviour apply:

on school property;

while travelling on a school bus that is owned by the Board, or that is under contract to the Board;

in-school sports activities;

in off-site school-sponsored activities; or

in circumstances where engaging in an activity could have a negative impact on school climate.

Roles and Responsibilities The Board will:

develop and regularly review Procedural Guidelines for Code of Conduct;

seek input from Catholic School Councils (CSC), Parent Involvement Committee (PIC), Special Education Advisory Committee (SEAC), the Indigenous Education Advisory Council (IEAC), parents, students, staff members and the school community;

establish a process that clearly communicates the Provincial Code of Conduct and local codes of conduct to all parents, students, staff members and members of the school community in order to obtain their commitment and support;

develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship and safety; and

provide opportunities for staff to acquire the knowledge, skills and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment.

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Principals/Vice-Principals will:

provide a leadership role in the daily operation of a school, under direction of the Board;

demonstrate care for the school community and a commitment to student achievement and well-being in a safe, inclusive and accepting learning environment;

hold everyone under their authority accountable for their own behaviour and actions;

empower students to be positive leaders in their school and community;

communicate regularly and meaningfully with all members of their school community;

develop local codes of conduct which are expressly tailored for their schools;

be responsible for suspending students and for referring expulsions to the Board in appropriate circumstances; and

will conduct investigations as required. Teachers and Other Staff Members will:

under the leadership of the Principal/Vice-Principal, maintain order and hold everyone to the highest standard of respect and responsible behaviour;

assist in establishing and maintaining consistent disciplinary practices in the school;

report incidents and assist the Principal/Vice-Principal in conducting an investigation;

help students work to their full potential and develop their sense of self-worth;

empower students to be positive leaders in their classroom, school and community;

communicate regularly and meaningfully with parents/guardians;

maintain consistent standards of behaviour for all students;

demonstrate respect for all students, staff, parents/guardians, volunteers and members of the school community; and

prepare students for the full responsibilities of citizenship. Students will:

demonstrate respect for themselves and others through acceptable behaviour;

participate in the liturgical life of the school community;

demonstrate respect for the teachings/traditions of the Catholic faith and the gospel values they represent;

exercise self-discipline;

accept such discipline that would be exercised by a kind, firm and judicious parent;

demonstrate courteous behaviour to fellow students and staff;

come to school prepared, on time and ready to learn;

show respect for for themselves, and for others, and for those in position of authority;

refrain from bringing anything to school that may compromise the safety of others;

follow the established school expectations, procedures, rules, policies and local codes of conduct; and

take responsibility for their own actions. Parents/Guardians will:

support the liturgical life of a Catholic school community;

respect the teachings/traditions of the Catholic faith and the gospel values they represent;

show an active interest and engage in their child’s schoolwork and progress;

communicate regularly with the school;

help their child be neat, appropriately dressed and prepared for school;

ensure that their child attends school regularly and on time;

promptly report to the school their child’s absence or late arrival;

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become familiar with the Provincial Code of Conduct, the Board’s Code of Conduct, and the School’s Code of Conduct;

encourage and assist their child in following the rules of behaviour; and

assist school staff in dealing with disciplinary issues involving their child. Community Partners and Police will:

collaborate with the Board to deliver prevention or intervention programs;

establish linkages with the Board through protocol development; and

respond to incidents (when appropriate) in accordance with established protocols. LOCAL CODE OF CONDUCT

1. Each school is required to develop a local code of conduct that promotes responsibility, respect, civility, fairness and academic excellence in a safe learning and teaching environment.

2. Each school is to establish a Well-being Committee to assist with the development of the local code of conduct.

3. The local code of conduct must be consistent with the Provincial Code of Conduct, the Board’s Code of Conduct, and the Board’s Safe Schools and Workplaces Policy.

4. The local code of conduct shall set out clearly what is acceptable and unacceptable behaviour for all members of the school community.

5. In developing the local code of conduct, the principal and vice-principal shall take into consideration the views of the Catholic School Council. In addition, the principal/vice-principal should:

Seek input from students, staff, parents/guardians, Well-being Committee, and members of the community;

Include procedures and timelines for review; and

Develop a communication plan that outlines how behaviour standards will be made clear to everyone.

Refer to Appendix C - Sample School Code of Conduct. REVIEW

1. The Board’s Code of Conduct will be reviewed every three years, or as required by changes in legislation. The Board will continue to solicit input from its PIC, SEAC, IEAC, CSCs, parents, staff and students in the review process.

2. Local Codes of Conduct will be reviewed annually. A copy of the school Code of Conduct is to be submitted annually to the Superintendent responsible for Safe Schools, by October 31 of each school year.

APPENDICES: A Progressive Discipline-School Wide Approach Continuum of Interventions B Sample School Code of Conduct

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APPENDIX A

Huron-Superior Catholic District School

Progressive Discipline – School Wide Approach Continuum of Interventions

Teacher / Student / Parent

teacher-student meeting control with parents

verbal reminders written reflective assignments

problem-solving activity time-out

removal from class update call to parent

office referral home consequences

detentions community service conflict mediation

First Nation Justice Circle peer mentoring

referral to counselling meeting with parent

meeting with parent-student-administration

referral to community agencies withdrawal of classroom privileges

restitution for damages restorative practices

other interventions as deemed appropriate by classroom teacher and/or parent

Administration

Student – Teacher – Parent

update call to parent

withdrawal from class

alternative to suspension

restorative practices

restitution for damages

conflict mediation

meeting with parent

meeting with student and teacher

referral to community agency

withdrawal of school privileges

reflection activities

referral to support staff

Suspension or Expulsion

* after considering mitigating and other factors

Progressive discipline involves a school-wide approach to providing a safe and caring school

environment. A variety of interventions may take place depending upon the individual

and/or the seriousness of the infraction. Listed strategies provide options for teachers and

administrators to consider along with any mitigating factors.

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Huron-Superior Catholic District School Board

APPENDIX B

(name of school) CODE OF CONDUCT

Rooted in Jesus Christ, we are a Catholic learning community called and committed to develop the full potential of each child and to nurture a personal relationship with Jesus that will inspire Catholic leadership. Our school strives to create sacred learning environments that are safe, nurturing, positive and respectful. The ( name of school ) Code of Conduct is implemented in accordance with the Huron-Superior Catholic District School Board’s Safe Schools and Workplaces Policy (Policy 4001), the Board’s Administrative Guidelines for Code of Conduct and Pupil Suspension/Expulsion, and provincial legislation and policy. This Code of Conduct also reflects the values and expectations of (name of school). All members of the school community are expected to comply with the standards of behaviour as outlined. The members of the school community include students, teachers and staff, principal/vice-principal, parents and visitors. The school staff and Principal/Vice-principal will ensure that the Code of Conduct is enforced in a fair manner. This Code of Conduct applies on school property, while traveling on a school bus, while participating in in-school sports activities and off-site sports-sponsored activities and in circumstances where engaging in an activity could have a negative impact on school climate.

Roles and Responsibilities

Students Staff Parents/Guardians Respect and responsibility are demonstrated when a student: - comes to school prepared, on time, and ready to learn -shows respect for him/herself, for others, and for those in authority - refrains from bringing anything to school that may compromise the safety of others - follows the established rules, policies, and local codes of conduct and takes responsibility for his/her own actions - exercises self-discipline - accepts such discipline as would be exercised by a kind, firm and judicious parent -is courteous to fellow pupils and obedient and courteous to staff -shows respect for school property - understands and complies with the school Code of Conduct

As role models, teachers and school staff uphold these high standards when they: -help students work to their full potential and develop their sense of self-worth - empower students to be positive leaders in their classroom, school, and community - communicate regularly and meaningfully with parents -maintain consistent standards of behaviour for all students - demonstrate for all students, staff, parents, volunteers, and the members of the school community -prepare students for the full responsibility of citizenship

Parents/Guardians play an important role in the education of their children and have responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment. Parents/guardians fulfill this role when they: -show an active interest and engage in their child’s school work and progress -communicate regularly with the school -ensure their child attends school regularly and on time - promptly report to the school their child’s absence or late arrival -show that they are familiar with both the Provincial Code of Conduct and (name of school) Code of Conduct - encourage and assist their child in following the rules of behaviour - support school staff in dealing the disciplinary issues involving their child

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Standards of Behaviour Standards of Behaviour promote respect, civility and responsible citizenship. All members of the school community must: • respect and comply with all applicable federal, provincial and municipal laws; • demonstrate honesty and integrity; • respect differences in people, their ideas, and their opinions; • treat one another with dignity and respect at all times, and especially when there is disagreement; • respect and treat others fairly; • respect the rights of others; • show proper care and regard for school property and the property of others; • take appropriate measures to help those in need; • seek assistance from a staff member, if necessary, to resolve conflict peacefully; • respect all members of the school community, especially persons in authority; • respect the needs of others to work in an environment that is conducive to learning and teaching; • not swear at a teacher or any person in a position of authority; • ensure that all personal communication devices (PED’s) are powered off and stored out of view during instructional periods and in specified areas unless authorized by the principal/vice-principal. All members of the school community must not: • engage in bullying behavior; • commit sexual assault; • traffic weapons or illegal drugs; • give alcohol or cannabis to a minor; • commit robbery; • be in possession of any weapon, including firearms; • use any object to threaten or intimidate another person; • cause injury to any person with an object; • be in possession of, or be under the influence of, or provide others with alcohol, cannabis or illegal drugs; • inflict or encourage others to inflict bodily harm on another person; • engage in hate propaganda and other forms of behaviour motivated by hate or bias; • commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school. Consequences When inappropriate behaviour occurs, a range of interventions, supports and consequences from the progressive discipline continuum will be used, as appropriate. In the case of a serious incident, suspension or expulsion, which is further along the continuum of progressive discipline, may be the response that is required. The Principal/Vice-Principal will conduct an investigation and consider mitigating factors and other factors as defined in the Board’s Code of Conduct Administrative Procedural Guidelines. REVIEW DATE: ________________

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

CORPORAL PUNISHMENT/PHYSICAL CONTAINMENT The Huron-Superior Catholic District School Board is committed to the establishment and maintenance of safe, caring, equitable and inclusive school and workplace environments for all pupils, staff and members of the school community. The use of corporal punishment is prohibited. The Board supports the use of progressive discipline whenever appropriate and promotes positive student behaviour. DEFINITIONS Corporal Punishment: the infliction of physical pain on a person as a penalty for doing something which has been disapproved of, by the punisher. Corporal punishment includes the use of the strap, manhandling, or striking with objects or the body. Physical Containment: is a predetermined and well-defined series of safety procedures whereby staff physically intervene to support a student who is posing an imminent physical risk-of-injury to self and/or others in order to minimize and/or eliminate the risk. As a last resort, the Huron-Superior Catholic District School Board supports staff in the management of a student’s behaviour through the use of pre-determined and pre-approved physical containment techniques as defined in Behaviour Management Systems (BMS) training. The term “corporal punishment” will not apply to the use of reasonable physical containment in the following situations:

For the purposes of self-defence;

To protect the student and others from physical injury;

It is recognized that at times, containment may need to be exercised by those in positions of authority. The Criminal Code allows for the use of force to prevent the commission of an offence. Only the least amount of force necessary should be used. As you contain, say “If you are calm, I can release you”. The goal is to use containment for as little time as possible. GUIDELINES In the event that physical containment is used, related to the incidents listed above, the following reporting procedure will be followed:

1. Contact parent(s)/guardian(s); 2. File a written report with the principal (or superintendent) about relevant details; 3. Principal to document the date and reason for action using the Physical Containment

Incident Reporting form – see Related Forms. 4. Debriefing of staff:

reviewing the antecedent or trigger for prevention in the future

reviewing the stages of response ( de-escalation techniques used or what could be used in the future) as stated in the safety plan;

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checking for physical and emotional well-being, discuss next steps if appropriate.

Reference to related form: Physical Containment Incident Report to be completed and forwarded to the School Superintendent, Special Education Curriculum Coordinator and a copy placed inside the Ontario Student Record (OSR) APPENDICES:

A Physical Containment Incident Report April 2019

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Huron-Superior Catholic District School Board

Physical Containment Incident Report

School Information

School: Completed by:

Principal Name: Principal Signature:

Date of Report:

Student Information

Student Name: Gender: M F Age: Grade:

O.E.N: Exceptionality (if applicable):

Is the student currently on medication: Yes No Details:

Is there an existing Safety Plan: Yes No

Description of Incident

Date: Time: Specific Location:

Staff Directly Involved (include job title and time arrived at scene):

Were involved staff trained in safe containing techniques (BMS or other): Yes No

Date of Certification or Re-certification:

Staff Witnesses (include job title and time arrived at scene):

Observers (e.g. Students, Parents, Staff, Volunteers):

Pertinent circumstances precipitating physical containment:

Description of preventative measures used prior to physical containment:

Reason situation was judged unsafe and containment required:

Description of Physical Containment:

Length of Physical Containment:

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Copies to: School Superintendent

Special Education Curriculum Coordinator

Ontario Student Record (OSR)

Notification Made (name of person, date, and time):

Person Date Time

________________________________________________________________________________________________________

Parent

________________________________________________________________________________________________________

School Superintendent

________________________________________________________________________________________________________

Special Education Curriculum Coordinator

Student Debriefing Occurred: Date Time

Staff Debriefing Occurred: Date Time

People involved in debriefing:

Observer Debriefing Occurred: Date Time

People involved in debriefing:

Summary of Debriefing Meeting

Were there any injuries/damage to the student or to school property directly related to the physical

containment?

Yes No

Description of Injuries/Damage:

Injuries (if any) have been reported to:

□ No injuries

□ Ontario School Board Insurance Exchange (OSBIE)

□ Workplace Safety & Insurance Act (WSIB)

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES CRIME AGAINST PROPERTY

The School Board's buildings, grounds and other properties are built and maintained with public tax dollars, and all damage caused must be paid for in the same way. The Board will take necessary measures to protect school facilities, equipment, and other property against vandalism. In a continued effort to control violence and vandalism in schools and on Board property, the Board will encourage the use of programs which:

Impress on students that they have a positive role, through example and peer pressure, in reducing incidents of violence and vandalism in our schools and on Board property.

Involve parents/guardians and the community as a whole, by encouraging prompt reporting to the Police of suspicious incidents on school property and on Board property.

Every citizen is urged by the Board to co-operate in reporting any incidents of vandalism to property belonging to the Board and the name of the person(s) believed to be responsible. Each employee of the Board will report to the Principal of the school, or building supervisor, every incident of vandalism known to him/her and, if known, the names of those responsible. The Principal or building supervisor will submit to the Director of Education and the Superintendent of Business a detailed report of any vandalism or damage to any school property. The Director, Superintendent, Principal, or their designate is authorized to sign a criminal complaint against persons suspected of vandalism against school property.

Students who willfully or maliciously destroy school property through vandalism or arson, or who create a hazard to the safety of other people on school property, may be referred to law enforcement authorities. Students who are caught vandalizing school property may be suspended and/or expelled. Parents and students will be made aware of the legal implications involved. It is the intent of the Huron-Superior Catholic District School Board to seek restitution and/or damages as permitted by law from students and/or their parents or guardians for vandalized school property. The Huron-Superior Catholic District School Board will reward any citizen or citizens a maximum of $100.00 for the disclosure of information which leads to the apprehension and conviction of any person(s) causing damage to Board property. Reference to related form: Crime Against Property to be completed and forwarded to the School Superintendent, Safe Schools’ Superintendent, Superintendent of Business and Manager of Plant Services

APPENDICES: A Crime Against Property Form

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APPENDIX A

Huron-Superior Catholic District School Board

CRIME AGAINST PROPERTY

Policy 4024

Date of Incident: __________________ Approximate Time Incident was discovered: _________ Location within the Board Facility: ________________________________________________________________________________ ________________________________________________________________________________ Incident occurred:

During the Regular School Day

After hours Describe the scene - chronological order of events.

List below, name(s) and address(es) of witness(es), if any.

Were the police called? Yes No If yes, name of responding officer: ____________________________________________________________ Date: Position: ___________________________________ School: ___________________________ Signature:___________________________________ Please send copy to School Superintendent, Safe Schools’ Superintendent, Superintendent of Business and Manager of Plant.

April 2019

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES EMERGENCY PROCEDURES

1. Effective response to emergency situations requires planning, preparation, coordination

and effective communication to ensure the safety of both students and personnel.

2. The Huron-Superior Catholic District School Board directs each school principal to develop

an emergency plan in conjunction with these guidelines.

3. The Director of Education shall be responsible for the development of an emergency plan

for system-wide emergencies.

4. Individual school emergency plans will be communicated with and shared with parents and

staff (as early as possible in the school year and before October 15th) on school websites

and sent home.

5. A copy of each school emergency plan will be forwarded to the Superintendent and the

Superintendent of Safe Schools.

6. It is recognized that not all contingencies may be addressed.

School Emergency (Contingency) Plan:

In the event that an emergency is confirmed at any school, the following procedures will be

employed:

1. The principal will, as early as possible in the school year and before October 15th:

a) select and make arrangements for access to an emergency shelter site,(e.g.,

nearby school, church, or commercial space);

b) ensure the name and address of a parent/guardian or emergency designate for

each student is recorded;

c) ensure emergency telephone numbers from each parent/guardian are recorded

2. The principal of a school will be responsible to determine the nature of a school

emergency and assess the need for evacuation.

A summary of emergency procedures can be found in the coloured booklet titled

“Emergency Procedures Handbook”.

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Emergency Evacuation of Schools

In the event that an emergency is confirmed at any school, the following procedures will

be employed for the evacuation of the school:

The principal or vice-principal/designate assesses the nature of the emergency and

determines if evacuation should be immediate or not.

If evacuation should be immediate, the following procedure will be employed:

a) Principal or vice-principal/designate and staff will walk with students to the

predetermined emergency shelter.

b) The principal or vice-principal/designate will contact the Director of Education

and the school Superintendent from the predetermined emergency shelter.

c) The principal or vice-principal/designate will contact the Transportation

Consortium to determine approximate arrival time of school buses and

transportation arrangements.

d) The principal or vice-principal/designate will commence contacting

parents/guardians of walkers, dismissing students upon parental/guardian

approval.

e) The principal or vice-principal/designate will contact parents/guardians of bus

students.

DETAILS WILL BE POSTED ON THE BOARD WEBSITE. STUDENTS SHALL

NOT BE DISMISSED UNLESS PROVISIONS HAVE BEEN MADE WITH THE

HOME AND COMMUNICATED TO THE SCHOOL.

3. If evacuation is not immediately urgent, the following procedure will be employed by the

principal:

a) The principal or vice-principal/designate will contact the Director of Education

and the school Superintendent, reporting the nature of the emergency.

b) The principal or vice-principal/designate will contact the Transportation

Consortium to determine approximate arrival time of school buses and

transportation arrangements.

c) The principal or vice-principal/designate will contact parents/guardians of

walkers, dismissing students upon parental approval.

d) The principal or vice-principal/designate will commence contacting parents of bus

students.

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STUDENTS SHALL NOT BE DISMISSED UNLESS PROVISIONS HAVE

BEEN MADE WITH THE HOME AND COMMUNICATED TO THE SCHOOL.

4. In the case of a school evacuation, the school Director/designate will implement a

communication plan through the Communication Department.

Teachers are responsible for students until emergency is declared over.

The principal or vice-principal/designate shall submit a written report following the

conclusion of a school emergency to the Director of Education, Safe Schools

Superintendent, and the appropriate school Superintendent.

SCHOOL TRAGEDY OR CRISIS EMERGENCY PROCEDURES

A school tragedy or crisis (a critical situation) arises as a result of an accident or premeditated

action. (It may or may not involve a death.)

1. Safety and Reporting

Whenever a school tragedy or crisis arises, the principal or vice-principal/designate shall

see to the safety of the pupils and staff members, and shall notify the police department,

fire department, and/or other emergency service as may be deemed to be required. The

appropriate supervisory officers shall also be notified.

2. Secure Location of the Tragedy or Crisis

The principal or vice-principal/designate shall secure and shall abandon, if necessary,

the location of the tragedy or crisis as effectively as possible pending the arrival of police

personnel who shall then be responsible for security.

3. Cooperation of Pupils and Staff Members

The pupils and staff members shall cooperate with the principal or vice-

principal/designate and all officials involved in the tragedy or crisis situation.

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4. Team Effort With Municipal Emergency Services

The principal or vice-principal/designate, appropriate supervisory officer, and the Police

Chief or other emergency service head shall form a team to administer and supervise

the management and handling of the tragedy or crisis situation.

5. Parents and family members of pupils or staff members involved in the tragedy or crisis

shall be notified by one or more of the individuals noted in (4) before any names are

released to the news media. A brief outline of the situation shall also be given. (IF

THERE IS A TRAGEDY/CRISIS, POLICE COULD BE REQUESTED TO CONTACT

VCARS [VICTIMS CRISIS ASSISTANCE REFERRAL SERVICE].

6. (a) When the crisis or tragedy is reasonably in hand, the Director of Education and

the Police Chief or other appropriate head or their designates shall prepare and

make a statement to the news media. A period of time shall be set aside for

questions.

(b) Periodic releases to the news media and meetings or conferences shall be

arranged thereafter.

7. A team of school and other professionals under the leadership of a supervisory officer

shall consult with the administrative and management team handling the tragedy or crisis.

8. The team of school and other professionals shall assist pupils and staff members involved

in the tragedy or crisis and, where appropriate, the family members. The team of school

and other professionals may assist other pupils and staff members who may require

assistance as a result of the tragedy or crisis.

9. The principal or vice-principal/designate shall maintain a journal of the happenings during

the tragedy or crisis.

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

GENERAL/SEXUAL HARASSMENT – FOR STUDENTS (Refer to the Procedural Guidelines – Workplace Harassment for information re Employees)

SEXUAL HARASSMENT:

The Huron-Superior Catholic District School Board believes that the climate in the workplace

must be one which recognizes and promotes a sense of dignity, mutual respect, and

cooperation among all employees, students, and community partners.

In alignment with Policy 4024, Safe Schools and Workplaces, the Huron-Superior Catholic

District School Board will promote and maintain a supportive environment in which all

students can work and participate free from sexual harassment.

Definition of Harassment: Harassment is defined in accordance with the Ontario Human Rights Code as, "engaging in a

course of vexatious comment or conduct that is known or ought reasonably to be known to be

unwelcome,” and applies with respect to “race, ancestry, place of origin, colour, national or

ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status mental

or physical disability, or any other similar factor (e.g., socio-economic status, appearance)”.

Sexual Harassment for the purpose of this policy, is defined as one or a series of incidents in

which an employee/representative or student receives attention of a sexual nature which could

reasonably be considered offensive, intimidating, or hostile. Harassment may also involve

activities which are directed at no one person in particular, but which create a "poisoned

environment" - insults and jokes of a sexual nature, and the display of pornographic material,

for example.

A “poisoned environment” is harassment (general or sexual - depending on the nature)

regardless of whether the students or employees working in that environment choose to

complain.

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The Ontario Human Rights Code provides, under the following sections, that:

5 (2) Every person has a right to freedom from harassment in the workplace by the

employer or agent of the employer or by another employee because of race,

ancestry, place of origin, colour, ethnic origin, citizenship, creed, age, record of

offences, marital status, family status, mental or physical disability.

7 (2) Every person has a right to freedom from harassment in the workplace because

of sex by his or her employer or agent of the employer or by another employee.

7 (3) Every person has a right to be free from,

(a) a sexual solicitation or advance made by a person in a position to confer,

grant or deny a benefit or advancement to the person where the person

making the solicitation or advance knows or ought reasonably to know that

it is unwelcome; or,

(b) a reprisal or a threat of reprisal for the rejection of a sexual solicitation or

advance where the reprisal is made or threatened by a person in a position

to confer, grant or deny a benefit or advancement to the person.

8 Every person has a right to claim and enforce his or her rights under this Act, to

institute and participate in proceedings under this Act and to refuse to infringe a

right of another person under this Act, without reprisal or threat of reprisal for so

doing.

9 No person shall infringe or do, directly or indirectly, anything that infringes a right

under this Part.

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Harassment

General Sexual

Harassment may include, but is not limited to:

• conduct, comment, gesture or contact

which is known or ought reasonably

to be known to be unwelcome by the

person creating the conduct,

comment, gesture or contact;

• demeaning comments which

undermine self-respect; or

• the display or distribution of offensive

material such as pictures, cartoons,

and graffiti in schools and other

Board premises.

• unwelcome sexual advances or

requests for sexual favours;

• unwelcome behaviour of a sexual

nature which places a condition on

opportunities for learning,

advancement, and achievement;

• a threat or reprisal when a sexual

advance is rejected;

• verbal abuse or threats of a sexual

nature;

• unwelcome gender-based remarks,

jokes, innuendos, or taunting about a

person's body, physical appearance,

attire, or sex;

• unwelcome enquiries or comments

about an individual's sex life;

• unwelcome invitations or requests of a

sexual nature, whether indirect or

explicit, or intimidation;

• leering or other gestures of a sexual

nature;

• telephone calls with sexual overtones;

or,

• unnecessary and unwanted physical

contact such as touching, patting,

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HARASSMENT IS NOT an occasional or casual compliment or any voluntary relationship

nor normal exercise of supervisory responsibilities, including direction, counselling and

discipline when necessary.

PROCEDURES PERTAINING TO STUDENTS

INFORMAL PROCEDURE

All students have the right to bring forward a complaint in an atmosphere of respect and

confidentiality without fear of embarrassment or reprisals. It is the responsibility of a board

employee to bring forward to the principal/vice-principal any alleged incident of harassment of

students of which he/she is aware, whether or not there is a complaint.

i) The complainant should be encouraged to make known her/his disapproval or unease to

the alleged harasser, where appropriate. An individual may not realize that an action is

offensive and a simple discussion may resolve the problem. If the individual (alleged

harasser) refuses to cooperate and further harassment occurs, remind him/her that the

behaviour may be in violation of the Human Rights Code and Board Policy and that you

may proceed to a further step.

OR

If the complainant is not able to approach the alleged harasser or if circumstances make

it difficult to take this measure, the student should seek assistance as soon as possible

from a trusted board employee who shall not deal with the alleged complaint but shall

bring it to the attention of the school principal/vice-principal unless the alleged harasser

is the principal/vice-principal. NOTE: Where the alleged harasser is the principal or vice-

principal, the complaint shall become a formal complaint and shall be brought to the

attention of the school superintendent.

ii) It is the responsibility of the principal/vice-principal or staff member in whom the student

confides to advise the complainant that he/she has the right to file a formal complaint.

Parent(s)/Guardian(s) (if student is under the age of 18) must be informed as soon as

possible.

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iii) If the student does not wish to file a formal complaint, the principal/vice-principal shall

discuss the allegation with the alleged harasser and the complainant with a view to

reaching a resolution.

The above should occur within 5 working days. (The timeline may be extended depending upon

the circumstances.) Names should, as far as possible, remain confidential.

Many complaints can be satisfactorily resolved in this manner and the matter goes no further.

(If the complaint is not satisfactorily resolved in this manner, the matter shall move to the formal

procedure).

FORMAL PROCEDURE:

All students have the right to bring forward a formal complaint and to obtain a review of their

complaint in an atmosphere of respect and confidentiality without fear of embarrassment or

reprisals.

Upon receipt of a formal complaint, the principal/vice-principal shall ensure that regard is given

to the following process (normally within thirty (30) working days of the complaint).

i) Written complaints by the student or his/her advocate precisely outlining the allegations

shall be directed to the principal/vice-principal unless the alleged harasser is the

principal/vice-principal. The principal/vice-principal is empowered to initiate a

harassment investigation. Where the alleged harasser is the principal/vice-principal, the

complaint shall be brought to the attention of the school superintendent. Where the

alleged harasser is a Superintendent, the complaint shall be directed to the Director of

Education. Where the alleged harasser is the Director, the complaint shall be directed to

the Chair of the Board who shall direct the complaint appropriately.

ii) The alleged harasser shall be given a copy of the written statement of allegation by the

student or his/her advocate as soon as possible and an opportunity to respond in writing

and/or orally.

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iii) Where the alleged harasser is an employee/representative, he/she has the right to be

accompanied by a Federation/Union/Association representative or advocate during interviews

related to the complaint. Where the alleged harasser is a student under the age of 18, he/she

must be accompanied by a parent(s)/guardian. Where the alleged harasser is a student 18 and

over, he/she has the right to be accompanied by a parent(s) or advocate.

iv) The investigation shall be conducted with regard for due process and confidentiality shall

be maintained as far as is possible. The investigation shall consist of interviewing the

parties, gathering facts, and preparing a report.

v) Both parties (complainant and alleged harasser) shall be informed of the findings, in

writing, without undue delay and normally within thirty (30) working days of the request.

(A longer time may be deemed necessary to investigate the allegations and to respond

to these.)

RESOLUTION:

Where a harasser is an employee/representative: the immediate supervisor shall be

responsible for the choice and the implementation of the corrective measures, in the event such

measures are in order.

Where the harasser is a student: the principal/vice-principal shall be responsible for the choice

and the implementation of the corrective measures, in the event such measures are in order.

A person who is found to have harassed a student shall be subject to the full range of

disciplinary procedures - where the harasser is an employee: from letter of reprimand to

termination of employment; where the harasser is a student: from letter of discipline to

recommendation for expulsion.

The actions recommended shall be based on an assessment of the following factors:

seriousness and frequency of the incidents, damage to the victim, past disciplinary record of the

harasser, and the harasser's cooperation and willingness to change.

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The report of disciplinary action resulting from a harassment complaint shall be placed in a

sealed envelope in the employee's central personnel file or shall be placed in the student's OSR

(Ontario Student Record Card). The length of time that the disciplinary action shall remain in

the file shall be determined, by the supervisor, as part of the disciplinary action.

APPEAL:

i) Both the complainant and the alleged harasser have the right to appeal the decision.

An appeal must be made in writing within 15 working days to the immediate supervisor

of the person making the decision.

ii) An appeal under this section shall be reviewed by the immediate supervisor of the

person making the decision, who shall have the authority to conduct any

further investigation as may be deemed appropriate. The results of any further

investigation shall be shared, in writing, with both the complainant and the alleged

harasser. Based on the review, the supervisor may confirm, reverse, or modify the

decision appealed.

iii) The supervisor's decision can be appealed, in writing, to the Board within 15 working

days. The appeal shall be held at an In-Committee meeting. The complainant and the

alleged harasser have the right to attend. (See Section D, re: Procedure Governing

Appeal Presentations To The Board.)

PROCEDURES PERTAINING TO EMPLOYEES/REPRESENTATIVES :

Procedural Guidelines – Workplace Harassment

Procedural Guidelines – Workplace Violence

GENERAL INFORMATION:

RESPONSIBILITIES OF PRINCIPALS/SUPERVISORS

It is the responsibility of all principals/supervisors to take measures to address any harassment

of which they are aware - whether or not there is a complaint.

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It is the responsibility of all principals to make new staff members aware of the policies and

procedures pertaining to this harassment policy.

It is the responsibility of senior staff to ensure that new appointees to principal positions are

aware of their responsibilities under this policy.

Failure to take measures to address harassment in the workplace has legal implications for

the employer (Board). Ontario Human Rights Code, Section 41(2). (See appendix.)

CONFIDENTIALITY:

All policies and management practices are subject to the Municipal Freedom of Information and

Protection of Privacy Act.

All information provided during an investigation shall remain confidential, subject to the

requirement to disclose information or give evidence according to the law. No person shall be

permitted to discuss the complaint or the resulting investigation, except for discussions

necessary to conduct the investigation and make a decision.

OBLIGATION TO REPORT INCIDENTS OF HARASSMENT:

Failure of a complainant to lodge a complaint does not absolve the Board of its obligation to

resolve any possible incidents of harassment. A formal investigation may be conducted in the

following cases, even in the absence of a complaint lodged by the complainant:

(1) where a person in a position of responsibility is made aware of (an) incident(s) of

harassment, the incident(s) shall be reported to the appropriate supervisor or

superintendent who shall initiate a formal investigation;

(2) where a person witnesses harassment, the witness is encouraged to report the

incident to the appropriate supervisor or superintendent;

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(3) where, after a serious incident, an individual refuses to lodge a complaint, the

incident shall be investigated by the appropriate supervisor or superintendent; or,

(4) where, over a period of time, a series of complaints, although all separate, are

made against the same person, the incidents shall be investigated by the

appropriate supervisor or superintendent.

April 2019

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Appendix Definition of Representative of the Board

Representative of the Board - A representative of the Board is an adult who is approved by the

Board, Supervisory Officer, or Principal, to be present and/or assist in a school/facility. This

person is not paid a wage or salary by the Board, (i.e. volunteer, co-op student, college student,

student teacher).

Ontario Human Rights Code, Section 41(2)

"Where a board makes a finding under subsection (1) that a right is infringed on

the ground of harassment under subsection 2 (2) or subsection 5 (2) or conduct

under section 7, and the board finds that a person who is a party to the

proceeding,

(a) knew or was in possession of knowledge from which the person ought to

have known of the infringement; and

(b) had the authority by reasonably available means to penalize or prevent

the conduct and failed to use it,

the board shall remain seized of the matter and upon complaint of a continuation

or repetition of the infringement of the right the Commission may investigate the

complaint and, subject to subsection 36 (2), request the board to re-convene

and if the board finds that a person who is a party to the proceeding,

(c) knew or was in possession of knowledge from which the person ought to

have known of the repetition of infringement; and

(d) had the authority by reasonably available means to penalize or prevent

the continuation or repetition of the conduct and failed to use it,

the board may make an order requiring the person to take whatever sanctions or steps are

reasonably available to prevent any further continuation or repetition of the infringement of the

right."

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

POLICE INVESTIGATION IN SCHOOLS

In alignment with Policy 4024 – Safe Schools and Workplaces, the Huron-Superior Catholic District School Board regarding Police Investigations in schools ensures the full co-operation, at all times and under all circumstances, of all police forces regarding police investigation in schools. 1. Under normal circumstances, no police personnel will be on school property without the

prior knowledge of the Principal. Accordingly, arrangements should be made with the Principal, preferably for an appointed time, for any Officer to attend on school property. The attending Officer would then proceed directly to the office of the Principal.

2. The attending Officer shall inform the Principal of the full purpose of the visit and explain to

the subject of the investigation his/her legal rights. 3. Generally speaking, where possible, the subject of the investigation should be interviewed

at his/her place of residence and not on school property. a) If the interrogation of a student (under the age of 18) on the school property appears

imperative, one parent/ legal guardian of the student, or students, will be requested to be present during the questioning.

b) If one of the parents/legal guardian is not able to be present, the Principal shall request

that the parent/legal guardian permit him/her or a member of his/her staff to take the place of the parent.

c) If the matter is urgent and it is impossible to communicate with one of the parents/legal

guardian, the Principal, or a member of his/her staff shall be present while the questioning occurs and shall document the entire matter. The Principal shall inform the parents/legal guardian as soon as possible after the questioning has taken place.

4. A Police Officer seeking allegedly stolen property shall be requested to produce a Search

Warrant setting out the specific article being sought. 5. In a matter concerning drugs, the Principal shall request to see the Search Warrant. NOTE: It is understood that the term Principal shall also mean Vice- Principal or Teacher in charge or as circumstances warrant.

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

PUPIL SUSPENSION AND EXPULSION The Huron-Superior Catholic District School Board is committed to the establishment and

maintenance of safe, caring, equitable and inclusive school and workplace environments for all pupils, staff and members of the school community. This positive school environment maximizes pupils’ learning potential and ensures a positive climate for all members of the school community. The Board has determined that progressive discipline will be the framework for all discipline in its schools. The Board also supports the use of suspension and expulsion in accordance with the Education Act, where a pupil has committed one or more of the infractions described in this Procedural Guideline for Suspension and Expulsion, on school property, during a school-related activity or event, and/or in circumstances where the infraction has an impact on school climate. DEFINITIONS Suspension A suspension means a pupil is removed from school temporarily for a specific period of time. A pupil may be suspended for a period of time ranging from one school day to twenty school days. A pupil who is suspended for more than five school days is considered to be on long-term suspension. Pupils cannot take part in school activities or events while suspended. Expulsion An expelled pupil is removed from school for an indefinite time period. A pupil is suspended first, while a principal’s investigation/inquiry takes place. A pupil can be expelled from his/her own school, or s/he can be expelled from all schools in the Board. A pupil expelled from all schools in the Board cannot attend a day school program or take part in school activities or events. This Procedural Guideline addresses:

Suspension

Suspension pending possible expulsion

Expulsion SUSPENSION

The primary purpose underlying the implementation of a suspension is to achieve a positive consequence for the pupil. In this regard, a suspension:

operates as a deterrent by sending a strong signal to the pupil that certain types of behaviour are unacceptable;

notifies family and other pupils that the precipitating behaviour is inappropriate and unacceptable;

serves as a period of reflection to prepare a climate for conflict resolution where two or more pupils have been involved in a violent incident;

encourages a pupil and a pupil’s family to seek appropriate assistance themselves; and

alerts school personnel to the need for ongoing observation, support and intervention.

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Activities Leading to Suspension

Under subsection 306 (1) of the Education Act, a principal/vice-principal 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:

1. Giving alcohol or cannabis to a minor. 2. Committing physical assault on another person that causes bodily harm requiring treatment

by a medical practitioner. 3. Possession of a weapon, including possession of a firearm. 4. Committing robbery. 5. Committing sexual assault. 6. Using a weapon to cause or to threaten bodily harm to another person. 7. Trafficking in weapons or in illegal drugs. 8. Any other activity that is an activity for which a principal/vice-principal may suspend a pupil

under the policy of the board. Under Board policy, activities for which a principal/vice-principal may suspend a pupil include: a) uttering a threat to inflict serious bodily harm on another person; b) possessing alcohol, illegal drugs or, unless the pupil is a medical cannabis user,

cannabis; c) being under the influence of alcohol or, unless the pupil is a medical cannabis user,

cannabis; 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 or Board premises;

f) bullying; g) bullying – previous suspension/risk to others; h) motivated by prejudice/bias/hate; i) habitual neglect of duty; j) fighting/violence; k) profanity/swearing; l) medical/immunization; m) any other activity that is an activity for which a principal may suspend a pupil under a

policy of the Board.

Duration of Suspension If a principal/vice-principal decides to suspend a pupil for engaging in an activity described above, the principal/vice-principal will suspend the pupil from his or her school and from engaging in all school-related activities.

The minimum duration of a suspension is one school day and the maximum duration is twenty (20) school days. A suspension will be in effect on the first school day following the infraction.

In considering how long the suspension should be, a principal/vice-principal will take into account any mitigating and/or other factors prescribed by the regulations.

For serious infractions, the principal/vice-principal will consult with the appropriate supervisory officer.

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Where there is a serious violent incident leading to a suspension or expulsion or call to the police, the principal/vice-principal shall complete a Safe Schools Incident Reporting Form, Parts I and II, as well as a Workplace Violence Incident Report Form (See Related Forms).

1. As defined in the Education Act, a medical cannabis user is a person who is authorized to possess cannabis for the person’s own medical purposes in accordance with applicable federal law.

A principal/vice-principal may not change or extend a pupil’s suspension once a decision is made, for the same incident. Notice of Suspension A principal/vice-principal who suspends a pupil shall,

inform the pupil’s teacher of the suspension; and

make all reasonable efforts to inform the pupil’s parent or guardian of the suspension, and engage them in becoming part of the plan to change behaviour, within 24 hours of the suspension being imposed, unless,

o the pupil is at least 18 years old, or o the pupil is 16 or 17 years old and has withdrawn from parental control.

Inform the adult pupil or parent of the pupil of the alternative program for suspended pupils if the pupil is suspended for more than five days.

A principal/vice-principal who suspends a pupil shall ensure that written notice of the suspension is given promptly to the following persons:

The pupil.

The pupil’s parent or guardian, unless, o the pupil is at least 18 years old, or o The pupil is 16 or 17 years old and has withdrawn from parental control.

School Supervisory Officer.

Supervisory Officer responsible for Safe Schools

Student and Family Counsellor

Teacher(s) Contents of the Notice The notice of suspension will include the following:

The reason for the suspension;

The duration of the suspension;

Information about any program for suspended pupils to which the pupil is assigned; and

Information about the right to appeal the suspension. Mitigating Factors The following mitigating factors shall be taken into account:

The pupil does not have the ability to control his or her behaviour.

The pupil does not have the ability to understand the foreseeable consequences of his or her behaviour.

The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person.

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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 (IEP) has been developed,

(i) whether the behaviour was a manifestation of a disability identified in the pupil’s IEP, (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.

Student’s Return from Suspension While it may not be practical for Principals/Vice-Principals to meet with every pupil returning from a suspension, a re-entry meeting may be appropriate and should include:

Reviewing briefly the activity that led to suspension;

Reviewing the school Code of Conduct and expectations for behaviour;

Focusing on a positive transition back to school;

Setting up a support system for the pupil to experience success;

Engaging the pupil in restorative practices to address any unresolved issues with pupils or staff.

SUSPENSION APPEAL PROCESS Under Section 309 of the Education Act, provisions are made for the pupil’s parent/guardian(s), the adult pupil, or the pupil 16 or 17 years old and withdrawn from parental control to appeal the decision to suspend a pupil. The suspension appeal process does not stay the suspension. Step 1: Notice of Appeal A person who is entitled to appeal a suspension must give written notice of his or her intention to appeal to the Superintendent of Education- Safe Schools within 10 school days of the commencement of the suspension. The notice must identify:

The reason for appealing the suspension

The remedy sought

The names and relationships of all persons to be present at the appeal. The Superintendent of Education-Safe Schools shall confirm receipt of this notice. Step 2: Meeting with the Principal The person(s) who is/are entitled to appeal must meet with the principal of the school to discuss the suspension. If an agreement is not reached through meeting with the principal, proceed to Step 3.

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Step 3: Superintendent Review The Superintendent of Education with responsibility for the school will review the suspension. If an agreement is not reached through the Superintendent’s Review, the person(s) who is/are entitled to appeal and the Superintendent with responsibility for the school will notify the Superintendent of Education – Safe Schools. The appeal will then be heard by the Committee of the Board. Step 4: Appeal to the Board The Superintendent of Education – Safe Schools will arrange for the Committee of the Board to hear the appeal, within 15 school days of receiving the notice of appeal, unless the parties agree on a later deadline. The Committee of the Board will consist of at least three members of the Board and may include the entire Board. Suspension appeal hearings are governed by the Statutory Powers Procedure Act (SPPA).

Parties to the Appeal shall include:

Principal and/or designate of the school in which the pupil is registered;

Superintendent of Education responsible for the school in which the pupil is registered;

Pupil, if 18 years old (or if 16 or 17 and has withdrawn from parental control); and/or

Pupil’s parent/guardian(s) The Committee of the Board shall take into account:

Submissions and views of all parties;

Mitigating and other factors; and

The discriminatory impacts of disciplinary decisions on pupils protected by the Ontario Human Rights Code.

The Committee of the Board may, in its decision (as per Education Act Section 309 (10)):

Confirm the suspension and the duration of the suspension;

Confirm the suspension, but shorten its duration, even if the suspension that is under appeal has already been served, and order that the record of the suspension be amended accordingly; or

Quash the suspension and order that the record of the suspension be expunged, even if the suspension that is under appeal has already been served.

The decision of the Committee of the Board is final and will be communicated to all parties in writing by the Superintendent of Education – Safe Schools. EXPULSION (SUSPENSIONS PENDING POSSIBLE EXPULSION) As per the Education Act, Section 310(1), the infractions for which a principal shall suspend and may consider recommending to the Board that a pupil be expelled from the pupil’s school or from all schools from the Board, include: 1. * Possessing a weapon, including possessing a firearm

2. * Using a weapon to cause or to threaten bodily harm to another person

3. * Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner

4. * Committing sexual assault - touching of a sexual nature that is known or should be known to be unwanted

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5. * Trafficking in weapons, illegal or restricted drugs

6. * Committing robbery

7. Giving alcohol or cannabis to a minor

8. Bullying if i. the pupil has previously been suspended for engaging in bullying, and ii. the pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person

9. * Any activity listed in subsection 306 (1) that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar factor

*Police must be contacted as per the Ontario Northeast Region Police and School Protocol (2012), and a Workplace Violence Incident Form completed for these incidents (See Related Forms).

Investigation Following Suspension

1. When the principal/vice-principal believes that an infraction has occurred which may require an expulsion, the principal/vice-principal will:

a. follow the Ontario Northeast Region Police and School Protocol (2012) where police are to be involved;

b. suspend the pupil pending an investigation; c. conduct an investigation promptly following the suspension to determine whether

to recommend to the Board that the pupil be expelled; d. take into account any mitigating or other factors prescribed by the regulations; e. consult with the appropriate supervisory officer and determine if the infraction

warrants a suspension or referral to the Board for an expulsion hearing. i. The principal’s/vice-principal’s investigation must begin promptly following

the suspension. The principal/vice-principal will endeavour to complete his/her investigation within five school days. If that is not possible due to a police investigation, the Supervisory Officer must be informed at this time.

2. The principal/vice-principal will conduct an investigation, using the Principal's Investigation Form for Possible Expulsion (See Related Forms)

3. In situations requiring police involvement or response, the school principal/vice-principal will comply with the Ontario Northeast Region Police and School Protocol (2012) – See Related Forms.

4. Police will conduct their own investigation and make decisions with respect to criminal charges based on their assessment of the circumstances. Regardless of whether or not charges are laid by the police, the principal/vice-principal is still responsible for conducting an investigation independent of the police and taking appropriate disciplinary action under the Education Act. The issue of double jeopardy does not apply because the purpose and nature of actions taken by the police under the Criminal Code are different from the purpose and nature of actions taken by the principal/vice-principal under the Education Act.

5. During a police investigation at school, it is the responsibility of the police to explain to a pupil his or her rights in a manner that enables him or her to understand them. The principal/vice-principal will inform police of any special circumstances which may impede the pupil in expressing or understanding written/oral communication.

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6. Whenever the police are called the principal/vice-principal or his/her designate will contact the parent or guardian of the pupil or, in the absence of a parent, an adult relative, or in the absence of a parent and adult relative, any other appropriate adult chosen by the pupil, as long as that person is not a co-accused, or under investigation, in respect of the same offence.

Where there is no parent/guardian, adult relative or appropriate adult available, the principal/vice-principal or his/her designate will act in loco parentis to the pupil, in order to ensure his or her Charter rights are maintained.

7. When the police have been contacted, the principal/vice-principal should halt his or her review of the incident until the police investigation is complete. There is a concern that if the school official persists in reviewing the incident, the official’s actions in interviewing witnesses or seizing property could prejudice the police investigations. Once the police have concluded their investigation, the school can commence its investigation.

If Expulsion is NOT Recommended

If, on concluding the investigation, the principal/vice-principal decides not to recommend to the Board that the pupil be expelled, the principal/vice-principal will:

confirm the suspension and the duration of the suspension;

confirm the suspension but shorten its duration, even if the suspension has already been served, and amend the record of the suspension accordingly; or

withdraw the suspension and expunge the record of the suspension, even if the suspension has already been served.

If the principal/vice-principal does not recommend to the Board that the pupil be expelled, the principal/vice-principal will ensure that written notice containing the following information is given promptly to every person to whom he or she was required to give notice of the suspension.

A statement that the pupil will not be subject to an expulsion hearing for the activity that resulted in the suspension.

A statement indicating whether the principal/vice-principal has confirmed the suspension and its duration, confirmed the suspension but reduced its duration or withdrawn the suspension.

Unless the suspension was withdrawn, information about the right to appeal the suspension; and

the name and contact information of the Supervisory Officer to whom notice of the appeal must be given.

If Expulsion IS Recommended If, on concluding the investigation, the principal/vice-principal decides to recommend to the Board that the pupil be expelled, he or she will prepare a report that contains the following:

A summary of the principal’s/vice-principal’s findings.

The principal’s/vice-principal’s recommendation as to whether the pupil should be expelled from his or her school only or from all schools of the Board.

The principal’s/vice-principal’s recommendation as to, (i) the type of school that might benefit the pupil, if the pupil is expelled from his/her school only, or (ii) the type of program for expelled pupils that might benefit the pupil, if the pupil is expelled from all schools of the Board.

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The principal/vice-principal will promptly provide a copy of the report to the Board and to every person whom the principal/vice-principal was required to give notice of the suspension.

EXPULSION HEARING

If a principal/vice-principal recommends to the Board that a pupil be expelled, the Board will hold an expulsion hearing. The hearing will take place on or before the 20th day of the pupil’s suspension. The Board shall authorize an Expulsion Committee of at least three members of the Board (but may include up to all members of the Board) to exercise and perform powers and duties on behalf of the Board, and may impose conditions and restrictions on the committee. Parties to the Expulsion Hearing shall include:

Director and/or Superintendent of the school in which the pupil is registered

Principal/Vice-Principal

The pupil, if the pupil is at least 18 years old, or the pupil is 16 or 17 years old and has withdrawn from parental control

The pupil’s parent or guardian, unless the pupil is at least 18 years old, or the pupil is 16 or 17 years old and has withdrawn from parental control

A legal representative for any of the parties may be in attendance. Parties must inform all parties of legal representation prior to the formal hearing.

Step 1 The pupil’s parent/guardian(s), or the pupil, if 18 or older (or 16 or 17 and has withdrawn from parental control) will receive a notice of the scheduled date and time of the hearing before the Expulsion Committee and a copy of the Principal’s Report recommending expulsion. Step 2 A written response to the Principal’s Report, or other submission for the purposes of the hearing may be submitted to the Expulsion Committee through the Superintendent of Education – Safe Schools. This written response must be provided to the Superintendent at least three days prior to the Expulsion Hearing. Step 3 During the Hearing, the Expulsion Committee will hear submissions from all parties. Step 4 In making the decisions required, the Expulsion Committee will take into account:

submissions and views of all parties;

any mitigating or other factors;

the Principal’s Report and any written responses to the report provided to the Committee before the completion of the hearing; and

the discriminatory impacts of disciplinary decision on pupils protected by the Ontario Human Rights Code.

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Step 5 The Expulsion Committee may, in its decision:

1. Decide not to expel the pupil and to uphold the decision of the Principal regarding the suspension; uphold the decision of the Principal but decrease the number of days of suspension; or overturn the decision of the Principal regarding the suspension and remove it from the pupil’s record.

2. Expel the pupil from his/her school only or all schools of the Board.

Step 6 The Superintendent of the school and the Superintendent – Safe Schools will determine the placement of the pupil should he/she be expelled from his/her school only. The Superintendent – Safe Schools will communicate the decision of the Expulsion Committee in writing to every person who was entitled to be a party to the expulsion hearing, containing: If pupil NOT expelled:

a statement indicating that the pupil is not expelled

a statement indicating whether the Board has confirmed the suspension and its duration, confirmed the suspension but reduced its duration or withdrawn the suspension.

The Board’s decision on the matter of the suspension is final. If pupil IS expelled:

the reason for the expulsion

a statement indicating whether the pupil is expelled from his/her school only or all schools of the Board

Information about the school or program for expelled pupils to which the pupil is assigned

Information about the right to appeal, including the steps that must be taken. Appeal of Expulsion An appeal of a Board’s expulsion decision is submitted to The Child and Family Services Review Board (http://www.cfsrb.ca) April 2019

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

STUDENT DISCIPLINE

The Huron-Superior Catholic District School Board is committed to the establishment and maintenance of safe, caring, equitable and inclusive school and workplace environments for all pupils, staff and members of the school community. A positive school environment maximizes pupils’ learning potential and ensures a positive climate for all members of the school community. The Board embraces a progressive approach to discipline in schools which includes a continuum of supports, interventions, learning opportunities and consequences appropriate to meet the developmental, individual and special needs of all students,. (Refer to Appendix A – Progressive Discipline-School Wide Approach Continuum of Interventions.) The Board does not support discipline measures that are solely punitive or the use of exclusion as a disciplinary measure. The Board supports disciplinary measures that are both corrective and supportive. Pursuant to the Education Act, principals are required to maintain proper order and discipline in schools, and pupils are responsible to the principal for their conduct and are required to accept such discipline as would be exercised by a reasonable, kind, firm and judicious parent. A principal may delegate some disciplinary responsibilities to the vice-principal and/or teacher of the school. It is the expectation of the Board that, provided there is no immediate risk of physical harm to any individual, staff members who work directly with pupils on a regular basis shall respond to any such inappropriate and disrespectful behaviour or any other behaviour that causes a negative school climate or for which a suspension or expulsion may be imposed, which they have observed or heard during the course of their duties or otherwise while on school property or during a school-related event. Progressive Discipline is an approach that makes use of a continuum of prevention programs, preventative actions, interventions, supports and consequences to promote positive behaviour. The range of interventions, supports and consequences used must:

Be clear and developmentally appropriate;

Include learning opportunities for pupils in order to reinforce positive behaviours and help them make good choices; and

Be consistent with the expectations in the pupil’s Individual Education Plan (IEP) and his/her demonstrated abilities, for pupils with special education and/or disability related needs.

Positive Practices promote and support appropriate and positive pupil behaviours. Principals/designates must review and amend, as appropriate, Individual Education Plans, Behaviour Management Plans, and Safety Plans at regular intervals and following an incident to ensure that every pupil with disability-related needs is receiving appropriate accommodation up to the point of undue hardship.

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Preventative practices include but not limited to:

Anti-bullying and violence prevention programs;

Mentorship programs;

Student success strategies;

Catholic virtues education;

Catholic Graduate Expectations (CGEs) education;

Citizenship development;

Student leadership;

Promotion of healthy relationships; and

Healthy lifestyles. Positive behaviour management practices include:

Program modifications and/or accommodations;

Class placement;

Positive encouragement and reinforcement;

Individual , peer and group counselling;

Conflict resolution/dispute resolution;

Mentorship programs;

Promotion of healthy relationships;

Zones of Regulation Program

Sensitivity programs;

Safety plans;

School, board and community support programs; and

Student success strategies. The Board recognizes that, in some circumstances, positive practices may not be effective or sufficient to address inappropriate pupil behaviour, and the use of consequences may be necessary. In these circumstances, progressive discipline consequences will be applied. Progressive discipline consequences may include early and/or ongoing intervention strategies such as:

Contact with the pupil’s parent(s)/guardian(s);

Verbal reminders;

Review of expectations;

Written work assignment with a learning component;

Volunteer service to the school community;

Peer mentoring;

Referral to counselling;

Conflict mediation and resolution; and/or

Consultation. Progressive discipline may include a range of interventions, supports and consequences when inappropriate behaviours have occurred, with a focus on improving behaviour, such as:

Meeting with the pupil’s parent(s)/guardian(s) , student and principal;

Referral to a community agency for counselling;

Detentions;

Withdrawal of privileges;

Withdrawal from class;

Restitution for damages;

Restorative practices; and/or

Transfer.

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Progressive discipline is most effective when dialogue between the school and home regarding student achievement, behaviour and expectations is open, courteous and focused on student success. When addressing inappropriate behaviour, school staff should consider the particular pupil and circumstances, including any mitigating and other factors, as set out in the Board and School Code of Conduct, the nature and severity of the behaviour and the impact on the school climate. The Board also supports the use of suspension and expulsion where a student has committed one or more of the infractions described in the Procedural Guidelines for Pupil Suspension and Expulsion, on school property, during a school-related activity or event, and/or in circumstances where the infraction has an impact on school climate. Victims of Serious Student Incidents The Board supports pupils who are victims of serious incidents of student behaviour causing harm contrary to the Provincial, Board, and School Codes of Conduct. The Principal or designate is required to provide information, in accordance with Board procedures, to the parent/guardian of a pupil who is less than 18 years of age, is not 16 or 17 and withdrawn from parental control and where the principal is NOT aware that informing the parent/guardian would put the pupil at risk of harm and would not be in the pupil’s best interests. The principal may inform a parent of a pupil 18 years or older or who is 16 or 17 and has withdrawn from parental control, if that pupil consents to the disclosure of information. The Board shall develop appropriate plans to protect the victim and will communicate to parents/guardians of victim information about the plan and a method of identifying dissatisfaction with steps taken to provide support to the victim. Reporting Requirements for Board Employees All Board employees and those contracted to the Board (e.g. Bus Drivers) are to report to the Principal if they become aware that a student may have engaged in an activity for which the student must be considered for suspension or expulsion. When reporting, board employees must:

• consider the safety of others and the urgency of the situation in reporting no later than the end of the school day.

• confirm all reports to the Principal, in writing, using the Ministry Form – Safe Schools Incident Reporting Form – Part 1 (Appendix B).

After a report is submitted, the Principal must:

• provide a written acknowledgement of the receipt of the report using Ministry Form – Safe Schools Incident Reporting Form – Part II (Appendix C). Information that could identify the students involved must not be part of the acknowledgement.

• identify if action has been taken or no action required. • if no further action is taken by the Principal, there is no requirement to retain the report and

it should be destroyed; • if action is taken, the form and documentation must be kept in the pupil’s Ontario Student Record (OSR) for a minimum of one year. The names of the other pupils appearing on the form (aggressors and victims) must be removed – except the name of the pupil in whose OSR it is inserted.

• nothing about the incident is to go in the victim’s OSR unless the victim/parent(s) of the victim specifically request that is done.

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__________________________________________________________________ APPENDICES: A Progressive Discipline-School Wide Approach Continuum of Interventions B Safe Schools Incident Reporting Form – Part 1 C Safe Schools Incident Reporting Form – Part II

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APPENDIX A

Huron-Superior Catholic District School

Progressive Discipline – School Wide Approach Continuum of Interventions

Teacher / Student / Parent

teacher-student meeting control with parents

verbal reminders written reflective assignments

problem-solving activity time-out

removal from class update call to parent

office referral home consequences

detentions community service conflict mediation

First Nation Justice Circle peer mentoring

referral to counselling meeting with parent

meeting with parent-student-administration

referral to community agencies withdrawal of classroom privileges

restitution for damages restorative practices

other interventions as deemed appropriate by classroom teacher and/or parent

Administration

Student – Teacher – Parent

update call to parent

withdrawal from class

alternative to suspension

restorative practices

restitution for damages

conflict mediation

meeting with parent

meeting with student and teacher

referral to community agency

withdrawal of school privileges

reflection activities

referral to support staff

Suspension or Expulsion

* after considering mitigating and other factors

Progressive discipline involves a school-wide approach to providing a safe and caring school

environment. A variety of interventions may take place depending upon the individual

and/or the seriousness of the infraction. Listed strategies provide options for teachers and

administrators to consider along with any mitigating factors.

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Huron-Superior Catholic District School Board

APPENDIX B

Safe Schools Incident Reporting Form – Part 1 Report No: CONFIDENTIAL

SAFE SCHOOLS INCIDENT REPORTING FORM – PART I

Name of School

1. Name of Student(s) Involved (if known) _____________________________________________________

2. Location of Incident (check one)

□ At a location in the school or on school property (please specify)

_____________________________________________________

□ At a school-related activity (please specify)

_____________________________________________________

□ On a school bus (please specify route number)

_____________________________________________________

□ Other (please specify)

_____________________________________________________

3.Time of Incident Date: _______________________ Time: ____________________

4. Type of Incident (check all that apply)

Activities for which suspension must be considered under section 306(1) of the Education Act

□ Uttering a threat to inflict serious bodily harm on another person

□ Possessing alcohol, illegal drugs or unless the student is a medical cannabis user

□ Being under the influence of alcohol or, unless the student is a medical cannabis

user, cannabis

□ Swearing at a teacher or at another person in a position of authority

□ Committing an act of vandalism that causes extensive damage to school property at

the student’s school or to property located on the premises of the student’s school

□ Bullying

□ Any other activity for which a student may be suspended under board policy

(Note: Boards must specify on this form any other activities for which the principal may suspend according to board policy.) Activities for which expulsion must be considered under section 310(1) of the Education Act

□ Possessing a weapon, including possessing a firearm

□ Using a weapon to cause or to threaten bodily harm to another person

□ Committing physical assault on another person that causes bodily harm requiring

treatment by a medical practitioner

□ Committing sexual assault

□ Trafficking in weapons or in illegal drugs

□ Committing robbery

□ Bullying (if the student has been previously suspended for engaging in bullying and

the student’s continuing presence in the school creates an unacceptable risk to the safety of another person)

□ Any activity listed in subsection 306 (1) that is motivated by bias, prejudice, or hate

□ Giving alcohol or cannabis to a minor

□ Possession of explosive substance;

□ Any other activity for which a pupil may be expelled under board policy

(Note: Boards must specify on this form any other activities for which the board may expel according to board policy.)

5. Report Submitted By: Name:______________________________________________________________________ Signature:_________________________________________ Date: _________________ Contact Information: Location: _______________________ Telephone: ____________

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APPENDIX C

Huron-Superior Catholic District School Board

SAFE SCHOOLS INCIDENT REPORTING FORM – PART II

Report No:

Report Submitted By:

Name: Date:

Investigation completed

Principal to communicate results to the teacher at a mutually convenient time*

Principal to communicate results to other board employee at a mutually convenient time, as appropriate*

Investigation in progress

Once investigation is completed, principal to communicate results to the teacher at a mutually convenient time*

Once investigation is completed, principal to communicate results to other board employee at a mutually convenient time, as appropriate*

Name of Principal:

Signature: Date:

Note: Only Part II is to be given to the person who submitted the report.

* _In accordance with s.300.2 of the Education Act, after investigating a matter reported by an employee, the principal shall communicate the results of the investigation to the teacher or other board employee who is not a teacher, as appropriate. In accordance with the Municipal Freedom of Information and Protection and Privacy Act and the Education Act, when reporting the results of the investigation, the principal shall not disclose more personal information than is reasonably necessary for the purpose of communicating the results of the investigation.

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES TRESPASS TO SCHOOLS

The Huron-Superior Catholic District School Board is committed to the establishment and maintenance of safe, caring, equitable and inclusive school and workplace environments for all pupils, staff and members of the school community. DEFINITIONS Premises: lands and/or structures Occupier:

a) A person who is in physical possession of premises, or b) A person who has responsibility for and control over the condition of premises or the

activities carried on there, or control over persons allowed to enter the premises GUIDELINES

1. All employees of the Huron-Superior Catholic District School Board are authorized to act as occupiers and are empowered to act within the legislation with respect to trespassers.

2. In dealing with incidents of trespassing, employees of the Huron-Superior Catholic District School Board should make every attempt to maximize cooperation and minimize confrontation.

3. A Supervisory Officer, school Principal or Vice-Principal, or his/her designate, may wish to issue a written notice warning an individual against trespassing on the premises of the Huron-Superior Catholic District School Board. (Refer to Appendix A – Trespass to School Incident Report and Appendix B – Letter of No Trespass).

4. The “Trespass to Property Act” authorizes occupiers to limit access to premises or to

prohibit specific activities by means of posted signs. Reference to related forms: Trespass to Schools’ Incident Report and Letter of No Trespass to be completed and forwarded to the School Superintendent, Safe Schools’ Superintendent, the City Police Department or your local Police Department. APPENDICES: A Trespass to Schools’ Incident Report B Letter of No Trespass

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APPENDIX A

Huron-Superior Catholic District School Board

TRESPASS TO SCHOOLS’ INCIDENT REPORT

Policy 4024

Date of Incident: Time of Accident: Location:

Use of School:

Regular

Extra-curricular

If yes, complete: Address: Telephone: Describe the incident. Include the following: chronological order of events, attitude of the offender, type of language used by offender, the number of people affected by the incident and how they were affected. Describe the offender: Include appearance, clothing, status (e.g., pupil, ex-pupil). List below, name(s) and address(es) of witness(es), if any. Were the police called? Yes No If yes, name of responding officer: Date: Position: ___________________________________ School: ___________________________ Signature:___________________________________ Please send copy to School Superintendent, Safe Schools’ Superintendent, the City Police Department or your local Police Department.

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APPENDIX B

Huron-Superior Catholic District School Board

WARNING NOTICE! _________________________________ OF _________________________________ Name in Full Street Address _________________________________ OF __________________________________ City Province

TAKE NOTICE:

From this day forth you are not to enter on the lands or premises of the Huron-Superior Catholic District School Board listed below: This notice given pursuant to the Trespass to Property Act, 1990 and The Education Act, Part XIII, Section 305 (Access to School Premises).

SERVED ON THE ______ of _______________, 20_________ Day Month Year By: ___________________________________________, a person authorized by the Huron Superior Catholic District School Board. Received: _______________________________________________ Every person who is not acting under a right of authority conferred by law and who enters on a premises when entry is prohibited under this act – is guilty of an offence and on conviction is liable to a fine of not more than $1,000.00. (Ministry of Education Policy NO. 22 - Trespass, Property Protection and Providing a Safe School Environment). A copy of this letter is being forwarded to the School Superintendent, Safe Schools’ Superintendent, the City Police Department or your local Police Department. April 2019

LETTER OF NO TRESPASS

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES WORKPLACE HARASSMENT

The Huron-Superior Catholic District School Board is committed to providing a workplace

environment in which all employees are treated with respect and dignity, free from objectionable conduct or harassment. Harassment means engaging in a course of vexatious comment or conduct against a worker in a workplace that is known or ought reasonable to be known to be unwelcome; it includes written, verbal and/or physical actions which express negative attitude, derogation and/or hatred for a person or group of persons based on their race, ancestry, place of origin, colour, national or ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status mental or physical disability or any other similar factor (e.g., socio-economic status, appearance). The normal proper exercise of supervisory responsibilities including training, evaluation, counselling, and discipline when warranted, does not constitute workplace harassment. Specific Types of Workplace Harassment Sexual harassment may include the following:

Sexual advances or requests for sexual favours which are known or ought reasonably to been known by the person making the advances to be unwelcome.

Sexually oriented remarks or behaviours which are known or ought reasonably to have been known by the person making the remarks and/or engaging in the behaviour to be unwanted or unwelcome.

The display of sexually explicit or exploitative pictures, cartoons, or jokes or telling jokes of a sexual nature.

Conduct involving unwanted or unnecessary physical contact or comment with a sexual innuendo that might be expected to cause discomfort, offence or humiliation.

A reprisal for the rejection of a sexual advance or a request for sexual favours where the reprisal is made or threatened by a person in a position to grant, confer or deny a benefit, privilege or advancement.

Racial/Ethnocultural harassment may include the following:

Physical or verbal abuse or threat;

Demeaning comments, jokes, remarks, innuendoes or taunting about a person or group of persons’ race, ancestry, place of origin, citizenship or creed which are known or ought reasonably to be known, to be unwelcome;

Display or distribution of racist pictures, graffiti, or other derogatory material;

Practical jokes or insulting gestures based on racial or ethnic grounds;

Exclusion, avoidance or condescension because of race or ethnocultural background;

Negative remarks about a racial/ethnocultural group in the presence of any individual, which creates a poisoned environment.

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Complaint

1. All employees have a right to complaint about harassment and are entitled to have access to the complaint procedures.

2. Individuals who believe that they are targets of harassment may initiate a complaint. 3. Those who have witnessed harassment directly, have received reports of harassment

incidents, or have reasonable grounds to suspect that harassment is occurring, may initiate a complaint.

4. Every employee has the right and is encouraged to contact his/her union/federation for assistance and advice through the process.

5. Non-unionized employees are encouraged to consult with the Manager of Human Resources.

Timelines

1. All complaints must be reported within one year of the most recent alleged harassing behaviour.

2. A complaint outside of the above time frame may be considered by consulting the Manager of Human Resources.

Confidentiality

1. Supervisory and managerial personnel will maintain confidentiality in the complaint process.

2. All complainants, respondents and other persons involved with the complaint will ensure all matters remain confidential.

3. Witnesses will be informed that any statements will be kept in strict confidence, subject to the ability to conduct a full and thorough investigation.

4. Notwithstanding the above, procedural fairness requires that the respondent to a complaint be apprised of the nature of the complaint and by whom it has been made so that they have an opportunity to respond to the allegations. This may require disclosure of witness names and statements.

5. The Board may be required to provide information obtained during an investigation to an outside agency, such as police services, court or tribunal, that has the right to require information otherwise protected by the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA).

Records

1. All correspondence and other documents generated under these procedures must, subject to the MFIPPA, be marked “Private and Confidential” and be stored in a locked and secure file in the Human Resources Department.

2. The Violence/Harassment Formal Complaint Form shall be used (See Appendix A). Reprisals

1. Reprisal is defined as any act of retaliation, either direct or indirect. 2. Reprisals are prohibited against individuals, acting in good faith, who report incidents of

workplace harassment or act as witnesses because they have reported a complaint. 3. The Board will take all reasonable and practical measures to prevent reprisals, threats of

reprisal, or future harassment.

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Supervisory and Managerial Responsibilities

1. Awareness of workplace harassment may result from direct observation or receipt of a report of harassment.

2. Supervisory and management personnel should pay attention to symptoms arising out of possible objectionable behaviour such as reduced productivity, changes in behaviour, absenteeism, requests for transfers or rumours.

3. The speedy resolution of a complaint can prevent escalation and further negative consequences and promote restoration of a healthy learning and working environment.

Informal Complaint Resolution

1. Supervisory or managerial personnel as well as union/federation representatives shall

attempt to facilitate an informal resolution by:

Suggesting that the complainant confront the problem by making it clear to the individual alleged to have engaged in workplace harassment that the behaviour is unacceptable and by obtaining a commitment that the behaviour will stop;

Informing the individual of the complainant’s concern regarding the alleged objectionable behaviour and the Board’s expectation for appropriate behaviour, and obtaining a commitment that the behaviour will stop; and

Following up with the complainant to ensure that the behaviour has stopped. 2. Supervisory or managerial personnel may initiate mediation by a neutral third party. 3. When an informal plan of action is implemented, supervisory and managerial personnel

will follow up by monitoring the situation and holding subsequent meetings if necessary. 4. Where disputes are resolved informally, no formal reports will be made about the dispute

and nothing shall be recorded in any employee’s personnel file. Formal Complaint Resolution

Initiating a Formal Complaint

1. Formal complaints will only be initiated once all reasonable efforts have been made to resolve the conflict informally.

2. Employee complainants should contact their appropriate supervisor, a colleague, or a union/federation representative.

3. If an employee requires assistance in completing the Formal Complaint Form (See Appendix A), another individual such as a colleague or union/federation representative can make the complaint on the employee’s behalf.

4. If the immediate supervisor is the party alleged to be responsible for the objectionable behaviour or allege to condone the objectionable behaviour, the complaint should be reported to the person responsible for the complainant’s immediate supervisor.

Responding to a Formal Complaint

1. Individuals named as respondents in a complaint will be informed, in a timely manner, that they are the subject of a complaint, who the complainant is, what the allegations are and what approach to a resolution is being considered.

2. A copy of the complaint will be provided which describes the specifics of an allegation, including times, dates, and alleged conduct.

3. Employee respondents should contact their appropriate supervisor, a colleague, or union/federation representative.

4. Respondents will be given time to prepare a full and complete response to the allegations.

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Threshold Assessment

1. All formal reports filed under the Workplace Harassment Administrative Guideline will be subject to an immediate threshold assessment to determine whether the alleged conduct would, if proven, meet the definition of workplace harassment.

2. If the complaint does not meet the threshold, the complainant will be so advised and no further action will be taken.

Formal Investigation and Resolution

1. The investigation will be conducted by the supervisory staff of the complainant and/or respondent, unless such person(s) actively participated in the unsuccessful informal resolution process, in which case an independent investigator will be appointed.

2. Supervisory/managerial personnel will: a. Take appropriate measures to ensure the safety of the complainant; b. Notify the complainant(s), the respondent(s) and the witness(es) that they are

entitled to support and assistance throughout the process; c. Ensure that the respondent(s) have a copy of the complaint; d. Interview the complainant(s) and/or third party reporting the complaint; e. Inform the respondent(s) of the allegations and provide an opportunity for

response; f. Interview the respondent(s); g. Interview witness(es); h. Come to conclusions about whether a specific incident did or did not occur based

on a balance of probabilities (standard of proof); i. Provide a written summary of the findings and conclusions to the complainant

and to the respondent and give them an opportunity to respond to same; and j. Take appropriate action(s) to resolve the situation.

3. If the respondent declines to participate in the formal investigative process, the investigation will still proceed.

4. The respondent should be encouraged to participate in the interest of a balanced and fair process.

5. In the event the complaint is not substantiated, no further action will be taken, subject to the section on maintaining records.

6. If the complaint is found to be trivial, vexatious or an abuse of the process, the complainant may be subject to disciplinary action.

7. If there is a need to restore the positive learning or working environment, or if the complainant and/or respondent require counselling, appropriate steps will be taken to meet such needs.

Disciplinary Actions

1. The appropriate supervisor or manager may impose discipline as appropriate and consistent with the circumstances.

2. The principles of progressive discipline will be applied including: a. Verbal warning b. Written reprimand c. Suspension with pay d. Suspension without pay e. Dismissal from employment from the Board.

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3. Other user respondents may require actions as appropriate for the individual situation and may include:

a. Letter of disapproval and warning b. Revoking of permits or contracts c. Issuing a trespass warning d. Other remedies as provided by common law and/or appropriate legislation.

Mediated Resolution

1. Mediation involves an unbiased third party acting as facilitator in direct communication between parties who voluntarily agree to enter this process.

2. Where there is already a formal complaint being investigated, at any time the parties may agree to hold the investigation in abeyance, and attempt to achieve a mediated resolution.

3. The trained mediator must be acceptable to both parties. 4. Meetings shall be scheduled as soon as possible, at a time and place convenient for the

complainant, the respondent, and the mediator. 5. Mediation is voluntary and the complainant or respondent may choose to withdraw at

any time. 6. When matters are resolved through mediation, the complainant and respondent will sign

a memorandum of agreement outlining the terms to which they have agreed. Review

1. A request for review may be made to the Director of Education, within ten working days, if:

a. The investigators did not comply with the procedures, or b. New evidence has become known after the final decision but before the expiry of

the ten working days limitation period for requesting a review. 2. The Director will appoint the reviewer. 3. No review of the final decision will be undertaken with regard to the claim that the

conclusions drawn by the investigator(s) based on findings of fact were incorrect. 4. The reviewer will report its findings to the Director of Education who will affirm or amend

a final decision or require that a new investigation be undertaken. April 2019

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Huron-Superior Catholic District School Board

PROCEDURAL GUIDELINES

WORKPLACE VIOLENCE

The Huron-Superior Catholic District School Board is committed to providing a workplace environment in which all employees are treated with respect and dignity, safe from violence or threat of violence. Workplace Violence means:

a) The exercise of physical force by a person against a worker, in a workplace, that causes or could cause physical injury to the worker;

b) An attempt to exercise physical force against a worker, in a workplace, that could cause physical injury to the worker; and

c) A statement or behaviour that is reasonable for a worker to interpret as a threat to exercise physical force against the worker, in a workplace, that could cause physical injury to the worker.

Information and Instruction with Respect to Workplace Violence

1. The Board will provide an employee with: a) Information and instruction that is appropriate for the employees on the contents

of the procedures with respect to workplace violence; and b) Any other prescribed information or instruction.

2. The information provided to the employee may include personal information related to a risk of workplace violence from a person with a history of violent behaviour if:

a) The employee can be expected to encounter that person in the course of his/her work; and

b) The risk of workplace violence is likely to expose the employee to physical injury. 3. The Board will not disclose more personal information that is reasonably necessary to

protect the employee from physical injury. 4. The Board will take every reasonable precaution to protect an employee from domestic

violence, if aware, that is likely to expose an employee to physical injury that may occur in the workplace.

Assessment of the Risks of Workplace Violence

1. The Board will assess the risks of workplace violence that may arise from the nature of the workplace, the type of work or the conditions of work.

2. The Board will reassess the risks of workplace violence as often as necessary to ensure that the related procedures continue to protect employees from workplace violence.

3. The assessments and reassessments shall take into account: a) Circumstances that would be common to similar workplaces; b) Circumstances specific to the workplace; and c) Any other prescribed elements.

4. Circumstances that would be common to schools of the Board are: a) The existence of potential risks due to interactions with the public, students,

parents, and employees; and b) The existence of protocols between the Board and Police Services (See Related

Forms).

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5. Circumstances specific to a school are: a) The school safety plan, including any relevant student Behaviour and Safety/

Risk Assessment plans (See Related Forms); b) The provisions of the lockdown plan of the school; and c) The relationship between the school and Police Services.

6. The Board shall advise the Health and Safety Committee or the health and safety representative of the results of the assessment and reassessment and provide a copy of the report. Where there is a Student Behaviour Plan, or a Student Safety/ Risk assessment plan involved, the results of any assessment or reassessment are to be shared with the school Health and Safety representative and appropriate staff involved or at potential risk.

7. If there is no committee or health and safety representative, the Board will advise the employees of the results of the assessment and reassessment, and will provide written copies on request.

Program to Implement Workplace Violence Guidelines

1. The Board will develop and maintain a program with respect to workplace violence. 2. The program will:

a. Include measures to take and procedures to follow in order to control risks of workplace violence, in the risk assessment that is required;

b. Include measures to take and procedures to follow in order to summon immediate assistance when workplace violence occurs or is likely to occur;

c. Include measures that employees must take and procedures that they must follow to report incidents of workplace violence to the Board or their supervisor;

d. Set out how the Board will investigate and deal with incidents or complaints of workplace violence, then act in a fair and timely manner; and

e. Include any prescribed elements. Duties of the Supervisor

The supervisor will advise an employee of the existence of any potential or actual danger to the health and safety of the employee which the supervisor is aware, or ought to be aware, including personal information, related to a risk of workplace violence from a person with a history of violent behaviour if:

a) The employee can be expected to encounter that person in the course of his/her work; and

b) The risk of workplace violence is likely to expose the employee to physical injury. If an employee will be working directly with a student who represents such risk, then the appropriate Student Safety/ Risk Assessment plan must be shared prior to commencement of duties. (See template in Related Forms) For recording purposes, acts of violence initiated by students must be recorded on the Safe Schools incident Reporting form and the Workplace Violence Incident Report (See Related Forms) and placed in the student’s OSR, with a copy sent to the school Superintendent. This form must also be accompanied by a Supervisor’s Report of Injury (See Related Forms) with the possibility of initiating form 7 for submission to the Human Resources Department (and WSIB when medical attention is sought or time is lost from work) – See Related Forms.

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Duties of the Employee

The employee shall advise the Board or the supervisor of any incident or risk of workplace violence of which he or she is aware. The Workplace Violence Incident Report is to be completed where an incident occurs (See Related Forms). Prevention Workplace violence prevention measures that will be taken include, but are not limited to:

Education and training of all employees about workplace violence and relevant prevention oriented policies and procedures that are in place;

Additional education and training for employees as deemed necessary to deal with students demonstrating violent behaviour;

Development of information sharing process between principals, supervisors, managers and employees;

Development of personal safety strategies by individual employees; and

Making changes and/or improvements to the workplace in such areas such as work practices, administrative practices, building design and physical plant.

Complaint

1. All employees have the right to complaint about violence and are entitled to have access to complaint procedures.

2. Individuals who believe that they are targets of violence may initiate a complaint. 3. Those who have witnessed violence directly, have received reports of violence incidents,

or have reasonable grounds to suspect that violence is occurring, may initiate a complaint.

4. Every employee has the right and is encouraged to contact his/her union/federation for assistance and advice through the process.

5. Non-unionized employees are encouraged to consult with the Manager of Human Resources.

Timelines

1. All complaints must be reported within one year of the most recent incident or threat of workplace violence.

2. A complaint outside of the above time frame may be considered by consulting the Manager of Human Resources.

Confidentiality

1. Supervisory and managerial personnel will maintain confidentiality in the complaint process.

2. All complainants, respondents and other persons involved with the complaint will ensure all matters remain confidential.

3. Witnesses will be informed that any statements will be kept in strict confidence, subject to the ability to conduct a full and thorough investigation.

4. Notwithstanding the above, procedural fairness requires that the respondent to a complaint be apprised of the nature of the complaint and by whom it has been made so that they have an opportunity to respond to the allegations. This may require disclosure of witness names and statements.

5. The Board may be required to provide information obtained during an investigation to an outside agency, such as police services, court or tribunal that has the right to require

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information otherwise protected by the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA).

Records

1. All correspondence and other documents generated under these procedures must, subject to the MFIPPA, be marked “Private and Confidential” and be stored in a locked and secure file in the office of the Superintendent responsible for Safe Schools.

2. The Violence/Harassment Formal Complaint Form shall be used (See Related Forms). Reprisals

1. Reprisal is defined as any act of retaliation, either direct or indirect. 2. Reprisals are prohibited against individuals, acting in good faith, who report incidents of

workplace violence or act as witnesses because they have reported a complaint. 3. The Board will take all reasonable and practical measures to prevent reprisals, threats of

reprisal, or future violence. Informal Complaint Resolution:

1. Supervisory or managerial personnel as well as union/federation representatives shall

attempt to facilitate an informal resolution by:

Suggesting that the complainant confront the problem by making it clear to the individual that violent behaviour or threats are not acceptable and by obtaining a commitment that the behaviour will stop;

Informing the individual of the complainant’s concern regarding the alleged objectionable behaviour and the Board’s expectation for appropriate behaviour, and obtaining a commitment that the behaviour will stop; and

Following up with the complainant to ensure that the behaviour has stopped. 2. Supervisory or managerial personnel may initiate mediation by a neutral third party. 3. When an informal plan of action is implemented, supervisory and managerial personnel

will follow up by monitoring the situation and holding subsequent meetings if necessary. 4. All notes and/or other information prepared in the course of the formal complaint process

will be forwarded to the office of the Superintendent responsible for Safe Schools for storage in a confidential workplace incident file separate from the personnel file. Only a record of the negative consequence, warning or caution will be placed in the respondent’s personnel file.

Formal Complaint Resolution:

Initiating a Formal Complaint

1. Where an incident or threat of workplace violence requires employees to summon immediate assistance and/or to implement any of the Emergency Plan, Emergency Response Plan, Hold and Secure procedures and/or the Lockdown Plan, the formal complaint procedure shall be initiated as soon as possible thereafter.

2. Formal complaints will only be initiated once all reasonable efforts have been made to resolve the conflict informally.

3. Employee complainants should contact their appropriate supervisor, a colleague, or a union/federation representative.

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4. If an employee requires assistance in completing the Formal Complaint Form (see Related Forms), another individual such as a colleague or union/federation representative can make the complaint on the employee’s behalf.

5. If the immediate supervisor is the party alleged to be responsible for the objectionable behaviour or alleged to condone the objectionable behaviour, the complaint should be reported to the person responsible for the complainant’s immediate supervisor.

Responding to a Formal Complaint

1. Individuals named as respondents in a complaint will be informed, in a timely manner, that they are the subject of a complaint, who the complainant is, what the allegations are and what approach to a resolution is being considered.

2. A copy of the complaint will be provided which describes the specifics of an allegation, including times, dates, and alleged conduct.

3. Employee respondents should contact their appropriate supervisory, a colleague, or union/federation representative.

4. Respondents will be given time to prepare a full and complete response to the allegations.

Threshold Assessment

1. All formal reports filed under the Workplace Violence Guideline will be subject to an immediate threshold assessment to determine whether the alleged conduct would, if proven, meet the definition of workplace violence.

2. If the complaint does not meet the threshold, the complainant will be so advised and no further action will be taken.

Formal Investigation and Resolution

1. The investigation will be conducted by the supervisory staff of the complainant and/or respondent, unless such person(s) actively participated in the unsuccessful informal resolution process, in which case an independent investigator will be appointed.

2. Supervisory/managerial personnel will: a. Take appropriate measures to ensure the safety of the complainant; b. Notify the complainant(s), the respondent(s) and the witness(es) that they are

entitled to support and assistance throughout the process; c. Ensure that the respondent(s) have a copy of the complaint; d. Interview the complainant(s) and/or third party reporting the complaint; e. Inform the respondent(s) of the allegations and provide an opportunity for

response; f. Interview the respondent(s); g. Interview witness(es); h. Come to conclusions about whether a specific incident did or did not occur based

on a balance of probabilities (standard of proof); i. Provide a written summary of the findings and conclusions to the complainant

and to the respondent and give them an opportunity to respond to same; and j. Take appropriate action(s) to resolve the situation.

3. If the respondent declines to participate in the formal investigative process, the investigation will still proceed.

4. The respondent should be encouraged to participate in the interest of a balanced and fair process.

5. In the event the complaint is not substantiated, no further action will be taken, subject to the section on maintaining records.

6. If the complaint is found to be trivial, vexatious or an abuse of the process, the complainant may be subject to disciplinary action.

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7. If there is a need to restore the positive learning or working environment, or if the complainant and/or respondent require counselling, appropriate steps will be taken to meet such needs.

Disciplinary Actions

1. The appropriate supervisor or manager may impose discipline as appropriate and consistent with the circumstances.

2. The principles of progressive discipline will be applied including: a. Verbal warning b. Written reprimand c. Suspension with pay d. Suspension without pay e. Dismissal from employment from the Board.

3. Other user respondents may require actions as appropriate for the individual situation and may include:

a. Letter of disapproval and warning b. Revoking of permits or contracts c. Issuing a trespass warning d. Other remedies as provided by common law and/or appropriate legislation.

Mediated Resolution

1. Mediation involves an unbiased third party acting as facilitator in direct communication between parties who voluntarily agree to enter this process.

2. Where there is already a formal complaint being investigated, at any time the parties may agree to hold the investigation in abeyance, and attempt to achieve a mediated resolution.

3. The trained mediator must be acceptable to both parties. 4. Meetings shall be scheduled as soon as possible, and a time and place convenient for

the complainant, the respondent, and the mediator. 5. Mediation is voluntary and the complainant or respondent may choose to withdraw at

any time. 6. When matters are resolved through mediation, the complainant and respondent will sign

a memorandum of agreement outlining the terms to which they have agreed. Review

1. A request for review may be made to the Director of Education, within ten working days, if:

a. The investigators did not comply with the procedures, or b. New evidence has become known after the final decision but before the expiry of

the ten working days limitation period for requesting a review. 2. The Director will appoint the reviewer. 3. No review of the final decision will be undertaken with regard to the claim that the

conclusions drawn by the investigator(s) based on findings of fact were incorrect. 4. The reviewer will report its findings to the Director of Education who will affirm or amend

a final decision or require that a new investigation be undertaken.

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__________________________________________________________________ APPENDICES: A Incident Reporting Flowchart B Workplace Incident Report C Safety/Risk Assessment Form D WSIB 6 E WSIB 7 F WSIB 8

April 2019

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Yes No

Yes No

Yes No

Any questions, please contact the Human Resources Department Revised November 2017

Did/Will the employee seek health care and/or

lose time from work?

See Policy 4024

for related formsIt is a WSIB Claim

- Complete Form 7 and send to HR

- Complete Treatment Memorandum and give to

employee

- Provide employee with Form 6 & Form 8

Process is complete, submit all forms to

appropriate parties

It is not a WSIB Claim

Process is complete, submit all forms to

appropriate parties

Is the injury/incident the

result of violence?

Is it a critical injury?

“critically injured” means an injury of a

serious nature that,

• places life in jeopardy,

• produces unconsciousness,

• results in substantial loss of blood,

• involves fracture of a leg/ arm but not

a finger/ toe,

• involves amputation of a leg, arm,

hand or foot but not a finger or toe,

• consists of burns to a major portion of

the body, or

• causes the loss of sight in an eye.

See Policy 6003 for related forms

Do the following:

- Call 911 and/or provide first aid

- Hold the scene (if possible)

- Investigate the incident

- Complete Critical Injury Reporting Form and

submit to HR ASAP

- Inform Superintendent

Move to next step

HSCDSB Reporting Flowchart

for Employee Injuries/Incidents

See Policy 4024

for related formsComplete the following:

- Safe Schools Incident Report (Part 1 & Part 2)

- Workplace Violence Incident Report

- Supervisor's Report of Injury/Incident

- Safety/Risk Assessment Plan (Required to

review & Document)

Move to next step

(e.g. Slip and Fall, Cut, Strain, etc.)

Complete the following:

- Supervisor's Report of Injury/Incident

Move to next step

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WORKPLACE VIOLENCE INCIDENT REPORT

Employee to file report with 24 hours of incident. Administrator sends to distribution list within 24-48 hours.

Name of Student: School: Date of Incident: Nature of Incident: (Check all that apply.) VERBAL: Abuse □ Threat □

PHYSICAL: Bite □ Punch □ Kick □ Scratch □ Pinch □ Spit □ Slap □ Other □ (specify): _______________________________________________________

Injuries Sustained: (Check all that apply.) Arm □ Hand □ Face □ Head □ Shoulder □ Neck □ Chest □ Back □ Leg □ Foot □ Other □ (specify): ___________________________________________________________________

Weapon(s) Involved: No □ Yes □ If yes, specify: ______________________________________

Repeat incident involving the same offender(s): Yes □ No □

Has Worker been trained in CPI, NCI or BMS? Yes □ No □ Other? (list)_______________ Yes □ No □

Emergency Services Called: No □ Yes □ If yes, specify (Police, Fire, Ambulance): __________________________________________________

Details of the Incident and Follow Up Action Required (To be filled in by the direct Supervisor):

Summary of Incident: If the incident involves a student, parent notified: Yes □ No □

Is there a Safety Plan in place? Yes □ No □ Was the protocol followed? Yes □ No □ Is there a Behaviour Plan in place? Yes □ No □ Was the protocol followed? Yes □ No □ If a Behaviour and/or Safety Plan is in place, they must be reviewed following incident as soon as possible and in a timely manner.

The Supervisor’s Report of Injury/Incident must also be completed.

□ No Injury □ OSBIE □ WSIB □ Injury without Medical Attention

Signature of the Worker: __________________________________ Date: ______________

Signature of the Supervisor: _______________________________ Date: ______________ (i.e.) Principal/Manager

Signature of the Superintendent: ____________________________ Date: ______________

Distribution: School Superintendent OSR Safe Schools Superintendent Special Education Coordinator Revised April 2019

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Huron-Superior Catholic District School Board

Safety/Risk Assessment Plan

Student: School:

Grade: Protective Equipment:

Date: PRN: Yes No Medication: Yes No (if yes, please see office in event 911 is called)

Allergies/Special Considerations:

Safety Plan listed on IEP

Triggers/Antecedents Prevention Strategies Actions observed or noted by staff to increase the student’s anxiety

Successful Intervention Strategies

Stage One: Early Anxiety Phase Indicators Staff Response Noticeable change or increase in behaviour

Acknowledge anxiety, active listening, show empathy, verbal support

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Stage Two: Defensive Phase Indicators Staff Response

Stage Three: Physical Acting-Out Phase Indicators Staff Response

Stage Four: Tension Reduction Phase Indicators Staff Response: Establish Therapeutic Rapport

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Plan developed on: Plan Revised:

Plan developed by:

Name Position Signature

Classroom Teacher

Educational Assistant

Early Childhood Educator

Principal

Parent(s)

Special Education Department

Agency

* If there is physical injury requiring medical attention the following forms must be completed: (to be reviewed)

1) Workplace Violence Incident Report (Board Link – need link) Filed in student’s OSR...

2) Safe Schools Incident Reporting Form, Parts 1 and 2 (PPM 144) (Board forms under “Suspension” – need link) Filed in/sent to...

3) WSIB Forms 6 and 7 Filed in/sent to...

** If no medical attention is required, please complete: (to be reviewed) 1) Supervisor’s Report of Injury/Incident

*** If student must be restrained, the Physical Restraint Form must be completed.

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135

136

137

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Mail To:200 Front Street WestToronto ON M5V 3J1

OR Fax To:416-344-4684OR 1-888-313-7373

Employer's Reportof Injury/Disease (Form 7)

Claim Number7Please PRINT in black inkA. Worker InformationJob Title/Occupation (at the time of accident/illness - do not use abbreviations) Length of time in this position

while working for youSocial Insurance Number

Please check if this worker is a: spouse or relative of the employerexecutive elected official ownerIs the worker covered by aUnion/Collective Agreement?

Worker Reference NumberLast Name First Name

yes noWorker's preferred language dd mm yyDate of

Birth Address (number, street, apt., suite, unit)

English FrenchOther Telephone

ProvinceCity/Town Postal Code

dd mm yySex Date ofHire FM

Fold here for#10 envelopeB. Employer Information

?Trade and Legal Name (if different provide both) Checkone:

Provide NumberFirmNumber

AccountNumber

OR

Rate Group Number Classification Unit CodeMailing Address

TelephoneCity/Town Postal CodeProvince

FAX NumberDescription of Business Activity Does your firm have 20 ormore workers? yes no

Branch Address where worker is based (if different from mailing address - no abbreviations)

City/Town Province Alternate TelephonePostal Code

C. Accident/Illness Dates and Detailsdd mm yy1. Date and hour of

accident/Awareness of illness

2. Who was the accident/illness reported to? (Name & Position)AMPM

dd mm yy Telephone Ext.Date and hour reportedto employer

AMPM

3. Was the accident/illness: 4. Type of accident/illness: (Please check all that apply)Sudden Specific Event/Occurrence Fall Slip/TripStruck/CaughtGradually Occurring Over Time Overexertion Harmful Substances/Environmental Motor Vehicle IncidentOccupational Disease Repetition AssaultFatality Fire/Explosion Other

5. Area of Injury (Body Part) - (Please check all that apply)Right Right Left Right RightLeft Left LeftUpper backHead Teeth

Face Lower backNeck Shoulder Wrist Hip AnkleHandArm FootThighEye(s) Chest Abdomen

Elbow Finger(s)Ear(s) Pelvis Toe(s)KneeForearm Lower LegOther

6. Describe what happened to cause the accident/illness and what the worker was doing at the time (lifting a 50 lb. box, slipped on wet floor, repetitive movements, etc. . .). Include what the injury is and any details of equipment, materials, environmental conditions (work area, temperature, noise, chemical, gas, fumes, other person) that may have contributed. For a condition that occurred gradually over time, please attach a description of the physical activity required to do the work.

A guide to complete this form is available at www.wsib.on.ca Page 1 of 30007A (01/11) Page 1 of 4

139

Employer's Reportof Injury/Disease (Form 7)

Claim Number7Please PRINT in black ink

Social Insurance NumberWorker Name

C. Accident/Illness Dates and Details (Continued)Specify where (shop floor, warehouse, client/customer site, parking lot, etc..).7. Did the accident/illness happen on the employer's

premises (owned, leased or maintained)?yes no

If yes, where (city, province/state, country).8. Did the accident/illness happen outside the Province of Ontario?

yes no

If yes, provide name(s), position(s), and work phone number(s).9. Are you aware of any witnesses or other employees involved in this accident/illness?

1.yes no

2.

If yes, please provide name and work phone number10. Was any individual, who does not work for your firm, partially or totally responsible for this accident/illness? yes no

If yes, please explain11. Are you aware of any prior similar or related problem, injury or condition?

yes no

12. If you have concerns about this claim, attach a written submission to this form. submission attached

D. Health Caredd yy dd yymm mm2. When did the employer learn that the worker

received health care?1. Did the worker receive health care for this injury?

yes no If yes, when :

3. Where was the worker treated for this injury? (Please check all that apply)On-site health care Ambulance Emergency department Admitted to hospital Health professional office Clinic

Other:

Name, address and phone number of health professionalor facility who treated this worker (if known)

E. Lost Time - No Lost Time1. Please choose one of the following indicators. After the day of accident/awareness of illness, this worker:

Returned to his/her regular job and has not lost any time and/or earnings. (Complete sections G and J).Returned to modified work and has not lost any time and/or earnings. (Complete sections F, G, and J).Has lost time and/or earnings. (Complete ALL remaining sections).

dd yy dd yymm mm regular workProvide date worker first lost time Date worker returned to work (if known)υυ modified work

2. This Lost Time - No Lost Time - Modified Work information was confirmed by: Telephone Ext.Myself Other

Name

F. Return To Work2. Has modified work been discussed with this worker?

3. Has modified work been offered to this worker?

If yes, was it1. Have you been provided with work limitations for this worker's injury?

Accepted Declined

If Declined please attach a copy ofthe written offer given to the worker.yes no yes no yes no

4. Who is responsible for arranging worker's return to workTelephone Ext.

OtherMyselfName

Page 2 of 30007A (01/11) Page 2 of 4

140

Employer's Reportof Injury/Disease (Form 7)

Claim Number7Please PRINT in black ink

Worker Name Social Insurance Number

G. Base Wage/Employment Information - (Do not include overtime here)

1. Is this worker (Please check all that apply)Owner Operator or (Sub) ContractorCasual/Irregular Registered ApprenticePermanent Full Time Student

Permanent Part Time Seasonal Unpaid/Trainee Optional InsuranceTemporary Full Time Contract

OtherTemporary Part Time

2. Regular rate of pay $ per hour day week other

H. Additional Wage InformationProvidepercentage

1. Net Claim Code or Amount

2. Vacation pay - on each cheque? %Federal Provincial yes no

3. Date and hour last worked 4. Normal working hours on last day worked

5. Actual earnings for last day worked

6. Normal earnings for last day worked

dd mm yy From ToAM AM AM

$ $PM PM PM7. Advances on wages: Is the worker being paid while he/she recovers? yes no Full/Regular OtherIf yes, indicate:

8. Other Earnings (Not Regular Wages): Provide the total of additional earnings for each week for the 4 weeks before the accident/illness.

* For Rotational Shift workers - If the shift cycle exceeds 4 weeks, please attach the earnings information for the last complete shift cycle prior to the date of accident/illness.

Use these spaces for any other earnings(indicate Commission, Differentials, Premiums,Bonus, Tips, In Lieu %, etc..).θ

MandatoryOvertime Pay

VoluntaryOvertime Pay

From Date(dd/mm/yy)

To Date(dd/mm/yy)Period

$ $ $ $ $ $Week 1Week 2 $ $ $ $ $ $

$ $ $ $ $ $Week 3Week 4 $ $ $ $ $ $

I. Work Schedule (Complete either A, B or C. Do not include overtime shifts)

Example: Monday to Friday, 40 hours(A.) Regular Schedule - Indicate normal work days and hours. υS M T W T F SSunday Monday Tuesday Wednesday Thursday Friday Saturday

8 8 8 8 8or,

(B.) Repeating Rotational Shift Worker - Provide

NUMBER OFDAYS ON

NUMBER OFDAYS OFF

HOURSPER SHIFT(s)

NUMBER OF WEEKSIN CYCLE

Example: 4 days on, 4 days off, 12 hours per shift, 8 weeks in cycle.υor,- Provide the total number of regular hours and shifts for each week for the 4 weeks prior to the accident/illness. (Do not include overtime hours or shifts here).

(C.) Varied or Irregular Work Schedule

Week 3 Week 4Week 1 Week 2From/To Dates (dd/mm/yy)Total Hours WorkedTotal Shifts Worked

J. It is an offence to deliberately make false statements to the Workplace Safety and Insurance Board. I declare that all of the information provided on pages 1, 2, and 3 is true.Name of person completing this report (please print) Official title

dd yymmSignature Telephone Ext. Date

THE WORKPLACE SAFETY AND INSURANCE ACT REQUIRES YOU GIVE A COPY OF THIS FORM TO YOUR WORKERPage 3 of 30007A (01/11)

Commission Commission Commission Commission

/ / / /

Page 3 of 4

141

Employer's Reportof Injury/Disease (Form 7)

Claim Number7Please PRINT in black ink

Worker Name Social Insurance Number

K. Additional Information

THE WORKPLACE SAFETY AND INSURANCE ACT REQUIRES YOU GIVE A COPY OF THIS FORM TO YOUR WORKER0007A (01/11) Page 4 of 4Page 4 of 4

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144

145

2019-05-31

Huron-Superior Catholic District School Board

REPORT TO THE DIRECTOR

Re: Soil Remediation

Submitted by Steve Brown Manager of Plant Services

The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Governance as one of its strategic directions. This report relates specifically to:

Applying resources to initiatives directly related to the strategic plan.

Present: C. Spina (HSCDSB)

S. Brown (HSCDSB)

S. Corbett (JB Excavators)

The tenders for the Soil Remediation, Former F.R. Mills Site Project were opened in public at the Catholic Education Centre on May 23, 2019. Three (3) tenders were received, with results as follows:

Contractor Total Stipulated Price

QM Environmental $395,393

JB Excavators (Algoma) Inc. $431,595

Tri-Phase Contracting Inc. $449,913

The budgeted cost for the project is $450,000.

Proposed Resolution: that the Huron-Superior Catholic District School Board award the construction contract for the Soil Remediation, Former F.R. Mills Site Project to QM Environmental, being the low tender.

SB/fd

146

2019-05-31

Huron-Superior Catholic District School Board

REPORT TO THE DIRECTOR

Re: Roof Replacement

Submitted by Steve Brown Manager of Plant Services

The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Governance as one of its strategic directions. This report relates specifically to:

Applying resources to initiatives directly related to the strategic plan.

Present: S. Brown (HSCDSB)

J. Veltri (MET Energy)

The tenders for the Our Lady of Fatima Chapleau Roof Replacement Project were opened in public at the office of MET Energy Systems in Sault Ste. Marie on May 29, 2019. Two (2) tenders were received, with results as follows:

Contractor Total Stipulated Price

Maverick & Son Exteriors $530,823

Quinan Construction $640,543

The budgeted cost for the project is $500,000.

Proposed Resolution: that the Huron-Superior Catholic District School Board award the construction contract for the Our Lady of Fatima, Chapleau Roof Replacement Project to Maverick & Son Exteriors, being the low tender.

SB/fd

147

Huron-Superior Catholic District School Board REPORT TO THE DIRECTOR

RE: CLERICAL COMPUTER REFRESH

Submitted by: Patrick Pelletier Manager of Information Technology

2019-06-12

The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Governance as

one of its strategic directions. This report relates specifically to aligning available resources with

strategic priorities and ensuring schools have the resources they require.

As part of the computer refresh cycle, The Information Technology Department is requesting approval

for the purchase of 31 new desktop computers to replace all the clerical computer equipment in all our

schools.

The purchase will be made through Dell Canada and part of the OECM purchase program. Board

purchasing policy does not require a tendering process as OECM has done this provincially.

The total cost of the equipment will be $32,323, which will be purchased using existing Administrative

Computer Refresh budget.

Proposed Resolution: That the Huron-Superior Catholic District School Board approve the purchase of 31 new Dell desktops at

a cost of $32,323 from Dell Canada.

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150

2019-06-12

Huron-Superior Catholic District School Board

REPORT TO THE BOARD

RE: BOARD MEETING DATES FOR THE 2019-2020 SCHOOL YEAR

Submitted by Rose Burton Spohn Director of Education

The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Governance as one of its strategic directions. This report relates specifically to open meetings of the Board of Trustees, where they make important decisions regarding finances, policies, capital, field trips, negotiations, and other matters. RECOMMENDED DATES FOR BOARD MEETINGS It is recommended that, wherever possible and appropriate, board meetings be preceded by Mass and other meetings that require the involvement of two or more trustees (e.g., Policy Committee, Trustee Retreat Committee, Finance Committee, Closed Sessions). Based on a number of factors, it is also recommended that board meetings begin at 7:15 p.m. and occur on the following dates:

Wednesday, September 18, 2019

Wednesday, October 16, 2019

Wednesday, November 13, 2019

Wednesday, December 11, 2019

Wednesday, January 15, 2020

Wednesday, February 12, 2020

Wednesday, March 11, 2020

Wednesday, April 15, 2020

Wednesday, May 13, 2020

Wednesday, June 10, 2020 Note: a meeting of the Finance Committee will be held on Tuesday, June 2, 2019.

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2019-05-22

Huron-Superior Catholic District School Board

REPORT TO THE DIRECTOR

RE: Reading Recovery Update

2018-2019 SITE REPORT

Submitted by: Maria Esposito

Superintendent of Education

Prepared by: Amanda McCabe

Reading Recovery Teacher Leader

Reading Recovery® is a research-based early literacy intervention. It is designed to be an individual instruction to Grade 1 students for a short term. Students having the greatest difficulty learning to read and write receive intensive one-to-one daily instruction in reading and writing. The goal is to accelerate the students’ progress to average levels in reading and writing for a period of 12-20 weeks with a highly trained teacher.

“Teaching is a beautiful job; as it

allows you to see the growth day by

day of people entrusted to your care. It

is a little like being parents, at least

spiritually. It is a great responsibility.”

– POPE FRANCIS

Prayer for Reading Recovery Teachers

Lord God,

Your spirit of wisdom fills the earth and our hearts,

We pray that you will guide us in your ways and strengthen our schools.

Look upon the teachers.

Let us strive to share our knowledge with gentle patience

and endeavor always to bring the truth to eager minds.

Grant that we may follow Jesus Christ,

the way, the truth, and the life, forever and ever. Amen

- Chrystal Ayres

Huron Superior Catholic District School Board Mission Statement

Rooted in Jesus Christ, we are a Catholic learning community called and committed

to develop the full potential of each child and to nurture a personal relationship with

Jesus that will inspire Catholic leadership.

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Canadian Institute of Reading Recovery www.rrcanada.org

Strategic Directions Reading Recovery

Catholicity

We are called and committed to

make our schools and worksites

places where our Catholic faith is

planted, nurtured, celebrated and

shared, and where our students are

supported in achieving Catholic

Graduate Expectations.

Reading Recovery teachers are deeply

committed to the Catholic vision of modeling

best literacy practices through word and

action on a continual and responsive basis.

Supportive

Environments and

Well-being

We are called and committed to

being people of hope and

celebration, ensuring environments

are positive and supportive in

educating the whole child. We will

work together to make our schools

and worksites safe and welcoming

places of equity, inclusion and

diversity.

Every child makes literacy gains in Reading

Recovery.

Reading Recovery is an inclusive

intervention; a child is not excluded for

selection. All children who bring with them a

range of challenges are included.

Governance

We are called and committed to

developing effective policy

governance in alignment with our

Board’s Mission and Strategic Plan.

Reading Recovery operates diligently from

CIRR Standards and Guidelines developed to

sustain the integrity and maintain fidelity of

the intervention.

Relationships

We are called and committed to

strengthening relationships with

parents, Catholic School Councils,

parishes, staff, agencies and First

Nation, Métis and Inuit communities

to better serve our students.

Over twenty-five years of national

implementation demonstrates that 100% of

Reading Recovery students improve, and

60% are reading and writing at grade level by

the end of grade one and maintain grade

level in subsequent years.

Reading Recovery is culturally responsive to

our First Nation, Métis and Inuit students.

Student

Achievement

We are called and committed to

ensuring high levels of student

achievement for all students in

alignment with Ministry goals.

The intensive, long-term job-embedded, and

data driven professional development builds

teacher expertise in Reading Recovery AND

for other roles. Theoretical and procedural

understandings create decision makers and

problem solvers. Reading Recovery is an

investment in teacher expertise in support of

student learning and achievement.

Our Strategic Directions and Reading Recovery 153

Familiar Reading

Re-reading yesterday’s new book

and taking a running record

assessment

Working with letter identification and

breaking words into parts

Writing a story and hearing and

recording sounds

Reconstructing the cut-up story

Listening to the new book

introduction and attempting to read

the new book

Reading Recovery

Lesson

Reading Recovery Aligns with Student Well-being

We believe that we are called to support all throughout our journey of life-long learning through

growth, transformation, and witness, revealing “the hope that is within us” (1 Peter 3:15).

39%

61%

Of the grade one students served by

Reading Recovery, 61% were boys and 39%

were girls.

Over 900

HSCDSB students

have been served

in Reading

Recovery since it

began in 2011! Reading Recovery Teachers use

their expertise to support an

average of 34 students in their

additional instructional roles... equal

to over 600 students this year!

Huron Superior Catholic District School Board

Reading Recovery Site Information

16 Reading Recovery Schools

1 Reading Recovery Teacher Leader

403 Grade One students in 16 schools

80 Grade One students served in Reading Recovery

20% implementation rate

...or 25% of the

K-8 population

“All children are ready to learn more than

they already know; it is the teachers who

need to know how to create appropriate

instruction for each child, whatever his or

her starting point.”

- Marie Clay 2005

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“Read ing Recovery has one clear goal: t o d ram at ically reduce t he num b er o f learners

w ho have ext rem e d if f icult y w it h lit eracy learn ing and t he cost o f t hese learners t o

ed ucat ional syst em s.” – Mar ie Clay

Cost s t oo m uch and o t her

in t erven t ions are just as

ef f ect ive 1

By intervening early, the local cost of providing Reading

Recovery will be substantially less than those for

retention and Special Education. Among 127 programs

reviewed by the What Works Clearinghouse, only 27 met

their rigorous standards, and Reading Recovery received

the highest rating in general reading achievement.

Only b enef it s a f ew Grad e

One st ud en t s 2

Reading Recovery teachers serve approximately 8-12

Reading Recovery students per year for a half day.

During the other half day teachers working in Reading

Recovery use their expertise to support on average, an

additional 34 students in their instructional roles. That

means, Reading Recovery teachers impact the

equivalent of two primary elementary classrooms.

Teachers on ly t each one

st ud en t at a t im e 3

Reading Recovery is the most highly effective short-term

intervention of one-to-one tutoring for the lowest 20% of

grade one students. For the lowest students, lessons

need to be individually adapted and tailored to their

needs in order to prevent future learning failure.

Only im p act s st ud en t s 4

Reading Recovery-trained teachers become literacy

leaders, sharing knowledge with colleagues and lifting

literacy expertise across the school. These teachers

increase the schools’ capacity to identify, analyze, and

solve problems related to literacy learning.

It d oesn’t w ork 5

Reading Recovery supplements good classroom

teaching and is a powerful component of a

comprehensive literacy system to help schools identify

and support students who struggle before they are

identified with learning disabilities. All children make

progress in Reading Recovery. Accelerative and

substantial progress students reduce the cost of special

education while limited progress identifies students who

clearly need additional support.

Assumptions FACT

ReadingRecoveryWorks.org

Fact vs Assumption 155

Reading Recovery Training

Reading Recovery teachers initially receive a

full year of intensive professional development

in literacy theory and practice. This is followed

by monthly ongoing professional development

sessions throughout their years in Reading

Recovery. Reading Recovery teachers become

literacy leaders, sharing their knowledge with

their colleagues while building literacy

expertise across the school board.

To date, there have been a total of 44

teachers participating in Reading Recovery

training within HSCDSB.

Celebrations in Reading Recovery

Congratulations to our Reading Recovery Teachers-in-Training; Annarae Jarrett,

Christine Barker, Michaela Sheehan, Shawna Bock, Susan Sandvick-Bye, and Whitney

Artuso. They will be complete or are working towards completion of their in-service

course. The training course consists of 40 hours of training, 300 hours with students.

They completed 4 assessment training sessions and taught for their colleagues.

Thank you to Huron Superior Catholic District School Board who supported the

attendance of three of the Reading Recovery Teachers and Teacher Leader in attending

the Reading Recovery Institute in November 2018.

Congratulations to Perri Nantais, Reading Recovery Teacher/Learning Resource

Teacher who will be retiring this year

Professional Development Topics

for 2018-2019

Different decision making

RTI & Reading Recovery

Systematic observation

Different paths to common

outcomes

Teaching for independence

Self-extending system

Teaching for flexibility to

maximise opportunities for

learning

Literacy processing: simple

view of a complex theory

15 of these

teachers are

now classroom

teachers!

156

In Reading Recovery, transformation occurs every single day. Children’s lives are transformed as they become engaged and competent readers. Families are transformed as children become successful learners, bringing their parents and siblings along on their journey. Schools are transformed as the understanding that every child can learn pervades the building. And, as every Reading Recovery teacher knows, teachers’ lives are transformed as they learn and apply Marie Clay’s teachings to their work and experience their impact on student achievement.

Reading Recovery Council of North America, Annual Report, 2012

Reading Recovery ensures that children who struggle in learning to read and write gain skills for a literate and productive future.

Number of boys in Reading Recovery:

Number of Girls in Reading Recovery:

“Reading Recovery has given confidence to students with

reading difficulties and has raised their instructional

reading level. It has involved the school and parent in the

child’s program and is specific to the learning styles of

individuals. Classroom teachers see the growth and

advantages of the intervention. Parents see the growth

and potential in their children.”

- Principal

“Every child can learn to read and write.

Children with learning disabilities are able

to succeed with reading. The children are

more confident with reading and writing in

the classroom and 1:1 setting. Students

are excited to read and write. “

- Principal

“We need to teach independence! I never truly

realized how much of an impact a teacher can have

– if they use focused, intensive, structured approach

that focuses on the individual needs of the student.

It is up to us as teachers to find the strategies they

need. If a student is struggling you can always find a

way to help lift up their learning.”

- Reading Recovery Teacher

“We have noticed an improvement in his work, texts and

behaviour. Prior to Reading Recovery there were a lot of

struggles and unfinished work. None of that is an issue

now. It’s a great intervention that really helps children in

other areas other than just reading. It helps improve their

confidence and willingness to learn more. We are very

thankful for this opportunity and know our son is much

happier as well. It’s an intervention that we hope continues

and helps many other children as it did our son.”

- Reading Recovery Parent

“Reading Recovery helped my son

move up reading levels. He is on his

way now! It works. How lucky is your

child to get one-on-one reading and

writing instruction every day!”

- Reading Recovery Parent

“Reading Recovery has helped our school to

support our early learners and give them

the best start possible. My students now

have the confidence to try unknown tasks.

They focus on the print and see themselves

as readers and writers.”

- Reading Recovery Teacher

Impact of Reading Recovery 157

Reading Recovery Outcomes

AP = Accelerated Progress

Student has achieved instructional text level 16+

Student stanines on summative literacy tasks 5+

SP = Recommended: Substantial Progress

Student has achieved instructional text level 11-15

Student stanines on summative literacy tasks 3-4

LP = Recommended: Limited Progress

Student has achieved instructional text level 10-

Student stanines on summative literacy tasks 1-2

C/O = Carry Over

Student will continue intervention into grade 2

Note: Outcomes reported are from fall entry students only.

Complete data will be available after year end assessments.

Year end assessments are to be completed June 19, 2019.

Reading Recovery leads to two possible outcomes for

children; both are positive.

“Another way of assessing the

cost efficiency of Reading

Recovery is to determine how

many children served reach a

certain reading level by year-end

and how much this costs the

district per student.” – F. Gómez

Bellengé

from Measuring the Cost of Reading

Recovery: A Practical Approach

“Helping a struggling emerging

reader to learn to read is a different

objective than helping an average

student learn to read. Different costs

are likely to be involved.”

– F. Gómez Bellengé

Note: Most of our students start lessons at or below a text

level 0. Students making accelerated progress get to

average text level in grade one in an average of 12-20

weeks.

Text Level 16 =

Year End Average

within HSCDSB

for Grade 1

158

“Reading and writing got easier because in Reading Recovery I got

to work in a quiet room with no noise to distract me. I liked

learning new words I didn’t know before because it helped me

sound out words when I was writing them. Now that I know how

to read and write, it is easier to do tests so I like school better. I

liked Reading Recovery because I learned how to read and write!”

– Former Reading Recovery Student at SMFI

“I remember the first time I came to read here. I was really shy. I wasn’t a good reader and writer. Then after a bit of time I got used to it. I got better. I really liked Reading Recovery. I am a great reader now. I’m awesome!”

– Former Reading Recovery Student at St. Mary, Massey

“Church is special because

God is awesome.”

- Excerpt from Reading Recovery

student fall classroom journal!

I remember being a very slow reader in Grade 1 because I liked to process what I read and picture what I read in my mind. I wasn’t the best reader. Reading Recovery helped me a lot and it helped me to read faster. I became more confident with my words. My life is a lot better now that I am a reader. I read a lot of chapter

books now. I can also keep pace with my class when we are

reading together. When I read, it makes me a better reader. I find

it even helps with my speech and vocabulary. I love to read.

– Former Reading Recovery Student at St. Paul

Transforming Lives

“Jesus called the children to him and said, “Let the little children come to me, and do not hinder them, for the kingdom of God belongs to such as these.”

Luke 18:15-17.

159

May 31, 2019

Huron-Superior Catholic District School Board

REPORT TO THE DIRECTOR SUMMER LEARNING OPPORTUNITIES 2019

Prepared By:

Micaela Mansfield, Patti Cook

Superintendent Joe Chilleli

and Superintendent Danny Viotto

Presented By:

Superintendent Joe Chilleli

and Superintendent Danny Viotto

Research findings indicate that interventions are needed to reduce differences in summer learning opportunities for

students. Such interventions could reduce learning loss, help struggling students keep pace, and even close gaps in

learning. One such intervention is a summer learning program. - The Ontario Summer Literacy Learning Project 2010

HSCDSB Summer Learning Program: Kindergarten Year 2 to Grade 5

July 8 - July 26, 8:30 a.m. - 2:30 p.m.

Since 2010, the Council of Ontario Directors of Education (CODE), backed with funding and support from the Literacy

and Numeracy Secretariat, has coordinated the organization of Summer Learning Programs in boards across the

province. The aim of the Summer Learning Program is to minimize summer learning loss and increase confidence by

supporting students in the primary and junior grades who would benefit from engaging and interactive classes in literacy

and numeracy with the integration of Indigenous culture and perspectives, computational thinking and robotics, as well

as a healthy and active living. There is a specific selection criteria outlined by the Ministry of Education, as enrollment in

the program is limited (i.e. students who are achieving below provincial standards; would benefit from rich

literacy/numeracy programs to narrow gaps in learning; are struggling to become independent readers and/or with

competencies in mathematics, etc.).

The 2019 Summer Learning Program at HSCDSB has received funding to host 6 classes: four classes at St. Basil Catholic

Elementary School in Sault Ste. Marie, one class at Our Lady of Lourdes in Elliot Lake and one class at St. Mary Catholic

School in Massey. There will be one teacher and one tutor assigned to each class. Students are offered transportation to

the program, as well as a healthy nutrition program throughout the day.

The involvement of parents is critical to the success of the Summer Learning Program. The site administrator and

teachers communicate and engage with parents of students throughout the program, and ensure they understand the

purpose, expected student outcomes and are invited to participate in various learning opportunities throughout the

three weeks of the program.

160

This year, we have the opportunity to include Skill Builders in the Summer Learning Program. The Skill Builders will

function as a member of a multidisciplinary team providing support services to students through small group and

individual sessions. They will work with students on strategies to support academic development, self-regulation,

anxiety, social skills, and promote overall well-being. Two Skills Builders will be assigned to the St. Basil site, one at Our

Lady of Lourdes in Elliot Lake and one at St. Mary Catholic School in Massey.

Secondary Summer School Program

It is anticipated that at the secondary level, St. Mary’s College will offer both Grade 12 English (ENG 4U) and Grade 12

Religion (HRE 4M) as E-learning courses. Face to face courses will include Foundations for College Math (MBF3C),

Functions and Applications (MCF3M), and Functions (MCR3U) all at the Grade 11 level. Additionally, an e-learning

cooperative education course is being offered (COP3/4X) which will begin with pre-placement programming in mid June

and work placement during the month of July. The Grade 10 Civics (CHV2O) and Careers (GLC2O) courses will be offered

as an e-learning course. Foundations of Math (MFM2P) and Principles of Math (MPM2D) will be offered face to face for

Grade 10 students. Finally two Grade 9 options are being offered to students, Foundations of Math (MFM1P) and

Principles of Math (MPM1D).

Courses will run from July 2 - 30, 8:30 a.m. - 2:30 p.m. with the exception of Cooperative Education. All courses will

require sufficient enrollment in order to be offered.

To support student achievement, the board’s Indigenous Graduation Coach will provide extensive support to Indigenous

learners to ensure for academic success and social and emotional well-being.

In addition, a Student and Family Counsellor will be available as a member of the school team to provide support

services to students and families. This counsellor will focus on social and emotional needs and also assist students in

problem solving and conflict resolution to ensure student success. Another responsibility of this Counsellor will be to

check in with students deemed high-risk attending St. Mary’s College over the summer months.

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June 12, 2019

Huron-Superior Catholic District School Board

Re: ST. MARY’S COLLEGE SCHOOL ACTIVITY REPORT

June 2019 Submitted by:

Anthony DeLorenzi Student Trustee

St. Mary’s College

Athletics

Senior Boys Soccer won NOSSA and will be going to OFSAA

Junior Boys Soccer are NOSSA champions

Junior Girls Soccer are city champions

Senior Girls soccer won NOSSA and will be going to OFSAA

49 Track and Field athletes placed in the city track meet and competed in NOSSA 9 of those athletes will be competing in OFSAA

Events

Arts festival on Wednesday the 5th

Grade 6 day on Thursday the 6th Faith Initiatives:

Year-end liturgy on the 4th

Christian life days ended

St. Mary’s students started fundraising for trip to Steubenville Student Council

Will be participating in Relay for life along with Miss. Parniak. Theme is 80s

Year-end luncheon for outgoing council to give incoming council Student Senate

Hosted an As One week, many different events throughout the week

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