YORK REGION DISTRICT SCHOOL BOARD

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1 YORK REGION DISTRICT SCHOOL BOARD Policy and Procedure #668.0, Caring and Safe Schools Procedure #668.1, Student Suspensions Procedure #668.2, Student Expulsions Procedure #668.3, Inappropriate Behaviour and Bullying Prevention and Intervention Procedure #668.4, Violence Threat Risk Assessment Procedure #668.5, Student Progressive Discipline Procedure #668.6, Emergency Preparedness Procedure #668.7, Code of Student Conduct Procedure #668.8, Safe Welcome Program: Elementary Schools Procedure #668.9, Lockdown, School Sites Procedure #668.10, Hold-and-Secure, School Sites Procedure #668.11, Fire Planning and Drills, School Sites Policy #668.0, Caring and Safe Schools and its related procedures address the Board s commitment to creating caring and safe school climates. Related procedures include: Procedure #668.1, Student Suspensions Procedure #668.2, Student Expulsions Procedure #668.3, Inappropriate Behaviour and Bullying Prevention and Intervention Procedure #668.4, Violence Threat Risk Assessment Procedure #668.5, Student Progressive Discipline Procedure #668.6, Emergency Preparedness Procedure #668.7, Code of Student Conduct Procedure #668.8, Safe Welcome Program: Elementary Schools Procedure #668.9, Lockdown, School Sites Procedure #668.10, Hold-and-Secure, School Sites Procedure #668.11, Fire Planning and Drills, School Sites Major Changes to the Document Revisions to the Fire Planning and Drills, School Sites procedure formalize existing practice. Clarification of the definitions of fire drills, emergency refuge areas, evacuation plans for persons needing assistance and fire watch have been included and responsibilities associated with consistent implementation have been added. Who is affected by these changes and what is the impact on current practice? Implementation Timelines Lead Superintendents/Subject Matter Expert The responsibilities of principals and superintendents have been updated to reflect current practice and align with the Board s responsibilities. All staff and students are responsible for understanding their roles and responsibilities outlined in the procedure. Immediate Superintendent of Schools Operations Allan Hoyle Managers of Health and Safety Renate Kaskow or Tom Pawloski

2 Stakeholder Groups with Responsibilities under this Policy and Procedures Board of Trustees Director of Education Associated Directors of Education Superintendents Principals Staff members Students Human Resource Services Plant Services Child Care and Before and After School Providers Permit Holders Parents/Guardians Community partners Relationship to Board priorities The Caring and Safe Schools policy and its related procedures support the three areas of the Trustees Multi-Year Plan: Student Achievement and Well-Being, Delivery of Effective and Sustainable Educational Programs and Stewardship of Board Resources. They reinforce the Board s commitment to ensuring a safe school environment and demonstrating professionalism and accountability for high standards of practice in Board operations. What are the timelines and next steps? The Fire Planning and Drills, School Sites procedure (formerly known as Procedure #NP406.0, Fire Planning and Drills) was approved for circulation as a working document for six school months. Comments received will be scheduled for consideration by trustees and senior staff at the appropriate committee meetings in October How do I find out more or provide feedback? Questions about this procedure should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact the lead superintendent and/or subject matter expert. In accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy. Input is an important component of the review process. If you feel a policy and/or procedure needs to be revised, it is most helpful if you: outline clearly the specific section(s) of the policy and/or procedure in which you are not comfortable; the reason(s) for your concern(s); and suggest specific alternate wording to reflect your position. Specific recommendations or questions about the policy and procedure review process should be submitted via to policy.committee@yrdsb.ca, or to the attention of the Assistant Manager, Board and Trustee Services at or extension 2217 or mailed to The Education Centre Aurora. It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term parents refers to both biological/adoptive parents and guardians in all Board policies and procedures.

3 Board Policy #668.0 Caring and Safe Schools The York Region District School Board is committed to creating and sustaining caring and safe schools which promote student learning, achievement and well-being. Each student has the right to learn in positive and respectful surroundings free from harassment and discrimination. Inclusive, accepting, respectful and healthy relationships allow individuals to reach their full potential. This is consistent with all Board priorities, policies and procedures, and the Ontario Human Rights Code. Norms, expectations and standards of behaviour reflect a responsible and civil society where inclusion, acceptance and safety build the foundation of a caring and safe school climate. The Board values and respects diversity and inclusivity. To support all students in becoming healthy and contributing members of society, strengths, needs and barriers to learning are identified and responded to as part of a whole-school approach. Building a caring and safe school climate is complex. It requires supportive leadership, effective teaching practices, healthy relationships, a systematic approach to addressing behaviour, and the involvement of parents/guardians and the broader community. Behaviour occurs in context, is learned, serves a function and can be changed over time. All students benefit from clear, consistent behavioural expectations with positive modeling. To enhance caring and safe school climates, positive student behaviour supports are provided and inappropriate behaviour is addressed taking into account mitigating and other factors, using a progressive discipline approach. A clear focus on anti-bullying supports the development of healthy relationships, educates the school community and encourages timely reporting of bullying incidents so that immediate and appropriate action can be taken. Parents/guardians play a critical role in the education of their children and in supporting their social, emotional and academic growth. Students, families and schools face complex and challenging issues that often require Board supports and collaboration with external agencies to access resources that contribute to positive outcomes for all students and families. Legislative Context Accessibility for Ontarians with Disabilities Act Child and Family Services Act Education Act Municipal Freedom of Information and Protection of Privacy Act Occupational Health and Safety Act Ontario Human Rights Code Canada Human Rights Act Definitions Additional Grounds for Expulsion In addition to the grounds for expulsion in the Education Act, these are also grounds for expulsion in the York Region District School Board: (a) the pupil s pattern of behaviour is so refractory that the pupil s presence is injurious to the effective learning and/or working environment of others; and (b) the pupil has demonstrated through a pattern of behaviour (e.g., neglect of duty, truancy or opposition to authority) that he/she has not prospered by the instruction available to him/her and that he/she is persistently resistant to making the changes in behaviour which would enable him/her to prosper.

4 Adult Student An adult student is a pupil of the York Region District School Board who is 18 years of age or older or who is 16 or 17 years of age and has withdrawn from parental control. Bullying Bullying means aggressive and typically repeated behaviour by a pupil where, (a) the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of, (i) causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual s reputation or harm to the individual s property, or (ii) creating a negative environment at a school for another individual, and (b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; ( intimidation ) (From the Education Act) Bullying may be physical, verbal, social and/or electronic. Mitigating and Other Factors Mitigating and other factors must be taken into account when responding to and addressing inappropriate student behaviour. Specific mitigating factors include: the student s ability to control his/her behaviour; the student s ability to understand the consequences of his/her behaviour; whether the student s continuing presence in a school creates an unacceptable risk of safety to others; and other factors, including; the student s history, whether a progressive discipline approach has been used with the student, whether the activity was related to any harassment of the student because of his or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment, how the suspension or expulsion would affect the student s ongoing education, the age of the student, and in the case of a student for whom an individual education plan has been developed, whether the behaviour was a manifestation of a disability identified in the student s individual education plan, whether appropriate individualized accommodation has been provided, and whether the suspension or expulsion is likely to result in an aggravation or worsening of the student s behaviour or conduct. Progressive Discipline A progressive discipline approach promotes positive student behaviour, combining prevention and intervention strategies and discipline with opportunities for students to continue their education. Inappropriate student behaviour is addressed using a continuum of developmentally sound and appropriate interventions, considering mitigating and other factors. There is a progressive application of consequences that may include, but is not limited to, a conversation with student and/or parent/guardian, office referral, community service, withdrawal of privileges, detention, peer mediation, restorative practices, counseling, suspension and expulsion.

5 Restorative Practice Restorative practice responds to student behaviour by focusing on repairing harm experienced by others and rebuilding relationships. This practice is used as part of progressive discipline to build, strengthen and help restore healthy relationships (Adapted from Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, Kindergarten to Grade 12, 2010). Student A student is a pupil of the York Region District School Board who is 16 or 17 years of age or younger and is under parental control. Student Discipline Committee The Student Discipline Committee is comprised of members of a committee of the Board of Trustees. It is authorized in accordance with the Education Act to exercise the powers and duties of the Board with regard to student suspension appeals and expulsion hearings. Responsibilities The Board of Trustees is responsible for: reviewing the Caring and Safe Schools policy in accordance with the priorities in the Trustees Multi-Year Plan and the approved policy review cycle; understanding and communicating with members of the community about the Caring and Safe Schools policy, as required; establishing a Student Discipline Committee and approving trustee membership; and endorsing a whole school approach to caring and safe schools, which includes progressive discipline. The Director of Education is responsible for: implementing and operationalizing the Caring and Safe Schools policy; and providing system leadership for creating and maintaining caring and safe school climates. The Associate Directors of Education are responsible for: ensuring the Caring and Safe Schools policy and its related procedures are implemented, in accordance with all relevant legislation. Superintendents of Schools and Principals are responsible for: supporting and maintaining a caring and safe school climate; ensuring staff, students, parents/guardians and community members are made aware of the Caring and Safe Schools Policy and have opportunities to contribute to creating caring and safe school climates; providing leadership to ensure the effective implementation of the Caring and Safe Schools Policy; engaging Board services, community partners and families to encourage coordinated supports for students, where appropriate; modeling and supporting the development of healthy attitudes, behaviours and relationships consistent with Board priorities, policies and procedures and that contribute to caring and safe school climates; fostering an environment where progressive discipline is adopted as a fundamental approach in promoting a caring and safe school climate; and attending to the needs and interests of all parties impacted by inappropriate behaviour, as appropriate

6 Teachers and Support Staff are responsible for: developing inclusive, respectful, safe, caring and engaging learning environments, in collaboration with the principal and school staff by; modeling and supporting the development of healthy attitudes, behaviours and relationships consistent with Board priorities, policies and procedures, providing positive, clear and regular communication about behavioral expectations and potential consequences, supporting students with planning, goal setting and making a commitment to enhance a caring and safe school climate, and using a progressive discipline approach. All staff members are responsible for: supporting and maintaining a caring and safe school climate. Students are responsible for: contributing to a caring and safe school climate in accordance with all Board priorities, policies and procedures and the school code of conduct by; supporting and maintaining a caring and safe school climate, acting with reasonable care towards themselves and others, developing healthy attitudes, behaviours and relationships consistent with Board priorities, policies, procedures and the school code of conduct, and actively and positively participating in school and school-related activities, such as, but not limited to, anti-bullying, character development, and equity and inclusivity initiatives; and understanding that they are accountable for inappropriate behaviour that has a negative impact on the school climate, whether occurring on or off school property and/or during a school-related activity or event. Parent(s)/Guardian(s) and Community Partners are responsible for: supporting school staff and students in promoting a caring and safe school climate, in accordance with Board priorities, policies and procedures and the school code of conduct; modeling and supporting the development of healthy attitudes, behaviours and relationships in support of positive behavioural expectations; understanding that students are accountable for inappropriate student behaviour that has a negative impact on the school climate, whether occurring on or off school property and/or during a schoolrelated activity or event; and working with Board and school staff to coordinate supports for students, where appropriate. Related Policies and Procedures Policy and Procedure #238.0, Parent, Family and Community Engagement Policy and Procedure #240.0, Respectful Workplace and Learning Environment Policy and Procedure #250.0, Violence Prevention and Intervention (Working Document) Policy and Procedure #261.0, Equity and Inclusivity Policy and Procedure #325.0, Continuing Education Policy and Procedure #380.0, Character Development Policy and Procedure #601.0, Supports for First Nation, Métis and Inuit Students Policy and Procedure #610.0, Reporting Children in Need of Protection Policy and Procedure #663.0, Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals and Paraprofessionals Procedure #668.1, Student Suspensions (Working Document) Procedure #668.2, Student Expulsions (Working Document) Procedure #668.3, Inappropriate Behaviour and Bullying Prevention and Intervention (Working Document) Procedure #668.4, Violence Threat Risk Assessment (Working Document) Procedure #668.5, Student Progressive Discipline (Working Document) Procedure #668.6, Emergency Preparedness (Working Document) Procedure #668.7, Code of Student Conduct (Working Document)

7 Procedure #668.8, Safe Welcome Program: Elementary Schools (Working Document) Procedure #668.9, Lockdown, School Sites Procedure #668.10, Hold-and-Secure, School Sites Procedure #668.11, Fire Planning and Drills, School Sites Department Education and Community Services Policy History Approved 1998 Amended 1999 Amended 2002 Amended 2009 Amended 2010 Working Document April 2012 Working Document July 2013 Revised February 2014 It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term parents refers to both biological/adoptive parents and guardians in all Board policies and procedures.

8 Board Procedure #668.1 Student Suspensions This procedure outlines how student suspensions are administered in the York Region District School Board. Where a student has committed one or more of the infractions outlined below where the infraction has a negative impact on the school climate, whether on or off school property, or during a school-related activity or event, the principal shall consider suspension as part of a progressive discipline approach. These infractions, as outlined in the Education Act and Board procedure, include: 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 or illegal drugs; 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 or Board property or to property located on school/board premises; 6. bullying or cyberbullying; 7. habitual neglect of duty (with Superintendent of Schools approval only); 8. opposition to authority; 9. any act considered by the principal to be injurious to the moral tone of the school; 10. any act considered by the principal to be injurious to the physical or mental well-being of members of the school community; and/or 11. any act considered by the principal to be contrary to the Board or school code of conduct. The principal must suspend a student and consider expulsion for one or more of the infractions identified in Board Procedure #668.2 Student Expulsions, as outlined in the Education Act. A student may only be suspended once for any single incident. Definitions Suspension A student who is suspended from a school is not permitted to be on Board property or participate in school-related activities or events including, but not limited to, all school buildings, grounds, transportation, field trips, except for the purposes of attending the Alternative Classroom and Counselling for Expelled and Suspended Students (ACCESS). A suspension shall be for no less than one school day and no more than 20 school days. In exceptional circumstances, a student suspended from day school may be permitted to continue attending continuing education classes and/ or non-school related activities on Board property. A student suspended from continuing education classes may continue attending day school classes. Responsibilities The Director of Education shall: allocate staff and resources to support the Student Suspensions procedure.

9 Investigating and Suspending Superintendents shall: advise on the suspension duration, supports for students, and mitigating and other factors, as requested by principal. Principals shall: upon learning about an incident, contact police in accordance with the Police and School Board Protocol and advise the superintendent of schools accordingly; investigate the incident, ensuring the adult student or the student s parent(s)/guardian(s) are consulted in a timely manner, as appropriate; consult with superintendents and relevant student services staff, as appropriate; for a serious violent incident, including a credible threat to inflict serious bodily harm or vandalism causing extensive damage to Board property or property located on Board property; complete and file a Violent Incident Form in the student s Ontario Student Record, and conduct a Threat Assessment, as required, as outlined in Board Procedure #668.4, Violence Threat Risk Assessment; using a progressive discipline approach, determine appropriate action which may include suspension; when suspending a student; determine the duration of the suspension, make all reasonable efforts to orally inform the adult student, or the student and the student s parent(s)/guardian(s) within 24 hours, inform the student s teacher(s), gather school work from the teacher(s) to be completed by the student during the suspension, provide written notice of the suspension to the superintendent of schools, adult student, or the student and the student s parent(s)/guardian(s) that includes; the reason, the duration, whether the suspension is from day school, summer school or continuing education classes or both, information about the ACCESS program if the suspension is for six or more school days, as appropriate, and information about the right to appeal including, but not limited to, relevant policies, procedures and guidelines, and contact information for the superintendent of schools, file a copy of the suspension letter in the Ontario Student Record for one year, understand that if notice is sent by mail or courier, it will be deemed to have been received on the fifth school day after it was sent, understand that if notice is sent by fax or , it is deemed to have been received the first school day after it was sent, if the student is suspended for fewer than six days, provide student with school work to be completed; when suspending a student for six or more days; if the student will be attending ACCESS, complete the intake form and forward to the Principal of ACCESS, complete the student action plan, forward the student s Individual Education Plan and Safety Plan, where appropriate, arrange an intake meeting for the parent(s)/guardian(s) and students at the ACCESS program, forward school work to be completed, and consult with superintendent of schools regarding transportation; and arrange a re-entry/transition meeting following suspension with the student, the parent(s)/guardian(s), staff and community partners, as appropriate.

10 Teachers shall: in conjunction with the principal, provide school work for the student to complete during the suspension. Student Services shall: provide recommendations and advice, where required. Adult students, or students and students parent(s)/guardian(s) shall: provide information, as appropriate, to comply with the principal s investigation; review the information provided by the principal about the suspension and appeal process; understand that if notice is sent by mail or courier, it will be deemed to have been received on the fifth school day after it was sent; understand that if notice is sent by fax or , it is deemed to have been received the first school day after it was sent; understand that the ACCESS program will be offered for students who are suspended for six or more days; understand that secondary students are responsible for their own transportation to the ACCESS program; and attend a re-entry/transition meeting following a suspension, as appropriate; Students who have been suspended shall: comply with the conditions outlined in the suspension letter; and complete work assigned. Appeal Process The Student Discipline Committee shall: consider suspension appeals in accordance with the Education Act and Board policy; include only the following individuals in an appeal hearing; the Superintendent of Schools Operations or designate, the superintendent of schools, the principal, the adult student or student s parent(s)/guardian(s), the student, where appropriate, interpreter and/or support person, as required, legal counsel for the appellant and/or the Board; proceed with the appeal if any individual who has received proper notice of the location, date and time of the appeal fails to attend or comply with the necessary timelines; consider the submissions of both parties and determine whether to; uphold the suspension and its duration, or modify the suspension and order an amendment to the student s record, as necessary, or withdraw the suspension and order the record removed even when the suspension has been served, or issue another appropriate order; and communicate the final decision to the adult student or student s parent(s)/guardian(s) in writing, superintendent of schools and principal.

11 The Superintendent of Schools - Operations shall: consult with superintendents of schools, as required; if the superintendent of schools recommends the suspension be upheld, and the adult student or student s parent(s)/guardian(s) continue with the appeal; coordinate the preparation of a report that includes; an overview of the incident and rationale, a copy of the original suspension letter, a copy of the appeal request, and a copy of the superintendent of school s report, provide a copy of the report to the Student Discipline Committee and the principal and ensure that the item is placed on the committee s agenda, inform all relevant parties of the appeal date, and provide the adult student or the student s parent(s)/guardian(s) with a guide to the appeal process. Superintendents of Schools shall: upon receiving written notice of the intention to appeal, promptly advise the school principal and the adult student or the student s parent(s)/guardian(s) that a suspension review will take place; in consultation with the principal, review the rationale, duration and mitigating or other factors; decide to uphold, modify or withdraw the suspension and communicate the decision to the adult student or parent(s)/guardian(s), and the principal; if the suspension is upheld and the adult student or student s parent(s)/guardian(s) still wish to appeal; advise them that they must provide written notice to the superintendent of schools, notify the school principal and the Superintendent of Schools Operations, and prepare a written report on the incident, in consultation with the principal; and attend the appeal hearing, as required. The Principal shall: review the rationale, duration and mitigating or other factors with the superintendent of schools and Superintendent of Schools Operations, as required; and attend the appeal hearing. Adult Students or Parent(s)/Guardian(s) of Students shall understand that they have the right to appeal a suspension; understand that a student will continue to serve the suspension during the appeal process; understand that they must provide a written intention to appeal to the superintendent of schools within 10 school days of the start of the suspension; understand that the appeal hearing must take place within 15 school days of receiving the notice of intention to appeal, unless both parties agree to an extension; understand they have the right to attend the appeal hearing; and understand that the Student Discipline Committee s decision is final. Department Education and Community Services Procedure History Revised 2002 Revised 2009 Working Document April 2012 Revised February 2014 Revised March 2015

12 Board Procedure #668.2 Student Expulsions This procedure outlines how student expulsions are administered in the York Region District School Board. Where a student has committed one or more of the infractions outlined below where the infraction has a negative impact on the school climate, whether on or off school property, or during a school-related activity or event, the principal will suspend the student and shall consider expulsion: These infractions, as outlined in the Education Act, include: 1. possessing a weapon or replica 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 illegal drugs; 6. committing robbery; 7. giving alcohol to a minor; 8. bullying or cyber-bullying, if, i. the pupil has previously been suspended for engaging in bullying and/or cyber-bullying, and ii. the pupil s continuing presence in the school creates an unacceptable risk to the safety of another person; and/or 9. any infraction outlined in Board Procedure #668.1 Student Suspension 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; 10. the pupil s pattern of behaviour is so refractory that the pupil s presence is injurious to the effective learning and/or working environment of others; and/or 11. the pupil has demonstrated through a pattern of behaviour, such as, but not limited to neglect of duty, truancy or opposition to authority that he/she has not prospered by the instruction available to him/her and that he/she is persistently resistant to making the changes in behaviour which would enable him/her to prosper. Definitions Expulsions A student who is expelled is removed from all schools in the Board and given the opportunity to continue their education through the Alternative Classroom and Counseling for Expelled and Suspended Students (ACCESS). An expelled student shall not attend continuing education classes and may not be eligible to attend summer school. Responsibilities The Director of Education shall: allocate staff and resources to support the Student Expulsions procedure. The Associate Director(s) of Education shall: advise the Superintendent of School Operations, as required.

13 The Superintendent of Schools Operations shall: advise superintendents of schools and consult with the Associate Director(s) of Education, as required; if a student is recommended for expulsion; review the expulsion report, schedule the hearing on the Student Discipline Committee agenda, and provide written notice to the Student Discipline Committee, superintendent of schools, the principal, and adult student or the students parent(s)/guardian(s) that includes, a statement of referral to the Student Discipline Committee, the hearing date, relevant Board policies and procedures, a copy of the suspension letter, a copy of the principal s report, a statement that the student and parent(s)/guardian(s) have the right to respond in writing and/or orally at the hearing, and notice that if the Student Discipline Committee does not expel, they will uphold, shorten or withdraw the suspension, and this decision is final and cannot be appealed, information about the right to appeal the expulsion, and contact information for the Superintendent of Schools Operations; respond to questions or concerns from the student and parent(s)/guardian(s) about the process; determine whether to re-admit an expelled student when a request has been received in writing, and consider whether re-attendance will have a negative impact on the school climate, including on any victims, where applicable, require the student to demonstrate that he or she has learned from the incident and has sought counselling, where appropriate, and require the student to prepare evidence of readiness for re-entry to a Board school as per the expectations of the ACCESS program; determine the most appropriate placement for a re-admitted student; and inform the student in writing of the decision to re-admit. Superintendents of Schools shall: determine, with the principal, if a referral for expulsion is warranted; advise the Superintendent of Schools Operations of the incident with relevant details; submit the principal s report to the Superintendent of Schools Operations; and respond to questions or concerns from the student and parent(s)/guardian(s) about the process. Principals shall: upon learning about an incident, contact police in accordance with the Police and School Board Protocol and advise the superintendent of schools accordingly; investigate the incident, ensuring the adult student or the student s parent(s)/guardian(s) are consulted in a timely manner, as appropriate; determine, in consultation with superintendent of schools, whether or not to recommend expulsion; if expulsion is not recommended, issue suspension in accordance with Board Procedure #668.1 Student Suspensions; and if expulsion is recommended; issue a 20-day suspension, following the process outlined in Procedure #668.1 Student Suspension, provide information about the ACCESS program to the students and/or parent(s)/guardian(s), and if the student will be attending ACCESS, complete the intake form and forward to the Principal of ACCESS, complete the student action plan, forward the student s Individual Education Plan and Safety Plan, where appropriate, arrange an intake meeting for the parent(s)/guardian(s) and students at the ACCESS program,

14 gather school work from the teacher(s) to be completed by the student and forward to ACCESS staff, as appropriate, and consult with superintendent of schools regarding transportation, understand that a parallel police investigation may be conducted, and prepare the principal s report to be submitted to the superintendent of schools. The Student Discipline Committee shall: consider expulsions in accordance with the Education Act and Board policy and procedures; solicit and consider the views of all parties about whether the suspension should be confirmed, shortened or withdrawn, if an expulsion is not imposed; consider other matters, as appropriate, and include only the following individuals in an expulsion hearing; the Superintendent of Schools Operations or designate, the superintendent of schools, the principal, the adult student or student s parent(s)/guardian(s), the student, where appropriate, interpreter and/or support person, as required, and legal counsel for the appellant and/or the Board; proceed with the hearing if any individual who has received proper notice of the location, date and time of the appeal fails to attend or comply with the necessary timelines; consider mitigating and other factors; consider the written and/or oral submissions of all parties; decide; whether to expel the student, the duration of the expulsion, other conditions such as, but not limited to, the need for counseling, attendance at the ACCESS program, and whether the student can return to his or her home school once the conditions of the expulsion have been met; communicate the final decision to the adult student or the student s parent(s)/guardian(s), the principal and superintendent of schools in writing; if the committee decides not to expel a student; take the submissions of the parties into account, including mitigating and other factors, in determining whether to, consider alternative discipline or any other conditions such as, but not limited to, the need for counseling, attendance at the ACCESS program, uphold the suspension and its duration, or modify the suspension and shorten its duration and amend the record accordingly, or withdraw the suspension and order the record removed even when the suspension has been served, and give written notice to all parties of the decision not to impose an expulsion and the decision with respect to the suspension; if the committee decides to expel a student; provide written notice of the decision to expel the student to all parties, and to the student, if he or she was not a party, which shall include, duration of the expulsion, any other conditions, such as, but not limited to, the need for counseling, attendance at the ACCESS program, information about the right to appeal the expulsion, notice that a student attending the ACCESS program shall not participate in school-related activities where the program is on school property, and notice that an expelled student is a student of the Board, even where the student attends a program for expelled students at another school board, unless the student does not attend the program or registers at another school board.

15 Adult students, or students and students parent(s)/guardian(s) shall: provide information, as appropriate, to comply with the principal s investigation; review the information provided by the principal or the Superintendent of Schools - Operations about the suspension, expulsion and appeal process; understand that the ACCESS program will be offered for students who are expelled; understand that secondary students are responsible for their own transportation to the ACCESS program; attend a re-entry/transition meeting following a suspension or expulsion, as appropriate; understand that the Student Discipline Committee s decision with respect to a suspension is final; and understand that they have the right to appeal the expulsion. Students who have been suspended shall: comply with the conditions outlined in the suspension letter; and complete work assigned. Students who have been expelled shall: comply with the conditions outlined in the expulsion order; and understand that they are entitled to apply in writing to the Superintendent of Schools - Operations for re-admission to a school of the Board once they have successfully completed a program for expelled students and satisfied established objectives. Appeal Process The Superintendent of Schools Operations shall: consult with adult student and parents(s)/guardian(s) of students; and attend expulsion appeal hearings, as required. Adult students or the Parent(s)/Guardian(s) of the Student may: appeal a Board decision to the Child and Family Services Review Board which is designated to hear and determine appeals of Board decisions to expel students; and understand that appeals made to the Child and Family Services Review Board are final. Department Education and Community Services Procedure History Revised 2002 Revised 2009 Working Document March 2012 Revised February 2014 It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term parents refers to both biological/adoptive parents and guardians in all Board policies and procedures.

16 Board Procedure #668.3 Inappropriate Behaviour and Bullying Prevention and Intervention This procedure outlines how bullying prevention and intervention will be administered in the York Region District School Board. Prevention and intervention work hand in hand in ensuring safe, caring, supportive, inclusive and respectful learning environments. Responding and reporting are not limited to bullying, but extend to any inappropriate/disrespectful behaviour. Definitions Positive School Climate A positive school climate is the sum total of all of the personal relationships within a school. When these relationships are founded in mutual acceptance and inclusion, and modeled by all, a culture of respect becomes the norm. A positive climate exists when all members of the school community feel safe, comfortable, and accepted and there is a common understanding of behavioural expectations and consequences. Positive Climates for Learning Teams In the York Region District School Board, Safe Schools Action Teams required under legislation will be called Positive Climates for Learning Teams. These teams will build on the work of current school Safe School Action Teams and/or other school-based teams that contribute to the creation of safe, caring, equitable, inclusive, and respectful learning environments. Teachers and other staff who support students in a school or classroom Board employees who work directly with students include administrators, teachers, and support staff (including staff in social work, child and youth work, psychology, and related areas, and educational assistants). Responsibilities The Director of Education shall: allocate staff and resources to support the Inappropriate Behaviour and Bullying Prevention and Intervention procedure. Positive Climates for Learning Teams shall: act as the Safe Schools Action Team; ensure that a school climate survey is conducted every two years and that the results are shared with the team; develop a positive climate for learning in the school that is safe, respectful, inclusive, equitable and caring; and consider teaching strategies that focus on developing healthy relationships by including bullying prevention throughout the curriculum in daily classroom teaching. Teachers and other staff who support students in a school or classroom shall: respond, if in the employee s opinion it is safe to respond, to any student behaviour that is likely to have a negative impact on the school climate which includes, all inappropriate and disrespectful behaviour at any time at school and at any school-related event including incidents of bullying and inappropriate/disrespectful behaviour; and file a report in cases where a student may have engaged in any activity for which suspension or expulsion must be considered.

17 Staff shall: respond to any incidents observed in the school that may negatively affect the school climate; report any incident that may lead to suspension or expulsion using the Safe Schools Incident Reporting Form Part I; communicate with administration to ensure a positive school climate; report activities for which suspension or expulsion must be considered to the principal as soon as reasonably possible; consider the safety of others and themselves first; take into account the urgency of the situation in reporting the incident; report the incident to the principal no later than the end of the school day; make a verbal report to the principal in cases where an immediate action is required, followed by a written report made when it is safe to do so and by the end of the day of the incident at the latest; and take seriously all allegations of bullying behaviour and act in a timely, sensitive, and supportive manner when responding to students who disclose or report bullying incidents. Principals and Vice-Principals shall: ensure that the School Plan for Continuous Improvement includes; the definition of bullying included in this Procedure, prevention and awareness-raising strategies for bully prevention, intervention and support strategies, including plans to protect victims, reporting requirements for staff, training strategies for members of the school community, communication of community and Board supports available, communication and outreach strategies, and monitoring and review processes; respond to a Safe Schools Incident Reporting Form Part I by; providing a written receipt to the employee who reported the incident, using the Safe Schools Incident Reporting Form Part II, and indicating on the receipt if action was taken or not, and ensuring that no information that could identify the student is included on the receipt; destroy the Safe Schools Incident Reporting Form Part I if no action is taken; file a copy of the Safe Schools Incident Reporting Form Part I, indicating action taken, in the Ontario Student Record (OSR) of the student(s) whose behaviour was inappropriate; redact all other student names from the form before filing it in the OSR(s); ensure that the form filed in the OSR(s) is maintained for at least one year; ensure that Safe Schools Incident Reporting Forms Part I are not placed in the OSR of the victim unless parents/guardians of the victim (or the victim if the victim is 18; or has withdrawn from parental control at the ages of 16 or 17) expressly request this; ensure that copies of the Safe Schools Incident Reporting Forms Part I are not placed in the OSR if the victim is also an aggressor and if the parents have not been notified; when communicating information to parents/guardians of victims, ensure that the names of the pupil(s) disciplined are not revealed, and that no confirmation of the identity of the pupil(s) disciplined is provided; inform parents/guardians of victims that the pupil(s) disciplined shall no longer be attending the same school as the victim, with no further information; ensure that parents/guardians are not notified when; a student is 18 or older, or is 16 or 17 and has withdrawn from parental control, in the opinion of the principal doing so would put the pupil at risk of harm from a parent or guardian of the pupil, such that the notification is not in the pupil's best interests, considering, that if, as a result of the victim s disclosure, the victim would be a child in need of protection and, if so, make a report to the Children s Aid Society (CAS), and if in doubt, the principal or vice-principal shall inquire with the CAS about the appropriateness of making a report, the need for documentation in the Student Information System why parents/guardians were not notified, the need to inform the superintendent of schools that the parent/guardian was not informed and why, the requirement to inform the teacher or other professional or para-professional staff person, if that individual informed the principal or vice-principal of the potential for harm, that parents/guardians were not informed and why, informing other staff working to support the pupil, as appropriate,

18 notify parents/guardians, where the principal believes a student has been harmed, where a suspension or expulsion is being considered, and where the victim has been harassed, bullied or suffered violence because of one or more immutable characteristics, including on any grounds protected by the Human Rights Code, or has been sexually assaulted, and share with parents/guardians the nature of the activity that resulted in harm to the pupil, the nature of the harm to the pupil; and the steps taken to protect the pupil's safety, including the nature of any disciplinary measures (consequences) taken in response to the activity, and no further details, ensuring that only the specific consequences for the aggressor are revealed to parents/guardians of victims (i.e. detentions assigned, recess withdrawn, suspension issued but not the length of suspension), and that no further information about the aggressor is provided, ensure that other personal information about the pupil(s) disciplined is not provided to the parents/guardians of victims, and do not share with parents/guardians the name or any other identifying or personal information about a pupil who engaged in the activity that resulted in the harm, about supports available for the pupil, and provide a copy of any Safety Plan for the pupil to parents/guardians, and inform parents/guardians that if they are not satisfied with the measures being taken to protect and support the victim, they may contact the superintendent to request a review of the measures being taken by the school. Department Education and Community Services Procedure History Approved August 2011 Revised February 2014 It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term parents refers to both biological/adoptive parents and guardians in all Board policies and procedures.

19 Board Procedure #668.4 Violence Threat Risk Assessment Research indicates that few students actually follow through with violence against a target they have threatened; many threats are made on impulse or as a result of immediate responses such as anger. Multidisciplinary threat assessment teams engage in a data collection process, through interviews and a review of other relevant information, to investigate the context of the threat and determine the initial levels of risk that the threat will be carried out. Necessary risk-reducing interventions are then implemented. It is important to note that threat assessment is a minor component of a broader prevention effort and is intended specifically to help school staff address the issue of targeted violence. Procedure Definitions Threat A threat is any expression of intent to do harm or act out violently against someone or something. Threats may be spoken, drawn, posted on the internet, or made by gesture only. Threats may be direct, indirect, conditional or veiled. Threat making behaviour Threat making behaviour is any action that an individual, who in any manner knowingly utters, conveys, or causes any person to receive a threat. Threat assessment Threat assessment is the process of determining if a threat maker (someone who utters, writes, s, etc. a threat to kill a target or targets) actually poses a risk to the target or targets they have threatened. Worrisome Behaviour Worrisome behaviour may include drawing pictures, writing stories, or making vague statements that do not, of themselves, constitute uttering threats as defined by law, but cause concern for members of the school community because of their violent and destructive content. Worrisome behaviour may indicate that a student is moving toward an increased risk of violent behaviour. In-School Threat Assessment Team The In-school Threat Assessment Team is the team that assesses the risk of violent behaviour and proposes a plan of action to support the student. It consists of school administration and teacher representation at a minimum. Other team members may include the following: school support staff; student and community liaisons; Student Services staff (i.e., Student Services Coordinator, School Social Workers; etc.); York Regional Police; and Psychological Services staff* *The need for parent/guardian or student (depending on the student s age) consent can be waived in emergency situations. When the situation is not urgent, informed consent must be obtained.

20 Responsibilities The Director of Education shall: allocate staff and resources to support the Threat Assessment procedure. Associate Director of Education, Student Achievement and Well-Being shall: ensure that opportunities are available for Board staff to acquire awareness, knowledge, skills, and attitudes necessary to develop and maintain a safe, caring and supportive learning and teaching environment. Superintendents of Schools shall: assist schools to maintain safe, orderly and positive school climates for learning and teaching; work with principals to develop and implement strategies with a focus on identifying, understanding and responding to worrisome behaviours in students that may lead to targeted violence against self or others; and support the implementation of effective practices for a common understanding of the nature of threat assessment and related protocols and procedures (link to Police-Board Protocol, Threat Assessment Protocol, etc.). Principals shall: implement effective practices for a common understanding of the nature of threat assessment and related protocols and procedures; receive and review documents regarding threat assessment; establish a school-based Threat Assessment Team whose members are trained in threat assessment and can respond to worrisome behaviours and threats when needed; ensure that all reports of worrisome and/or threatening behaviour are assessed following the York Region District School Board Threat Assessment and Intervention Protocol; provide opportunities for staff training to build capacity in effective prevention/intervention strategies to lower the risk of violence in schools; share information about York Region District School Board Threat Assessment Procedure with students, staff, parents, volunteers, and community members annually, at a minimum; attend to the needs and interests of those who have been identified as making threats as well as those who are potential or identified targets of violence; involve appropriate school and Student Services staff when the situation involves students with special education needs, applying interventions, supports, and consequences consistent with the expectations of the Individual Education Plan and Safety Plan and considering all mitigating and other factors; implement the school progressive discipline plan consistently; and facilitate information sharing and collaboration between those involved in a specific threat assessment at the school to lower the risk of targeted violence and maintain a safe school environment. Staff shall: report all incidents of worrisome and/or threatening behaviour to the principal; and use teaching and learning practices, which promote student engagement and build healthy and strong relationships so that all threats to the safety and well-being of the school community are reported. Students shall: work in partnership with school staff and parents to maintain safe learning environments.

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