agenda - welcome to wcdsb€¦ · 11.1.1 12. potential agenda items/trustee inquiry report (ceo)...

Agenda

Board of Trustees’ Board Meeting

Date: March 23, 2015

Time: 6:00 p.m. *

* Committee of the Whole In Camera, if necessary, will precede or follow the Board Meeting, as appropriate.

Location: Board Room, Catholic Education Centre, 35 Weber Street, Kitchener

Attendees: Board of Trustees: Joyce Anderson, Bill Conway, Manuel da Silva (Chair), Amy Fee, Frank Johnson, Wendy Price, Greg Reitzel, Brian Schmalz, Melanie Van Alphen Student Representatives: Karen Hakim, Maria Paz Rodriguez

Senior Administration: Michael Schmitt, Gerry Clifford, David DeSantis, Derek Haime, Maria Ivankovic, Shesh Maharaj, Laura Shoemaker

Special Resource: John Shewchuk

Recording Secretary: Barb Pilsner

ITEM Who

Agenda

Section

Method &

Outcome

1. Call to Order Board Chair

1.1 Opening Prayer & Memorials Board Pastoral Team

1.2 Approval of Agenda Board of Trustees

Approval

1.3 Declaration of Pecuniary Interest 1.3.1 From the current meeting 1.3.1 From a previous public or in-camera meeting

Individual Trustees

2. Consent Agenda: Director of Education (e.g.: day –to –day

operational matters from the Ministry of Education that the Board is required to do)

2.1 SEAC Membership 2.2 Board Report Summer Hours 2.3 2015-16 Budget Update #2 2.4 Ministry 2015-16 Grants For Student Needs

Trustees Trustees Trustees Trustees

p. 1 pp. 2-5 pp. 6-17 pp. 18-19

Approval Information Information Information

ITEM Who

Agenda

Section

Method &

Outcome

3. Consent Agenda: Board (Minutes of meetings, staff report)

3.1 Approval of Minutes of Regular and Special Meetings 3.1.1 Minutes of February 23, 2015 Board meeting 3.1.2 Minutes of February 4, 2015 SEAC meeting 3.1.3 Actions from Previous In-camera meeting March 23/15 related to Awards and RFP

Trustees Trustees Trustees

pp. 20-23 pp. 24-25 --

Approval Receipt Approval

4. Delegations/Presentation

5. Advice from the CEO

5.1 Supervised Alternative Learning (SAL) 5.2 Solar Panel Update 5.3 2015-16 Budget Update 5.4 APA002 Secondary School Admissions 5.5 APC012 Suspension and Expulsions

David DeSantis/ Fran Baker Shesh Maharaj Laura Isaac David DeSantis Derek Haime

pp. 26-39 pp. 40-47 -- pp. 48-54 pp. 55-97

Information Information Information Information Information

6. Ownership Linkage (Communication with the External Environment)

7. Reports from Board Committees/Task Forces

7.1 Student Trustee report and presentation 7.2 2014-15 Trustee Quarterly Budget as of March

Karen Hakim/Maria Paz Rodriguez Manuel da Silva

-- pp. 98-99

Information Information

8. Board Education (at the request of the Board) 8.1 On-line Modules – Good Governance for School Boards 8.2 Good Governance – Chapters 11 and 12

Michael Schmitt Trustees

p. 100 --

Information Discussion

9. Policy Discussion

10. Assurance of Successful Board Performance

10.1 Board Policy II 008 Chairperson’s Role 10.2 Is There a Need to Review This Policy? 10.3 Board Policy II 013 Cost of Governance 10.4 Is There a Need to Review This Policy? 10.5 Board Policy II 014 Trustee Expenses 10.6 Is There a Need to Review This Policy? 10.7 Board Policy III 005 Monitoring CEO Performance 10.8 Is There a Need to Review This Policy?

Trustees Trustees Trustees Trustees Trustees Trustees Trustees Trustees

pp. 101-102 -- p. 103 -- pp. 104-106

-- pp. 107-110

--

Approval Discussion Approval Discussion Approval Discussion Approval Discussion

11. Assurance of Successful Director of Education Performance

11.1 Monitoring Reports & Vote on Compliance

11.1.1

12. Potential Agenda Items/Trustee Inquiry Report (CEO)

12.1 Trustee Inquiry Report from the CEO 12.2 Shared concerns

13. Announcements

13.1 Upcoming Meetings/Events (all scheduled for the Catholic Education Centre unless otherwise indicated): Mar 26 8:00 a.m. Beacons of Hope – St. Louis ALC

ITEM Who

Agenda

Section

Method &

Outcome

Apr 1 5:30 p.m. CPIC/7:00 pm. SEAC Apr 3/6 Good Friday/Easter Monday Apr 7 Audit Committee Apr 8 7:30 a.m. Beacons of Hope – St. Mary’s Family Apr 9 7:30 a.m. Beacons of Hope – Monsignor Doyle Family Apr 13 6:00 pm. Committee of the Whole Apr 14 7:30 a.m. Beacons of Hope – St. Benedict Family Apr 23 7:30 a.m. Beacons of Hope – Resurrection Family Apr 24 9:00 am. Board Office Mass Apr 27 6:00 pm. Board of Trustees Apr 30 7:30 a.m. Beacons of Hope – St. David Family Apr 30-May 2 OCSTA AGM 13.2 Pending Items:

Look at building our rural population

Consider a committee to review the boundaries for future consideration

13.3 Pending Items for OCSTA Consideration

Committee/Task Force

Due Date

Action Taken

14. Items for the Next Meeting Agenda Trustees

15. Adjournment Confirm decisions made tonight

Director of Education

16. Closing Prayer

17. Motion to Adjourn Board of Trustees Motion Approval

CLOSING PRAYER

O Risen Lord, you have entrusted us with the responsibility to help form a new generation of disciples

and apostles through the gift of our Catholic schools.

As disciples of Christ, may we educate and nurture hope in all learners to realize their full potential to

transform God’s world.

May our Catholic schools truly be at the heart of the community, fostering success for each by providing

a place for all.

May we and all whom we lead be discerning believers formed in the Catholic faith community; effective

communicators; reflective and creative thinkers; self-directed, responsible, life-long learners;

collaborative contributors; caring family members; and responsible citizens.

Grant us the wisdom of your Spirit so that we might always be faithful to our responsibilities.

We make this prayer through Christ our Lord.

Amen Rev. Charlie Fedy, CR and the Board of Trustees, 2010

Memorandum

TO: Board of Trustees CC: FROM: Director of Education DATE: March 23, 2015 SUBJECT: Special Education Advisory Committee Membership Update

ORIGIN

Education Act, Regulation 464-97: Special Education Advisory Committee BACKGROUND Regulation 464-97 sets out the membership criteria, qualifications and mandate of the Special Education Advisory Committee. COMMENT An updated list of SEAC members and alternates along with affiliation are listed below:

Name Organization

Joyce Anderson WCDSB Trustee John Gilbert Waterloo Regional Police Kim Murphy Waterloo Regional Down Syndrome Society Caitlin Baron Autism Ontario Waterloo Region, Alternate Frank Thoms Autism Ontario Waterloo Region Anne O’Donoghue Family and Children’s Services of Waterloo Region, Alternate Wendy Price WCDSB Trustee Alternate Rhonda Ruetz Easter Seals John Spinak Family and Children’s Services of Waterloo Region Jeanne Gravelle Waterloo Region Family Network Zina Bartolotta Fetal Alcohol Spectrum Disorder (FASD) Caregivers Empowerment Alliance Irene Holdbrook CNIB Waterloo-Wellington

RECOMMENDATION This report is provided as monitoring information to the Board of Trustees with the following recommendation: THAT the Board of Trustees approve the updated appointment to SEAC, as outlined above, until the end of the

term November 2017.

PREPARED/REVIEWED BY: Laura Shoemaker, Superintendent of Learning: Student Services

Michael Schmitt, Director of Education

11

Report


To: Board of Trustees

From: Director of Education

Subject: Summer Hours Schedule for the CEC

Type of Report: Decision-Making

Monitoring Incidental Information concerning day-to-day operations

Type of Information: Information for Board of Trustees Decision-Making Monitoring Information of Board Policy XX XXX Information only of day-to-day operational matters delegated to the CEO

Origin: (cite Education Act and/or Board Policy or other legislation)

See attached letter to CEC staff regarding revised working hours for July and August. Policy Statement and/or Education Act/other Legislation citation:

Background/Comments:

Prior to the summer of 2012, the CEC worked on a revised schedule in July and August whereby the CEC was closed on Fridays at noon. Staff members were required to work additional hours or use contractual absences (e.g. lieu time, vacation) to make up the hours not worked on Friday afternoon. The summer schedule was revised in the summer of 2012 so that the CEC was closed all day on Fridays in July and August. As in the past, staff are required to work additional hours or use contractual absences to make up the hours not worked on Friday. The adjusted schedules are approved by each supervisor and questions are directed toward the Executive Officer of Human Resource Services. Staff are permitted to work on Fridays, but are advised that the building is warmer than usual as cooling is scaled back when the CEC is closed.

Recommendation:

The report is for information. Prepared/Reviewed By: Jason Connolly Executive Officer, Human Resource Services Michael Schmitt Director of Education *Bylaw 5.2 “where the Board of Trustees receives from the Director of Education a monitoring report that flows from a responsibility delegated to the Director under Board Policy – except where approval is required by the Board of Trustees on a matter delegated by policy to the Board – the minutes of the Meeting at which the Report is received shall expressly provide that the Board has received and approved of the Report as an action consistent with the authority delegated to the Director, subject in all instances to what otherwise actually occurred.”

22

MEMORANDUM TO: All 12 Month Catholic Education Center Staff FROM: Jason Connolly, Human Resource Services DATE: March 13, 2015 SUBJECT: Summer Business Hours – July and August 2015 As you know the summer business hours at the Catholic Education Center (CEC) during the past three summers were changed so that the CEC was closed on Fridays. The revised schedule was intended to reduce the CEC’s utilities costs during the summer months. After a review of the Summer 2014 schedule, it has been determined that the reduced summer hours for the CEC will apply again in the Summer of 2015. At the end of the Summer, the revised schedule will once again be reviewed. Any feedback you can provide to your supervisor is appreciated. Accordingly, the following will apply for the Summer of 2015: Canada Day and Civic Holiday

Canada Day is Wednesday, July 1st, 2015. The Civic Holiday is Monday, August 3rd, 2015. The CEC will be closed on these days. Summer Office Hours (open to the public)

The following schedule reflects the times the CEC will be open beginning Monday, July 6, 2014: Monday to Thursday 8:30am to 4:30pm Friday closed The last day of the summer schedule will be Friday, August 28, 2015. The regular schedule will resume on Monday, August 31, 2015.

33

Accommodating Flexible Summer Work Weeks

In order to allow for the closure of the CEC on Fridays while staff maintain the same total number of hours per week, flexible work hours during the summer will be accommodated as per the following:

A) Prior approval by your supervisor must be given for your adjusted work schedule AND

B) The assurance of coverage for each department during the hours the CEC is open Options for flexibility in maintaining the same number of hours worked within a shorter week may include:

Lunch periods may be reduced to ½ hour from 1 hour from Monday to Thursday; The workday may be extended beyond the core business hours that the CEC is open; Lieu time, with prior approval by the supervisor, credited up to July 3, 2015 but to be taken by August

31, 2015 may be applied. Employees may access lieu time earned from September 1, 2014; and Vacation (see examples below)

Please note that as in the summer of 2014, cooling of the CEC on Fridays during July and August will be scaled back. In addition, a security code will need to be entered if employees are attending work on a Friday. Vacation Usage During Flexible Summer Schedules

The following applies to the usage of vacation time: Any combination of work/vacation/lieu time/statutory holiday hours totals the same hours as the normal work week. Scenarios for 35 hours/week employees:

Statutory Holidays are equivalent to 7.5 hours; 1 vacation day is equivalent to 7 hours of work; ½ vacation day is equivalent to 3.5 hours of work; and The lunch period is not included as hours worked.

Sample Scenarios

Monday Tuesday Wednesday Thursday Friday Totals

1. Flexible Schedule

8hr 45min worked

8hr 45min worked

8hr 45min worked

8hr 45min worked

0hr worked 35hr

2. Friday off as Vacation

7hr worked 7hr worked 7hr worked 7hr worked 7hr vacation 35hr

3. Stat Holiday Monday

7hr 30min stat

8hr 45min worked 25min lieu time

8hr 45min worked 25 min lieu time

8hr 45min worked 25 min lieu time

0hr 35hr

4. Full Week of Vacation

7hr vacation 7hr vacation 7hr vacation 7hr vacation 7hr vacation 35hr

5. Full Week of Vacation with a Stat Holiday

7hr stat 7hr vacation 7hr vacation 7hr vacation 7hr vacation 35hr

44

Scenarios of 37.5 hours/week employees:

Statutory Holidays are equivalent to 8 hours; 1 vacation day is equivalent to 7.5 hours of work; ½ vacation day is equivalent to 3.75 hours of work; and The lunch period is not included as hours worked.

Sample Scenarios

Monday Tuesday Wednesday Thursday Friday Totals


9hr 22min worked

9hr 22min worked

9hr 23min worked

9hr 23min worked

0hr worked 37.5 hrs


10hr worked 10hr worked 8hr 45min worked

8hr 45min worked

0hr worked 37.5 hrs

3. Friday off as Vacation

7hr 30min worked

7hr 30min worked

7hr 30min worked

7hr 30min worked

7hr 30min vacation

37.5 hrs

4. Stat Holiday Monday

8hr stat holiday

9hr worked 50min lieu time



0hr worked 37.5 hrs

5. Full Week of Vacation

7.5hr vacation

7.5hr vacation

7.5hr vacation 7.5hr vacation

7.5hr vacation

37.5 hrs

6. Full Week of Vacation with a Stat Holiday

7.5hr stat holiday

7.5hr vacation

7.5hr vacation 7.5hr vacation

7.5hr vacation

37.5 hrs

55




Subject: Budget Update #2 Type of Report: Decision-Making

Monitoring Incidental Information

Type of Information: Information for Decision Making

Monitoring Information Information Only

Origin:

Board Executive Limitation IV007 dictates criteria to which staff must adhere in the preparation, planning and presentation of the budget. Budget planning typically commences in January and concludes with the presentation of the budget to the Trustees in early June. Administration requires an approved budget by the end of June in order to file the budget with the Ministry on time. Management will provide 2015-2016 budget development progress updates to Trustees monthly commencing in March as per the Board approved budget consultation plan. The updates are to provide Trustees with information on the activities of the Budget Advisory Committee, progress on timing of the budget development and to inform Trustees of any pressures that may arise as the budget develops.

Policy Statement:

Board Policy IV 007 “Financial Planning/Budgeting” “The CEO shall not… 1. Develop a budget without conducting a formal process for soliciting input on the needs and priorities of the system

5. Present a budget that has not met the criteria of timely, open, two-way sharing, and allowing sufficient time for

decision-making

66


The 2015-2016 budget timeline to date:

Budget Advisory Committee Meeting #2 The next Budget Advisory Committee is scheduled for April 15, 2015:

Topics anticipated to be covered Review of preliminary enrolment Review of survey results Review of budget as submitted to date

Budget Survey Results The budget survey was opened on February 19th and closed on March 13th. There were 571 respondents as compared to 891 respondents for the 2014-15 survey. The results are attached for your information. Overall budget development progress The budget process has completed the following items since the last update to Trustees:

Senior Administration has received in-service on Ministry Technical Paper components Senior Administration has been informed of potential reduced revenue:

$1.4M due to enrolment decline of 140 students $2.0M - $4.0M due to Ministry anticipated GSN reduction (1% - 2%) $1.4M due to non-permanent program assessment

Departmental budgets have been received from budget holders Preliminary salaries and benefits model has been developed in order to assist Senior Administration with pre-

balancing deadline Senior Administration has been informed of preliminary deficit Senior Administration has received survey results

Upcoming

GSN announcement: March 26th Pre-balancing of preliminary budget: April 6th Enrolment projections: due April 10th Budget Advisory Committee meeting: April 15th

Recommendation: That the Board of Trustees receive this budget update as information on the progress of the 2015-2016 budget development process.

Prepared/Reviewed By: Laura Isaac Senior Manager of Financial Services Shesh Maharaj Superintendent of Corporate Services and Treasurer Michael Schmitt Director of Education

Trustee review of budget plan & timelines

Feb 9

•Highlights from Feb 12th BAC

•Update on budget progress

Feb 23

•Update of budget progress

•Survey results

Mar 23

•Highlights from Apr 15th BAC

•GSN announcement

•Enrolment

Apr 27

Update of budget progress

May 25

77

*Bylaw 5.2 “where the Board of Trustees receives from the Director of Education a monitoring report that flows from a responsibility delegated to the Director under Board Policy – except where approval is required by the Board of Trustees on a matter delegated by policy to the Board - the minutes of the Meeting at which the Report is received shall expressly provide that the Board has received and approved of the Report as an action consistent with the authority delegated to the Director, subject in all instances to what otherwise actually occurred.”

88

Parent

25%

Employee

50%

Parent and Employee

19%

Student

3%

Trustee

1%

Other (please specify)

2%

What is your relationship to the Board?

99

30.6%

10.5%

34.7%

24.2%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0%

RETREAT EXPERIENCES FOR STUDENTS IN ELEMENTARY AND SECONDARY SCHOOLS

TRANSPORTATION TO LOCAL PARISHES FOR SCHOOL LITURGIES

FAITH RESOURCES FOR CLASSROOMS AND SCHOOLS

FAITH FORMATION OPPORTUNITIES FOR STUDENTS AND STAFF (I.E. PARTICIPATION IN

CONFERENCES, EQUITY AND INCLUSION PROGRAMS/EVENTS, GUEST PRESENTERS)

Faith development plays a central role in our Catholic system. Where do you

believe efforts should be focused in the area of faith development?

1010

14.3%

22.3%

35.9%

23.8%

3.7%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0%

PROVIDE PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS AND

SUPPORT STAFF TO MEET THE LEARNING NEEDS OF FNMI STUDENTS

BUILD TEACHING AND LEARNING RESOURCES WITHIN SCHOOLS AROUND FNMI

CULTURES AND HISTORIES

BRINGING IN FNMI ELDERS AND PRESENTERS TO SHARE THEIR EXPERIENCE AND

CULTURE

EXCURSIONS TO LOCAL AND PROVINCIAL SITES TO RAISE STUDENT/STAFF AWARENESS

OF FNMI CULTURES AND HISTORIES

OTHER (PLEASE SPECIFY)

The board receives Aboriginal Education funding for the purpose of improving

First Nation, Metis and Inuit (FNMI) student achievement and raising awareness

and knowledge of the rich cultures and histories of FNMI. Which budget choice

do you believe will best serve our students?

1111

Yes

65%

No

9%

Unsure

26%

Do you feel our board should increase partnerships (Wilfred Laurier, University of

Waterloo, Conestoga College, Communitech, Laurier Launch Pad etc) within the

broader community to enhance our experiential learning opportunities (i.e co-

operative and project based learning) for students?

1212

9.7%

11.0%

59.0%

20.2%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

EXPAND THE WIRELESS NETWORK IN EACH SCHOOL

EXPAND THE BANDWIDTH IN OUR BOARD TO ACCOMMODATE AN INCREASE IN

MOBILE TECHNOLOGIES

EXPAND THE PREVALENCE OF TECHNOLOGY (E.G. CHROMEBOOKS, TABLETS, LAPTOPS)

FOR EACH SCHOOL.

BUILDING CAPACITY WITH STAFF THROUGH ONGOING PROFESSIONAL DEVELOPMENT

The Board has funds to promote 21st Century Teaching and Learning in our

elementary schools. How would you like to see these funds spent?

1313

12.7%

21.0%

45.5%

20.8%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0%

EXPAND THE WIRELESS NETWORK IN EACH SCHOOL

EXPAND THE BANDWIDTH IN OUR BOARD TO ACCOMMODATE AN INCREASE IN

MOBILE TECHNOLOGIES

EXPAND THE PREVALENCE OF TECHNOLOGY (E.G. CHROMEBOOKS, TABLETS, LAPTOPS)

FOR EACH SCHOOL.

BUILDING CAPACITY WITH STAFF THROUGH ONGOING PROFESSIONAL DEVELOPMENT.

The Board has funds to promote 21st Century Teaching and Learning in our

secondary schools. How would you like to see these funds spent?

1414

3.04

3.24 3.25

2.512.58

2.97

3.36

Mental Health and Addiction

Nurses – CCAC

Lutherwood School Mental

Health Workers

Carizon School Mental

Health Workers

Curriculum pertaining to

mental health and wellness

and resiliency

Mental Health and wellness

awareness campaigns i.e.

elephant in the room

Christian Meditation Region of Waterloo Public

Health (pilot project)

What services or programs, already existing within the Board, that support mental

health and wellness require enhancement or are working well?

1515

The Board defines an inclusive learning environment as one in which education is based on principles of acceptance and inclusion of

all students in a classroom environment. It is here that the diverse needs of all students are met and students are able to see

themselves reflected in their curriculum, their physical surroundings and the broader environment where diversity is honoured and

respected. What resources do you feel are required to maintain our inclusive learning environment in the Board?

1616

Special Education services are available for students with “exceptionalities”, as defined by the Ministry of Education. These

exceptionalities can be broken down as follows: • behaviour • communication (learning disabled, autistic, language

impairment and speech impairment, hard of hearing) • physical (blind/low vision, physical disability) • intellectual (gifted, mild

intellectual disability, developmental disability) What areas of exceptionalities do you believe require increased Special

Education resources?

1717

Ministry of Education Office of the ADM Financial Policy and Business Division 20th Floor, Mowat Block Queen’s Park Toronto ON M7A 1L2

Ministère de l'Éducation Bureau du sous-ministre adjoint Division des politiques financières et des opérations 20e étage, édifice Mowat Queen’s Park Toronto ON M7A 1L2

2015: B06

MEMORANDUM TO: Directors of Education Senior Business Officials

FROM: Gabriel F. Sékaly Assistant Deputy Minister Financial Policy and Business Division

DATE: March 13, 2015

SUBJECT: 2015-16 Grants for Student Needs (GSN) Launch and Follow-up Sessions with School Boards

The 2015-16 Grants for Student Needs (GSN) will be launched on March 26, 2015.

A technical briefing video, providing an overview of the new elements and changes to the 2015-16 GSN, will be available on the Ministry of Education’s website by 2pm. In addition, a B-memorandum providing technical details on the 2015–16 GSN, as well as board-by-board projections will also be available.

I am also writing today to invite you to participate in a follow-up session with school boards that will provide an additional overview of the 2015-16 GSN as well as an opportunity to address any technical questions you may have.

Follow-up sessions, are tentatively scheduled for the dates below. In consideration of everyone’s busy schedules, we have tried to plan the sessions around the other conferences and events currently taking place in April.

Please hold your region’s date in your calendars. Members of my staff will be contacting you with details on timing, location and attendance at these sessions.

Date Location Region April 7, 2015 London, ON London region April 14, 2015 Ottawa, ON Ottawa region April 21, 2015 Guelph, ON Toronto and Area region April 22, 2015 Midhurst, ON Barrie region May 5, 2015 Thunder Bay, ON Thunder Bay region May 13, 2015 North Bay, ON Sudbury/North Bay region

2015-16 GSN Launch and Follow-up Sessions with School Boards Page 1 of 2 Memorandum from Gabriel F. Sékaly March 13, 2015

1818

http://www.edu.gov.on.ca/eng/policyfunding/funding.html

If you have any questions regarding these sessions, please contact Kate Gooding at 416-326-9986, [email protected].

I hope that you will join us at these follow-up sessions.

Original signed by

Gabriel F. Sékaly Assistant Deputy Minister

Copy: Regional Managers Janine Griffore, Assistant Deputy Minister, French-Language, Aboriginal Learning & Research Joshua Paul, Director, Education Finance Branch Grant Osborn, Director, Capital Policy & Program Branch Kathy Verduyn, Director, Field Services Branch

2015-16 GSN Launch and Follow-up Sessions with School Boards Page 2 of 2 Memorandum from Gabriel F. Sékaly March 13, 2015

1919

mailto:[email protected]

Minutes

Board of Trustees’ Meeting

A public meeting of the Board of Trustees was held on Monday, February 23, 2015 at the Waterloo Region Catholic Education Centre. Trustees Present: Joyce Anderson; Bill Conway; Manuel da Silva (Chair); Amy Fee; Frank Johnson; *Wendy Price; Greg Reitzel; Brian Schmalz; Melanie Van Alphen *attended electronically Student Trustees Present: Karen Hakim; Maria Paz Rodriguez

Administrative Officials Present: Michael Schmitt; Gerry Clifford; David DeSantis; Derek Haime; Maria Ivankovic; Shesh Maharaj; John Shewchuk Special Resources For The Meeting: John Bigelow; Virina Elgawly Regrets: Laura Shoemaker

Recorder: Barb Pilsner, Executive Administrative Assistant NOTE ON VOTING: Under Board by-law 5.7 all Board decisions made by consensus are deemed the equivalent of a unanimous vote. A consensus decision is therefore deemed to be a vote of 9-0. Under Board by-law 5.11 every Trustee “shall vote on all questions on which the Trustee is entitled to vote” and abstentions are not permitted. 1. Call to Order:

The Chair of the Board called the meeting to order at 5:59 p.m. 1.1 Opening Prayer & Memorials The meeting opened with prayer by M. Paz Rodriguez. Intentions were offered for Amy Fee for a family member and her friend’s parent who passed away. 1.2 Approval of Agenda Add Items 5.6 Inclement Weather Procedures and 5.7 New Gr. 1 – 12 Health & Physical Education Curriculum 2015-24 -- It was moved by F. Johnson and seconded by A. Fee: THAT the agenda for February 23, 2015 as amended be now approved. --- Carried by consensus. 1.3 Declaration of Pecuniary Interest

1.3.1 From the current meeting – NIL 1.3.2 From a previous public or in-camera meeting – NIL

2. Consent Agenda: Director of Education (e.g. day-to-day operational matters from the Ministry of

Education that the board is required to do)

2.1 Minutes of CPIC meeting of December 3, 2014 2.2 Interim Financial Report – 1 of 3 2.3 2015-16 Budget Update #1 2015-25 -- It was moved by G. Reitzel and seconded by J. Anderson: THAT the Consent Agenda Director of Education and the recommendations contained therein be now approved. --- Carried by consensus

2020

Waterloo Catholic District School Board – Monday, February 23, 2015 Minutes – Public Board Meeting

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3. Consent Agenda: Board of Trustees (Minutes of meetings)

3.1 Approval of Minutes of Regular and Special Meetings 3.1.1 Minutes of Board meeting of January 26, 2015 3.1.2 Minutes of SEAC meeting of January 7, 2015 3.1.3 Minutes of February 17, 2015 Governance meeting 3.1.4 Items for Action from Previous In-camera meetings of Nov 24/14 and Feb 23/15 2015-26 -- It was moved by F. Johnson and seconded by B. Schmalz: THAT the Consent Agenda Board of Trustees and the recommendations contained therein be now approved. --- Carried by consensus

4 Delegations

4.1 Business & Education Partnership (BEP) D. DeSantis welcomed Allison Mitchell (BEP) and Karen Gallant (JA). The Junior Achievement and Business & Education Partnership organizations have merged. BEP leads the way in career exploration for youth connecting students, employers and educators to promote student success and community prosperity. BEP runs 5 key programs: Speakers Bureau, Apps4Learning; ZOOM Career Days, Challenge Day and Pitch Days.

5 Advice from the CEO

5.1 February 27, 2015 PD Day M. Ivankovic advised February 27th professional development is a Ministry of Education priority day. Assessment and Evaluation will be the focus for the a.m. and PPM8 (Identification of and Program Planning for Students with Learning Disabilities) for the p.m. for elementary with Differentiated Instruction (Pyramid of Intervention Activity) at secondary. 5.2 OCSTA Student Transportation Recommendations M. Schmitt said this is a brief from OCSTA regarding student transportation competitive procurement process that includes recommendations to the government. 5.3 Capital Plan V. Elgawly reviewed the Capital Plan which outlined demographics, enrolment and areas for development in the Region. She reviewed each of the planning areas and identified whether a boundary review or accommodation review may be necessary. 5.4 Renewal Plan J. Bigelow highlighted the renewal rating guidelines: Priority A – Life Safety & Critical Systems, Priority B – Building Envelope and Structural Integrity, Priority C – System Integrity, Priority D – Regulatory Requirements, Health & Safety, Priority E – Building Upgrades to Support Program, Priority F – Building Functionality and Aesthetics. The Ministry of Education has established a Facility Physical Asset Inventory system currently known as TCPS. This database, which is currently being updated, identifies and assesses all school buildings based on current physical condition, life expectancy and replacement value. 5.5 Multi-year Strategic Plan Community Consultation Guide M. Schmitt advised the steering committee met earlier to begin the process and an advance organizer was created in preparation for stakeholders and community to record their input. 5.6 Inclement Weather Procedures M. Schmitt said the decision was made to close schools for the safety of all students last week due to extreme cold temperatures. With last year’s extreme cold both boards had a discussion regarding a consistent approach as the boards share busses. M. Schmitt will meet with John Bryant, director of the WRDSB to review the procedures to provide messaging for snow days and extreme cold days. 5.7 New Gr. 1 – 12 Health and Physical Education Curriculum M. Schmitt the said new curriculum guidelines were released. The Institute for Catholic Education is going to develop the resources to support the new curriculum. The Ministry of Education will offer regional sessions. OCSTA has prepared a letter which will be sent home to parents advising the new curriculum will be taught through the lens of our faith.

2121


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6 Ownership Linkage (Communication with the External Environment)

7 Actions From Board Committees/Task Forces

7.1 Student Trustee Report and Presentations K. Hakim reported: St. Mary’s – there was the semi-formal Feb 12th, blood donations drive, coffee house is coming March 10th, speak-up corner about Black History month and Multi-cultural week is in March St. Benedict – won the AVIVA Community Fund grand prize, semi-formal Feb 13th, blood testing for blood drive, coffee house Feb 19th and “Jeans for Teens” fundraiser M. Paz Rodriguez reported: St. David – held civies day, winter SAC retreat, and currently making a new spiritual video Resurrection – roses and carnations were sold for Valentine’s Day, semi-formal and civies day coming up and Think Fast for Lenten Mission project Monsignor Doyle – had cookies and cram days for exams, sold candy-grams for Valentine’s Day and civies day Feb 25th Gr. 7/8 Leadership Conference: The theme is “Operation Leadership Find Your Voice” to be held April 21st at The Museum. Each high school has chosen an act to best represent their school showing student leaders and the theme in action. There will be break-out groups, team-building exercises lead by student leaders from each of the high schools. K. Hakim and M. Paz Rodriguez are attending the OSTA conference in Ottawa this week. 7.2 Governance Committee Recommendations J. Anderson reviewed the two recommendations for decision. 2015-27 -- It was moved by G. Reitzel and seconded by A. Fee: THAT the Board of Trustees approve the changes to Policy I 001 Ends as outlined in the attached policy in the agenda. --- Carried by consensus

2015-28 -- It was moved by B. Conway and seconded by M. Van Alphen: THAT the Board of Trustees approve the changes to Policy IV 002 Treatment of the Public as outlined in the attached policy in the agenda. --- Carried by consensus

8 Board Education (at the request of the Board)

8.1 Good Governance 2014 Trustees discussed Chapter 7 and 8 in small groups and identified the areas of importance in each chapter as a whole board. Trustees will review Chapters 9 and 10 at the Committee of the Whole in March. Trustees suggested a training session be held on Chapter 7 with a review of our policies and by-law.

9 Policy Discussion

10 Assurance of Successful Board Performance

10.1 Board Policy II 007 Board Members’ Code of Conduct 2015-29 -- It was moved by G. Reitzel and seconded by F. Johnson: THAT the Board of Trustees reviewed Policy II 007 Board Members’ Code of Conduct and find we are in compliance. --- Carried by consensus 10.2 Is There a Need to Review This Policy? Trustees agreed there is no need to review this policy.

2222


- 4 -

10.3 Board Policy III 003 Accountability of the CEO 2015-30 -- It was moved by A. Fee and seconded by B. Schmalz: THAT the Board of Trustees reviewed Policy III 003 Accountability of the CEO and find we are in compliance. --- Carried by consensus 10.4 Is There a Need to Review This Policy? Trustees agreed there is no need to review this policy 10.5 Board Policy III 004 Delegation to the CEO 2015-31 -- It was moved by M. Van Alphen and seconded by B. Conway: THAT the Board of Trustees reviewed Policy III 004 Delegation to the CEO and finds we are in compliance. --- Carried by consensus 10.6 Is There a Need to Review This Policy? Trustees agreed there is no need to review this policy

11 Assurance of Successful Director of Education Performance

11.1 Monitoring Reports & Vote on Compliance 11.1.1

12 Potential Agenda Items

12.1 Trustee Inquiry Report from the CEO 12.2 Shared Concerns

13 Announcements

13.1 The following reports are posted on the Board web page: www.wcdsb.ca

a) Minutes of SEAC Meetings b) Minutes of Parent Involvement Committee Meetings

13.2 Upcoming Meetings/Events (all scheduled for the Catholic education Centre unless otherwise indicated):

13.3 Pending Items:

Look at building our rural population Consider a committee to review the boundaries for future consideration

13.4 Pending Items for OCSTA Consideration

14 Items for the Next Meeting Agenda

15 Adjournment – Confirm decisions made tonight. Closing Prayer

The Recording Secretary confirmed the meeting decisions.

16 Motion to Adjourn

2015-32 -- It was moved by F. Johnson and seconded by J. Anderson: THAT the meeting be now adjourned. The meeting was adjourned by consensus at 8:36 p.m.

Chair of the Board Secretary

2323

http://www.wcdsb.ca/

SEAC Committee Meeting Minutes

Date & Time: Wednesday, February 4, 2015 6:00 pm

Location: Catholic Education Centre

Next Meeting: Wednesday, March 4, 2015

Committee Members: Melanie Van Alphen, Amy Fee, John Spinak, John Gilbert, Frank Thoms, Rhonda Ruetz, Kim Murphy, Jeanne Gravelle, Zina Bartolotta Administrative Officials: Laura Shoemaker, John Klein Regrets:

1. Opening Prayer Welcome: Laura Shoemaker opened with a prayer.

L. Shoemaker

2. Approval of Agenda

Motion by: Frank Thoms Seconded: Amy Fee

3. Declared Pecuniary Interest

None

4. Approval of the Minutes

January 7, 2015

Motion by: Amy Fee Seconded: Kim Murphy

Approved with amendments.

5. School System Operational Business 5.1 IEP/Assessments

Brenda Hunniford and Sharon Adie presented the WCDSB IEP development process. See handouts.

5.2 Special Needs Strategy

John Klein provided an updated presentation on this topic. See handout. See Waterloo Region Special Needs Strategy Planning Table (issue #1).

5.3 SEAC Information Sharing Through Google Drive will be revisited.

B. Hunniford/ S. Adie

J. Klein

J. Gravelle

2424

https://drive.google.com/folderview?id=0B5pV0Mx30jwEcC0temZQR21lMVE&usp=drive_web

5.4 Introduction to Parents with Special Needs Children Entering the System Review will be investigated further.

F. Thoms

5.9 Ministry Updates 1. Nil

6. SEAC Committee Functions

7. Association Updates/Conference Sharing (20 minutes)

WRFN is hosting a workshop “Let’s Talk About Housing “ Session on:

Wednesday, Feb 11, 2015

WRFN’s Family Fun day had 90 participants.

Waterloo Region Museum is having a Wine Tasting event and cost is $50.00

8. Policy Advice to the Board None provided

9. Pending Items

10. Adjournment Motion by: Zina Bartolotta Seconded: Amy Fee

11. Action Items Place Holder

2525

Report




Subject: Supervised Alternative Learning



Type of Information: Information for Board of Trustees Decision-Making Monitoring Information of Board Policy XX XXX Information only of day-to-day operational matters delegated to the CEO Origin: (cite Education Act and/or Board Policy or other legislation)

Ontario Regulation 374/10, “Supervised Alternative Learning and Other Excusals from Attendance at School”, came into effect on February 1, 2011, replacing Regulation 308, “Supervised Alternative Learning for Excused Pupils (SALEP)”. Policy Statement and/or Education Act/other Legislation citation:

The new regulation authorizes the Supervised Alternative Learning Committee of a board to excuse students of compulsory school age who are at least fourteen years old from attending school while they continue to participate in learning under the supervision of the board or a school of the board. An eligible student may continue in SAL for multiple years, but renewal of the student’s program must be authorized by the committee annually. Background/Comments:

This purpose of this presentation is to inform trustees about our Supervised Alternative Learning process. To wit, we will discuss how students are selected for SAL, their SAL plan and the current data regarding these students. Recommendation:

For Information Prepared/Reviewed By: Michael Schmitt Director of Education David DeSantis Superintendent of Learning *Bylaw 5.2 “where the Board of Trustees receives from the Director of Education a monitoring report that flows from a responsibility delegated to the Director under Board Policy – except where approval is required by the Board of Trustees on a matter delegated by policy to the Board – the minutes of the Meeting at which the Report is received shall expressly provide that the Board has received and approved of the Report as an action consistent with the authority delegated to the Director, subject in all instances to what otherwise actually occurred.”

2626

Supervised Alternative Learning

SAL

2727


• Ontario Regulation 374/10, “Supervised Alternative Learning and Other Excusals from Attendance at School”, came into effect on February 1, 2011, replacing Regulation 308, “Supervised Alternative Learning for Excused Pupils (SALEP)”.

• The new regulation authorizes the Supervised Alternative Learning Committee of a board to excuse students of compulsory school age who are at least fourteen years old from attending school while they continue to participate in learning under the supervision of the board or a school of the board. An eligible student may continue in SAL for multiple years, but renewal of the student’s program must be authorized by the committee annually.

2929

Introduction / What is SAL?

• Goal to re-engage compulsory school age (age 14-17) with significant attendance issues

• Offered after other retention strategies have not proven successful

• Students excused from full-time attendance by SAL Committee participate in 1 or more approved activities:

• Credit or non-credit courses• Training, employment, volunteering• Counselling, other approved activities• Students follow a learning plan, regularly monitored

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Supervised Alternative Learning• Every board is required to

have a SAL committee (trustee, supervisory officer and community member)

• Students aged 14-17 participate in working, studies and other activities as approved by the committee

• Student is to be regularly monitored by a primary contact a minimum of once a month

• The Plan is to include a transition plan for the student to return to school/next steps

• Parents do not have to consent to the process

• SAL students will only be recognized as full time, for grant purposes, if taking a course (not including a correspondence course)

3232

The plan must ..... (con’t)• A site visit must take place before a student

begins activity (working, volunteering etc)

• All SAL’s expire no later than June 30th

of each school year

• May be renewed for a maximum of one school year on the recommendation of the Principal to the SAL Committee without requiring the student to appear before the committee.

3333

OVERVIEW of the Steps

1. Application for SAL

2. Meeting

3. Implementation and Monitoring

4. Review and Transition Planning

3434

SAL Data for WCDSBTotal number of SAL’s

0

5

10

15

20

25

30

35

40

2012-13

2013-14

2014-15

21

32

10

3340

17

Females

Males

2014-15 is Sem 1 ONLY

3535

SAL’s on IEP

Females

Males

0

2

4

6

8

10

12

2012-13

2013-14

2014-15

8 9

7

11 12 12

Females

Males

2014-15 is Sem 1 ONLY

3636


Student

School

Community

SAL

Family

3737

Future Considerations

• Increase community connections

• Increase in SALs at St. Don Bosco

• Research opportunities for life skills placements

• Increase home-school academic success

• Possible ASD working group partnership to aid in reducing school refusals

• Possible diversified co-op placements

3838

Questions?

3939




Subject: Solar Panel Project Update



Type of Information: Information for Decision Making Monitoring Information Information Only Origin:

This report provides an update to Trustees on the licensing of school roofs to a third party who plans to generate solar photovoltaic energy under the Provincial FIT system. The original report to the Board is attached for reference. Policy Statement:


On January 14, 2014 the Board of Trustees approved a 20 year roof license with AMP Solar. Through an application process the Board and AMP Solar were awarded 17 solar generation projects. Installation began in November 2014 with the first wave of schools to be completed during April 2015. Installation Process and Impact on Schools: Adrian Frigula, Construction Supervisor is overseeing each installation.

A pre-installation site visit is scheduled which involves Adrian Frigula and the project engineer. Principals are notified of the visit, but there is little involvement from school staff at this step.

Drawings are finalized by the contractor and further reviewed and signed off by Adrian Frigula. A kick off meeting is then held with the Principal, Custodian, AMP Solar, contractor, and Adrian Frigula. At this

meeting start dates, duration, and an overview of the installation process are provided. Board requirements regarding sign in, smoking, and parking are also reviewed and agreed upon.

Once installation begins, Adrian Frigula is the primary contact for any questions from school staff. Installations take up to five months depending on project size, and work does not happen every day as crews shift

from job to job depending on equipment delivery and scheduling. Contractors do not regularly enter schools for installation. On occasion, the fore person may need access to the

electrical room, and this would be under the supervision of the Custodian and after signing in at the office. Some noise is to be expected, and Principals have been asked to provide dates and times when noise cannot

occur. Contractors will work around school activities. Once the project is complete, the Custodian is provided with an overview of the system and new signage is

posted so people accessing the roof will be aware of the solar panel array.

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Following is a schedule of installations at WCDSB schools:

Canadian Martyrs requires further investigation to ensure the existing roof can handle the physical load of the solar panels. Future: St. Gabriel has been approved for a solar panel array in the latest round of FIT applications. An update on this project will be brought forward in the future as it will require approval of a 20 year roof license.

School Project StatusMobilization

Start

Projected

COD

St. Benedict Catholic High School under construction 30-Nov-14 03-Apr-15

St. John Paul II Catholic Elementary School under construction 30-Nov-14 06-Apr-15

St. Clements Catholic Elementary School under construction 30-Nov-14 06-Apr-15

St. Nicholas Catholic Elementary School under construction 30-Nov-14 10-Apr-15

St. Dominic Catholic Elementary School site mobilization and craning 16-Mar-15 05-Aug-15

St. Agnes Catholic Elementary School site mobilization and craning 16-Mar-15 05-Aug-15

St. Luke Catholic Elementary School site mobilization and craning 16-Mar-15 05-Aug-15

St. Mary's Catholic High School site mobilization and craning 17-Mar-15 08-Aug-15

St. Matthew Catholic Elementary School site mobilization and craning 17-Mar-15 10-Aug-15

Resurrection Catholic High School engineering 30-Mar-15 10-Aug-15

Holy Spirit Catholic Elementary School engineering 03-May-15 24-Aug-15

St. Elizabeth Catholic Elementary School engineering 28-Apr-15 19-Aug-15

St. Margaret Catholic Elementary School engineering 03-May-15 24-Aug-15

Mother Teresa Catholic Elementary School engineering 03-May-15 24-Aug-15

Blessed Kateri Catholic Elementary School engineering 15-Apr-15 05-Aug-15

St. David Catholic High School engineering 15-Apr-15 05-Aug-15

Canadian Martyrs Catholic Elementary School Project with Structural

Constraints

4141

Recommendation:

That the Board of Trustees accept this report as information.

Moved by: Seconded by:

Prepared/Reviewed By: Michael Schmitt Director of Education Shesh Maharaj Superintendent of Corporate Services Jeff Admans Manager of Supply and Administrative Services Adrian Frigula Construction Supervisor *Bylaw 5.2 “where the Board of Trustees receives from the Director of Education a monitoring report that flows from a responsibility delegated to the Director under Board Policy – except where approval is required by the Board of Trustees on a matter delegated by policy to the Board - the minutes of the Meeting at which the Report is received shall expressly provide that the Board has received and approved of the Report as an action consistent with the authority delegated to the Director, subject in all instances to what otherwise actually occurred.”

4242

Date: January 27, 2014



Subject: Solar Panel Installations and Contract



Type of Information: Information for Decision Making Monitoring Information Information Only

Origin: (cite Education Act and/or Board Policy or other legislation)

The Ontario Power Authority has offered contracts to the Board to produce solar energy. Through an RFP process, a third party has agreed to take on the responsibility for power generation. The Board would receive annual revenues from the third party based on square footage used for solar panels. A 20 year contract is required to proceed with the agreement. Details and a request to enter into a 20 year contract are contained in this report. Policy Statement and/or Education Act/other Legislation citation:

IV 008 – Financial Conditions and Activities, PP 9: “…the CEO shall not… 9. Enter into any financial agreements over 5 years” Background/Comments:

In conjunction with the Green Energy and Green Economy Act, 2009 and Ontario’s Long Term Energy Plan the Ontario Provincial Government has been financially supporting and advocating for the production of green renewable energy. One of the most common methods of producing green energy of late has been through the installation of solar panels in either rooftop arrays or ground mount applications. In early 2012, the Ontario Power Authority (OPA) announced the FIT2.1 (Feed in Tariff) program. The focus of the FIT2.1 round of applications was aboriginal groups, solar co-ops, and public institutions such as school boards. A limit of 200 megawatts was available to be awarded.

4343

After deliberation, a determination was made that WCDSB would make applications for certain school roofs, and if successful, would work with a third party who would accept the risk of solar power generation in return for lease revenues for our roofs. This decision was based on:

Lack of staff resources to support solar panels (both installation and maintenance) The risks associated with equipment failure The added costs associated with roof repair Discussion with other school boards Lack of working capital available to be invested in solar panels

Request for Proposals In September 2012, WCDSB released an RFP requesting proposals from qualified applicants specializing in solar development to enter into a roof licencing agreement. A total of 18 schools (see appendix A) were selected to be included in the RFP with a total roof area of 905,000 sq ft. The 18 schools were selected based on the age of the building, age of the roof, preliminary structural review of roof capacity, available area on roof for solar installation, and potential ease of installation. The RFP closed on September 17, 2012 with 6 solar developers or co-ops making submissions. At the conclusion of the RFP review and interview process, Amp Solar was selected as the successful proponent to partner with WCDSB to install solar panels on the proposed school sites. Application The terms of the agreement with Amp Solar are such that they are responsible for all costs associated with the implementation of the solar arrays including the completion and submission of the applications to the OPA for the FIT2.1 contracts. Applications were prepared and submitted to the OPA in December of 2012. At the conclusion of the application period, OPA reported that a total of 3,385 applications were submitted for FIT2.1 with a total production capacity of 613.2 megawatts. A total of 909 applications were approved in May 2013 and were offered contracts at the end of a very long and detailed review process by the OPA. WCDSB was successful in receiving contract offers on 17 of the 18 potential sites. Due Diligence In the time since receiving the contract offers from the OPA, AMP Solar has been reviewing our school sites to confirm structural capacities as well as compatibility with existing electrical equipment. In addition we have been waiting on confirmation from the 3 Local Distribution Companies (LDC) that the proposed solar installations are able to connect to the electrical grid at the various locations. WCDSB staff have been working closely with staff from Simcoe County DSB and York Catholic DSB to review the contracts and licensing agreements for the installations with Amp Solar (Simcoe and York Catholic are also working with Amp Solar). All contracts have been vetted through the legal firm of Keel Cottrelle. Benefits Part of the requirements of the WCDSB RFP is for the successful proponent to provide an educational and promotional program after completing the installations. Schools with solar on their roofs will have the ability to monitor the performance of the solar array both through a web app as well a display screen in the foyer of the school. We expect that the web app will allow us to make performance data available to schools where solar is not installed. We are also planning training and information programs for staff as well as variety of printed posters and material.

4444

The lease revenue from the installations approximates $500,000 per year for the next 20 years. Some of the revenue will be used for green energy education (students), maintenance of investments in the classroom, and to address funding shortfalls for the replacement of major building components in our secondary schools. Current Situation Staff have recently met with Amp Solar to discuss the implementation of the solar panels. Amp Solar wishes to begin installations in the spring of 2014. In order to move forward, OPA requires us to enter into a long term contract with Amp Solar for a 20 year period (which matches the power generation contract period of the OPA). Future In November 2013, the OPA opened the application window for FIT 3.0 submissions. WCDSB has submitted applications for a further 13 schools (Appendix B). The rates being paid by OPA for the FIT 3.0 program are approximately 37% lower than under FIT 2.1. With this reduction in rates, projects now need to be reviewed to ensure there is sufficient roof area available for solar panel installation to make it economically viable for the developer and in turn WCDSB. It is for this reason that we have submitted a smaller list of schools for this program. Recommendation:

That WCDSB enters in to a 20 year agreement with AMP Solar to license up to 680,000 sq ft of roof space at 17 schools for the installation of solar panels. Prepared/Reviewed By: Larry Clifford Director of Education Shesh Maharaj Superintendent of Corporate Services John Bigelow Senior Manager, Facility Services Jeff Admans Manager of Purchasing *Bylaw 5.2 “where the Board of Trustees receives from the Director of Education a monitoring report that flows from a responsibility delegated to the Director under Board Policy – except where approval is required by the Board of Trustees on a matter delegated by policy to the Board – the minutes of the Meeting at which the Report is received shall expressly provide that the Board has received and approved of the Report as an action consistent with the authority delegated to the Director, subject in all instances to what otherwise actually occurred.”

4545

Appendix A

FIT 2.1 Proposed School Sites – OPA Contract Offers St Benedict C S S St Margaret of Scotland C E S Blessed Mother Teresa C E S Holy Spirit C E S Resurrection C S S St Mary’s H S St Dominic C E S Blessed John Paul II C E S Canadian Martyrs C E S St Kateri Tekakwitha C E S St David C S S St Nicholas C E S St Mathew C E S St Agnes C E S St Luke C E S St Clements C E S St Elizabeth C E S

4646

Appendix B

FIT 3.0 Proposed School Sites

John Sweeney C E S St Teresa of Avila C E S Monsignor Doyle C S S St Augustine C E S Christ the King C E S Holy Rosary C E S Holy Family C E S Our Lady of Fatima C E S St Anne C E S, Kitchener St Daniel C E S St John C E S St Timothy C E S St Gabriel C E S

4747

Report




Subject: Admission to Secondary Catholic Schools



Type of Information: Information for Board of Trustees Decision-Making Monitoring Information of Board Policy XX XXX Information only of day-to-day operational matters delegated to the CEO Origin: (cite Education Act and/or Board Policy or other legislation)

This Administrative procedure provides administrators with a process to follow regarding requests for exemptions from religious education courses and/or activities of a religious nature with a substantial component of ritual and prayer. Policy Statement and/or Education Act/other Legislation citation:

Subsection 42(13) of the Education Act provides for an exemption for a “program or course of study in religious education” for a “person who is qualified to be a resident pupil in respect of a secondary school operated by a public board who attends a secondary school operated by a Roman Catholic board.” Please note that this exemption only applies to “open access” students who meet the qualifications in the above provision. Background/Comments:

All Secondary school aged students and their parent(s)/guardian(s) must accept and recognize the distinctive Catholic character and culture that pervades the Catholic secondary school community and must be willing to support its purpose, goals and expectations. Non-Catholic students are entitled to attendance in a Catholic Secondary School as a matter of law. The fact, however, that students and their parent(s)/guardian(s) have a statutory right to admission should not preclude reasonable efforts on the part of the school Principal to explore with them the unique expectations on them as members of a Catholic school community. Recommendation:

For Information Prepared/Reviewed By: Michael Schmitt Director of Education David DeSantis Superintendent of Learning *Bylaw 5.2 “where the Board of Trustees receives from the Director of Education a monitoring report that flows from a responsibility delegated to the Director under Board Policy – except where approval is required by the Board of Trustees on a matter delegated by policy to the Board – the minutes of the Meeting at which the Report is received shall expressly provide that the Board has received and approved of the Report as an action consistent with the authority delegated to the Director, subject in all instances to what otherwise actually occurred.”

4848

Administrative Procedures Memorandum

#: APA002

Secondary School Admissions DATE OF ISSUE: January 24, 2002 Revised: August 31, 2004: December 2010, March 2015

MEMO TO: All Administrators; Executive Council FROM: Director of Education

PURPOSE The Waterloo Catholic District School Board is truly the heart of the community, offering success for each and a place for all. As such, the following Administrative Procedure is designed to provide direction to secondary principals, vice principals, and superintendents with respect to secondary school admissions and requests by parents/guardians, or adult students, to be exempted from taking Religious Studies courses and/or activities of a religious nature with a substantial component of ritual and prayer. REFERENCES

Education Act Ontario Catholic School Graduate Expectations WCDSB Mission & Vision Statements APA003 “Admission of Out of Boundary Students”

FORMS

APA002-01 Letter of Acknowledgement APA002-02 Discernment Conversation Document – Guidance Department APA002-03 Exemption for Activities of a Religious Nature With A Substantial Component of

Ritual and Prayer – Qualifies APA002-04 Exemption for Activities of a Religious Nature With A Substantial Component of

Ritual and Prayer – Does Not Qualify APA002-05 Exemption for Religious Education Courses – Qualifies APA002-06 Exemption for Religious Education Courses – Does Not Qualify APA002-07 Religious Education Expectations and Exemptions Annual Review

4949

APA002

Secondary School Admissions Page 2 of 3:

APPENDICES

Appendix A Religious Course/Activities Exemption Flowchart Appendix B Discernment Brochure Appendix C Discernment Conversation Document – Secondary School Principal

COMMENTS AND GUIDELINES BACKGROUND Admission to Secondary Schools 1. Subject to Board Policies regarding transportation and school boundaries, any secondary school-aged student

within the Board’s jurisdiction, may choose to attend a Catholic secondary school (Section 42 (1) Education Act (Ontario). The completion of a Student Registration Form is required.

2. All Secondary school aged students and their parent(s)/guardian(s) must accept and recognize the distinctive

Catholic character and culture that pervades the Catholic secondary school community and must be willing to support its purpose, goals and expectations.

Freedom of Information Consent Form 1. The Freedom of Information Consent Form must be completed and filed annually in compliance with provisions

of the Municipal Freedom of Information and Protection of Privacy Act, 1989. Payment of Tuition Fees 1. In all cases, where a student is admitted for whom the Ministry of Education does not provide education

funding, tuition fees would apply as outlined in the Payment of Tuition Fees Administrative Procedures. Pupils of Other Faiths in Catholic Secondary Schools Non-Catholic students are entitled to attendance in a Catholic Secondary School as a matter of law. The fact, however, that students and their parent(s)/guardian(s) have a statutory right to admission should not preclude reasonable efforts on the part of the school Principal to explore with them the unique expectations on them as members of a Catholic school community. The right to attend brings with it the commitment to reasonable school expectations for behavior and participation in the life of that school. Those expectations need to be clearly expressed to registering students and their parent(s)/guardian(s) in a positive and welcoming fashion and to be accepted by them.

1. All students registered in Catholic secondary schools are required to take at least one Religious Studies course in each of the four years.

2. Students enrolled in Catholic secondary schools are expected to participate fully in the prayer and liturgical life of the school, including daily prayer, Masses, retreats and faith formation activities. At a minimum, "open access" students will attend, and be respectful of, all religious observances.

3. All teachers in a Catholic secondary school shall infuse the Ontario Catholic School Graduate Expectations into

every course that is being taught.

4. Under exceptional circumstances, an “open access” student, on his/her behalf if age 18 or over, or age 16 or 17 and withdrawn from parental control, or otherwise his/her parent/guardian, may apply in writing to be exempted from taking part in the school’s programs and courses of study in religious education and/or activities of a religious nature with a substantial component of ritual and prayer.

5. The right to apply for an exemption does not extend to a Catholic student.

5050

APA002

Secondary School Admissions Page 3 of 3:

PROCEDURES As a means of helping to clarify the school’s and the board’s position regarding the program offered in WCDSB’s Catholic secondary schools, it is necessary to engage in an application process that ensures the applicant is fully aware of the impact that an exemption from Religious Studies and/or activities of a religious nature with a substantial component of ritual and prayer may have, as well as the mission and purpose of Catholic schools. No requests for exemption from Religious Studies courses shall be processed until all phases of the application process have been completed. Registration In order to be considered for an exemption, the student must first be registered at a Catholic secondary school. Application In order for an application to be made, the applicant must provide sufficient notice. A written request from the parent/guardian or adult student (the applicant) must be received by the secondary school principal by May 1st of the preceding school year in the exemption is being requested. The written request must include the reason(s) for the request to help facilitate further discussions regarding the impact that the exemption may have on the student and program. The applicant is advised to refer to Appendix A Religious Course/Activities Exemption Flowchart and Appendix B Discernment Brochure. Information Meetings Once the application has been received, the principal shall set up a meeting with the applicant and his/her Guidance Counsellor. After the meeting with Guidance Counsellor, and only if the applicant wishes to pursue the application, the he/she is advised to refer to Appendix A Religious Course/Activities Exemption Flowchart for next steps.

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Request received regarding an exemption from Religious Education courses and/or

Faith-focused activities, within the schools. Request must be received by

May 1st or October 1st annually

Principal sends Discernment Brochure (Appendix B - APA002) and a letter of

acknowledgement to parents/guardians and/or student (Form APA002-01) and

CCs Guidance Department

Is an Exemption still

being Requested? No Process EndsYesGuidance Department arranges meeting with

parents/guardians and/or student (Form APA002-02)

Is an Exemption still being

Requested?No Process Ends

Yes

Principal arranges meeting with parents/guardians

and/or student (Appendix C - APA002)

Exemption for Religious

Education Courses or Faith-focused Activities

in school?

Faith-focused ActivitiesPrincipal makes

recommendation to Superintendent

Letter is sent to parents/guardians and/or student Granting (Form APA002-03) or

Denying (Form APA002-04) and CCs Superintendent, Director and

OSR

Principal informs student that he/she must report to the office

during any faith-focused activities from which they are exempted

Religious Education Courses

Principal makes recommendation to

Superintendent

Letter is sent to parents/guardians and/or student Granting (Form APA002-05) or Denying

(Form APA002-06) request and CCs Superintendent,

Director and OSR

Exemption Requests must be submitted annually for Principal approval (Form APA002 - 07 )

Process Ends

Appendix A - APA002

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Mahatma Ghandi

Martin Luther King

Helen Suzman

Mother Theresa

How do we live justly?Transforming the Worldby Building God’s Kingdom

People who did it!Christ-like souls who transformed

their communities.

Who am I?Cultivating a Self Awareness

Developing Religious LiteracyExamining the role of religion in the

larger comunity.Coming full circle. Catholic SocialTeachings to guide the journey.

Dalai Lama

Nelson Mandela

Pope John-Paul II

Omar Mukhtar

Noam Chomsky

Malala Yousafzai

JaswantSingh Khalra

JesusChrist Illustration By Chanel Wase

Illustration By Chanel Wase

Illustration By Leah Ann Erikson

Illustration By Leah Ann Erikson

Illustration By Isabel Wood

Our Central Role ModelEngaging our whole self

on the journey.

“Who do the peoplesay I am?” Mark 8:27

Our Four-Year Religious Education Program at WCDSBWhowere they?Choosing a Destiny

Who are we?Relating in Peace

Judaism

Christianity

Islam

Hinduism

Buddhism

Sikhism

AboriginalSpiritualism

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DiscipleshipWelcome to a 170-year-old tradition of education in Ontario!

Catholic Education promotes the understanding of humanidentity in light of our connection to our Origin, through ourconstant search for reason, our cultivation of the precision ofthought, and our creation of community.In keeping with the direction of the General Directory for

Catechesis (GDC 1997), the Waterloo District Catholic School Board(WCDSB) provides rigorous courses in Religion and Family Lifeeducation in each of a student`s four years of secondaryschooling. This religious education, as an evolving discipline,empowers students with an awareness of the Catholic world viewwhich promotes life-long examination of our individual andcollective choices in light of the fundamental dignity of thehuman person and the existence of absolute ethical norms. Thesecourses are the framework for a necessary interdisciplinarydialogue which takes place in an environment where subjectmatter and teaching strategies are planned in age-appropriateways and with sensitivity to the affective and personaldimensions of students` lived experiences.We are very proud of our Religion and Family Life program at

WCDSB. Each of our five high schools employs teams ofcommitted teachers who work together to implement bothcentrally and locally developed programming tailored to theirrespective school communities. Here is what some of our teacherssay about the program that is their vocation:“Four years of religious education nurtures within students a

love of self and neighbour and the belief in God that we can alltransform the world a little at a time.”“Four years of religious education develops in students an

ability to think for themselves and to aim build a virtuouscharacter.”“Four years of religious education offers students an

understanding of alternative choices to the voices ofconsumerism and self-centredness, an understanding ofcompassion to those who are less fortunate in our world andmembership in a community that makes the world a better homefor humanity.”“Grade 9 Prepares students to be able to see their faith lives

within the context of a loving and faith filled community. It isabout helping students to make good decisions that will leadthem into mature and loving relationships.”

Critical Thinking andReligious Literacies

Religion and Family Life teachers at WCDSB know the existenceof one unseen reality, which is the cause of everything, is equallymeaningful to people of all faiths and people of no faith. We knowthat human curiosity compels each individual to speculate on thenature of this unseen reality, and so our religious educationcourses give students a forum and a language for such wondering,consequently developing self-awareness and cultivating athoughtfulness about purpose and transformative potentiality.In spite of modern predictions that religion would steadily

decline with the rise of secularism and science, religion`sinfluence remains potent. Understanding the complex rolereligions play in contemporary global, national and local contextsis a goal of the Religion and Family programming at WCDSB.Religious education courses embrace progressive pedagogies.

Our courses teach to the four assessment categories, ensuringacquisition of knowledge by discovery of enduringunderstandings and content expectations, application of thetarget expectations to self and real-world examples, directinstruction in thinking skills as a way of using content as exercisein critical and creative thinking, and finally, effectivecommunicating of enduring understandings through the modesof varied intelligences. Students become better thinkers, speakers,writers and performers after embracing the experience of Religionand Family Life courses.

21st Century Fluencies and Career PlanningReligion and Family Life educators have embraced the WCDSB`s

21st Century Teaching and Learning Blueprint. In addition toenduring understandings, our courses are designed to developstudents`:Creativity, Entrepreneurship and Innovation. Students will

be reflective, creative and holistic thinkers who can demonstratecreative thinking, construct knowledge, and develop innovativeproducts and processes.Communication and Collaboration. Students use digital

media and other learning environments to communicate andbecome collaborative contributors– including at a distance, tosupport individual learning, and to contribute to the learning ofothers.Research and Information Fluency. Students employ digital

tools to gather, evaluate, and critically analyze large volumes ofoften conflicting information to make decisions, resulting in self-directed, responsible, life-long learners.Critical Thinking and Problem-Solving. Students draw on

critical thinking skills to plan and conduct research, manageprojects, solve problems, and make informed decisions usingappropriate digital tools and resources.Digital Citizenship and Stewardship. Students show

understanding of human, cultural, and societal issues related totechnology and make ethical decisions as responsible citizensbased on our Catholic Social Teachings when developing theirdigital footprints.Technology Operations and Concepts. Students demonstrate

a sound understanding of technology concepts, systems andoperations.

Let us go forward in Hope!Novo Millenio Ineunte

Waterloo CatholicDistrict School Board

"I learned that God invites us to take steps which He will use tostrengthen our faith" Grade 9"As this course went on I became very interested and excited to learnmore. My view of religion changed drastically. I am now looking forwardto taking religion again next year" Grade 9"I hope that I can be Christ-like in my actions and in my words. I want tohelp people in need by acting like Jesus did." Grade 10"Being Catholic...means helping those in despair, loving your neighbour;it means being a good role-model, making good choices; it means knowingabout the injustices in our world today and actually trying to fix them."

Grade 10"Being Christ-like is demonstrating qualities Jesus showed such ascompassion, generosity, and humility, and displaying them through thechoices and actions we take every day." Grade 10"Thanks to the world's religions, we have been taught that by followingthe Golden Rule...salvation is achieved not just after death but it is createdon earth for ourselves and the people around us." Grade 11“The Catholic Social Teachings are great guidelines of how one must livetheir life in the way God intended, filled with love, compassion andfriendship. This is what I strive to accomplish.” Carmina, Grade 12“The CSTs that I will carry in my life are ways to achieve peace and justice,as ways to live life with dignity, while respecting others, as ways to createa better world for future generations.” Maria, Grade 12“Through a combination of all these teachings (CSTs), it is not hard tocome to a conclusion that without the support of everyone and the aid ofthose who work to better the community, it is extremely difficult todevelop a world where peace, harmony, and love can co-exist without thedanger of war and violence breaking loose and harming others. Only byour support can we move past times of sorrow and pain, and movetowards a time of love, peace, and enlightenment.” Nolan, Grade 12“Creating a life where happiness comes from how I live rather than whatI have, will be difficult in a world where consumerism rules, but with theaid of the CSTs, I will achieve this. I will use everything that I have learnedin this course, to empower me on my journey through life and provide thetools that will be vital for me to achieve my goals. God calls use to love andto create peace and that is exactly what I will do in life.”

Maria Celeste, Grade 12“Four years of religious education at WCDSB teaches students the valueof love, compassion and family. High school teaches young people manylessons in socialization and morals, but religious education is at the coreof this. Catholic education has affected the woman I am today and how Icarry myself. We learn strong values and high morals and these arequalities I carry with me into my own family now and my professionallife. I was fortunate enough to have strong role models as teachers andhave tried to embrace the positive qualities in these people and carry theminto who I am today. I had a very positive experience with WCDSB andam proud of the way this experience has influenced my adult life.”

Rebecca Grieb, Graduate

Here is what some of our students sayabout the program, which has formed

them in their faith:

Catholic Education is a gift, rooted in Christ,lived in Faith, witnessed in community.

Michael Schmitt, 2015 Director WCDSB

Illustration ByIsabel Wood

To Formation ForTransformation

To Religion and Family Life Education

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Report




Subject:

Administrative Procedure: Suspension and Expulsions (Procedures, Appeals, Programmes for Student Support)



Type of Information: Information for Decision Making Monitoring Information Information Only Origin:

As part of the regular review process for Administrative Procedures the following Administrative Procedures were revised according to the latest legislation. The following Administrative procedures were consolidated: APC 012; APC019; APC 020; APC 021; APC 027 as there was much duplication. Policy Statement:

Education Act: 306-311; Regulations: 37/01 (2), 106/01

Ministry Policy & Procedures Memoranda 120, 128,130, 141, 142, 144, 145, Safe Schools Act (2000) (2009): 309-312

Bill 13, Accepting Schools Act (2012)

Bill 157, Keeping Our Kids Safe at School Act (Feb.1, 2010) Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)

Personal Health Information and Protection of Privacy Act (PHIPA)

Personal Information Protection and Electronic Documents Act (PIPEDA)

Statutory Powers Act (2009)

APC 013 School Police Protocol Ontario Catholic School Graduate Expectations Board Governance I.001: Ends


The provincial Code of Conduct is designed to promote safety and foster the principles of respect and responsible citizenship in Ontario schools. The WCDSB recognises the significance of safe, inclusive, and nurturing schools and seeks to foster such environments by employing a restorative focus which respects the dignity of all persons and seeks to build loving relationships. Conditions arise however, in which the safety and wellbeing of the community may warrant a suspension or an expulsion.

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The purpose of this AP memorandum is to outline the policies and procedures related to suspension and expulsion as well as the appeals process and programmes for students who have received an expulsion, as mandated by the Education Act. The memorandum will clarify the activities which lead to possible suspension or expulsion, the mitigating circumstances which may affect the decision to suspend or expel the collection and disclosure of student information, and the duties and authorities of teachers, principals, the WCDSB, and the appeal committee. In all actions, the WCDSB strives to be transparent, consistent, and compassionate while recognising the need to respond each circumstance individually and balancing the needs of the learning community with those of the individual student. Recommendation:

For information Prepared/Reviewed By: Michael Schmitt Director of Education Derek Haime Superintendent of Learning *Bylaw 5.2 “where the Board of Trustees receives from the Director of Education a monitoring report that flows from a responsibility delegated to the Director under Board Policy – except where approval is required by the Board of Trustees on a matter delegated by policy to the Board - the minutes of the Meeting at which the Report is received shall expressly provide that the Board has received and approved of the Report as an action consistent with the authority delegated to the Director, subject in all instances to what otherwise actually occurred.”

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Administrative Procedures Memorandum

#: APC012

Suspension & Expulsions (Procedures, Appeals, Programmes for Student Support)

DATE OF ISSUE: September 4, 2001 Revised: February 26, 2002; September 3, 2002; October 30, 2003; March 31, 2004, January 25, 2008,

February 2015 (Consolidation of APC 012; APC019; APC 020; APC 021; APC 027)

MEMO TO: All Staff FROM: Director of Education

PURPOSE The provincial Code of Conduct is designed to promote safety and foster the principles of respect and responsible citizenship in Ontario schools. The Waterloo Catholic District School Board (hereinafter referred to as “the Board”) recognises the significance of safe, inclusive, and nurturing schools and seeks to foster such environments by employing a restorative focus which respects the dignity of all persons and seeks to build loving relationships. Conditions arise however, in which the safety and wellbeing of the community may warrant a suspension or an expulsion. The purpose of this AP memorandum is to outline the policies and procedures related to suspension and expulsion as well as the appeals process and programmes for students who have received an expulsion, as mandated by the Education Act. The memorandum will clarify the activities which lead to possible suspension or expulsion, the mitigating circumstances which may affect the decision to suspend or expel the collection and disclosure of student information, and the duties and authorities of teachers, principals, the WCDSB, and the appeal committee. In all actions, the Board strives to be transparent, consistent, and compassionate while recognising the need to respond each circumstance individually and balancing the needs of the learning community with those of the individual student.

REFERENCES

Education Act: 306-311; Regulations: 37/01 (2), 106/01

Ministry Policy & Procedures Memoranda 120, 128,130, 141, 142, 144, 145, Safe Schools Act (2000) (2009): 309-312

Bill 13, Accepting Schools Act (2012)

Bill 157, Keeping Our Kids Safe at School Act (Feb.1, 2010) Municipal Freedom of Information and Protection of Privacy Act (MFIPPA)

Personal Health Information and Protection of Privacy Act (PHIPA)

Personal Information Protection and Electronic Documents Act (PIPEDA)

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APC012 Suspension & Expulsions

(Procedures, Appeals, Programmes for Student Support) Page 2 of 41

Statutory Powers Act (2009)

APC 013 School Police Protocol Ontario Catholic School Graduate Expectations Board Policy I 001: Ends

FORMS

APC012-01 Notice of Suspension (Generated via Trillium) APC012-02 Notice of Suspension Leading to Possible Expulsion (Generated via Trillium) APC012-03 Notice of Suspension Appeal Hearing APC012-04 Suspension Appeal Principal’s Report to Superintendent APC012-05 Suspension – Declaration of Commitment APC012-06 Student Action Plan APC012-07 Expulsion Recommendation Form APC012-08 Safe Schools Incident Reporting Forms (Generated via Trillium) APPENDICES Appendix A Mitigating Circumstances Appendix B Record Keeping of Violent Incidents Appendix C Parent Guide to Suspension Appeal Hearing Appendix D Documents Relating to Expulsion Appendix E Parent Guide to Participation in an Expulsion Hearing Appendix F Programs for Students that have been expelled Appendix G Summary of Offences and Consequences Appendix H Suspension Flow Chart Appendix I Notice of Expulsion Hearing

COMMENTS This policy memorandum and the procedures that it establishes must always be used in the service of the Board’s vision and mission. The principles of compassion, reconciliation, and restorative justice are paramount in establishing consequences for student misbehaviour. In all things, the Board seeks to affirm the essential God-given dignity of all as well as ensuring that all people can contribute meaningfully to, and participate meaningfully in, the community. Such participation requires that all learners respect human rights, promote civility, and contribute to the common good. The aim is to respond to the needs of each learner while protecting the harmony of the learning environment in each school community. GUIDELINES

1. Definitions

a) Suspension A suspension means students are removed from school temporarily for a specific period of time.

Students may be suspended for a period of time ranging from one school day to twenty school days. Students who are suspended for more than five school days are considered to be on long-term suspension. Students cannot take part in school activities or events while suspended.

b) Student Action Plan Once students have been suspended for more than five school days and agree to participate in a

program for suspended students, a planning meeting is held. The student, school and Board staff, and parents or guardians (wherever possible) attend the meeting.

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The purpose of the meeting is to identify the: • Student’s needs • Student’s risk factors • Type of supports required to help the student continue learning as part of the academic program • The objectives of the Student Action Plan

The Student Action Plan identifies the academic component and any additional supports to promote positive behaviour the student will receive. Each student’s plan will be developed to meet his or her needs. The plan will depend upon the student’s needs, length of the suspension, the nature and severity of the behaviour, and any other mitigating factors.

c) Expulsion Expulsions are different from suspensions. They do not have a time limit. Expelled students are

removed from school for an indefinite time period. Students are suspended first, while expulsion is being considered.

Students can be expelled from their own school. Or, they can be expelled from all schools in their Board. Students expelled from all schools in their Board cannot go to school or take part in school activities or

events. For example, expelled students cannot go on field trips or take part in school team events. d) Transition Plan Once a student who has been expelled meets the objectives of the Board programme for expelled

students, a transition plan is formed to ensure the student’s success in returning to a publically funded school.

2. Implications of a Restorative Focus The Board believes that Restorative Justice is a way of being which demonstrates that the best and natural state of the person is in loving relationship. Restorative Justice recognises that all persons have a responsibility to continually build and foster positive relationships which promote the dignity of the person and, where harm occurs, restore those relationships. As a result, every action and decision must be measured by the degree to which they foster loving relationships within the community. Such a belief does not mean that conditions don’t arise in which the appropriate response is suspension or expulsion, but rather that the decision to suspend or expel take into consideration the mitigating circumstances and always respects the dignity of all persons and the needs of the community.

3. Mitigating Circumstances (Appendix A)

For the purposes of suspension, mandatory suspension, and/or suspension leading to expulsion, the following, in accordance with Section 306 (2) of the Education Act, shall be considered a guide for principals in determining the existence of mitigating circumstances in the Board. Furthermore, a student who has committed an offence which, under normal circumstances would indicate an expulsion may be considered to have “mitigating circumstances” if:

The age of the student is a factor in his or her actions;

Whether the principles of progressive discipline have first been attempted;

Student personal history or recent personal trauma;

The student does not have the ability to control his or her behaviour;

The student is unable to foresee or understand the consequences of his or her behavior;

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The student’s continuing presence in the school does not create an unacceptable risk to the safety

of any person;

Where racial, ethnic, religious, disability, gender, sexual orientation or other harassment was a

factor in the student’s behaviour; and/or

The impact of the suspension or expulsion on the student’s continued education.

If students have special education needs and have an Individual Education Plan, the principal will also consider:

Whether the behaviour was a manifestation of a disability identified in the student's plan

Whether appropriate accommodation has been provided

Whether suspension is likely to aggravate or worsen the student's behavior or conduct. Students who are deemed to have a mitigating circumstance may still be suspended. 4. Duties of Principals

After due consideration of mitigating factors, the principal has the authority to suspend a student from one to twenty school days for infractions set by the Province and by the Board.

All suspensions must follow set procedures established by the Board for providing notice, review and appeals of suspensions where they are allowed by Provincial or Board policy. Ideally, all suspensions should begin no later than one day after the infraction has been observed. 5. Activities Leading to Possible Suspension

5.1 Offences Leading to Possible Suspension “for and up to 20 days”

Section 306. (1) of the Education Act states: 306. (1) A 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. Uttering a threat to inflict serious bodily harm on another person.

2. Possessing alcohol or illegal drugs.

3. Being under the influence of alcohol.

4. Swearing at a teacher or at another person in a position of authority.

5. 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.

6. Bullying.

7. Any other activity that is an activity for which a principal may suspend a pupil under a policy of the Board.

5.2 Investigation into Possible Suspension

Commence an investigation promptly following the reporting of the incident which will be conducted in accordance with the requirements established by Board policy.

For the purpose of the investigation, the principal has the powers and duties set out in Board policy.

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http://www.e-laws.gov.on.ca/html/statutes/french/elaws_statutes_90e02_f.htm



As part of the investigation, the principal shall make all reasonable efforts to speak with the following persons:

the pupil.

the pupil's parent or guardian, unless, the pupil is at least eighteen years old, or the pupil is sixteen or seventeen years old and has withdrawn from parental control.

any other person whom the principal has reason to believe may have relevant information.

Consider whether to suspend the pupil while taking into account any mitigating or other factors prescribed by the regulations.

5.3 Suspension Procedure

A teacher or staff member who observes an infraction that requires suspension of one day or more must refer the matter to the principal who will then begin to investigate.

Mitigating circumstances are considered and the pupil may not be suspended depending on the principal’s judgment of the mitigating circumstances.

If there are no or insufficient mitigating circumstances, the principal will contact the police, if appropriate, according to the guidelines established in the Police Protocol or conduct an investigation to determine the nature of the infraction and the assignment of responsibility for the infraction.

The principal then considers factors affecting type and duration of the suspension.

When a principal suspends a student under Section 306 for greater than five school days, he or she shall assign the student to a program for suspended students;

A principal may not suspend a pupil under Section 306 more than once for the same occurrence.

The principal will make all reasonable efforts to ensure that the parent/guardian and student are notified of the suspension within twenty-four hours of the suspension being imposed, including the infraction and the duration of the suspension unless the pupil is at least 18 years old or the pupil is 16 or 17 years old and has withdrawn from parental control. (Form APC012-01 or Form APC012-02)

The student’s teachers and other appropriate school personnel shall also be given written notice of the suspension.

The suspension will ideally commence no later than the day following the notification of the suspension. A copy of the written notice shall be placed in the OSR.

5.4 Suspension: Programmes for Student Support (Forms APC012-05, APC012-06)

Students can be suspended for a period of one to 20 school days. Students who are suspended for more than five school days are considered to be on a long-term suspension.

Students who are suspended for one to five school days are expected to receive a homework

package.

Students who are suspended for six to 10 school days must be offered an academic program that will help them keep learning. The Board will develop a program for each student’s needs.

Students who are suspended for 11 to 20 school days must be offered an academic program, as well as supports to promote positive behaviour. For example, supports like anger

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management or career counselling can help engage and motivate students and encourage positive behaviour.

o This process will involve the student, the parent/guardian (as appropriate), and members of

the Student Success Team at the school and additional Board support personnel who are familiar with the student as well as opportunities for support from community agencies.

o Other individuals may be invited to participate as needed. While the program for long-term suspended, as well as that for expelled students will be offered at an off-site location, it is expected that staff from the home school will remain connected to the student so that the re-integration process will be successful.

o This reintegration process is guided by the values of compassion, tolerance, forgiveness

and reconciliation that constitute the WCDSB approach to Restorative Justice. 6. Appeal of Suspension

6.1 Suspension Committee Composition

The composition, powers, and duties of the members of the “Appeal to Suspension” committee are determined by Board Policy II 007. The membership consists of at least three trustees and an alternate appointed by the Chair of the Board. A trustee on the Hearing committee, who has been in communication with either the appellant or the school administrator regarding any aspect of the appeal, will declare a conflict of interest and an alternate member will be appointed by the Chair of the Board. The committee members are fully authorized to act on behalf of the Board for all suspension appeals. An appeal of a suspension does not stay the suspension.

If an appeal is heard during or after the completion of the suspension, the appeal committee (via the superintendent) has the power to confirm, modify, or remove the record of suspension.

6.2 Initiation of a Suspension Appeal

An adult student or the parent/guardian of a student under age eighteen, or a pupil if he/she is sixteen or seventeen years of age and has withdrawn from parental control may appeal a suspension to the Board.

A representative from Family and Children’s Services functioning as a guardian of a Crown ward may also initiate an appeal.

Appeals must be received in written form by the Director’s Office within ten school days of the commencement of the suspension.

6.3 Suspension Appeal Procedure (Appendix C)

The notice of a suspension appeal must be received by the Director of Education, or designate, in written form within ten school days of the commencement of the suspension. The Director will forward the notice of appeal to the Superintendent of Safe Schools.

The Superintendent of Safe Schools will notify the chair of the committee of the request for an appeal within two school days of receipt of the request for an appeal hearing.

The chair of the appeal committee will inform the Superintendent of Safe Schools of the date for the hearing of the appeal. When the Superintendent of Safe Schools has received the date of the appeal hearing from the chair of the appeal committee, the following procedure will be followed:

The Director shall serve notice of the hearing by regular mail to every person entitled to appeal the

suspension as well as the school principal, and the school supervisory officer; (Appendix I)

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The notice of the appeal hearing shall include a statement of the time, place and purpose of the

hearing; a reference to the statutory authority under which the hearing will be held; and a statement that if the party requesting the hearing does not attend at the hearing, the committee may proceed in his/her absence and s/he will not be entitled to any further notice in the proceedings;

The decision of the committee will be communicated in writing to the appellant(s), the school

principal and the school superintendent no later than seven school days following the appeal hearing.

The Board may: confirm the suspension and its duration; or confirm the suspension but shorten its

duration, even if the suspension 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 has already been served.

The decision of this committee is final.

6.4 Collection & Distribution of Student Information (suspension)

Section 315 of the Education Act gives regulatory authority to District School Boards regarding collection and disclosure of information of suspended students, for the purposes of administering programs, courses, services to suspended students and to ensure the safety of students.

7. Suspension, Investigation and Possible Expulsion 7.1 Activities leading to suspension As per Section 310 (1) of the Education Act: A principal shall 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. 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.

5. Trafficking in weapons or in illegal drugs.

6. Committing robbery.

7. Giving alcohol to a minor.

7.1 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.

7.2 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.

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8. Any other activity that, under a policy of a board, is an activity for which a principal must suspend a pupil and, therefore in accordance with this Part, conduct an investigation to determine whether to recommend to the board that the pupil be expelled. 2007, c. 14, s. 4; 2012, c. 5, s. 14.

Any activity listed in subsection 306 (1) of the Education Act that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar factor.

Any other activity that, under a policy of a Board, is an activity for which a principal must suspend a pupil and, therefore in accordance with this Part, conduct an investigation to determine whether to recommend to the Board that the pupil be expelled.

8. Suspension Pending Expulsion Procedures

8.1 Suspension Pending Expulsion Procedure When it is deemed that a student has committed an act for which a suspension, investigation and possible expulsion is warranted, the principal will immediately contact the police if it is unsafe to intervene. Staff members observing an infraction will refer the matter to the principal. In such cases the principal will:

Ensure the safety and care of any injured parties/victims.

Isolate the student who is identified to have committed the offence, and place the student under direct staff supervision.

Conduct an initial investigation to establish that an offence has occurred, confiscate appropriate items

related to the offence in the presence of another staff member and the student (e.g. drugs, alcohol, weapon etc.) The Supreme Court of Canada in R. vs. M. (M.R.) (1998) and the Ontario Court of Appeal in R. vs. J.M.G. (1986) have stated that a principal, who has reasonable grounds to do so, may conduct a search of a student or their possessions in carrying out his or her duties to maintain order and discipline in the school.

Principals shall not conduct frisk searches of students. Should a student refuse to co-operate with a

search, the police will be requested to attend for assistance.

The principal will document all interviews and contacts.

Consider if there are “mitigating circumstances”. (Section 306-2) If there appears to be a “mitigating circumstance”, contact a member of the Collaborative Team, Student Services or the appropriate School Superintendent for an immediate consult.

Students who are deemed to have “mitigating circumstances” may still be expelled;

If the occurrence requires police involvement or response, see Section 7 of the Police Protocol, the principal will contact the police and request their attendance at the school and provide some initial information regarding the incident such as student’s name, address and date of birth.

If the student is between the ages of twelve and seventeen, it is the responsibility of the investigating

police officer to inform the student about the nature of the charges, of his/her rights; specifically the right to talk with a lawyer, the right to talk with their parents/guardian or any other adult relative or adult who may be of assistance to them, the right to have the adult he or she talked to present during the interview with the police, and to give the standard cautions; if the student is over the age of eighteen, it is the responsibility of the police officer to inform the student about the nature of the charges, of his/her adult rights and to give the standard cautions (Section 10 of the Canadian Charter of Rights and Freedoms).

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Consult with the investigating officer to determine whether the student is a witness, suspect,

accused or under arrest providing the student being questioned is less than eighteen years of age.

The principal will advise the student that their parents/guardians will be contacted and informed of the student’s involvement in the incident. Attempts will be made by the principal to notify the parent prior to any interview with the police.

Should a parent request that their child not be interviewed by police, the principal will request that

the student be interviewed off school property.

Do not contact the parents without the consent of the student if the student is eighteen years or older.

Contact Family and Children’s Services if the student is a crown ward or ward of Family and

Children’s Services who is considered the legal guardian.

Possibly suspend a pupil for up to twenty school days and, in considering how long the suspension should be, take into account any mitigating or other factors prescribed by the regulations.

8.2 Duties of the Principal – Suspension Pending Expulsion Assign the pupil to a program for suspended pupils in accordance with any policies or guidelines issued by the Minister.

Inform the pupil's teacher of the suspension and make all reasonable efforts to inform the pupil's parent or guardian of the suspension within twenty-four hours of the suspension being imposed, unless, the pupil is at least eighteen years old, or the pupil is sixteen or seventeen years old and has withdrawn from parental control.

Ensure that written notice of the suspension is given promptly to the following persons: (Form APC012-02)

the pupil;

the pupil's parent or guardian, unless the pupil is at least eighteen years old, or the pupil is sixteen or seventeen years old and has withdrawn from parental control;

such other persons as may be specified by Board policy;

Ensure that the notice includes 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; information about the investigation the principal will conduct under section 311.1 of the Act to

determine whether to recommend that the pupil be expelled; a statement indicating that:

o there is no immediate right to appeal the suspension;

o if the principal does not recommend to the Board that the pupil be expelled following the investigation under Section 311.1 of the Act, the suspension will become subject to appeal under Section 311.2; and

o if there is an expulsion hearing because the principal recommends to the Board that the pupil be expelled, the suspension may be addressed by parties at the hearing;

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Conduct a more comprehensive investigation to determine whether to recommend to the Board that the pupil be expelled.

8.3 Investigation into Possible Expulsion (Forms APC012-04, APC012-07)

Commence an investigation promptly following the suspension which will be conducted in accordance with the requirements established by Board policy. For the purpose of the investigation, the principal has the powers and duties set out in Board policy. As part of the investigation, the principal shall make all reasonable efforts to speak with the following persons:

the pupil.

the pupil's parent or guardian, unless, the pupil is at least eighteen years old, or the pupil is sixteen or seventeen years old and has withdrawn from parental control.

any other person whom the principal has reason to believe may have relevant information.

Consider whether to recommend to the Board that the pupil be expelled while taking into account any mitigating or other factors prescribed by the regulations.

8.4 Decision not to Expel - Duties of the Principal Upon concluding the investigation decides whether or not to expel the student. If a decision is made not to recommend to the Board that the pupil be expelled, the principal either:

confirms the suspension and the duration of the suspension;

confirms the suspension but shorten its duration, even if the suspension has already been served, and amend the record of the suspension accordingly;

or withdraws the suspension and expunge the record of the suspension, even if the suspension

has already been served. If the principal does not recommend to the Board that the pupil be expelled, the principal shall 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 under Section 311:

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 has, under subsection (5), 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 under Section 311.2, including: o a copy of the Board policies and guidelines governing the appeal established by the Board, and

o the name and contact information of the supervisory officer to whom notice of the appeal must

be given under Section 311.2.

8.5 Decision to Expel – Duties of the Principal (Form APC012-07)

On concluding the investigation, decides to recommend to the Board that the pupil be expelled, he or she shall prepare a report that contains the following:

a summary of the principal's findings;

the principal's recommendation as to whether the pupil should be expelled from his or her school

6666



only or from all schools of the Board;

the principal's recommendation as to: o the type of school that might benefit the pupil, if the pupil is expelled from his or her school only,

or

o the type of program for expelled pupils that might benefit the pupil, if the pupil is expelled from all schools of the Board.

The principal shall promptly provide a copy of the report to the Board and to every person whom the principal was required to give notice of the suspension under Section 311. The principal shall ensure that written notice containing the following is given to every person to whom the principal was required to give notice of the suspension under Section 311 at the same time as the principal's report is provided to that person:

A statement that the pupil will be subject to an expulsion hearing for the activity that resulted in the suspension.

A copy of the Board policies and guidelines governing the expulsion hearing established by the Board under Subsection 302 (6).

A statement that the person has the right to respond, in writing, to the principal's report provided

under this section.

Detailed information about the procedures and possible outcomes of the expulsion hearing, including, but not limited to, information explaining that: o if the Board does not expel the pupil, it will, with respect to the suspension imposed under

Section 310, confirm the suspension, shorten its duration or withdraw it,

o the parties will have the right to make submissions during the expulsion hearing as to whether, if the pupil is not expelled, the suspension imposed under Section 310 should be confirmed, reduced or withdrawn,

o any decision of the Board with respect to the suspension imposed under Section 310 made at

the expulsion hearing is final and not subject to appeal,

o if the Board expels the pupil from his or her school only, the Board will assign the pupil to another school, and

o if the Board expels the pupil from all schools of the Board, the Board will assign the pupil to a

program for expelled pupils. The name and contact information of a supervisory officer whom the person may contact to discuss any matter respecting the expulsion hearing.

Any person who is entitled to receive the principal's report under this policy and written notice detailed above may respond, in writing, to the principal and the Board.

8.6 Appealing Suspension after no Expulsion Determined

If the principal does not recommend to the Board that the pupil be expelled and does not withdraw the suspension, the suspension may be appealed under Section 309 of the Education Act:

a person who is entitled to appeal must give written notice of his or her intention to appeal within five school days of the date on which he or she is considered, in accordance with the rules set out in subsection 300 (3), to have received the notice given under Subsection 311.1 (9).

if the principal confirmed the suspension but reduced its duration under Subsection 311.1 (8), the

appeal is from the reduced suspension and not the original suspension.

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9. Expulsion Hearing (Appendix D)

9.1 Expulsion Hearing:

Where a principal has referred the matter regarding an expulsion to a decision of the Board, the following procedure will be followed: The school supervisory officer shall submit a written request for an expulsion hearing to the Director

within seven school days of the initiation of the suspension, investigation and possible expulsion;

The Superintendent of Safe Schools shall inform the Chair of the Committee of the request and the Chair shall set a date for the hearing which will occur within eight school days following receipt of the request;

The Superintendent of Safe Schools shall provide written notice of the Expulsion Hearing to the

adult student, the student who is 16 or 17 years of age who has withdrawn from parental control, the parent/guardian of the student under the age of 18, the principal of the student’s school, the school supervisory officer, and the student’s teacher(s), within two school days of receipt of the request for a hearing; (APC012-03)

The notice of the hearing shall include: the principal’s recommendation for expulsion from his/her school or from all schools of the Board;

the supervisory officer’s recommendation for expulsion;

right of parent/guardian (or adult student, 16 or 17 year old student who has withdrawn from

parental control) to a hearing;

statement of time, place and purpose of the hearing;

reference to Section 310-314 of the Education Act under which the hearing will be held;

statement that if the party notified fails to attend, the Board may proceed in his/her absence and the party will not be entitled to any further notice of the proceedings;

a Parent Guide to Participation in an Expulsion Hearing (Appendix E)

Following the hearing, the Committee will make its decision in a private session. A trustee on the Hearing committee, who has been in communication with either the appellant or the school administrator regarding any aspect of the appeal, will declare a conflict of interest and an alternate member will be appointed by the Chair of the Board. Written notification of the decision of the committee shall be given to the adult student, the 16 or 17 year old student who has withdrawn from parental control, the parent/guardian of the student under the age of 18, the principal of the student’s school and the school supervisory officer within two school days of the decision. The notice of the decision must include: The type of expulsion (from one or from all Board schools);

Information on the program for suspended/expelled students; and

The requirements for re-admission.

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When considering the type of expulsion that may be appropriate in particular circumstances, the Board shall consider the pupil’s history, mitigating factors as prescribed by Regulation and Board policy as well as such other matters as are considered appropriate.

9.2 Programmes for Student Support (expulsion) (Appendix F)

When the Board imposes an expulsion, the school supervisory officer will provide the student (over the age of eighteen), the student who is sixteen or seventeen years of age who has withdrawn from parental control or the parent / guardian of the student under the age of eighteen, with information pertaining to programs to support continued learning while expelled.

9.3 Expulsion: Collection & Distribution of Student Information

Section 315 of the Education Act gives regulatory authority to District Boards regarding collection and disclosure of information regarding expelled students, for the purposes of administering programs, courses, services to expelled students and to ensure the safety of students.

Regulation 37/01 (5) outlines the rules and procedures regarding disclosure of information regarding expelled pupils. The Board that expels a pupil under the Act may disclose his or her pupil record to a person who provides a strict discipline program to the pupil if:

the pupil consents to the disclosure, if he or she is an adult; or

the pupil’s parent or guardian consents to the disclosure if the pupil is a minor.

The person who provides a strict discipline program to the pupil may disclose personal information about the pupil to the Board that expelled the pupil or to any Board to which the pupil applies to return to school if:

the pupil consents to the disclosure, if he or she is an adult; or the pupil’s parent or guardian consents to the disclosure, if the pupil is a minor.

9.4 Appeal of a Board Imposed Expulsion

Initiation of the appeal where the Board has imposed an expulsion in accordance with the Education Act and Board policy, an adult student, a 16 or 17 year old student who has withdrawn from parental control or the parent/guardian of a student under the age of 18 may appeal the expulsion. The Child and Family Services Review Board is designated for the purposes of subsection 311 (5) of the Act to hear and determine all appeals from decisions of Boards to expel pupils. An appeal of a Board imposed expulsion is heard by a committee of the Child and Family Services Review Board of the Province of Ontario (CFSRB). The decision of this committee is final. The expulsion of the student remains in effect pending the outcome of the appeal decision of the Child and Family Services Review Board committee. Appeals must be forwarded to the Child and Family Services Review Board (CFSRB) and copied to the Director of Education. A request for an expulsion appeal must be made:

Within the sixty days of the District School Board’s decision to expel the student. This date should be referenced in the letter of appeal.

The sixty days may be extended if the CFSRB feels there are reasonable grounds to do so. The CFSRB must convene the expulsion appeal hearing within thirty days of receiving a request to

appeal a District Board’s expulsion decision. The procedures, powers, and duties of the persons who are required to conduct this appeal are

determined by provincial legislation.

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After hearing an appeal from a decision of a Board, the Child and Family Services Review Board may decide any of the following options:

Confirm the Board’s decision;

Modify the type or duration of the expulsion;

Impose, change or remove conditions that must be satisfied if the pupil is to return to school in Ontario following an expulsion;

Overrule the decision of the Board and reinstate the pupil. If the Child and Family Services Review

Board overrules the decision of the Board and reinstates the pupil, it may order that any record of the expulsion of the pupil be expunged if the Child and Family Services Review Board consider it appropriate in the circumstances.

The CFSRB must make its decision, including the reasons for the decision, within ten days of the completion of the expulsion hearing.

7070



FORM APC012-01

NOTICE OF SUSPENSION

Date: To (Parent(s)/Guardian(s) : Name of Student: Date of Birth: School: I hereby notify you that your son/daughter is suspended from the above listed school. Number of school days: Starting on: Ending on: Number of Suspensions this school year: According to the Education Act (as amended 2007) and Board policy, this suspension is issued for the following reason(s): Insert Reason: A student who has been suspended for 6 to 20 days is assigned to a Suspension Program at their home Secondary School site as per their Student Action Plan (SAP). This individual SAP is created collaboratively with the student, family and school/Board staff. Please reference this form for specific information. Unless the student is a participant in the suspension program he/she is prohibited from:

entering the school building and property engaging in any school-related activity.

After clarification of the reason(s) for the suspension by the principal or vice-principal, if you wish to appeal this suspension in accordance with the Education Act, S309, you may serve notice within ten (10) school days of the commencement of the suspension to the Director of Education, Waterloo Catholic District School Board.

Yours truly, Principal DISTRIBUTION:

1. Parent/Guardian/Student (18 & over) 2. Student’s Teacher(s) 3. Superintendent of Schools 4. School Attendance Counsellor 5. Guidance (Secondary) 6. Principal 7. OSR 8. Superintendent of Safe Schools

Revised: January 2015

School Name Address Phone/FAX

7171



FORM APC012-02

NOTICE OF SUSPENSION, INVESTIGATION AND POSSIBLE EXPULSION

Date: To (Parent(s)/Guardian(s) : Name of Student: Date of Birth: School: I hereby notify you that your son/daughter is suspended from the above listed school to allow for an investigation pending a possible expulsion. Number of school days: Starting on: Ending on: Number of Suspensions this school year: There is no immediate right to appeal this suspension. Should you wish to begin the appeal process, please refer to APC012. According to the Education Act (as amended 2007) and Board policy, this suspension is issued for the following reason(s): Insert Reason: While the investigation of this incident is ongoing the student is assigned to the following school for a suspension program as discussed in the meeting to create their Student Action Plan (SAP). Insert School name and address. Unless the student is a participant in the suspension program he/she is prohibited from:

entering the school building and property engaging in any school-related activity.

Following the investigation of this incident, a recommendation will be made to the Superintendent of Education responsible for this schools and to the school Board regarding a possible expulsion. You will be notified by letter regarding this recommendation and on you can respond.

Yours truly,

Principal DISTRIBUTION:

1. Parent/Guardian/Student (18 & over) 2. Student’s Teacher(s) 3. Superintendent of Schools 4. School Attendance Counsellor 5. Guidance (Secondary) 6. Principal 7. OSR

Revised: January 2015

School Name Address Phone/FAX

7272



FORM APC012-03

NOTICE OF EXPULSION HEARING or

NOTICE OF SUSPENSION APPEAL HEARING

Waterloo Catholic District School Board 35 Weber St. W. Unit A

P.O. Box 91116 Kitchener, Ontario

N2G 4G2

IN THE MATTER OF Section 309 of the Education Act,

TO : [parent(s) & address] AND TO : [principal] Principal of [name of school] [address] TAKE NOTICE that a hearing before the Waterloo Catholic District School Board (the Board) will be held at 35 Weber St. W. Unit A, in the City of Kitchener, on [date], commencing at [time] (or so soon thereafter as the matter may be heard) for the purpose of conducting an expulsion hearing in the matter of [name of pupil] and an application for a hearing by [Principal’s Name], principal of [name of school]. AND FURTHER TAKE NOTICE that if you do not attend at this hearing, the Board may proceed in your absence and you will not be entitled to any further notice in the proceedings. For your information and guidance, there is enclosed a Parent Guide to Participating in an Expulsion Hearing which outlines the procedure to be followed in the hearing. At the commencement of the proceedings, the parties will be requested to confirm their acceptance of this procedure, or alternatively, to give reasons that may persuade the Board to vary such procedure. Your attention is drawn to the Statutory Powers Procedure Act under which this hearing is conducted. DATED 35 Weber St. W. Unit A, Kitchener, Ontario this { } day of { }, 200{ }. Director of Education, Waterloo Catholic District School Board

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I accept service of the within Notice of an Expulsion Hearing or Notice of an Suspension Hearing This day of 200 . ________________________________ [parent(s)]

AND IN THE MATTER OF Section 309 of the Education Act

-and-

IN THE MATTER OF an Application

By { } The principal of { } school

I accept service of the within Notice of Hearing of Appeal This { } day of { }, 200{ }, ________________________________ [name of principal] Principal

_____________________

NOTICE OF

HEARING _____________________

[name of solicitor or other person preparing document]

7474



FORM APC012-04

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD SUSPENSION APPEAL PRINCIPAL’S REPORT TO SUPERINTENDENT

School Name: Name of Principal:

Section 1: Incident Details Date of Incident: Time of Incident: Date Suspension Issued: Name of Perpetrator of the Incident: Grade: DOB: Age: Name of Parent Guardian: Home Phone#: Work Phone#:

Section 2: Victim Details (attach separate sheet if more space required)

Name of Victim: Date of Birth: Age: Grade: Name of Parent Guardian: Home Phone#: Work Phone#:

Section 3: A “Summary of Findings” pertaining to the Incident:

Section 4: Witness Information (attach separate sheet if more space required)

Witness #1 name: Parent/Guardian Name: Home Phone: Work Phone: Witness #2 name: Parent/Guardian Name: Home Phone: Work Phone: Witness #3 name: Parent/Guardian Name: Home Phone: Work Phone:

Section 5: Police Contact

Were the Police contacted? Yes No Officer’s Name: Incident Number: Action Taken by Police: (short summary)

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Section 6: Determination Summary of Mitigating Circumstances

Summary:

Section 7: Attachments to this Report (check the appropriate boxes)

OSR Search Summary including previous suspensions/expulsions, academic achievements/limitations, special education/support, diagnostic test reports, personal/social history, etc.

Investigation Log summarizing a chronology of investigative steps in the investigation of the incident.

Participant(s) and Witness Statements should be dated and signed by the participant/witness whether the statement is provided orally or scribed by a staff member. Staff members participating in the taking of a witness statement should also date and sign the statement.

Section 8: Signatures

Form completed by: Date: Principal Signature: NOTE: Include a copy of Parent Guide to the Participation in a Suspension Appeal Hearing. Cc: School Superintendent Superintendent of Safe Schools Parent/Guardian of Pupil Facing Suspension In accordance with the Municipal Freedom of Information and Protection of Privacy Act, please ensure that Section# 2 & # 4 are removed prior to forwarding to the Parent/Guardian of Student Facing Suspension.

7676



FORM APC012-05

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD SUSPENSION PROGRAM - DECLARATION OF COMMITMENT

Name of Student:

School:

Student OEN : Grade:

Date of Birth: The Ontario Code of Conduct sets clear provincial standards of behaviour. It specifies the mandatory consequences for student actions that do not comply with these standards. Since students have a responsibility to demonstrate a commitment to the learning process, to honour the school Code of Conduct, and to demonstrate age-appropriate behaviour, my participation/continued attendance in the suspension program is dependent on my commitment, as demonstrated by my compliance with the conditions stated below.

1. I will be in full attendance and punctual at all times. Any impending absence will be reported to my home school and to the staff at the suspension program.

2. I will give the required attention to my school work by:

Having the proper books and materials with me Completing homework assignments during the time spent at the suspension

program Being attentive, cooperative and hard working.

3. I will follow published school rules in class and on school property.

4. I will follow the dress code requirements for the suspension program.

5. I will be respectful of fellow students, their rights, and their property.

6. I will be respectful of all staff. I understand that if a review determines that I am failing to comply, then I will be excluded from the suspension program. If I fail to meet the expectations, my suspension will be served based on the conditions in the letter of suspension from the home school. SIGNATURES:

Student: Parent(s)/Guardian(s) Principal/Vice Principal

Date:

7777



FORM APC012-06

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD STUDENT ACTION PLAN (SAP)

Name of Student:

School: Grade:

Student OEN: (Indicate by x in box below)

Documentation:

SSI Completed Yes (attach) No

IEP Yes (attach) No

BIP Yes (attach) No

Date of Meeting:

Case Manager:

Purpose of Student Action Plan: Suspension Expulsion

Suspension

Date of Suspension:

Length of Suspension (days):

Reason for Suspension:

Expulsion

Date of Expulsion:

Reason for Expulsion:

Approved by Board (date):

Condition for Re-Entry:

Attendees at SAP Meeting: (Indicate by x in box provided)

Principal or Designate Yes No

Student Success Teacher Yes No

Guidance Counsellor Yes No

CYCW Yes No

Social Worker Yes No

Attendance Counsellor Yes No

Parent Yes No

Student Yes No

Special Education Teacher Yes No

Others:

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What does student need to be successful?

Risk Factors: e.g. attendance, credit accumulation, prior history, etc.

Protective Factors: e.g. resilient attitude, caring adult, involvement in co-curricular, etc.

Academic Component for Student Action Plan

It is an expectation that a student assigned to the long-term suspension/expulsion program will complete assignments, homework, evaluations and be a positive participant in all learning activities. He/she will demonstrate respect for self and others and is subject to all expectations for students contained in school and Board policy. As part of this Student Action Plan the student will meet the following academic expectations:

Supports in place to help student complete the work:

Supports upon re-entry:

Non-Academic Component of Student Action Plan (required for suspensions of 11-20 days)

In order to help the student succeed, the following will be put in place as part of his/her suspension/expulsion program: Substance Abuse Counselling (list agency or counsellor):

Anger Management:

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Personal/Family Counselling:

Other:

Suspension Program - Declaration of Commitment

Must be reviewed and signed as part of Student Action Plan

Review & Re-Entry of Student

Student Action Plan will be reviewed by (name) : On the following dates: Progress reports to be forwarded to Principal or Designate. Re-Entry Meeting will be held on:

Signature(s)

Principal or Designate Student Parent(s)/Guardian Date:

8080



FORM APC012-07

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD

Expulsion Recommendation Form School Name: Name of Principal:

Section 1: Incident Details Date of Incident: Time of Incident: Date Suspension Issued: Name of Perpetrator of the Incident: Grade: DOB: Age: Name of Parent Guardian: Home Phone#: Work Phone#:

Section 2: Victim Details (attach separate sheet if more space required)

Name of Victim: Date of Birth: Age: Grade: Name of Parent Guardian: Home Phone#: Work Phone#:

Section 3: A “Summary of Findings” pertaining to the Incident:

Section 4: Witness Information (attach separate sheet if more space required)

Witness #1 name: Parent/Guardian Name: Home Phone: Work Phone: Witness #2 name: Parent/Guardian Name: Home Phone: Work Phone: Witness #3 name: Parent/Guardian Name: Home Phone: Work Phone:

Section 5: Police Contact

Were the Police contacted? Yes No Officer’s Name: Incident Number: Action Taken by Police:

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Section 6: Determination Summary of Mitigating Circumstances

Summary:

Section 7: Timelines for Suspension, Investigation and Pending Expulsion

Suspension and pending expulsion issuance date: End date for the 20 day suspension period:

Section 8: Principal’s Recommendation Expulsion from Home School: Yes No Expulsion from all Waterloo Catholic District School Boards schools: Yes No Recommendation as to the type of school that might benefit the student if the student is expelled from his or her school only or the type of program for expelled students that might benefit the student, if the student is expelled from all schools of the Board:

Section 9 : Attachments to this Report (check the appropriate boxes)

OSR Search Summary including previous suspensions/expulsions, academic achievements/limitations, special education/support, diagnostic test reports, personal/social history, etc.

Investigation Log summarizing a chronology of investigative steps in the investigation of the incident.

Participant(s) and Witness Statements should be dated and signed by the participant/witness whether the statement is provided orally or scribed by a staff member. Staff members participating in the taking of a witness statement should also date and sign the statement.

Section 8: Signatures

Form completed by: Date: Principal Signature: NOTE: Include a copy of Parent Guide to the Participation in an Expulsion Hearing. Cc: School Superintendent Superintendent of Safe Schools Parent/Guardian of Student facing Expulsion In accordance with the Municipal Freedom of Information and Protection of Privacy Act, please ensure that Section# 2 & # 4 are removed prior to forwarding to the Parent/Guardian of Student Facing Suspension.

8282



FORM APC012-09 SAFE SCHOOLS INCIDENT REPORTING FORMS

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 subsection 306(1) of the Education Act

□ Uttering a threat to inflict serious bodily harm on another person □ Possessing alcohol or illegal drugs □ Being under the influence of alcohol □ 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 subsection 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 to a minor □ Any other activity for which a student 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:______________________________________________________________________

Role in School Community: ___________________________________________________________________________

Signature:_________________________________________ Date: _________________

Contact Information: Location: _________________________________________ Telephone: _________________

6. FOR PRINCIPAL’S USE ONLY: Check if incident was a violent incident, as defined in Policy/Program Memorandum No. 120. □ Violent incident

Information is collected is under the authority Part XIII of the Education Act in accordance with the Municipal Freedom of Information and Protection of Privacy Act, and shall be used for the purpose of student discipline. Questions about information collected on this form shall be directed to the school principal.

8383



SAFE SCHOOLS INCIDENT REPORTING FORM – PART II

ACKNOWLEDGEMENT OF RECEIPT OF REPORT

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

8484



APPENDIX A

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD MITIGATING CIRCUMSTANCES

For the purposes of suspension, mandatory suspension, and/or suspension leading to expulsion, the following, in accordance with Section 306 (2), shall be considered a guide for principals in determining the existence of mitigating circumstances in the Waterloo Catholic District School Board. Furthermore, a student who has committed an offence which, under normal circumstances would indicate an expulsion may be considered to have “mitigating circumstances” if:

The age of the student is a factor in his or her actions;

Whether the principles of progressive discipline have first been attempted;

Student personal history or recent personal trauma;

The student does not have the ability to control his or her behaviour;

The student is unable to foresee or understand the consequences of his or her behavior;

The student’s continuing presence in the school does not create an unacceptable risk to the safety of any person;

Where racial, ethnic, religious, disability, gender, sexual orientation or other harassment was a

factor in the student’s behaviour;

The impact of the suspension or expulsion on the student’s continued education; If students have special education needs and have an Individual Education Plan, the principal will also consider:

Whether the behaviour was a manifestation of a disability identified in the student's plan

Whether appropriate accommodation has been provided

Whether suspension is likely to aggravate or worsen the student's behavior or conduct. Students who are deemed to have a mitigating circumstance may still be suspended.

8585



APPENDIX B

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD SUSPENSION/EXPULSION/VIOLENT INCIDENT RECORD KEEPING

The following sections of the Education Act govern the establishment of the Ontario Student Record (OSR):

Section 265(d) states that it is the duty of a principal: in accordance with this act, the regulations and the guidelines issued by the Minister, to collect information for inclusion in a record in respect of each pupil enrolled in the school and to establish, maintain, retain, transfer and dispose of the record.

Subsection 266(2) states in part: A record is privileged for the information and use of supervisory officers and the principal and teachers of the school for the improvement of the instruction of the pupil. .

It should be noted that the OSR may be the subject of a search warrant or a subpoena and, if so, copies must be produced. In such instances, reference should be made to section 4 of the OSR guideline. The information relating to serious violent incidents leading to reports to the police, as well as the information relating to serious violent incidents leading to suspension or expulsion, must be maintained in the OSR. This information is to be recorded on the Violent Incident Form (see Appendix II). A. Insertion of Information in the OSR The following information will be included in the OSR:

a Violent Incident Form (Form APC012-09), containing:

a description of the serious violent incident leading to a suspension or expulsion or a call to the police a reference to the call to the police, if applicable a reference to the school/Board disciplinary response to the incident, if applicable

a copy of the school Board's letter(s) to the student and/or parent(s) or guardian(s) regarding the

suspension or expulsion for violent behaviour B. Removal of Information from the OSR

The information relating to suspension for violent behaviour shall not be removed from the OSR unless three consecutive years have passed during which no further suspensions for serious violent incidents have taken place.

The information relating to expulsion shall be removed five years after the date on which the school Board expelled the student.

Where an expelled student has been readmitted to school by a school Board, and is expelled again, the information relating to the expulsion shall not be removed from the OSR until five consecutive years have passed without any further expulsion.

Where the student has not been suspended or expelled, the Violent Incident Form shall be removed after

three years if no further serious violent incident is reported to the police during that time. C. Transfer of the OSR If the student transfers to another school, the information in the OSR relating to the serious violent incident that led to suspension or expulsion, as well as to a report to the police, will remain in the OSR unless removed under (B) above. The transfer will occur in accordance with section 6 of the guideline Ontario Student Record (OSR), 2000.

8686



APPENDIX C

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD PARENT GUIDE TO PARTICIPATION IN A SUSPENSION APPEAL

You have been informed of a date and time for an appeal hearing of a suspension. The following is intended as a guide to assist you in preparing for the hearing. Who Attends an Appeal

Student Parent/Guardian of the student if the student is under the age of 18 Principal of the student’s school Supervisory Officer of the school Superintendent of Safe Schools Director of Education (Secretary to the Board of Trustees) Members of the Suspension Appeal Hearing Committee (3 trustees) Witnesses as called by either party to the hearing Parents/Guardians of student witnesses under the age of 18 Legal representatives for any parties listed above Senior Board Administrators

Who May NOT Attend an Appeal

Members of the public not mentioned above Rights of Parties at an Appeal

1. To have legal representation 2. To call and examine witnesses 3. To cross-examine other witnesses 4. To present argument and submissions 5. To compel disclosure of relevant documents and things 6. To receive reasonable information regarding any allegations

What an Appeal is NOT A suspension appeal is not a legal or judicial process. It is a hearing conducted under the Statutory Powers Procedure Act. Rules of evidence however do apply at a hearing as they apply in a court of law. An appeal is not a stay of the suspension. The suspension remains in effect pending the outcome of the appeal. The Appeal The hearing is presided over by the chair of the (3) three member trustee committee. The Director of Education also sits with the committee members in his/her capacity as Secretary to the Board of Trustees. The principal of the school or legal counsel presents related facts and evidence regarding the imposition of the suspension. The adult student or parent/guardian of a student under the age of 18 or legal counsel will be given an opportunity to address the hearing committee. Any party may call witnesses, examine and cross-examine. The members of the committee may also ask questions of any participant in the hearing. The entire hearing will usually last about one hour.

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Who Decides The three trustees on the Suspension Appeal Hearing Committee make the decision regarding the suspension. This is done following the hearing in a private session. What is Decided The Committee will decide ONE of the following: 1. Confirm the principal’s decision.

2. Modify the type or duration of the suspension. 3. Remove the record of suspension. Notification of the Decision Within seven school days following the hearing, all parties will be informed in writing of the committee decision. Appealing a Decision The decision of the trustees or committee on suspensions is final. There is no further appeal.

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APPENDIX D

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD DOCUMENTATION RELATED TO EXPULSION PROCEEDINGS

(HEARINGS AND APPEALS) It is imperative in conducting an investigation of serious infractions, that detailed and accurate documentation be maintained. This documentation is necessary for the principal, and if necessary, legal counsel, to be used in the course of appeals of principal imposed limited expulsions and in the course of hearings of expulsions referred to the Board. Should the Board imposed expulsion be appealed to the Family and Children’s Services Review Board, this documentation would also be required.

Notes taken during interviews with staff and students related to the investigation.

Copies of statements made to police by witnesses, where possible.

Copies of suspension / expulsion notices.

Notes made during communications related to the investigation e.g. police calls, parent calls.

Video and audio tapes, if appropriate.

Articles seized as part of the investigation (if not seized by police as evidence in a criminal investigation).

A principal’s report to the school superintendent regarding the incident.

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APPENDIX E

WATERLOO CATHOLIC DISTRICT SCHOOL BOARD PARENT GUIDE TO PARTICIPATION IN AN EXPULSION HEARING

If a principal recommends to the Board that a pupil be expelled, the Board shall hold an expulsion hearing and, for that purpose. You have been informed of a date and time for a hearing. The following is intended as a guide to assist you in preparing for the hearing. Who attends a Hearing

Student Parent/Guardian of the student if the student is under the age of 18 Principal of the student’s school Supervisory Officer of the school Director of Education (Secretary to the Board of Trustees) Members of the Expulsion Hearing Committee (3 trustees) Witnesses as called by either party to the hearing Parents/Guardians of student witnesses under the age of 18 Legal representatives for any parties listed above

Who may NOT attend a Hearing

Members of the public not mentioned above Rights of Parties at a Hearing

To have legal representation To call and examine witnesses To cross-examine other witnesses To present argument and submissions To compel disclosure of relevant documents and things To receive reasonable information regarding any allegations.

What happens at the Hearing

At the hearing, the Board shall: (a) Consider the submissions of each party in whatever form the party chooses to deliver his or her

submissions, whether orally, in writing or both;

(b) Solicit the views of all the parties as to whether the pupil, if he or she is expelled, should be expelled from his or her school only or from all schools of the Board; and

(c) Solicit the views of all the parties as to whether, if the pupil is not expelled, the Board should

confirm the suspension originally imposed under Section 310, confirm the suspension but reduce its duration or withdraw the suspension.

The Board Must Also Consider In making the decisions required under subsection (6), the Board shall take into account,

(a) All submissions and views of the parties, including their views as to whether the pupil, if expelled, should be expelled from his or her school only or from all schools of the Board;

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(b) Any mitigating or other factors prescribed by the regulations; and

(c) Any written response to the principal’s report recommending expulsion that a person gave to the Board under subsection 311.1 (7) before the completion of the hearing.

Who Decides

The three trustees on the Expulsion Hearing committee make the decision regarding expulsion. This is done following the hearing in a private session. What is Decided

After the expulsion hearing, the school Board will: (a) Decide not to expel the student. If the Board makes this decision it can then:

Confirm the current suspension

Confirm the student is still suspended, but shorten the length of the suspension and update the student’s record

Withdraw the suspension and remove it from the student’s record (see section on suspension).

OR

(b) Decide to expel the student only from his or her school.

OR

(c) Decide to expel the student from all schools in the Board.

What Happens When Students Are Expelled

If students are expelled from their school only, the Board will assign them to another school in the Board. Boards should make supports and resources available to students, where necessary. These supports could include anger-management counselling. OR If students are expelled from all schools in the Board, the Board must offer them academic and additional supports to promote positive behaviour in a program for expelled students. If students complete the program, they can return to school. Notification of the Decision

Within seven school days following the hearing, all parties will be informed in writing of the committee decision. Parents will receive written notice of expulsion. It will give them information on the new school or the Board program the student can access. It will also include information on how to appeal. Appealing a Decision

An adult student or parent/guardian of a student under the age of 18 may appeal the decision of the Board to the Child and Family Services Review Board (CFSRB). The following timeline limitations are important for an adult student, the student who is 16 or 17 years of age and who has withdrawn from parental control or the parent/guardian of a child under the age of 18 to note should he/she proceed with

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an appeal to the CFSRB: A request for an expulsion appeal must be made:

1. Within the sixty (60) days of the District School Board’s decision to expel the student. This date should be referenced in the letter of appeal.

2. The sixty (60) days may be extended if the CFSRB feels there are reasonable grounds to do so

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APPENDIX F

Programs for Students that are Expelled

What Programs Are Students Offered? If students are expelled from their school, school Boards should make supports and resources available to them at their new school. If students are expelled from all schools in the Board and agree to participate in the program for expelled students, the principal will hold a planning meeting. The meeting will be held with the student and include school and Board staff, as well as parents or guardians (wherever possible). The purpose of the meeting is to identify the:

• Student’s needs • Student’s risk factors • Type of services and supports required to help the student continue learning.

Student Action Plan Students who participate in the program will have a Student Action Plan developed. The plan identifies the academic component and supports to promote positive behaviour they will receive. Each student’s plan will depend on the student’s needs, the nature of the behaviour, and any mitigating and other factors. In developing the Student Action Plan, Boards will determine the content of the program. The plan will be reviewed regularly to determine the student’s progress in meeting the objectives of the plan. Academic Component This part of the program ensures that students have the opportunity to continue their education. They will continue to follow the Ontario curriculum. If students have special education needs and an Individual Education Plan, the Board must provide supports consistent with the plan. Supports to promote positive behaviour

This part of the program will help students develop long-term positive attitudes and behaviours. It identifies services and supports students might need. These could include:

Anger management

Referral for substance abuse counselling

Career counselling for secondary school students to help engage and motivate them, and encourage positive behaviour.

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APPENDIX G

INCIDENT FIRST OFFENCE SECOND OFFENCE (within 5 years) THIRD OFFENCE (within 5 years)

ALCOHOL ILLEGAL DRUGS AND PROHIBITED SUBSTANCES

Under the influence (alcohol, illegal drugs, prohibited or hazardous substance) =Suspension Consideration

• 1 to 20 day suspension • police may be involved

• 5 to 20 day suspension • police will be involved

• 20 day suspension • expulsion proceedings shall be

considered • police will be involved

Possession of Alcohol = Suspension Consideration





Possession of Illegal Drugs and prohibited substances =Suspension Consideration


• 20 day suspension • expulsion proceedings may be

initiated • police will be involved



Supplying Alcohol = Expulsion Consideration

Police will be contacted. It is mandatory that an expulsion be considered for this infraction while at school or engaged in a school-related activity. Refer to expulsion procedures.

Trafficking in Illegal Drugs and prohibited substances = Expulsion Consideration


ASSAULT

Physical Assault On Another Person Not Requiring Treatment by Medical Practitioner = Suspension Consideration


• 5 to 20 day suspension • police may be involved • expulsion proceedings shall be

considered

• 20 day suspension • police will be involved • expulsion proceedings shall be

considered

Committing Sexual Assault = Expulsion Consideration


Physical Assault On Another Person Requiring Treatment by Medical Practitioner =Expulsion Consideration


Physical Assault on a Teacher or other person in a position of authority not requiring treatment by a Medical Practitioner = Expulsion Consideration


HARASSMENT/BULLYING

Bullying and/or Sexual, Racial or Ethnocultural Harassment = Suspension Consideration




considered • police may be involved

PROFANE OR IMPROPER LANGUAGE

Profane or Improper Language = Suspension Consideration for Swearing at a Teacher or Person In Authority (All School Staff)

• use of early intervention strategies such as parent contact, detention, review of expectations, written apology

suspension up to 5 days

use of ongoing intervention strategies such as parent meeting, referral to counselling, conflict mediation

5 to 10 day suspension

• 5 to 20 day suspension • expulsion proceedings shall be

considered.

SUMMARY OF OFFENCES & CONSEQUENCES

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INCIDENT FIRST OFFENCE SECOND OFFENCE (within 5years) THIRD OFFENCE (within 5 years)

VERBAL ABUSE

Verbal Abuse = Suspension Consideration

Use of early intervention strategies


Use of ongoing intervention strategies


• suspension up to 10 days

DISSEMINATION/PUBLICATION OF MATERIAL

Dissemination/Publication of material (electronic or otherwise) impacting the mental well-being of students or staff of the school or Board = Suspension Consideration


• 5 to 20 day suspension • police may be involved • expulsion proceedings shall be

considered

• 20 day suspension • police may be involved • expulsion proceedings shall be

considered

SEXUALLY EXPLICIT MATERIAL

Sexually Explicit Material = Suspension Consideration

• suspension up to 5 days • suspension up to 5 days • 5 to 10 day suspension

THEFT

Theft = Suspension Consideration • suspension up to 20 days and restitution

• police may be involved

• suspension up to 20 days and restitution

expulsion proceedings shall be considered

• police will be involved

• suspension up to 20 days and

restitution

expulsion proceedings shall be considered


ROBBERY

Robbery = Expulsion Consideration Police will be contacted. It is mandatory that an expulsion be considered for this infraction while at school or engaged in a school-related activity. Refer to expulsion procedures.

THREATS

Threat = Suspension • 1 to 20 day suspension • police may be involved

• 10 to 20 day suspension • expulsion proceedings shall be




WEAPONS

Possessing A Weapon or Imitation Including Possessing A Firearm = Expulsion Consideration


Using A Weapon To Cause or Threaten Bodily Harm to Another Person = Expulsion Consideration


Trafficking in Weapons = Expulsion Consideration


WILFUL DESTRUCTION OF SCHOOL PROPERTY

Wilful Destruction of School Property (Arson, Computer Misconduct, Vandalism) = Suspension Consideration. Expulsion may be considered if damage is extensive.

• 1 to 20 day suspension and restitution

• police may be involved


• expulsion proceedings shall be considered



• expulsion proceedings shall be considered


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INCIDENT FIRST OFFENCE SECOND OFFENCE (within 5years) THIRD OFFENCE (within 5 years)

OTHER

Conduct Injurious to the Moral Tone of the School or Physical or Mental Well-Being of Others in the School = Suspension Consideration (e.g., smoking, possession of electronic devices).


• suspension 1-5 days




Habitual Neglect of Duty = Suspension Consideration (e.g. lates, truancy, incomplete homework/assignments, dress code infractions)



•• use of early intervention strategies such as parent contact, detention, review of expectations, written apology


• suspension up to 20 days expulsion proceedings shall be

considered

Persistent Opposition to Authority = Suspension Consideration

• suspension up to 20 days • suspension up to 20 days • suspension up to 20 days

This Summary of Offences and Consequences applies only to students.

Staff whose actions are not in accordance with Board policy and/or the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession or expectations of professional conduct prescribed by their respective professional governing body, will be subject to progressive discipline under Board policy.

Parents/Guardians and visitors to schools whose actions violate the school/Board’s Code of Conduct, or are otherwise disruptive to the safe operation of a school, will be dealt with through the Trespass to Property Act or other appropriate legislation.

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APPENDIX H

Suspension Flow Chart

Administrator informed of infraction.

•Administrator informed of infraction that may lead to a possible suspension. (Appendix G)

Police contact considered.

• The Administrator contacts the police if appropriate according to Appendix G.

• If police contact is not necessary, or if police have indicated that an investigation by the principal can begin, the Administrator conducts an investigation.

•Documented staff report(s) and reports from other witness(es) are reviewed or staff and witnesses are interviewed and interviews are documented and reviewed.

• The student who is accused of the incident is provided an opportunity to present his/her side of the story.

Administrator makes a decision.

• The decision is based on all current information including mitigating factors.

• If it is determined that the student is not responsible for the infraction, the suspension process stops and the parent/guardian is contacted.

• If it is determined that the student is responsible for the infraction the principal considers consequences as per restorative practice and progressive discipline procedures. If suspension is not a consequence (as per Appendix G), the suspension process ends here.

Decision to suspend.

•Administrator makes a decision to suspend the student as per Appendix G.

• The principal considers factors affecting the type and duration of the suspension.

•When a principal suspends a student for greater than 5 school days, he or she shall assign the student to a program for suspended students.

Notification.

• The principal will ensure that the parent/guardian (unless the student is at least 18 years old or is 16 or 17 and has withdrawn from parental control) and student are notified of the suspension as soon as possible and prior to the commencement of the suspension.

• This notification will include the infraction and the duration of the suspension.

• The student's teachers and other appropriate school personnel shall also be given written notice of the suspension.

•A copy of the written notice shall be placed in the OSR and an additional copy shall be sent to the school supervisory officer.

Additional information.

• The suspension will ideally commence no later than the day following the notice of the suspension.

• Students who are suspended from 1 to 5 school days are expected to receive a homework package.

• Students who are suspended from 6 to 10 school days must be assigned to a program for suspended students.

• Students who are suspended from 11 to 20 school days must be assigned to a program for suspended students which must include supports to promote positive behaviour.

Reintegration.

• The reintegration process is guided by the values of compassion, tolerance, forgiveness and reconciliation that constitute the WCDSB approach to Restorative Justice.

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Trustees Budget Spreadsheet 2014-2015

Date

Professional

Development

3170 31 6 600

001

Catering

3510 31 6

600 001

Other

Travel

Expenses

(non

mileage)

3520 31 6

600 001

Mileage

within

Region

3630 31 6

600 001

Mileage

outside

Region

3631 31 6

600 001

Phone

4050 31 6

600 001

Office

4100 31 6

600 001

Legal Fees

6520 31 6

600 001

Other

Contracts

6540 31 6

600 001

Board

Membership

7010 31 6 600

001

Trustee

Awards

7040 31 6

600 001

Miscellaneous

7250 31 6 600

001

(9,000.00) (700.00) (8,500.00) (8,000.00) (3,500.00) (550.00) (500.00) (7,000.00) (5,000.00) (75,500.00) (750.00) (900.00) 9/5/2014 (102.00)9/5/2014 85.31

9/18/2014 39.26 25.0010/6/2014 222.04 30.7410/6/2014 81.00 10/6/2014 50.00 135.6110/7/2014 71.59

10/20/2014 75.0010/20/2014 65.0010/27/2014 360.0010/27/2014 150.9510/27/2014 750.0010/27/2014 60.0010/28/2014 89.0910/28/2014 123.0810/31/2014 325.47 104.210/31/2014 813.66 19.4110/31/2014 102.0011/4/2014 75074.0011/4/2014 333.6011/4/2014 446.9511/4/2014 171.41 68.71

11/12/2014 166.3511/19/2014 100.5311/21/2014 100.0011/25/2014 113.5511/25/2014 76.5711/30/2014 566.2511/30/2014 703.0911/30/2014 1457.7711/30/2014 14.8311/30/2014 150.0011/30/2014 150.0012/2/2014 198.90 68.3512/2/2014 114.9912/2/2014 96.9112/2/2014 50.00 288.5812/3/2014 2666.3812/9/2014 461.7012/9/2014 87.39

12/10/2014 97.6412/10/2014 43.0412/15/2014 114.9912/29/2014 78.8412/31/2014 176.79 53.6812/31/2014 9.0412/31/2014 79.69

1/6/2015 63.171/13/2015 50.001/13/2015 220.141/23/2015 466.191/28/2015 270.59 62.92 3/20/2015

9898

Trustees Budget Spreadsheet 2014-2015

Date

Professional

Development

3170 31 6 600

001

Catering

3510 31 6

600 001

Other

Travel

Expenses

(non

mileage)

3520 31 6

600 001

Mileage

within

Region

3630 31 6

600 001

Mileage

outside

Region

3631 31 6

600 001

Phone

4050 31 6

600 001

Office

4100 31 6

600 001

Legal Fees

6520 31 6

600 001

Other

Contracts

6540 31 6

600 001

Board

Membership

7010 31 6 600

001

Trustee

Awards

7040 31 6

600 001

Miscellaneous

7250 31 6 600

001

2/4/2015 69.382/5/2015 132.72 65.09 (16.95)

2/12/2015 270.59 42.892/12/2015 135.28 51.43 92.29 (15.32)2/12/2015 270.59 78.84 (15.33)2/12/2015 270.54 120.64 (15.14)2/19/2015 270.54 77.83 47.01 25.002/25/2015 432.002/26/2015 324.112/26/2015 362.092/26/2015 354.502/26/2015 679.362/26/2015 277.093/3/2015 5415.513/5/2015 270.58 123.25 58.59 59.203/9/2015 107.04

3/10/2015 68.57 30.013/11/2015 1735.833/11/2015 135.29 86.80 123.313/11/2015 45.21

58.00188.00 32.40

625.02625.02

(161.24)35.80

100.00579.97579.97579.9733.9033.9033.90

50.00120.0150.00

3,832.36 142.23 80.89 (3,909.87) (2,775.37) (96.59) (440.80) (7,000.00) (3,702.52) (426.00) (750.00) 546.49

3/20/2015

9999

P.O. Box 2064, Suite 1804 20 Eglinton Avenue West Toronto, Ontario M4R 1K8

T. 416.932.9460 F. 416.932.9459 [email protected] www.ocsta.on.ca Kathy Burtnik, President Bob Schreader, Vice President Kevin Kobus, Executive Director

P R O M O T I N G A N D P R O T E C T I N G C A T H O L I C E D U C A T I O N

March 11, 2015 TO: Trustees & Directors of Education FROM: Kevin Kobus, Executive Director SUBJECT: Update: On Line Modules – Good Governance for School Boards Program As you know, OCSTA has been updating the fifteen on-line modules in the Good Governance for School Boards Program which is an excellent resource for all school board trustees. Sharon McMillan, Coordinator of Communications and Brian O’Sullivan, Director of Catholic Education are the OCSTA staff leads on the project. OCSTA met recently with Ministry officials regarding the process of updating the modules and subsequently made a request for funding. On behalf of the Board of Directors, I am pleased to advise that our efforts were successful. As the funding will cover all costs incurred by OCSTA for the project, there will no longer be a fee required for the on-line modules. The fee of $50 per module which was initially required will be refunded to all trustees who have taken the modules to date. Changes to the software have been made to ensure that all trustees will have access to the modules without charge. If you need assistance with your login information, please contact Sharon McMillan at [email protected] or 416-932-9460 ext. 232 L:\1-USR\Kevin\Boards\TPA.PD Modules.2.docx

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http://www.ocsta.on.ca/

mailto:[email protected]

Number: II 008 Subject: The Role of the Chair

Approval Date: September 29, 2008.

Effective Date: September 29, 2008.

Revised: March 29, 2010

Policy Statement: The work of the Chair is primarily to be the Chief Governance Officer of the Board, assuring the integrity of the board’s process and, secondarily, occasionally representing the board to outside parties. The Chair is first among equals and accords no special privileges or knowledge over other members of the board. Accordingly:

1. The job result of the Chair is that the board behaves consistently with its own rules and those legitimately imposed upon it from outside the organization: a) meeting discussion content will be only those issues which, according to board policy, clearly belong to the board to decide, not the CEO b) deliberation will be fair, open, and thorough but also timely, orderly, and kept to the point.

2. The Chair is authorized to use any reasonable interpretation within topics covered by Board policies on Governance Process and Board-CEO Linkage, with the exception of: a) employment or termination of CEO b) where the board specifically delegates portions of this authority to others.

3. The Chair has no authority to make decisions about policies created by the board within Ends and Executive Limitations policy areas. Therefore the Chair has no authority to supervise or direct the CEO.

4. The Chair will set, in consultation with the Board, the agenda for the meetings of the Board of Trustees.

5. The Chair is empowered to chair board meetings with all the commonly accepted power of that position (e.g.: ruling, recognizing) and will work constructively towards achieving consensus when arriving at decisions.

6. The Chair is empowered to assign trustees to Board committees and, at the request of the CEO, staff operating committees taking into account the need for trustee work to be proportioned fairly and the need for trustee experience and development to be fostered.

7. The Chair may represent the board to outside parties in announcing board-stated positions and in stating chair decisions and interpretations within the area delegated to her or him.

101101

8. The Chair will ensure that there is an orientation to the organization and work of the Board of Trustees, with any

new CEO or staff assigned to support the Board.

9. The Chair, with the support of trustees, will ensure a continuity of work of the Board of Trustees by ensuring files of all Board correspondence and process/procedures are maintained.

10. The Chair must select the recipient of the Chair’s award.

11. The Chair may delegate its authority to another trustee, but remains accountable for its use.

12. The Chair will monitor and authorize the expenses of trustees

13. The Chair will monitor and authorize the personal expenses of the CEO and will report annually to the Board on

this monitoring.

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Board Policy

Number: II 013

Subject: Cost of Governance

Approval Date: September 2, 2009 Effective Date: September 2, 2009

Revised: September 7, 2010, November 26, 2012, September 29. 2014

Policy Statement:

Because poor governance costs more than learning to govern well, the board will invest in its governance capacity. Accordingly:

1. Board skills, methods, and supports will be sufficient to assure governing with excellence.

a. Training and retraining will be used liberally to orient new trustees and candidates for trustee, as well as maintain and increase existing trustee skills and understandings

b. Outside monitoring assistance will be arranged so that the board can exercise confident control over organizational performance. This includes, but is not limited to, fiscal audit.

c. Outreach mechanisms will be used as needed to ensure the board’s ability to listen to owner viewpoints and values

2. Costs will be prudently incurred, though not at the expense of endangering the development and

maintenance of superior capability. The Board will develop its budget by May of each year to assure its inclusion in the overall budget and will include allowances for:

a. Training, including attendance at conferences and workshops b. Audit and other third-party monitoring of organizational performance c. Surveys, focus groups, opinion analyses, and meeting costs.

3. The Board will pay an honorarium to its trustees in accordance with the provisions in legislation. For the

period December 1, 2014 to November 30, 2018, the honorarium will be $9,781.11 per year composed of a base amount of $5,900 and an enrolment amount of $3,881.11.

a. In addition to the honorarium payable to a trustee, the Chair of the Board will receive an additional

honorarium of $5,000 per year, plus an additional enrolment amount of $1 per year b. In addition to the honorarium payable to a trustee, the Vice-Chair of the Board will receive an

additional honorarium of $2,500 per year, plus an additional enrolment amount of $1 per year. 4. Student trustees shall be paid an honorarium of $2,500 per year. 5. Trustees will be reimbursed for reasonable expenses incurred in the execution of their assigned duties,

including all claims for mileage driven on board business. Mileage will be reimbursed at the standard rate established in Board administrative policy.

103103

Number: II 014 Subject: Trustee Expenses

Approval Date: February 22, 1999

Effective Date: February 22, 1999

Revised: Sept. 25, 2000; August 30, 2002; December 19, 2005; February 26, 2007; May 2008; September 29, 2008, November 30, 2009.

Policy Statement:

The Waterloo Catholic District School Board is committed to an organizational culture that operates with integrity and promotes responsibility, excellence and accountability with respect to decisions and practices. The Board recognizes the need to reimburse Trustees for expenses reasonably incurred in carrying out their role as Trustee. Therefore, it is a policy of the Waterloo Catholic District School Board that Trustees shall be reimbursed for travel and out-of-pocket expenses reasonably incurred in connection with carrying out the responsibilities of a Trustee. References: The Education Act and Regulations The Income Tax Act. Report of the Auditor, December 2005 MOE Trustee Expense Guideline, July 2009 COMMENTS AND GUIDELINES Travel

1. The Board will reimburse automobile expenses at the current system rate for all travel incurred on behalf of the Board.

2. Trustees will be reimbursed for travel for business to/from their home. 3. Trustees will be reimbursed based on the standard travel distance, where applicable or for actual mileage

travelled. Convention and Conference Expenses

4. The Board will underwrite the expenses incurred by a Trustee in attendance at conventions, conferences etc. in the following manner:

a) When accommodation is required, the traveller should stay at a host hotel, in the case of a conference,

at the lowest rate offered to attendees; otherwise standard hotel room accommodation will be reimbursed. Reasonable expenses eligible for reimbursement include telephone, internet, and standard parking charges. Expenses of personal nature such as hotel movies, mini bars, and valet parking (when a self serve option is available) are not eligible for reimbursement;

104104

b) Registration fees for conference – in most cases the registration fees will be paid directly by the administration office prior to the conference.

c) Travel expense is defined as the most practical mode of transportation to suit to the occasion at

standard pricing. The reimbursable cost of air travel shall be up to Economy Air Fare or equivalent. d) Expenses containing a personal component will not be reimbursed. If such expenses are charged

to a Board purchasing card, the claimant will be required to reimburse the Board for these costs.

5. The Chair has the right to approve or disapprove attendance and number of persons at any conference, etc. to ensure the Board operates within budget allowances.

Meals

6. Meals will be reimbursed at actual cost up to a maximum of $75.00 (CDN) per day including taxes,

gratuities and other reasonable sundry expenses while at conferences, conventions, or other Board related business. The lesser of the actual cost or the maximum will be reimbursed.

7. All meals must be accompanied by an original, separate, and itemized receipt including written on the

back – the names of the people at the meal and the business reason for the meal (i.e. attending conference). Meals appearing on a Trustee’s hotel bill must be accompanied by an itemized receipt.

Gifts and Donations

8. Gifts to any groups or individuals will not be reimbursed unless approved in advance by Board of

Trustees.

9. Donations may be made on behalf of the Board of Trustees if approved by the Board in advance. Supporting a fundraiser or event for a specific political party is not eligible for reimbursement.

Advertising and Communications

10. Trustees will not be reimbursed for expenses related to political advocacy. Only Board approved

advertising and communication will be reimbursed. Office Supplies

11. The Board does not reimburse Trustees for home office equipment. The Board will reimburse Trustees for printer paper and toner. Any other purchases require special approval from the Board.

12. All items must be returned to the Board, and all expenses will cease to be covered upon the Trustee’s end

of term or date of resignation.

Alcohol

13. Alcohol will not be reimbursed under any circumstance. Alcoholic beverages appearing on meal receipts will not be reimbursed.

Other Considerations

14. The Board recognizes that certain expenses (such as those incurred for professional development and conferences) may create a financial burden for elected Trustees or Student Trustees. As such these

105105

costs will be expensed through the Chair of the Board of Trustees or the Executive Administrative Assistant of the Board of Trustees purchase card.

Other Expenses

15. Any other extraordinary or unusual expenses that a trustee feels should be paid by the Board must be submitted to the Chair of the Board with a written explanation and request for payment. The Chair of the Board may approve or disapprove of payment.

16. The Chair of the Board will be issued a Board Purchase Card with a limit of $1,000. This is in recognition

of the extraordinary expenses incurred in this role. The Purchase Card must be used for board expenses as noted above. When purchases made on the Purchasing Card are reconciled, the Chair must submit original receipts as per the normal Purchasing Card expenditure process as outlined in the Business Services Manual.

Approval of Expenses

17. An expense voucher may be submitted at the end of each month for payment but must be submitted at least quarterly listing dates, location and reasons for the claim.

18. All expense must be accompanied by original receipts and the original bill/invoice providing the details of the expense.

19. At year end, all expenses must be approved and submitted to accounting for reimbursement prior to the second Friday in September. Claims filed after that date will be denied.

20. All trustee expense claims must be approved by the Chair.

21. The expense claims of the Chair must be approved by the Superintendent of Business and Treasurer.

22. On an annual basis, the Internal Auditor will review and make available a summary report on all Trustees and their compliance with this policy.

Where an expense claim is denied

23. When a Trustee’s expense claim has been denied, the Trustee will be informed of the reason in writing. If the Chair of the Board denies the claim, the Chair will inform the Trustee. If the Superintendent of Business and Treasurer denies the claim, the Superintendent of Business and Treasurer will inform the Trustee outlining the reason(s) for the denial.

24. If the Trustee disagrees with the denial, the Trustee may bring the matter to the next regular meeting of the Audit Committee for a recommendation. In making their decision, the Audit Committee will determine whether or not the denial is consistent with the terms of the Board Policy. If a satisfactory resolution is not reached then the affected party shall contest the decision during a public meeting of the Board of Trustees.

110106

Board Policy

Number: III 005 Subject: Monitoring CEO Performance

Approval Date: April 28, 2008

Effective Date: April 28, 2008

Revised: June 24, 2013

Policy Statement:

Systematic and thorough monitoring of CEO job performance will be solely against expected CEO job outputs; organizational accomplishment of board policies on Ends and organizational operation within the boundaries established in board policies on Executive Limitations. Accordingly:

1. Monitoring is simply to determine the degree to which board policies are being met. Data which do not do this will not be considered to be monitoring data.

2. the Board will acquire monitoring data by one or more of three methods:

a) by internal report, in which the CEO discloses compliance information to the board, b) by external report, in which an external, disinterested third party selected by the board assesses

compliance with board policies and c) by direct board inspection, in which a designated member or members of the board assess

compliance with the appropriate policy criteria.

3. In every case, the standard for compliance shall be any reasonable CEO interpretation of the board policy being monitored.

4. All policies which instruct the CEO will be monitored at a frequency and by a method chosen by the board.

The board can monitor any policy at any time by any method, but will ordinarily depend on a routine schedule as defined in Appendix A.

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Appendix A WCDSB Monitoring Schedule 2013

Method Frequency Date I AIMS/ENDS

001 AIMS/ENDS Annual

II GOVERNANCE PROCESS 001 General Governance Commitment Direct

InspectAnnual Review – approval only for changes

June

002 Governing Style Direct Inspect

Annual September

003 Board Job Description Direct Inspect

Annual October

004 Advocacy and Advertising Direct Inspect

Annual November

005 Consultation Direct Inspect

Annual December

006 Celebration of Excellence Direct Inspect

Annual January

007 Board Members’ Code of Conduct Direct Inspect

Annual February

008 Chairperson’s Role Direct Inspect

Annual March

009 Board Committee Principles Direct Inspect

Annual June

010 Board Committee Structure Direct Inspect

Annual June

011 Student Representation on the Board Direct Inspect

Annual May

012 Student Trustee Role Description Direct Inspect

Annual May

013 Cost of Governance Direct Inspect

Annual March

014 Trustee Expenses Direct Inspect

Annual March

015 Ownership Linkage Direct Inspect

Annual April

III BOARD-DIRECTOR RELATIONSHIP 001 Global Governance-Management Connection Direct

InspectAnnual Review – approval only for changes

May

002 Unity of Control Direct Inspect

Annual January

003 Accountability of the CEO Direct Inspect

Annual February

004 Delegation to the CEO Direct Inspect

Annual February

005 Monitoring CEO Performance Direct Inspect

Annual March

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006 CEO Compensation & Benefits Direct Inspect

Annual September

IV EXECUTIVE LIMITATIONS

001 General Executive Limitations Internal Annual Review May

002 Treatment of the Public Internal Annual February

003 Treatment of Students Internal Annual February

004 Treatment of Staff Internal Annual May

005 Hiring and Promotions Internal Annual January

006 Employee Compensation Internal Annual November

007 Financial Planning/Budgeting Internal Annual May/June

008 Financial Conditions and Activities Internal

External

Quarterly

Annual

Nov, Mar, Jun

November

009 Asset Protection Internal Annual October

010 Facilities Accommodations Internal Annual January

011 Emergency CEO Replacement Internal Annual April

IV 012 Communication and Support to the Board Internal Annual March

IV 013 Leadership Internal Annual September

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Monitoring Calendar

Section 1 Ends

Section 2 Board Governance

Section 3 Board/CEO Relationship

Section 4 Executive Limitations

September

002 Governing Style 006 CEO Compensation & Benefits

013 Leadership

October

003 Board Job Description

009 Asset Protection

November

004 Advocacy and Advertising

008 Financial Conditions and Activities

006 Employee Compensation

December

005 Consultation CEO Annual Report Ministry Requirement

January

006 Celebration of Excellence

002 Unity of Control 005 Hiring and Promotions

010 Facilities Accommodations

February

007 Board Members’ Code of Conduct

003 Accountability of the CEO

004 Delegation to the CEO

002 Treatment of the Public

003 Treatment of Students

March

008 Chairperson’s Role 013 Cost of

Governance 014 Trustee Expenses

005 Monitoring CEO Performance

008 Financial Conditions and Activities (item #1)

IV 012 Communication and Support to the Board

April

015 Ownership Linkage 011 Emergency CEO Replacement

May

011 Student Representation on the Board

012 Student Trustee Role Description

001 Global Governance-Management Connection - Annual Review – approval only for changes

001 General Executive Limitation

004Treatment of Staff

June

001 General Governance Commitment - Annual Review – approval only for changes

009 Board Committee Principles

010 Board Committee Structure

007 Financial Planning/ Budgeting

008 Financial Conditions and Activities (item #1)

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