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Board Policy #366.0 Supervised Alternative Learning

WORKING DOCUMENT

 

1. Policy Statement

The York Region District School Board (YRDSB) is committed to supporting students whose secondary school graduation and/or well-being is at risk by providing students with the opportunity to explore programming options and resources outside of a traditional school setting.

The Supervised Alternative Learning (SAL) program excuses students from regular attendance at school while encouraging them to explore alternative learning experiences such as;

1. flexible credit attainment and/or part-time schooling;

2. employment and/or volunteer activities;

3. job or life skills training;

4. counselling; and/or

5. other activities that will assist the student in meeting their academic, well-being and life goals.

 

2. Application

The purpose of supervised alternative learning is to provide pupils who have significant difficulties with regular attendance at school with an alternative learning experience and individualized plan to enable the pupil to progress towards obtaining an Ontario Secondary School Diploma or achieving his or her other education and life goals.

Supervised alternative learning only applies to pupils who are at least 14 years old and are of compulsory school age. A pupil who turns 18 years old while participating in supervised alternative learning may, if he or she wishes, continue participating in supervised alternative learning until the pupil’s plan expires or is terminated.

 

3. Responsibilities

 

3.1 The Board of Trustees is responsible for:

1. ensuring the attendance of at least one trustee at all Supervised Alternative Learning (SAL)  Committee meetings;

2. ensuring a Board-appointed trustee is familiar with committee roles and responsibilities;

3. reviewing the Supervised Alternative Learning policy in accordance with the priorities in the  Multi-Year Strategic Plan and the approved policy review cycle; and

4. understanding and communicating with members of the community about the Supervised Alternative Learning policy, as required.

 

3.2 The Director of Education is responsible for:

1. implementing and operationalizing the Supervised Alternative Learning policy.

 

4. Definitions

 

4.1 Supervised Alternative Learning (SAL)

This program is for students who are struggling to attend school consistently or engage with the regular day school program. SAL provides alternatives for the acquisition of secondary school credits outside of the regular day-school program and/or emphasizes goals related to student well-being.

 

4.2 Supervised Alternative Learning Plan (SALP)

An individualized plan that is formulated for each student once a Student Success Team meeting has determined that SAL is in the best interests of the student and includes the following information:

1. the student’s own educational, well-being and other life goals;

2. a description of the activities in which the student will participate under the plan;

3. the name of the student’s primary contact person;

4. the ways in which the student’s primary contact person will monitor the student’s progress;

5. the ways in which the student will be helped with their transition from supervised alternative learning after the plan expires or is terminated; and

6. the expiry date of the plan.

 

4.3 Supervised Alternative Learning Committee

The committee will include at least one trustee, area superintendent, Chief of Social Work and Attendance Services, Student Success Lead as well as the presenting principal, school social worker, primary contact person/Regional SAL teacher and any additional members of the school’s student success team as needed. The committee will support situations through problem solving/resources/supports where there is no agreement about the SAL application and SALP. The SAL appeal must occur within 20 days of parent(s)/guardian(s)/students request as this committee meets to reconsider its decision regarding the SAL application and SALP; The committee will also offer problem solving/resources/support in instances where the student is struggling to participate or complete elements of the SALP; and the committee will be convened by the area superintendent of education when requests are received from school principals.

 

5. Contact

Student Services

Curriculum and Instructional Services – Student Success

 

6. History

Approved: April 2013

Working Document: October 3, 2011, July 2018

Revised: November 2019, February 2024

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Board Procedure #366.1 Supervised Alternative Learning

ATTACHED FOR INFORMATION

 

1. Procedure Statement

This procedure outlines the steps to be taken when a student is being referred to the Supervised Alternative Learning (SAL) program.

 

2. Application

SAL is intended to re-engage young people who are not attending school and who are therefore at risk of not graduating. The purpose of SAL is to assist students either to return to school or to proceed to one of the five postsecondary options if they reach the age of eighteen – that is, apprenticeship training, college, independent living, university, or the workplace.

SAL is intended to be used for a very small segment of the student population, and only when other measures to help a young person remain in school are not effective.

The primary goal of SAL is to offer a program that is in the student’s best interests, reflects his or her input, and supports the student in meeting his or her goals.

 

3. Responsibilities

 

3.1 The Director of Education shall:

1. allocate staff and resources to support the Supervised Alternative Learning procedure.

 

3.2 The Superintendents of Education shall:

1. offer support and advice to administrators on SAL;

2. liaise with school staff, monitoring SAL recommendations and placements and attending meetings, as appropriate;

3. upon written notification from the parent(s)/guardian, ensure the SAL Committee meets to reconsider its decision;

4. attend SAL Committee meetings;

5. receive SAL applications and Supervised Alternative Learning Plans (SALPs) from their specific schools for review and possible approval;

6. approve the SAL application and its renewal, if applicable;

7. approve any significant changes to a student’s SALP;

8. when approving SAL applications, ensure the SALP is complete and appropriate to the student’s needs;

9. send approved SAL applications and SALPs to the home school and the Chief of Social Work and Attendance Services for central storage;

10. refer situations where there is no agreement about the SAL application and SALP to the SAL Committee within five days of receipt, by contacting the Chief of Social Work and Attendance Services and Student Success Lead; and

11. ensure a SAL Committee meeting occurs within 20 days of parent(s)/guardian(s)/students request to reconsider the Committee’s decision.

 

3.3 The Coordinating Superintendent of Education, Curriculum and Instructional Services and Continuing Education and the Coordinating Superintendent of Education, Student Services and Well-Being shall:

1. provide an annual report to trustees about SAL programs.

 

3.4 The Supervised Alternative Learning Review Committee shall:

1. receive training on their roles and responsibilities;

2. establish and publish regular SAL Committee meeting dates;

3. invite attendees to the scheduled committee meeting;

4. ensure that all parties are notified (under the signature of the Board supervisory officer on the committee) of the decision of the committee;

5. ensure the Memorandum of Understanding outlining the goals for the student and actions as discussed in the meeting is completed;

6. meet within twenty school days of receiving the request for reconsideration for SAL;

7. review the request to reconsider the SAL decision or the SALP;

8. approve or reject SAL for the student;

9. approve or modify the SALP, where appropriate; and

10. notify the parent or student and the principal regarding the committee’s decision within five days of the reconsideration meeting.

 

3.5 Principals shall:

1. engage in consultations with the school social worker regarding student attendance, well-being, and prospective SAL candidates;

2. engage in consultation with the Regional SAL teacher regarding prospective SAL candidates if needed;

3. ensure that a Student Success Team meeting takes place to plan for each student who might be a candidate for SAL;

4. ensure SAL is in the best interests of the student through the Pre-SAL checklist;

5. ensure that all paperwork is completed and shared with the parent(s)/guardian(s) and student;

6. approve any minor changes to a student’s SALP;

7. ensure that the student has appropriate support to meet their goals;

8. identify students who are not engaging in the SALP to the SAL Committee;

9. attend the SAL Committee meetings;

10. ensure that all students who are potential candidates for SAL are presented at a Student Success Team meeting to:

11. ensure parent(s)/guardian(s) and students, within five days, are made aware in writing of;

    • the rationale for the recommendation to SAL,

    • the content of the SALP,

    • their right to have input into the plan,

    • notification of the date, time, and location for the school based SAL meeting;

12. ensure the school social worker, who is either involved with the student or who has consent to attend the meeting, is invited to discuss the application for SAL and is invited to attend the school based SAL meeting;

13. ensure that the Regional SAL teacher/primary contact is involved in the application process and the development of the SALP;

14. ensure that a school based SAL meeting takes place at the school within 20 school days of the application and SALP being completed;

15. ensure that all necessary school staff attend the school based SAL meeting;

16. chair the school based SAL meeting;

17. encourage the parent(s)/guardian(s) and student to attend the school based SAL meeting at the school;

18. ensure that the school social worker is consulted if referrals for mental health or well-being are being sought by the student as part of the SALP;

19. ensure that the appropriate SAL codes are entered into the student’s timetable;

20. complete a Request for SAL Renewal form and revised SALP if all parties are in agreement that a second year of SAL is required;

21. ensure that the parent(s)/guardian(s) and student is aware of their right to appeal to the SAL Committee within ten days if they are not in agreement;

22. review the SALP with the Student Success Team at least 15 school days before the plan expires;

23. ensure the Student Success Team creates a Transition Plan if the SALP is terminated or not reviewed;

24. recommend that the Student Success Team renew the SALP for a maximum of one year without requiring the student to appear at SAL Committee meeting with the Student Success Team;

25. refer situations where there is no agreement about the SAL application and SALP to the superintendent of education for their referral to the SAL Committee within three days of receipt;

26. ensure data is maintained regarding all students in SAL programs as per Ministry requirements;

27. ensure that students, who are between 14 and 17 years of age, are not participating in SAL, and who have 15 consecutive days of unauthorized absences, in any class, are;

    • referred to the school social worker as per SAL legislation,
    • maintained on the attendance register for a total of 60 consecutive days under the direction of the school social worker using the appropriate holding code,
    • removed from the attendance register after 60 consecutive days if not re-engaged in school, and
    • recorded on an early school leaver list of students who will receive follow up by the re-engagement team;

28. contact the school social worker prior to the student being demitted from the register, in the event a student is not able to be engaged in SAL; and

29. ensure that demitted students are contacted at the beginning of each semester to offer educational options.

 

3.6 The Student Success Team shall:

1. establish meetings that bring together key school and Board staff (e.g., school social worker, and Regional SAL teacher) to review student attendance, and well-being of prospective SAL candidates;

2. ensure that, if the student has an Individualized Education Plan, all supports, accommodations, and modifications have been implemented to optimize student learning;

3. share information about reengagement options to parents/guardians and students, including SAL as an option;

4. review the application for SAL and develop a SAL Plan as needed;

5. make recommendations to the superintendent to approve or reject the SAL Application;

6. suggest types or means of contact for monitoring and the preferred schedule for monitoring according to student needs;

7. review the SALP at least 15 school days before the plan expires;

   • make recommendations to renew the SALP if the student is not ready to transition into regular programming,

   • develop a transition plan if the student is ready to transition to regular programming;

8. implement appropriate instruction, resources, programming, and opportunities that address the student’s strengths, needs and interests and promote academic achievement and/or well-being.

 

3.7 School Social Workers shall:

1. refer secondary students who may be struggling with school attendance, engagement, and social/emotional concerns for consideration for SAL;

2. attend Student Success Team meetings, with appropriate consent, if involved with the student;

3. support the school to discuss the application for SAL with the parent(s)/guardian(s) and students and obtain their input into the SALP;

4. attend the SAL Committee meetings, where necessary;

5. provide referrals for mental health and well-being when students are seeking referral information as part of a SALP;

6. accept and monitor social work and attendance referrals for students, who are between 14 and 17 years of age, who are not attending SAL, and who have 15 consecutive days of absence as outlined in Social Work and Attendance Services;

7. connect with students regarding absences and attempt to re-engage them in school as per SAL legislation;

8. provide the school with a prolonged absence report that indicates the date of contact with the student and allows for the use of the appropriate attendance code to allow for the student to remain on the rolls, as per the Register of Daily Attendance;

9. communicate with the school regarding the progress of re-engaging students aged 14 to 17 years; and

10. advise the school at the completion of 60 consecutive days of absence to remove the student from the attendance register.

 

3.8 The Student Success Teachers shall:

1. attend Student Success Team meetings;

2. assist with the development of the SALP; and

3. attend the SAL Appeal Committee, where necessary.

 

3.9 The Regional Supervised Alternative Learning Teachers/Primary Contact Person shall:

1. provide programming that allows students to complete credits, engage in employment, volunteer work, skill development, pathway exploration or participate in social and/or emotional programming/support;

2. provide monitoring support for students on a SALP on, at minimum, every two weeks;

3. where the student is based in a community setting (e.g., employment or volunteer), the SAL teacher/primary contact person will ensure that the opportunity meets safety requirements consistent with Ministry’s Cooperative Education policies;

4. where successful two-way contact has taken place, the Regional SAL teacher/Primary Contact Person will ensure that a “c” code entry is made by the attendance secretary into the Student Information System (SIS);

5. suggest and seek approval for any changes to the student’s SALP that will support student engagement;

6. provide regular updates on the student’s progress to the Student Success Team and principal;

7. coordinate the renewal for SAL request; and

8. provide SAL progress reports at the same time as report cards for other students  that will inform the Transition Plan.

 

3.10 Regional Supervised Alternative Learning Teachers shall:

1. provide consultation on all students considered for SAL in their region, as requested by the school; and

2. attend all SAL meetings in their region to support the SAL application and SALP, as requested by the school.

 

3.11 The Chief of Social Work and Attendance Services shall:

1. receive and maintain all records of approved SAL applications and SALPs in accordance with relevant privacy legislation;

2. as requested by the superintendent of education, arrange, and facilitate with the Student Success Lead, SAL Committee meetings with the parent(s)/guardian(s), student, superintendent of education, local trustee (or alternate), and appropriate school staff; in attendance; and

3. oversee the maintenance of SAL data.

 

3.12 The Student Success Lead shall:

1. as requested by the superintendent of education, arrange, and facilitate with the Chief of Social Work and Attendance Services, SAL Committee meetings with the parent(s)/guardian(s), student, superintendent of education, local trustee (or alternate), and appropriate school staff; in attendance;

2. gather information related to student SAL participation and programming from school principals; and

3. report SAL data to the Ministry as required.

 

3.13 Parent(s)/Guardian(s) shall:

1. initiate a SAL application or provide input into the principal’s application;

2. consider signing a consent to release confidential information to the school, if necessary;

3. work with the Student Success Team and other school staff to develop the SALP;

4. attend a SAL meeting to finalize the proposed SAL and/or SALP;

5. request an appeal through the superintendent of education within ten days of receiving the decision regarding SAL application and SALP and attend a SAL Committee meeting if they are not in agreement with the decision;

6. request and attend a SAL Committee meeting in the event the student is not participating in the SAL program;

7. participate in the renewal for SAL request, as required;

8. participate in the review of the SALP, as required; and

9. participate in the development of the Transition Plan.

 

3.14 Students shall:

1. consider signing a consent to release confidential information to the school, if necessary;

2. work with the Student Success Team and other school staff to develop the SALP;

3. attend a SAL meeting to finalize the proposed SAL and/or SALP;

4. request and attend a SAL Committee meeting where there is no agreement about the SAL application and SALP;

5. request and attend a SAL Committee meeting if they are not participating in the SAL program.

6. participate in the review of the SALP, as required;

7. participate in the renewal for SAL request, as required; and

8. participate in the development of the Transition Plan.

 

3.15 Students, withdrawn from parental control, shall:

1. initiate a SAL application or provide input into the principal’s application;

2. consider signing a consent to release confidential information to the school, if necessary;

3. work with the Student Success Team and other staff to develop the SALP;

4. request and attend a school based SAL meeting to finalize the proposed SAL and/or SALP;

5. request and attend a SAL Committee meeting if not satisfied with the proposed SAL and/or SALP;

6. request and attend a SAL Committee meeting in the event they are not participating in the SAL program;

7. participate in the review of the SALP, as required;

8. participate in the renewal for SAL request, as required; and

9. participate in the development of the Transition Plan.

 

4. Definitions

 

4.1 Student Success Team

Includes the school principal, student success teacher, guidance head, special education head, ESL (English as a Second Language) head, Child and Youth Worker,  Personalized Alternative Education head, and additional staff as needed (e.g., school social worker, Cooperative Education head).

 

4.2 Student Success Team Meeting

Using a case management approach, Student Success Team meetings bring together key school and Board staff to review the progress of students at risk of not graduating and put in place appropriate instruction, resources, programming, and opportunities that address the student’s strengths, needs and interests and promote academic achievement and/or well-being.

 

5. Contact

Student Services

Curriculum and Instructional Services – Student Success

 

6. History

Replaced Procedure #NP366.0, Supervised Alternative Learning for Excused Pupils

Approved: April 2013

Working Document: October 3, 2011, July 2018

Revised: November 2019, February 2024

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