2015 – 2016 School Start-Up

Compliance ItemsCompliance Items

• Items to Discuss on Opening Day Staff Meeting:Items to Discuss on Opening Day Staff Meeting:– Accident/Incident Reporting ProceduresAccident/Incident Reporting Procedures– Anaphylaxis ProceduresAnaphylaxis Procedures

• Anaphylaxis Emergency PlanAnaphylaxis Emergency Plan• Epi-Pen® and Twinject™ injectorsEpi-Pen® and Twinject™ injectors

– CAS ProtocolCAS Protocol– Code of ConductCode of Conduct– Emergency Preparedness PlanEmergency Preparedness Plan– Fire Safety PlanFire Safety Plan– Safe Schools/Bill 212 & 157/Violent Incident Safe Schools/Bill 212 & 157/Violent Incident

Emergency Response PlanEmergency Response Plan– Student Accident InsuranceStudent Accident Insurance– Mandatory Online Training Mandatory Online Training

Accident/Incident Accident/Incident ReportingReporting

• The first priority is to prevent or avoid an The first priority is to prevent or avoid an accident or injuryaccident or injury

• If a workplace accident If a workplace accident doesdoes occur, the occur, the appropriate forms must be completed appropriate forms must be completed immediately or as soon as possibleimmediately or as soon as possible

• Forms must be submitted to the HR Forms must be submitted to the HR Department within 24 hours of the incidentDepartment within 24 hours of the incident

• It is better to fill out a form It is better to fill out a form ““just in casejust in case”” rather than rather than ““wait and see how [you] feel wait and see how [you] feel tomorrowtomorrow””

• One form, two pages . . . .One form, two pages . . . .

Section 1 - Section 1 - 55

• To be To be completed by completed by the injured the injured employee (if employee (if possible)possible)

• Describe the Describe the incident and incident and the injurythe injury

Sections 6 - Sections 6 - 1212

• Must be completed Must be completed jointly by the jointly by the Principal/Supervisor Principal/Supervisor and the H&S Rep and the H&S Rep

• This report is NOT a This report is NOT a report to blame or report to blame or find fault, only to find fault, only to determine causes determine causes and necessary and necessary corrective actioncorrective action

Other H&S Forms . . . Other H&S Forms . . .

• Employee Incident/Accident Employee Incident/Accident ProcessProcess

• EmployeeEmployee’’s Injury Reporting s Injury Reporting ChecklistChecklist

• Principal/ManagerPrincipal/Manager’’s Injury s Injury Reporting ChecklistReporting Checklist

Reporting ChecklistsReporting Checklists

• The EmployeeThe Employee’’s Injury Reporting s Injury Reporting Checklist identifies all steps an Checklist identifies all steps an employee must follow when an employee must follow when an accident/occursaccident/occurs

• The Principal/ManagerThe Principal/Manager’’s Injury s Injury Reporting Checklist identifies all Reporting Checklist identifies all steps the supervisor must follow steps the supervisor must follow when an accident/incident occurswhen an accident/incident occurs

Reporting ChecklistsReporting Checklists

Employee Incident/Accident Employee Incident/Accident ProcessProcess

This flow chart identifies the process to follow when an accident or incident occurs.

FAF – Functional Abilities FAF – Functional Abilities FormForm

• To be completed by the health care professional To be completed by the health care professional when medical attention is required.when medical attention is required.

AnaphylaxisAnaphylaxis

• ““A rapid, severe, and life-threatening A rapid, severe, and life-threatening allergic reaction caused by exposure to a allergic reaction caused by exposure to a trigger (allergen). Food is the most trigger (allergen). Food is the most common cause of anaphylaxis, but insect common cause of anaphylaxis, but insect stings, medicine, latex or exercise can stings, medicine, latex or exercise can cause a reaction. Exposure to even a cause a reaction. Exposure to even a minute amount of the allergen can cause minute amount of the allergen can cause an anaphylactic reaction.an anaphylactic reaction.””

• Symptoms: Think F.A.S.T.Symptoms: Think F.A.S.T.- Face, Airway, Stomach, Total Body- Face, Airway, Stomach, Total Body

• Administering the EpiPen® and Administering the EpiPen® and Twinject™ auto-injectors (demonstration)Twinject™ auto-injectors (demonstration)

SabrinaSabrina’’s Law s Law Requires . . .Requires . . .

• Strategies to reduce the riskStrategies to reduce the risk• A communication plan for disseminating A communication plan for disseminating

informationinformation• Regular training (at least twice/year)Regular training (at least twice/year)• An emergency plan developed for each An emergency plan developed for each

anaphylactic childanaphylactic child• Parents asked to supply information on Parents asked to supply information on

life-threatening allergies at registrationlife-threatening allergies at registration• Each school principal to maintain a file on Each school principal to maintain a file on

each anaphylactic studenteach anaphylactic student

Asthma – Ryan’s Law, Asthma – Ryan’s Law, 20152015

• Similar to the requirements of Sabrina’s Similar to the requirements of Sabrina’s LawLaw

• Students under 16 years of age are Students under 16 years of age are permitted to carry his or her asthma permitted to carry his or her asthma medication if the student has his or her medication if the student has his or her parent or guardian’s permission (written parent or guardian’s permission (written note)note)

• If the student is 16 or older, they can If the student is 16 or older, they can carry their asthma medication without carry their asthma medication without parental/guardian permissionparental/guardian permission

Asthma – Ryan’s Law, Asthma – Ryan’s Law, 20152015

• Schools and School boards will need to have Schools and School boards will need to have policies in place – SMCDSB currently has a policies in place – SMCDSB currently has a policy that can be reviewed on Employee policy that can be reviewed on Employee Connect and the Board WebsiteConnect and the Board Website

• Individual Medical plans ned to be developed for Individual Medical plans ned to be developed for each child, considering recommendations from each child, considering recommendations from health providershealth providers

Administration of asthma medicationAdministration of asthma medication•   Employees may be preauthorized to administer Employees may be preauthorized to administer

medication or supervise a pupil while he or she medication or supervise a pupil while he or she takes medication in response to an asthma takes medication in response to an asthma exacerbation, if the school has the consent of the exacerbation, if the school has the consent of the parent, guardian or pupil, as applicable.parent, guardian or pupil, as applicable.

Asthma – Ryan’s Law, Asthma – Ryan’s Law, 20152015Obligation to keep school informedObligation to keep school informed

•  It is the obligation of the pupil’s parent or guardian and It is the obligation of the pupil’s parent or guardian and the pupil to ensure that the information in the pupil’s file is the pupil to ensure that the information in the pupil’s file is kept up-to-date with the medication that the pupil is taking.kept up-to-date with the medication that the pupil is taking.

Emergency administration of medicationEmergency administration of medication•  If an employee has reason to believe that a pupil is If an employee has reason to believe that a pupil is experiencing an asthma experiencing an asthma exacerbationexacerbation, the employee may , the employee may administer asthma medication to the pupil for the administer asthma medication to the pupil for the treatment of the exacerbation, even if there is no treatment of the exacerbation, even if there is no preauthorization to do so.preauthorization to do so.

ImmunityImmunity - - No action or other proceeding for damages No action or other proceeding for damages shall be commenced against an employee for an act or shall be commenced against an employee for an act or omission done or omitted by the employee in good faith in omission done or omitted by the employee in good faith in the execution or intended execution of any duty or power the execution or intended execution of any duty or power under this Act.under this Act.

CAS ProtocolCAS Protocol• Review Duty to ReportReview Duty to Report• Types of abuseTypes of abuse• Applies to students under age 16Applies to students under age 16• A person A person cannotcannot transfer their duty transfer their duty

to report to another personto report to another person• Allegations involving staff membersAllegations involving staff members• (Discussion? Questions?)(Discussion? Questions?)

Code of ConductCode of Conduct• The Provincial Code of Conduct sets clear provincial standards of The Provincial Code of Conduct sets clear provincial standards of

behaviour. These standards apply not only to students, but also behaviour. These standards apply not only to students, but also to all individuals involved in the school system – to all individuals involved in the school system – parents/guardians, volunteers, teachers, and other staff parents/guardians, volunteers, teachers, and other staff members.members.

• All elementary and secondary schools shall have a code of All elementary and secondary schools shall have a code of conduct that clearly indicates the behaviour expectations of its conduct that clearly indicates the behaviour expectations of its school community. Each school code of conduct shall be school community. Each school code of conduct shall be consistent with the Simcoe Muskoka Catholic District School consistent with the Simcoe Muskoka Catholic District School Board Code of Conduct (based on the provincial Code of Board Code of Conduct (based on the provincial Code of Conduct), Vision, and Strategic Directions. Conduct), Vision, and Strategic Directions.

• Each School Code of Conduct must include all components of the Each School Code of Conduct must include all components of the

Code of Conduct Template and may include other elements Code of Conduct Template and may include other elements unique to the individual school.unique to the individual school.

• Review of importantlocal issuesReview of importantlocal issues

Emergency Preparedness Emergency Preparedness PlanPlan

• Developed by a sub-committee of the Joint Developed by a sub-committee of the Joint Health & Safety CommitteeHealth & Safety Committee

• Identifies possible emergency situations that Identifies possible emergency situations that require a response including: fire, bus/field require a response including: fire, bus/field trip accident, bomb threat, severe weather, trip accident, bomb threat, severe weather, etc. etc.

• Requires each work site to post (in Requires each work site to post (in appropriate locations – office, staff room, appropriate locations – office, staff room, main entrance, etc.) emergency numbers for main entrance, etc.) emergency numbers for police, ambulance, poison control, plant police, ambulance, poison control, plant services, public utilities, security company, services, public utilities, security company, and any other important phone numbers.and any other important phone numbers.

School/Site Emergency School/Site Emergency TeamTeam

• Each school to establish an Emergency Each school to establish an Emergency TeamTeam

• Team shall be made up of 3 Coordinators Team shall be made up of 3 Coordinators plus the Principal (page 13-14 of plus the Principal (page 13-14 of document)document)– PrincipalPrincipal– Logistics CoordinatorLogistics Coordinator– Communications CoordinatorCommunications Coordinator– First Aid CoordinatorFirst Aid Coordinator

• Ensure that tasks for each Coordinator Ensure that tasks for each Coordinator are well understoodare well understood

Evacuation PlanEvacuation Plan

• Each School/Site to have an evacuation Each School/Site to have an evacuation plan which should include:plan which should include:– Communication processes when PA system Communication processes when PA system

is not functioning or when fire alarm is not is not functioning or when fire alarm is not appropriateappropriate

– Staging areas away from Emergency Staging areas away from Emergency ServicesServices

– Location for Command CentreLocation for Command Centre– An accountability call for staff/studentsAn accountability call for staff/students– Relocation of site Relocation of site – Process for release of studentsProcess for release of students

Training/PracticeTraining/Practice

• Provide instructions to Provide instructions to staff/studentsstaff/students

• Provide specific training to Provide specific training to Emergency TeamEmergency Team

• Conduct Fire Drills (6), Tornado Conduct Fire Drills (6), Tornado drills (1), Lockdown Drills (2), and drills (1), Lockdown Drills (2), and others as required.others as required.

• Vary drills so everyone on site Vary drills so everyone on site becomes aware of the procedures.becomes aware of the procedures.

Bomb Threat – Code Bomb Threat – Code BlackBlack

•““Old SchoolOld School”” –> keep it a secret –> keep it a secret (covert searches, secret codes)(covert searches, secret codes)

•Now –> the more informed, the Now –> the more informed, the better (search is part of the drill)better (search is part of the drill)

•Drills help to ensure that Drills help to ensure that procedures are followed, panic is procedures are followed, panic is reducedreduced

Code Black – Three Code Black – Three StagesStages

•Stage 1 – Hold and Secure Stage 1 – Hold and Secure (Sweep of School is warranted)(Sweep of School is warranted)

•Stage 2 – Evacuation of SchoolStage 2 – Evacuation of School•Stage 3 – Evacuation to off-site Stage 3 – Evacuation to off-site

locationlocation

Security SituationsSecurity Situations

• Do not put yourself at risk. Do not Do not put yourself at risk. Do not confront a suspicious individualconfront a suspicious individual

• Activate Lockdown if appropriate Activate Lockdown if appropriate (armed individual posing threat to (armed individual posing threat to life) or call policelife) or call police

• After hours if you cannot access the After hours if you cannot access the phone, PULL the Fire Alarmphone, PULL the Fire Alarm

Fire Safety PlanFire Safety Plan

• Review of school Fire Safety PlanReview of school Fire Safety Plan

- When you see smoke or fire . . .- When you see smoke or fire . . .

- When you hear the fire alarm . . .- When you hear the fire alarm . . .• Know your fire exits (primary and Know your fire exits (primary and

secondary exits) at all timessecondary exits) at all times• Classroom teachers to bring attendance Classroom teachers to bring attendance

sheet when evacuating the school (students sheet when evacuating the school (students stay with teacher)stay with teacher)

• Move quickly and safely to mustering areaMove quickly and safely to mustering area

Safe Schools – Bill 157Safe Schools – Bill 157

• Requirement for Requirement for allall board employees to board employees to report incidents for which a student may report incidents for which a student may be suspended or expelled to the principal be suspended or expelled to the principal (using reporting form on next slide)(using reporting form on next slide)

• Requirement for school staff to respond to Requirement for school staff to respond to allall inappropriate behaviour inappropriate behaviour

• Requirement for the principal or Requirement for the principal or designate to contact and report to parents designate to contact and report to parents of victims of victims

• Allows principal to delegate authority to a Allows principal to delegate authority to a vice principal or Teacher-In-Charge (TIC)vice principal or Teacher-In-Charge (TIC)

These forms are available in the following locations . . .

Violent Incident Emergency Violent Incident Emergency Response (Lockdown)Response (Lockdown)

• To be initiated when there is an To be initiated when there is an ““armed armed individual posing immediate threat to lifeindividual posing immediate threat to life””

• The key is to get everyone to a safe place The key is to get everyone to a safe place (locked room, evacuation site) as soon as (locked room, evacuation site) as soon as possiblepossible

• On all PA systems (including outside speakers) On all PA systems (including outside speakers) announce: announce: ““Emergency, Emergency, Emergency, Emergency, Emergency, Emergency, Initiate LockdownInitiate Lockdown””

• Disregard fire alarm system during Response if Disregard fire alarm system during Response if it is safe to do soit is safe to do so

• Review specifics of Local Plan (Command Post Review specifics of Local Plan (Command Post locations, evacuation site, etc.)locations, evacuation site, etc.)

Student Accident Student Accident InsuranceInsurance

• Offered to all parents at the Offered to all parents at the beginning of the year (for their beginning of the year (for their children)children)

• Should be offered to parents on Should be offered to parents on an on-going basis for team an on-going basis for team participationparticipation

Bill 212 – Progressive Bill 212 – Progressive Discipline and School Discipline and School

SafetySafety• Provide homework packages for students Provide homework packages for students on short-term suspensions (under 10 on short-term suspensions (under 10 days) since a student must have the days) since a student must have the opportunity to continue his/her academic opportunity to continue his/her academic program regardless of discipline program regardless of discipline consequences.consequences.

• Bullying has been added as a possible Bullying has been added as a possible reason for suspension. reason for suspension.

• Principal must consider mitigating factors Principal must consider mitigating factors when deciding whether to issue a when deciding whether to issue a suspension . . . .suspension . . . .

Suspension Suspension ConsiderationsConsiderations

• The pupil does not have the ability to The pupil does not have the ability to control his or her behaviours; control his or her behaviours;

• The pupil does not have the ability to The pupil does not have the ability to understand the foreseeable understand the foreseeable consequences of his or her behaviour;consequences of his or her behaviour;

• The pupil’s continuing presence does The pupil’s continuing presence does not create an unacceptable risk to the not create an unacceptable risk to the safety of another person.safety of another person.

• The pupil’s history.The pupil’s history.• Whether a progressive discipline Whether a progressive discipline

approach has been used with the pupil.approach has been used with the pupil.

Suspension Suspension ConsiderationsConsiderations

• Whether the activity was related to any harassment of the Whether the activity was related to any harassment of the pupil because of his or her race, ethnic origin, religion, pupil because of his or her race, ethnic origin, religion, disability, gender or gender identification, sexual disability, gender or gender identification, sexual orientation or to any other harassment.orientation or to any other harassment.

• How the suspension or expulsion would affect the pupil’s How the suspension or expulsion would affect the pupil’s ongoing education.ongoing education.

• The age of the pupil.The age of the pupil.• In the case of a pupil for whom an IEP has been developed,In the case of a pupil for whom an IEP has been developed,

- - whether the behaviour was a manifestation of a whether the behaviour was a manifestation of a disability,disability,

- whether appropriate individualized accommodation - whether appropriate individualized accommodation has beenhas been

provided, andprovided, and- whether the suspension or expulsion is likely to - whether the suspension or expulsion is likely to

result in an result in an aggravation or worsening of the pupil’s behaviour or aggravation or worsening of the pupil’s behaviour or

conduct.conduct.

Bill 212 RequirementsBill 212 Requirements• Developing the Safe School PlanDeveloping the Safe School Plan• Establishing a Safe School Team (could be an Establishing a Safe School Team (could be an

existing team – School Improvement Team)existing team – School Improvement Team)• Developing a Student Action Plan for any student Developing a Student Action Plan for any student

on a Long-Term Suspension (>5 days)on a Long-Term Suspension (>5 days)• Providing an academic program and a non-Providing an academic program and a non-

academic program for students on a suspension academic program for students on a suspension >10 days>10 days

• Non-academic Program could include counselling Non-academic Program could include counselling and support from outside organizationsand support from outside organizations

• ****New in 2009New in 2009: Schools/Boards must now report : Schools/Boards must now report to the Ministry on the to the Ministry on the numbernumber of students of students participating in Long-Term Suspension Programsparticipating in Long-Term Suspension Programs

Developing the Safe School Plan

In order for a learning community to exist, there must first be an environment where students, staff and parents feel safe. Review, development and implementation of a safe school plan is critical to ensuring a safe and effective learning environment. The annual process for developing a school plan is outlined below:

Step 1 – Establish the Safe School TeamP/PM 144 – Each school must have in place a safe schools team responsible for school safety that is composed of at least one student (where appropriate), one parent, one teacher, one support staff member, one community partner, and the principal/vice principal. An existing school committee can assume this role.

Step 2 – Review Current StatusReview existing Code of Conduct, School issues, data (examples: incidents, suspensions/expulsions, attendance, office referrals, school climate surveys, etc.), and School Programs (anti-bullying, progressive discipline, Peaceful Schools, DARE, VIP, etc.)

Step 3 - Set Goals and Expectations

Step 4 – Revise School Code of Conduct

Step 5 – Implementation

Step 6 - Evaluation

The review provides the team with information to help identify strengths and areas for improvement.

Based on the review, the Safe School team should identify the area of focus for the coming year and determine a method for measuring success.

The revised school Code of Conduct must utilize the Code of Conduct template. The Safe School Team may also identify local expectations (Dress Code, Progressive Discipline, etc.) and recommend for inclusion to the School Council in the development of the school Code of Conduct (as outlined in the Board Code of Conduct guidelines).

Effective implementation includes a clear communication strategyfor all stakeholders (staff, students, parents, broader community), e.g. Student Agenda, Newsletters, etc.

The final step involves assessing the effectiveness of the plan. This will provide information to the Safe School Team for the next annual cycle.

Our Vision Statement:

“We are a faith-filled Catholic learning community dedicated to excellence.”

Section 2 – page 1

Online Staff Training Online Staff Training PortalPortal

• A number of courses and policy review A number of courses and policy review requirements are now available online requirements are now available online through the Staff Training Portal. through the Staff Training Portal.

• A number of mandatory courses as well A number of mandatory courses as well as many elective options are available.as many elective options are available.

• Topics include Worker health and Topics include Worker health and safety awareness, Harassment, safety awareness, Harassment, Workplace Violence, and WHMIS.Workplace Violence, and WHMIS.

• Items to be Discussed at the September PA Items to be Discussed at the September PA Day Staff Meeting:Day Staff Meeting:– Appropriate Dress (Uniform) PolicyAppropriate Dress (Uniform) Policy– Asbestos Program (if applicable)Asbestos Program (if applicable)– Purchasing GuidelinesPurchasing Guidelines– Enrolment Reporting (including how to report Enrolment Reporting (including how to report

absenteeism) absenteeism) – Student Health Care Policy and ProceduresStudent Health Care Policy and Procedures– School Food & Beverage RequirementsSchool Food & Beverage Requirements– Equity and Inclusive EducationEquity and Inclusive Education– Field Trip ProceduresField Trip Procedures– Student Accident InsuranceStudent Accident Insurance– Fees for Learning Materials and ActivitiesFees for Learning Materials and Activities– Special EducationSpecial Education– English Language LearnersEnglish Language Learners– Local Policies & ProceduresLocal Policies & Procedures

Appropriate Dress Appropriate Dress (Uniform) Policy and (Uniform) Policy and

Professional AppearanceProfessional Appearance• Review of school policy (if necessary)Review of school policy (if necessary)• Policy #PS-02 Professional Standards:Policy #PS-02 Professional Standards:

– All employees are, therefore, expected to be positive role All employees are, therefore, expected to be positive role models and dress in a professional manner consistent with the models and dress in a professional manner consistent with the nature of work performed and their professional obligations to nature of work performed and their professional obligations to the Boardthe Board’’s public constituents.s public constituents.

• The responsibility of occupational health and safety for ALL workers and the safety of students rest with many individuals including administrators, teachers and support staff. The Education Act sets out legislation governing school boards and their workers.

Health & SafetyHealth & Safety

The Education Act (Ministry of Education and Training)

Health & Safety Health & Safety The Act defines powers and duties of the Minister and the Board of Education. Health and safety responsibilities are assigned as follows:• The School Board (along with other responsibilities) is required to: • keep the school building and premises in proper repair and in proper sanitary condition. • provide suitable furniture and equipment and keep it in proper repair. • protect the property of the Board. • establish emergency procedures.• The Principal (along with other responsibilities) is required to: • give assiduous attention to the health and comfort of pupils, to the cleanliness, temperature and ventilation of the school, to the care of all teaching materials and other school property, and to the condition and appearance of the school buildings and grounds. • report to the Board and the municipal health office when he/she has reason to suspect the existence of any infectious or contagious disease in the school; and of the unsanitary condition of any part of the school building or the school grounds. • inspect the school premises. • hold emergency drills.

• Teachers are required to ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible.

• Teachers in charge of organizational units are required to ensure that equipment for use in courses and activities in the program is maintained in safe working order.

• Supervisory Officers (along with other responsibilities) are required to supervise the use and maintenance of the buildings and property of the Board.

Health & SafetyHealth & Safety

Universal PrecautionsUniversal Precautions

• Procedures to review (if necessary)Procedures to review (if necessary)

Asbestos ProgramAsbestos Program

• Review (if applicable)Review (if applicable)

Purchasing GuidelinesPurchasing Guidelines• Purchasing Policy Number GP – 07:Purchasing Policy Number GP – 07:

“The Simcoe Muskoka Catholic District School Board will perform its

procurement activities in an ethical, cost efficient, accountable and

transparent manner consistent with current guidelines for the public

sector in Ontario. Reducing the Board ’s impact on the environment will be considered when goods and services

are being procured.”

Purchasing GuidelinesPurchasing Guidelines• Professional Standards Policy PS – 01“Employees of the Simcoe Muskoka Catholic District School Board

are entrusted with the protection of the public interest while providing service within the Board’s Catholic learning

environment. In view of the importance of this trust, it is essential that Board employees maintain the highest standards of honesty, integrity, impartiality and conduct and do not place

themselves in a perceived or real conflict of interest.”

• What is a Conflict of Interest?– It is a situation in which an employee, whether for himself/herself

or for some other person(s), attempts to promote a private or personal interest which results or could appear to result in:

• An interference with the mission, vision and values of the Board;

• A gain or an advantage by virtue of his/her position with the Simcoe Muskoka Catholic District School Board.

Purchasing GuidelinesPurchasing Guidelines

• Broad Public Sector Procurement Directive – Broad Public Sector Procurement Directive – What does it mean for Schools?What does it mean for Schools?– Designed to ensure that School Boards achieve Designed to ensure that School Boards achieve

value for money while ensuring a fair and value for money while ensuring a fair and transparent process.transparent process.

– 25 Mandatory requirements (all encompassed in the 25 Mandatory requirements (all encompassed in the Board’s Policies and Procedures and Guidelines)Board’s Policies and Procedures and Guidelines)

– All procurement activities are to be compliant; All procurement activities are to be compliant; including School Generated Funds and Catholic including School Generated Funds and Catholic School Curriculum Council funds.School Curriculum Council funds.

– No employee of the Board may promote or sell No employee of the Board may promote or sell goods and services for compensation to any board, goods and services for compensation to any board, school, or pupil enrolled therein (Education Act).school, or pupil enrolled therein (Education Act).

• There are three purchasing methods:There are three purchasing methods:– Petty Cash, <$100.00 for miscellaneous itemsPetty Cash, <$100.00 for miscellaneous items– Purchasing Card, <$1 000.00 for low dollar value Purchasing Card, <$1 000.00 for low dollar value

purchasespurchases– Authorized Purchase Requisitions sent to the Purchasing Authorized Purchase Requisitions sent to the Purchasing

Dept. Dept.

• Quotation Summary SheetQuotation Summary Sheet– 3 verbal quotes for orders of $1 000.01 to $5 000.003 verbal quotes for orders of $1 000.01 to $5 000.00– 3 written quotes for orders of $5 000.01 to $10 000.003 written quotes for orders of $5 000.01 to $10 000.00– 3 Formal written quotes for orders of $10 000.01 to $25 3 Formal written quotes for orders of $10 000.01 to $25

000.00000.00

• Tender/Request for Proposal (RFP) process for Tender/Request for Proposal (RFP) process for orders greater than $25 000.00.orders greater than $25 000.00.

• Note: Only textbooks are exempt from the 3 quote process; Note: Only textbooks are exempt from the 3 quote process; however, a Purchase Order is still required.however, a Purchase Order is still required.

Purchasing GuidelinesPurchasing Guidelines

Enrolment ReportingEnrolment Reporting• Student Attendance is governed by the Ministry of Student Attendance is governed by the Ministry of

Education document Enrolment Register Education document Enrolment Register Instructions for Elementary and Secondary Instructions for Elementary and Secondary Schools. Schools.

• This document explains what symbols may be used This document explains what symbols may be used to indicate attendance on each pupilto indicate attendance on each pupil’’s Daily s Daily Attendance Record (i.e., A for Absent; L for Late; C Attendance Record (i.e., A for Absent; L for Late; C for contact with pupil 14-17 years of age (absentee for contact with pupil 14-17 years of age (absentee or in a Supervised Alternative Program); etc.)or in a Supervised Alternative Program); etc.)

• Prolonged AbsenceProlonged Absence::– If an elementary school pupil has been absent for 15 If an elementary school pupil has been absent for 15

consecutive school days without appropriate consecutive school days without appropriate supporting medical documentation, the pupil must supporting medical documentation, the pupil must be shown as a retirement in the register on the day be shown as a retirement in the register on the day immediately following the last day of attendance. immediately following the last day of attendance.

• Prolonged Absence – Secondary Prolonged Absence – Secondary Students:Students:– A pupil of compulsory school age may A pupil of compulsory school age may

remain in the register for 16 to 30 remain in the register for 16 to 30 consecutive days of absence if the pupil consecutive days of absence if the pupil has been referred on the 16has been referred on the 16thth consecutive day of absence. If pupil consecutive day of absence. If pupil remains in the register for one or more remains in the register for one or more subsequent 15-day period, the principal subsequent 15-day period, the principal must receive (at the beginning of each must receive (at the beginning of each subsequent 15-day period) a report subsequent 15-day period) a report indicating that the file is still active.indicating that the file is still active.

Enrolment ReportingEnrolment Reporting

• A pupil who is 14 to 17, who has an A pupil who is 14 to 17, who has an unexcused unexcused absence absence and who has an active file may remain and who has an active file may remain in the register for a maximum of 60 consecutive in the register for a maximum of 60 consecutive school days, after which time the pupil must be school days, after which time the pupil must be shown as a retirement. Each board is required shown as a retirement. Each board is required to maintain a list of non-attending 14 to 17 year to maintain a list of non-attending 14 to 17 year olds and who have been removed from the olds and who have been removed from the register of any of its schools; the school/board is register of any of its schools; the school/board is expected to contact these youth at least once a expected to contact these youth at least once a semester to encourage them to return to school.semester to encourage them to return to school.

• Note: school staffing is based on a student’s Note: school staffing is based on a student’s Average Daily Enrolment (ADE) as of the Average Daily Enrolment (ADE) as of the two reporting periods; October 31two reporting periods; October 31stst and and March 31March 31stst. .

Enrolment ReportingEnrolment Reporting

Student Health Care Policy & Student Health Care Policy & ProceduresProcedures

• Only staff delegated by principal can Only staff delegated by principal can administer medication to studentsadminister medication to students

• Individual Medical Plan used in all Individual Medical Plan used in all serious medical situations (except serious medical situations (except Anaphylaxis)Anaphylaxis)

• Anaphylaxis Emergency PlansAnaphylaxis Emergency Plans• Posting of Medical emergency plans Posting of Medical emergency plans

(part of discussion with parents – (part of discussion with parents – ensure they agree as to the locations)ensure they agree as to the locations)

School Food & Beverage School Food & Beverage PolicyPolicy

• Policy was fully implemented in September Policy was fully implemented in September 2011.2011.

• School Level Activities for 2014/2015School Level Activities for 2014/2015−Approved vendor list must be used and it is posted Approved vendor list must be used and it is posted

on the Board website. (Brian McKenzie is contact)on the Board website. (Brian McKenzie is contact)

• Policy/Program Memoranda (PPM) #150 Policy/Program Memoranda (PPM) #150 provides guidance and support in managing provides guidance and support in managing compliance with this Ministry policy.compliance with this Ministry policy.

• Schools may plan up to 10 special event days Schools may plan up to 10 special event days within each school year, and are encouraged within each school year, and are encouraged to consider fewer days where possible.to consider fewer days where possible.

Equity & Inclusive Equity & Inclusive EducationEducation

• Completed 4 year implementation plan. Completed 4 year implementation plan. • All staffs introduced to E & I initiative All staffs introduced to E & I initiative • Respecting Difference was focus of PD for Respecting Difference was focus of PD for

last 2 years.last 2 years.• All staff are asked to infuse E & I practices All staff are asked to infuse E & I practices

in all that they do. eg Does this in all that they do. eg Does this test/assignment reflect E & I principles? test/assignment reflect E & I principles? Does it need to be updated/revised to more Does it need to be updated/revised to more accurately reflect current needs for accurately reflect current needs for inclusivity.inclusivity.

• E & I infused in school improvement E & I infused in school improvement process and all other school based process and all other school based initiatives.initiatives.

Field Trip ProceduresField Trip Procedures

*Field Trip Procedures were revised in2010-*Field Trip Procedures were revised in2010-2011 year*2011 year*

• Our insurer (OSBIE) has identified some Our insurer (OSBIE) has identified some current practices that increase our exposure current practices that increase our exposure to risk:to risk:

– offering high-risk activitiesoffering high-risk activities– schools signing waiver forms for third party providers schools signing waiver forms for third party providers

releasing them from all liability (school staff are not releasing them from all liability (school staff are not authorized to sign any contract on behalf of the board authorized to sign any contract on behalf of the board – all forms are to be sent to the School Superintendent – all forms are to be sent to the School Superintendent for signature and verification of Hold Harmless clause) for signature and verification of Hold Harmless clause) • use of improper formsuse of improper forms• school staff signing for parentsschool staff signing for parents

Field Trips - Field Trips - RecommendationsRecommendations

• Follow Follow allall procedures in the Field Trip procedures in the Field Trip Policy and Procedures manual including Policy and Procedures manual including timelines for approval of trips (revised timelines for approval of trips (revised procedures are available in Principal Shared procedures are available in Principal Shared files)files)

• Use appropriate current forms from the Use appropriate current forms from the current Field Trip Policy Manualcurrent Field Trip Policy Manual

• Avoid higher-risk activities that have little Avoid higher-risk activities that have little or no connection to the curriculum (skiing, or no connection to the curriculum (skiing, snow tubing, snow boarding, mountain snow tubing, snow boarding, mountain biking, etc.). Consider:biking, etc.). Consider:– Do we need to do it? (What is the educational Do we need to do it? (What is the educational

value? What is the financial cost to families?)value? What is the financial cost to families?)– If we do it, is it foreseeable that someone could If we do it, is it foreseeable that someone could

be injured?be injured?– What can we do to prevent an injury?What can we do to prevent an injury?

Student Accident InsuranceStudent Accident Insurance

• Each school year, it is strongly advised Each school year, it is strongly advised that all students participating in co-that all students participating in co-curricular sports purchase student curricular sports purchase student accident insurance.accident insurance.

Fees for Learning Materials Fees for Learning Materials and Activitiesand Activities

• On March 25On March 25thth, 2011 the Ministry of Education , 2011 the Ministry of Education released guidelines to help parents and school released guidelines to help parents and school boards follow the rules around fees that are boards follow the rules around fees that are found in the Education Act. The found in the Education Act. The Guideline for Fees for Learning Materials and Activities is now available on the Ministry of Education is now available on the Ministry of Education website to all school boards, parents and website to all school boards, parents and students.students.

• The guideline establishes province-wide The guideline establishes province-wide standards for school boards to develop or amend standards for school boards to develop or amend their own policies; including identifying common their own policies; including identifying common list of supplies, financial hardship policies and list of supplies, financial hardship policies and consistency of practices.consistency of practices.

Fees for Learning Materials Fees for Learning Materials and Activitiesand Activities

• The Ministry Guideline includes the The Ministry Guideline includes the following guiding principles:following guiding principles:– Fees Fees may be appropriate may be appropriate where the school where the school

chooses to offer enhancements or chooses to offer enhancements or supplementary learning materials beyond supplementary learning materials beyond the core curriculum. Where fees are the core curriculum. Where fees are appropriate, schools should attempt to appropriate, schools should attempt to minimize as much as possible costs to minimize as much as possible costs to students with the goal of full student students with the goal of full student participation in programmes and activities participation in programmes and activities regardless of economic circumstances.regardless of economic circumstances.

Fees for Learning Materials Fees for Learning Materials and Activitiesand Activities

– There should be There should be no fees charged no fees charged for regular day school for regular day school programs. The Student Fees Guideline does not apply to programs. The Student Fees Guideline does not apply to tuition fees for visa students, international students, first tuition fees for visa students, international students, first nationsnations’’ students who are living on reserve, or continuing students who are living on reserve, or continuing education students. It does not address fees for early education students. It does not address fees for early learning programs offered outside the regular school day or learning programs offered outside the regular school day or other before or after school programs.other before or after school programs.

– When schools or school boards, with the support of the When schools or school boards, with the support of the school community, wish to offer school community, wish to offer enhanced or specialized enhanced or specialized programmingprogramming, parents may be asked to contribute , parents may be asked to contribute resources (money, materials etc.) to support these resources (money, materials etc.) to support these programs or activities (e.g. Advanced Placement, programs or activities (e.g. Advanced Placement, International Baccalaureate, or other Focus Programmes). International Baccalaureate, or other Focus Programmes).

Fees for Learning Materials and Fees for Learning Materials and ActivitiesActivities

• Examples of Activities, Programs or Materials Potentially Examples of Activities, Programs or Materials Potentially EligibleEligible for Fee Charges:for Fee Charges:

• Optional programming such as, Advanced Placement courses or Hockey Optional programming such as, Advanced Placement courses or Hockey Canada Skills Academy program;Canada Skills Academy program;

• Extracurricular trips, events or activities that are extensions to the Extracurricular trips, events or activities that are extensions to the curriculum and not required for graduation (e.g. dances, school clubs, theme curriculum and not required for graduation (e.g. dances, school clubs, theme days, athletics, drama, student council activities);days, athletics, drama, student council activities);

• Extended student trips or excursions that are not necessary to meet the Extended student trips or excursions that are not necessary to meet the learning expectations of a particular grade or course (e.g. trips abroad);learning expectations of a particular grade or course (e.g. trips abroad);

• Optional art or music supplies or higher quality woodworking, design or Optional art or music supplies or higher quality woodworking, design or technology materials that students choose to use for course completion, as technology materials that students choose to use for course completion, as long as the required materials are available at no cost;long as the required materials are available at no cost;

• Student activity fees;Student activity fees;• Co-curricular activities, special events, program enhancements or field trips Co-curricular activities, special events, program enhancements or field trips

(e.g. for costs of participation, rental of equipment or travel), if alternative (e.g. for costs of participation, rental of equipment or travel), if alternative programming and assignments are offered to students who choose not to programming and assignments are offered to students who choose not to participate; orparticipate; or

• Student agendas, yearbooks.Student agendas, yearbooks.

Fees for Learning Materials and Fees for Learning Materials and ActivitiesActivities

• Examples of Activities, Programs or Materials Examples of Activities, Programs or Materials IneligibleIneligible for Fee Charges:for Fee Charges:• A registration or administration fee for students enrolled in any regular day A registration or administration fee for students enrolled in any regular day

school program;school program;• A textbook fee or deposit;A textbook fee or deposit;• Learning materials that are required for completion of the curriculum such Learning materials that are required for completion of the curriculum such

as workbooks, cahiers, musical instruments, science supplies, lab material as workbooks, cahiers, musical instruments, science supplies, lab material kits and safety goggles;kits and safety goggles;

• Fees charged for the creation of discretionary accounts by teachers or Fees charged for the creation of discretionary accounts by teachers or departments;departments;

• Mandatory flat fees for any course leading to graduation other than Mandatory flat fees for any course leading to graduation other than optional programming;optional programming;

• A fee for a guest speaker, visiting teacher, or in-class field trip or A fee for a guest speaker, visiting teacher, or in-class field trip or presentation where the material being presented is a mandatory element of presentation where the material being presented is a mandatory element of the subject or course.the subject or course.

• Items that are funded through the allocated budget of a school board Items that are funded through the allocated budget of a school board including, but not limited to learning materials necessary to meet learning including, but not limited to learning materials necessary to meet learning expectations such as computers, workbooks, textbooks, staff development expectations such as computers, workbooks, textbooks, staff development and training costs; orand training costs; or

• Learning materials that are required to meet the learning expectations of Learning materials that are required to meet the learning expectations of the course, but are consumed by the pupil and cannot be used again by the course, but are consumed by the pupil and cannot be used again by another student in the next semester, e.g. a chemical used in a chemistry another student in the next semester, e.g. a chemical used in a chemistry experiment.experiment.

Special EducationSpecial Education

• Special Education PlanSpecial Education Plan• KaleidoscopeKaleidoscope

• IEP IEP •• IPRC IPRC •• SEA SEA •• SIP SIP

Inclusion is about relationships and belonging.

Inclusion is about the attitudes that we haveand demonstrate through our actions towards

each other.Inclusion is the responsibility of everyone.

Inclusion is rooted in the Gospel.

Special Education PlanSpecial Education Plan

• Available on Board websiteAvailable on Board website• http://http://www.smcdsb.on.ca/parents/www.smcdsb.on.ca/parents/

specialeducation/specialeducation/

KaleidoscopeKaleidoscope

• Available on First Class (Academic Available on First Class (Academic Services-Special Education-Services-Special Education-Kaleidoscope)Kaleidoscope)

• All forms available on FirstClass All forms available on FirstClass (Academic Services /Special (Academic Services /Special Education / Virtual Binders).Education / Virtual Binders).

• Section Section ““OO ”” (SEA equipment) and “N” (SEA equipment) and “N” (Assistive Technology) have been (Assistive Technology) have been updated updated

IEPIEPIndividual Education PlanIndividual Education Plan

• Are to be sent home by October 19, 2015Are to be sent home by October 19, 2015• Completed by classroom teacher in Completed by classroom teacher in

consult with Special Education Resource consult with Special Education Resource TeacherTeacher

• Needs to be updated at each reporting Needs to be updated at each reporting periodperiod

• Specific information found in Specific information found in ““Growing Growing Success 2010Success 2010””

• All IEP’s require a Transition Plan (NEW!)All IEP’s require a Transition Plan (NEW!)

IPRCIPRCIdentification & Placement Review CommitteeIdentification & Placement Review Committee

• Must be completed each year for identified Must be completed each year for identified students. The period between consecutive students. The period between consecutive IPRCIPRC’’s cannot exceed 12 months.s cannot exceed 12 months.

• Parents must be given every opportunity to Parents must be given every opportunity to attend the IPRC meeting or should be asked attend the IPRC meeting or should be asked to sign waiver.to sign waiver.

• IPRC documentation must be placed in the IPRC documentation must be placed in the studentstudent’’s Ontario School Record (OSR); s Ontario School Record (OSR); copies to Sarah MacNeill and the copies to Sarah MacNeill and the parents/student.parents/student.

SEASEASpecial Equipment AmountSpecial Equipment Amount

• See Kaleidoscope Section See Kaleidoscope Section ““OO ”” for for updatesupdates

• All necessary forms found in this section All necessary forms found in this section • Transfer of equipment - forms in section Transfer of equipment - forms in section

““OO ”” - send to Lorri Hoggarth - send to Lorri Hoggarth• Work with your consultant to complete Work with your consultant to complete

applicationsapplications• Computer claims require meaningful Computer claims require meaningful

trials at the school level.trials at the school level.

SIPSIPSpecial Incidence PortionSpecial Incidence Portion

• Claim should be made for students Claim should be made for students who require support from more than who require support from more than one staff member throughout the day.one staff member throughout the day.

• Speak to your consultant about any Speak to your consultant about any claims that you are aware of (or have claims that you are aware of (or have questions about).questions about).

• These claims are extensive and are These claims are extensive and are completed by the end of November.completed by the end of November.

Tracking the English Tracking the English Language Proficiency of Language Proficiency of

English Language English Language LearnersLearners

ELL Documentation ELL Documentation FoldersFolders

• ELL Documentation Folders have ELL Documentation Folders have been added to the OSRs of all ELLs been added to the OSRs of all ELLs last year by the ESL resource teacher last year by the ESL resource teacher or ESL consultant. Please ensure that or ESL consultant. Please ensure that the ESL teachers know of new ELLs the ESL teachers know of new ELLs and they will add the folder for the and they will add the folder for the new ELL students.new ELL students.

Tracking the English Tracking the English Language Proficiency of Language Proficiency of

ELLsELLs

• The Observable Language The Observable Language Behaviours (OLB) Continua will be Behaviours (OLB) Continua will be used by teachers of ELLs to decide used by teachers of ELLs to decide on the current STEP for the ELLon the current STEP for the ELL’’s s oral, reading and writing language oral, reading and writing language skills.skills.

ELL Documentation ELL Documentation FoldersFolders

• Each June classroom teachers will Each June classroom teachers will be responsible for recording the be responsible for recording the oral, reading and writing step for oral, reading and writing step for each ELL in their class.each ELL in their class.

Other Local IssuesOther Local Issues

• (review any local initiatives specific (review any local initiatives specific to your school)to your school)