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Board Policy #668.0 Caring and Safe Schools

1. Policy Statement

The York Region District School Board is committed to creating, sustaining and fostering caring, inclusive, safe and trauma-informed school learning environments which promote student learning, achievement and well-being. Each student has the right to learn in a safe, positive, respectful, and identity-affirming inclusive environment free from harassment and discrimination, where every effort is made to mitigate risk or the potential for harm so each student can reach their full potential.

It is essential to promote safety by creating and sustaining a culture of caring though meaningful, culturally responsive and equitable actions to prevent and respond to issues of safety and inappropriate behaviours.    

2. Objective

Inclusive, accepting, respectful and healthy relationships support individuals to reach their full potential. Norms, expectations and standards of behaviour reflect a responsible and civil society where inclusion, accessibility, acceptance and safety build the foundation of a caring and safe school climate. This is consistent with Board priorities including but not limited to the Multi-Year Plan, policies and procedures, Ministry strategies and legislation including, but not limited to, the Ontario Human Rights Code.

3. Application and Scope

Building a caring, safe and inclusive school climate requires a whole-school approach with:

a)    Prevention:

• supportive Ethical Leadership;

• culturally relevant and responsive teaching practices; and

• engagement of families and the broader community.

b)    Intervention:

• culturally relevant, bias-aware and trauma informed progressive discipline;

• restorative practices;

• clear and consistent approach to addressing behaviour; and

• positive student supports.

c)     High-Risk Management:

• suspensions;

• mediations;

• threat assessment; and

• police and School Board Protocol.

All students benefit from clear, consistent behavioural expectations with positive modelling. To enhance caring and safe school climates, positive student behaviour supports are provided. Inappropriate behaviour is addressed, taking into account mitigating and other factors through a bias-aware progressive discipline model that employs a restorative practice approach. Collaboration is key to this process and provides opportunity for student, staff and family engagement.

A clear focus on bullying prevention supports the development of healthy relationships, educates the school community and encourages timely reporting so that appropriate action can be taken.

Families play a critical role in the education of their children and in supporting their mental health and well-being and work collaboratively with the Board and external agencies to access resources that contribute to positive outcomes for students.

4. Responsibilities

4.1 The Board of Trustees is responsible for:

1. reviewing the Caring and Safe Schools policy in accordance with the priorities in the Multi-Year Strategic Plan and the approved policy review cycle;

2. understanding and communicating with members of the community about the Caring and Safe Schools policy, as required;

3. approving trustee membership on the Student Discipline Committee (SDC); and

4. endorsing a whole school approach to caring and safe schools, which includes progressive discipline.

4.2 The Director of Education is responsible for:

1. implementing and operationalizing the Caring and Safe Schools policy;

2. allocating staff and resources to support the procedures within the Caring and Safe Schools policy; and

3. providing system leadership for creating and maintaining caring and safe school climates.

5. Definitions

5.1 Bullying

As outlined in the Education Act, and Policy Program Memorandum 144 and Policy Program Memorandum 145, bullying may be physical, verbal, social and/or electronic. Aggressive and typically repeated behaviour by a student where:

1. 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,

   • 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

   • creating a negative environment at a school for another individual, and

2. the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; (“intimidation”)

Bullying may be a symptom of racism, classism, homophobia, sexism, religious discrimination, ethnic discrimination or other forms of bias and discrimination. Perceptions about differences are often based on stereotypes perpetuated in broader society.

Bullying, including cyber-bullying, may be intentional or unintentional, direct or indirect. It can take many forms including physical (for example, pushing, tripping), verbal (for example, name calling, insults, threats, sexist/racist/homophobic/transphobic comments), social, also known as relational (for example, spreading rumours, intentionally excluding others, humiliating others with public gestures) and online/cyber-bullying (posting or sending harmful offensive messages that are intimidating, hateful, insulting or threatening, sharing personal and/or sensitive information, creating online accounts or fake accounts impersonating another student or other person to humiliate others, intentionally excluding students to cause harm, and causing harm to one’s property).

5.2 Caring and Safe School Climate

Consists of the learning environment and relationships found within a school and school community, where all members of the school community feel positive, included, and accepted, and actively promote positive behaviours and interactions. Principles of equity and inclusive education are embedded in the learning environment to support a positive school climate and a culture of mutual respect. A positive school climate is a crucial component of the prevention of inappropriate behavior.” (Policy/Program Memorandum No. 145, "Progressive Discipline and Promoting Positive Student Behaviour").

5.3 Mitigating and Other Factors

In fostering a bias-free approach to progressive discipline, prevention and early intervention practices support positive student behaviour among all students. Mitigating and other factors, as outlined in the Ontario Regulation 472/07, Suspension and Expulsion of Pupils, must be taken into account when responding to and addressing inappropriate student behaviour.

5.3.1 Specific mitigating factors include:

1. the student’s ability to control their behaviour;

2. the student’s ability to understand the consequences of their behaviour;

3. whether the student’s continuing presence in a school creates an unacceptable risk of safety to others; and

5.3.2 Other factors, including;

1. the student’s history,

2. whether a progressive discipline approach has been used with the student,

3. whether the activity was related to any harassment of the student because of their race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment,

4. how the suspension or expulsion would affect the student’s ongoing education,

5. the age of the student, and

5.3.3 in the case of a student for whom an individual education plan has been developed;

1. whether the behaviour was a manifestation of a disability identified in the student’s individual education plan,

2. whether appropriate individualized accommodation has been provided, and

3. whether the suspension or expulsion is likely to result in an aggravation or worsening of the student’s behaviour or conduct.

5.4 Restorative Practice

Community circles and restorative practices are rooted in Indigenous practices that continue to be used by Indigenous communities in and around York Region. Community circles are a preventative approach to building caring, safe and inclusive communities by focusing on strengthening relationships. Restorative practices are a reactive approach used when conflict happens within a community and relationships have been broken. Restorative practices help students understand the impact of the mistakes they have made and to help restore the relationships they have harmed. It also empowers students to have a plan to ensure accountability is taken and mistakes aren’t repeated. The caring adults support this process by following up with students on their agreements and providing guidance. This practice is also a valued part of the progressive discipline model, helping build, strengthen and restore healthy relationships following an incident (Adapted from Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs through Progressive Discipline, Kindergarten to Grade 12).

5.5 Sexual Assault

Sexual assault is a sexual act, with or without physical contact, committed by an individual without the victim's consent or, in some cases, especially when children are involved, through emotional manipulation or blackmail. It is an act that subjects another person to the perpetrator’s desires through an abuse of power, force or coercion, or implicit or explicit threats. Sexual assault violates the victim’s fundamental rights, including the right to physical and psychological integrity and security of the person. This definition applies regardless of the age, sex, culture, religion or sexual orientation of the victim or the perpetrator of the assault, regardless of the type of sexual act committed or the place or life setting in which it is committed, and regardless of the relationship between the victim and the perpetrator. (Source: Ontario Network of Sexual Assault Treatment Centres)

5.6 Sex Trafficking

Sex trafficking is a form of sexual exploitation and is a crime under the Criminal Code of Canada. It can include recruiting, harbouring, transporting, obtaining or providing a person for the purpose of sex. It involves the use of force, physical or psychological coercion or deception. Most individuals who are trafficked for the purpose of sexual exploitation are women and girls, but all people may be targeted.

5.7 Student Discipline Committee (SDC)

A Committee of the Board of Trustees that 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.

5.8 Student Discipline Committee

“A whole school approach that utilizes a continuum of prevention programs, interventions, supports, and consequences to address inappropriate student behaviour and to build upon strategies that promote and foster positive behaviours.” This means that “when inappropriate behaviour occurs, disciplinary measures should be applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive. Schools should utilize a range of interventions, supports and consequences that are developmentally and socio-emotionally appropriate and include learning opportunities for reinforcing positive behaviour while helping students to make better choices.” (Adapted from Ontario Ministry of Education, Policy/Program Memorandum No. 145, "Progressive Discipline and Promoting Positive Student Behaviour").

6. Contact

Education and Community Services

7. History

Approved: 1998

Amended: 1999, 2002, 2009, 2010, February 2014

Working Document: April 2012, July 2013, July 2018, April 2022

Revised: June 2019, March 2022, April 2023

Final Approval: June 2023

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Board Procedure #668.1 Code of Student Conduct

1. Procedure Statement

The York Region District School Board is committed to creating anti-oppressive and anti-racist learning and working environments that are caring, safe and inclusive, where all students feel included, accepted, celebrated and supported. Developing identity-affirming, caring and safe school climates especially for students who identify as Indigenous, Black, racialized and 2SLGBTQIA+ are at the heart of all Board efforts to promote student learning, achievement and well-being and, in turn, student success. Learning occurs when students feel a sense of belonging and interconnectedness to their school community.

Families and the school community must collaborate to empower students to learn about and accept the diverse, intersectional identities of others. In all facets of teaching and learning, the Board promotes anti-oppression, equity and inclusion. We must unequivocally show our support for social justice and human rights, as well as the ideals that will help create responsible citizens for a democratic and inclusive society.

The Code of Conduct applies to all members of the school community including students, parents or guardians, school bus drivers, volunteers, school staff and community groups, whether they are on York Region School Board property, in a virtual learning environment, on school buses, at school-authorized events or activities, in before-and after-school programs including co-curricular activities and field trips and may be applied to any other circumstances connected to the school that may have an impact on the school climate.

To enhance caring and safe school climates, positive student behaviour supports are provided and inappropriate behaviour is addressed using a progressive discipline approach that takes into account mitigating factors.

2. Application

This procedure outlines the York Region District School Board’s Code of Conduct and sets standards of behaviour for students and members of the school community. The Code of Conduct supports a caring and safe school environment and creates a shared understanding of expectations of behaviour by:

1. helping staff and students learn and develop an understanding and acceptance for various intersecting social identities of others protected under the Ontario Human Rights Code;

2. encouraging positive communication within the school community;

3. ensuring that all members of the school community are treated with equity, respect and dignity, demonstrating and encouraging the Board’s Values promoting responsible citizenship by encouraging appropriate participation in the civic life of the school community;

4. maintaining an environment where conflict and difference can be addressed in a manner characterized by respect and civility,

5. encouraging the use of respectful conflict resolution (e.g. restorative practices);

6. discouraging the use of alcohol, e-cigarettes, tobacco, cannabis and illegal drugs (except for possession of cannabis for medical purposes, as outlined in the Student Health Supports policy and procedure);

7. preventing hate, bias, prejudice or discrimination towards others based on their intersecting social identities protected under the Ontario Human Rights Code; and

8. preventing bullying (including cyberbullying) in schools through supporting the development of healthy relationships.

3. Responsibilities

3.1 All staff members shall:

1. foster a learning environment that is anti-oppressive and anti-racist while affirming the intersectional social identities of students;

2. model responsible behaviour and be accountable for their actions;

3. respect the needs of others to work in an environment that is conducive to learning and working, by ensuring that personal mobile devices are only used during instructional time for educational purposes as needed and for health and medical purposes, or to support special education needs;

4. take reasonable steps to manage and actively supervise student use of computing and information technology facilities and resources within their assigned teaching areas and when acting in a supervisory role, where appropriate;

5. support the caring and safe school climate;

6. practice standards of respectful and responsible behaviour;

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

8. demonstrate care for the school community and commitment to academic excellence in a caring and safe, culturally-relevant and responsive teaching and learning environment;

9. help students work to their full potential by developing their character and addressing their well-being, to support their coming to school prepared, on time and ready to learn

10. empower students to be positive decision makers;

11. foster open, honest and timely communication with all members of the school community;

12. disrupt and address instances of bias, hate, prejudice and discrimination against others protected under Ontario Human Rights Code;

13. maintain consistent standards of behaviour for all students and help students learn positive behaviours; and

14. prepare students to be responsible citizens.

3.2 Students shall:

1. understand that they are critical partners in establishing and supporting the caring and safe school climate and are expected to learn and practice the standards of respectful and responsible behaviour;

2. contribute to the caring and safe school climate;

3. accept responsibility for protecting their own rights while respecting the rights of others;

4. be accountable for their actions; and

5. uphold the standards of responsible behaviour by;

• respecting and honouring the intersecting social identities of their peers and other school staff,
• communicating in a respectful manner, verbally, non-verbally and through technology while using inclusive and non-discriminatory forms of communication,
• maintaining positive and healthy relationships with peers and school staff,
• honour the rights of others by refraining from actions motivated by bias, prejudice and hate listed under the Ontario Human Rights Code,
• making positive decisions that develop character and promote well-being,
• coming to school prepared, on time and ready to learn, to the best of their ability,
• showing respect for themselves and for others,
• following the established rules and taking responsibility for their own actions,
• follow the Board’s Technology agreement and only use personal technology for school purposes under the direction/supervision of an adult,
• refraining from any action or behaviour that may put their safety or the safety of others at risk, and
• reporting incidents of inappropriate or unsafe behaviour.

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

1. be partners in supporting the caring and safe school climate;

2. communicate relevant and important information about their child(ren) to the principal; and

3. practice high standards of respectful and responsible behaviour by;

4. demonstrating respect for all students, staff, parents/guardians, volunteers and other members of the school community,

5. supporting the efforts of staff to maintain a caring and safe and respectful learning environment for all students,

6. engaging in their child’s school work and monitoring progress,

7. maintaining open, honest and timely communication with the school,

8. ensuring their child attends school regularly and on time, and

9. helping school staff address issues involving their child.

4. Definitions

4.1 School Climate

The sum total of all the personal relationships within a school. These relationships must be based on mutual acceptance, respect, inclusion, responsibility, and civility regardless of race, ancestry, place of origin, colour, ethnic origin, religion, gender, sexual orientation, age, ability or disability.

4.2 Standards of Respectful and Responsible Behaviour

These apply on school property, on school buses, at school-related events or activities, or in other circumstances that could have an impact on the school climate including, but not limited to, before school, after school, on weekends and through electronic communications.

All members of the school community must adhere to the following standards of respectful and responsible behaviour.

1. respect the rights of others;

2. respect differences between people;

3. respect and treat others equitably, being inclusive of people based on a protected ground(s) as per the Ontario Human Rights Code;

4. ensure verbal, non-verbal and electronic communication is conducted respectfully;

5. respect the need of others to work in a caring and safe and healthy environment that encourages teaching and learning, including by ensuring that personal mobile devices are only used during instructional time for educational purposes, as directed by an educator; for health and medical purposes; or to support special education needs.”;

6. demonstrate the Board’s 10 Character Attributes (respect, responsibility, honesty, empathy, fairness, initiative, perseverance, courage, integrity and optimism) in all day-to-day interactions;

7. treat each other with dignity and respect;

8. show care and respect for the property of others;

9. take appropriate measures to help those in need;

10. seek help to resolve conflict with respect and civility;

11. dress and present themselves suitably for a learning or working environment.

12. follow all safety procedures.

4.3 Inappropriate Behaviour

Students are expected to demonstrate behaviours that positively impact the learning environment by following the Caring and Safe Schools policy and related procedures.

The list below identifies inappropriate behaviour that must be avoided at all times:

1. Engaging in bullying, whether in person or through technology.

2. Committing sexual or physical assault.

3. Trafficking in humans, weapons, contraband tobacco, cannabis, or illegal drugs.

4. Committing theft or robbery.

5. Being in possession or under the influence of alcohol, cannabis or illegal drugs, or supply alcohol, cannabis or illegal drugs to others.

6. Being in possession of a weapon or replica weapon, including firearms.

7. Using, or encouraging others to use, an object to threaten, intimidate, or injure another person.

8. Uttering threats.

9. Engaging in hate propaganda or other types of behaviour caused by hate or bias.

10. Committing an act of vandalism that causes damage to Board property, or disrupts the operations of the Board.

5. Contact

Education and Community Services

6. History

Working Document: July 2013, July 2018

Revised: February 2014, June 2019, March 2021, April 2023

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Board Procedure #668.2

Supporting Appropriate Behaviour and Bullying Prevention and Intervention

1. Procedure Statement

This procedure outlines how schools can support students with learning appropriate behaviour through a trauma informed, anti-racist, anti-oppressive approach and outlines how bullying prevention, intervention and supports will be administered in the York Region District School Board (YRDSB). Prevention, intervention and support work hand in hand in ensuring caring, safe, supportive, inclusive and respectful learning environments. Responding and reporting are not limited to bullying, but extend to any inappropriate/disrespectful behaviour.

Bullying is a relationship issue. YRDSB will use community circles which are an Indigenous practice to develop a strong sense of belonging, healthy relationships, and community among students and staff as a preventative measure against bullying. When bullying does happen, restorative practices will be used to help students restore relationships and ensure that there is plan to mitigate bullying in the future. 

2. Responsibilities

2.1 Superintendent of Caring and Safe Schools Shall:

To support appropriate student behaviour and the Board’s Bullying Prevention and Intervention Strategy, the Superintendent of Education, Caring and Safe Schools shall:

1. ensure the development and regular review of strategies, programs and resources to support appropriate student behaviour;

• acknowledge that many equity-deserving  groups and especially Indigenous and Black students and families have experienced and continue to experience historical and intergenerational trauma,
• promote the utilization of  trauma-informed approaches and healing engagement strategies in support of all students and families,
• consult with relevant departments within the Board and provide a variety of asset-based, anti-oppressive supports and programs for students, including those who may require proactive intervention to address behavioural needs,
• require that staff professional learning opportunities are available for staff to develop skills related to intentionally building anti-oppressive, inclusive classroom communities, positive peer-to-peer relationships and restorative practices, and
• require students to have opportunities to learn positive behaviour and provide appropriate supports and interventions to learn and grow;

1. ensure the development and regular review of the Board’s Bullying Prevention Intervention Strategy which must include;

• consultation with Board’s advisory committees including but not limited to Special Education Advisory Committee, Indigenous Education Advisory Council, Equity and Inclusivity Advisory Committee, Parent, Family and Community Engagement Advisory Committee,
• consultation with relevant departments within the Board including, Inclusive Schools and Community Services, First Nation Métis Inuit Team, Student Services, Research and Assessment Services and/or Curriculum and Instructional Services,
• a culturally relevant and accessible communication and outreach strategy taking into account linguistic, ethnocultural and accessibility considerations to help ensure parents/guardians have access to the Board’s Bullying Prevention and Intervention Strategy,
• opportunities for developing skills for healthy relationships which includes bullying prevention strategies and highlighting equity and inclusive education principles in daily classroom instruction and school activities,
• opportunities be made available for students and staff to learn to recognize the various forms of bullying (such as bullying based on social identities, including but not limited to race, gender expression, sexual orientation and religion) and understand the actions that can be taken by those witnessing the behaviour, and
• opportunities be made available for students and staff to participate in equity and inclusive education, bullying prevention and leadership initiatives within their own school;

1. monitor, review and evaluate the effectiveness of the Board’s Bullying Prevention Intervention Strategy and guidelines, using indicators established in consultation with teachers, other school staff, students, parents/guardians and school councils; and

2. develop and review processes to track and monitor all instances of reported bullying, including cyber-bullying, to guide and inform school and Board strategic planning.

2.2 Superintendents of Schools Shall:

1. Support the principal in the inclusion of bullying prevention in the School Improvement Plan, as required; and

2. advise on interventions for bullying including supports for students, suspensions and expulsions, as requested by the principal.

2.3 Well-Being School Teams shall:

1. work with the principal to review school data to support the development of a caring and safe climate for learning in the school that is safe, respectful, inclusive, equitable and caring; and

2. consider teaching strategies that focus on developing healthy relationships by including bullying prevention throughout the curriculum in daily classroom teaching.

2.4 Principals shall:

1. use a whole school approach to foster and maintain an equitable, safe, inclusive, accepting, anti-oppressive and anti-racist learning environment where positive behaviours are promoted, taught and regularly reviewed with students;

• commit to preventing and responding to student misconduct and inappropriate behaviours (physical, verbal or with technology), including, but not limited to Ontario Human Rights Code based discrimination and harassment,

• provide a variety of strength-based, anti-oppressive supports and programs for all students that help them learn appropriate behaviours and help create an understanding of inclusive language,

• establish supportive, corrective, and restorative, proactive and reactive interventions that address and prevent inappropriate behaviours that negatively impact student learning and student well-being;

1. ensure that the School Improvement Plan for Student Achievement and Well-Being includes implementation, monitoring and refinement practices to support bullying prevention, using the Bullying Prevention and Intervention Strategy as a guide;

• promote community building, healthy peer to peer relationships as a preventative approach to bullying behaviour,

• ensure the Bullying Prevention and Intervention Strategy is communicated to students, parents/guardians and staff annually,

• respond to incidents of bullying reported to the principal and notify parents/guardians as outlined in the following sections, and

• put in place specific strategies that mitigate bullying and report incidents of hate and discrimination using appropriate Board reporting tools, increasing supervision, find ways students can report bullying when they experience it and collecting data on bullying.

2.4.1 Safe Schools Incident Reporting Form Parts One &Two

1. respond to a Safe Schools Incident Reporting Form Part I by;

   • providing a 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;

2. if a violent incident:

   • have the employee reporting the incident complete a Safe Schools Incident Reporting Form Part I,

   • check off the violent incident box at the bottom of the form and file it in the student’s Ontario Student Record,

   • ensure violent incident is checked off in Trillium and the required information is populated,

   • provide a receipt to the employee reporting the incident using the Safe Schools Incident Reporting Form Part II, and

   • conduct a Threat Assessment, as required, in accordance with Board Procedure #668.4, Violence Threat Risk Assessment;

3. 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;

4. redact all other student names from the form before filing it in the OSR(s);

5. ensure that the form is filed in the OSR(s) as per the following guidelines:

   • if a violent incident:

     • one year if the suspension was withdrawn

     • three years if the student was suspended

     • five years if the student was expelled

   • if a nonviolent incident, no sooner than end of current school year with no further occurrences or longer if determined by Principal;

6. 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;

7. 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;

2.5 Notification of Parents/Guardians Following Serious Incident

2.5.1 Principals shall:

1. notify the parents/guardians of students who have engaged in serious student incidents and disclose:

   • 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 supports that will be provided for the student in response to his or her engagement in the activity, including the nature of any disciplinary measures (consequences) and/or copies of any Safety Plan, and no further details,

2. notify the parents of students who have been harmed as the result of a serious student incident and disclose:

   • 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,

   • 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,

   • that the pupil(s) disciplined shall no longer be attending the same school as the victim, with no further information;

   • supports available for the pupil who has been harmed, including, but not limited to, in school and Board supports (such as school social workers, Inclusive Schools and Community Services, Guidance, Student Services, etc.) and community and professional supports (York Regional Police, Victim Services, York Region Public Health, Women’s Support Network, Kids Help Phone, etc.);

   • 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.

3. when notifying parents/guardians of students who have been harmed as the result of a serious student incident, do not share any further information about the aggressor, including the name, personal information or any other identifying or personal information about a pupil who engaged in the activity that resulted in the harm;

4. ensure that parents/guardians of students who have engaged in or have been harmed by serious student incidents 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,

5. if a decision is made not to contact the parents/guardians of students who have engaged in or have been harmed:

   • document why that decision was made,

   • inform his/her superintendent about why contact was not made,

   • inform the staff member who reported the incident initially about why the parent was not informed,

   • inform other staff who work with the pupil as appropriate, and

   • call Children’s Aid Society as required by the Child and Family Services Act if there is reason to believe that a student under 16 is in need of protection; and

   • involve appropriate school and Inclusive Schools and Community Services staff when the situation involves students who are minoritized and/or marginalized by their social identity, applying appropriate interventions, supports, and consequences and considering all mitigating and other factors.

1. support students who have been harmed as a result of an incident (e.g. such as bullying) with re-entry into the school through:

   • arrange a re-entry meeting with the student who was harmed, the parent(s)/guardian(s), staff and community partners, following an incident of harm as appropriate or ensure a re-entry meeting takes place 

   • respond to, and meet the needs of students who have been harmed including access to in-school supports, facilitating school re-entry, and monitoring those students affected with regular check-ins; and

   • collaborate with school staff, parent(s)/guardians(s) to ensure that there is a plan so the student can feel safe and supported while at school and they can access supports if the harm re-occurs. 

2.5.2 Teachers and other staff who support students in a school or classroom shall:

1. promote caring, safe and inclusive classroom environments that focus on healthy relationships and character education by including developmentally appropriate and subject related bullying prevention curriculum;

• co-create, teach and review a set of classroom and school norms with students to create a sense of belonging and support positive behaviour,

• use culturally relevant and responsive teaching strategies to help students understand the impact of discriminatory language according to the Ontario Human Rights Code,

• use culturally relevant and responsive teaching approaches to help students develop a mindset of inclusion and acceptance for a variety of social identities listed under the Ontario Human Rights Code,

• intentionally create a sense of belonging for students in the classroom through community building and supporting the development of healthy relationships,

• provide multiple opportunities for students to practice, use and get feedback on their behaviour, and

• engage students in restorative practices as part of the progressive discipline continuum when conflicts arise;

1. 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 including those incidents that contravene the Ontario Human Rights Code;

2. 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; racist, sexual, sexist or homophobic comments, slurs and jokes or graffiti; as well as all other activities and behaviours that can lead to suspension or expulsion as per the YRDSB Protocol; and

   • provide students an opportunity to learn from their mistakes through counseling, restorative conversations and various curriculum supports.

2.5.3 All Staff (including, but not limited to, bus drivers, volunteers and third-parties) shall:

1. communicate with administration to ensure a caring and safe school climate;

2. file a report as soon as in cases where a student may have engaged in any activity for which suspension or expulsion must be considered through the following:

   • report any incident that may lead to suspension or expulsion using the Safe Schools Incident Reporting Form Part 1 

   • students in junior kindergarten to Grade 3 cannot be issued a discretionary suspension, however these incidents are still unacceptable in schools and must be reported to the principal;

   • make a verbal report to the principal in cases where an immediate action is required, followed by a written report (Safe Schools Incident Reporting Form Part I) made when it is safe to do so;

   • report the incident to the principal no later than the end of the school day.

2.5.4 Parents/Guardians Shall

1. promote healthy relationships and support school climate;

2. encourage the reporting incidents of bullying to the principal; and

3. work in partnership with school staff and parents to maintain caring and safe learning environments

3. Definitions

3.1 Well-Being School Teams

Well-Being School Teams are required under legislation and referred to as Safe and Accepting School Teams under PPM144. These teams must be chaired by a staff member and include the principal, at least one parent, teacher, non-teaching staff member or community partner. It should also include at least one student.

4. Contact

Education and Community Services

5. History

Approved: August 2011

Working Document: July 2018

Revised: February 2014, June 2019, March 2021, March 2022, April 2023

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Board Procedure #668.3 Student Bias-Aware Progressive Discipline

1. Procedure Statement

This outlines how the Board’s Student Bias-Aware Progressive Discipline procedure will be implemented in support of the York Region District School Board’s (YRDSB) goals of student achievement and well-being. Bias-aware progressive discipline supports students in an ongoing manner to respond to behaviour in culturally responsive, developmentally and contextually appropriate ways. 

The goal of this procedure is to support a caring, safe, culturally relevant and responsive teaching environment in which every student can reach their full potential. Appropriate action will be taken to address behaviours that are contrary to provincial, Board, and school codes of conduct. In cases where a student with special needs has an Individual Education Plan (IEP), interventions, supports, and consequences will be consistent with the expectations in the IEP (Ontario Ministry of Education, Caring and Safe Schools in Ontario, 2010). Ensure that students’ intersecting social identities and lived experiences are considered when determining interventions, supports, and consequences. These need to be consistent with the expectations in Supporting Bias-Free Progressive Discipline in Schools (Ontario Ministry of Education, 2013) and Board policies on antiracism, ethno-cultural equity and anti-discrimination education. As well, Board and school administrators will consider all mitigating and other factors for all students. 

The YRDSB believes that effective learning environments must be inclusive, safe and caring for students, staff and parents/guardians. In some cases, the principal may need to prevent individuals from accessing the school or classes to ensure a safe environment and to allow for development of appropriate programming and support for a student. One of the duties of the principal is: “subject to an appeal to the board, to refuse to admit to the school or classroom a person whose presence in the school or classroom would in the principal's judgment be detrimental to the physical or mental well-being of the pupils.”

The principaI, in rare and extenuating circumstances, may need to consider the possibility of exclusion under Section 265(1)(m) of the Education Act. If this is being considered, the principal must consult with their superintendent and other relevant senior staff. If the principal is considering the use of this clause for a student with special education needs, they must also consult the Coordinating Superintendent of Student Services and Well-being.  Policy/Program Memorandum 145 stipulates that Section 265 (1) (m) of the Act is not to be used as a disciplinary measure but is a short term measure to ensure the safety of students, staff and parents/guardians in the school.

2. Responsibilities

2.1 The school Superintendent of Education shall:

1. foster an environment where progressive discipline is adopted as a fundamental approach in promoting a caring and safe school climate.

2.2 Principals shall:

1. foster an environment where a culturally relevant and responsive progressive discipline is adopted as a fundamental approach in promoting a caring and safe school climate;

2. use a range of culturally relevant and responsive interventions, supports, consequences and preventative strategies that are clear and developmentally appropriate and must include learning opportunities for students to reinforce positive behaviours and help students make good choices;

3. use the most appropriate culturally responsive and relevant method to respond to a student’s behaviour as outlined in this operational procedure and the school’s individual progressive discipline plan providing for progressively more serious consequences for repeated or more serious inappropriate behaviour;

4. provide staff with training on bias-aware progressive discipline and duty to report any activity for which suspension or expulsion may be considered;

5. communicate policies and procedures on bias-aware progressive discipline to all students, staff members and families, in a culturally responsive and relevant manner;

6. actively engage parents/guardians in the progressive discipline approach with ongoing dialogue, while recognizing the diversity of parent/guardian community;

7. use early intervention strategies that may include;

   • restorative conversations with a teacher, member of the support staff, settlement worker, vice-principal or principal,

   • consultation with families,

   • attendance/performance/behaviour contracts,

   • peer mediation,

   • restorative circles,

   • loss of privilege to participate in specified school activities,

   • reflection sheet,

   • detentions,

   • verbal reminders,

   • review expectations,

   • ·the use of assignments that require reflections on behaviour,

   • counselling,

   • community services, and

   • mental health and well-being supports;

8. provide students with opportunities to have input in improving schools’ climate through leadership roles;

9. help school staff provide support to students who wish to participate in student-led activities that promote understanding and development of healthy relationships; 

10. engage their school councils and student councils to support these student-led activities;

11. always consider mitigating factors when determining a response;

12. use restorative practices, such as informal discussions or formal conferences to reintegrate students who are returning from a suspension or expulsion; and

13. when transferring students as a progressive discipline action;

    • it is encouraged not to move the student who has been harmed,

    • coordinate a meeting between the schools involved to put in place a transition,

    • strategy to identify any additional supports and resources that the student may require,

    • include the receiving teacher and appropriate non-teaching staff, and

    • invite the student and their parents/guardians to the meeting;  

14. not use the Exclusion provision (also referred to as “refuse to admit” in the Education Act) as a form of discipline; however, if refusal to admit to the school or classroom is used for safety purposes (if detrimental to the physical or mental well-being of other students), parents/guardians should be informed as soon as possible and told of their right to appeal under clause 265 (1)(m) of the Education Act; and

15. notify the parent/guardians of the student(s) who have engaged in or who have been harmed by serious student incidents in accordance with Board Procedure #668.2: Supporting Appropriate Behaviour and Bullying Prevention and Intervention.

2.3 Teachers and other staff who support students in a school or classroom shall:

1. assist in establishing a safe and supportive school environment within the school;

2. utilize a continuum of progressive discipline interventions, supports and consequences;

3. document interventions and supports provided to students;

4. take seriously all allegations of gender-based violence, homophobia, sexual harassment, and inappropriate sexual behaviour, and act in a timely, sensitive and supportive manner;

5. provide students with contact information about professional supports and make this information readily available to students who wish to discuss issues of healthy relationships, gender identity and sexuality;

6. engage parents in the progressive discipline approach;

7. access resources available when responding to incidents.

8. engage families in the progressive discipline approach; and

9. access resources available when responding to incidents

3. Contact

Education and Community Services

4. History

Approved: August 2010

Working Document: April 2012, July 2018

Revised: February 2014, June 2019, April 2023

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Board Procedure #668.4 Student Suspensions

1. Procedure Statement

This procedure outlines how student discretionary suspensions are administered in the York Region District School Board.

2. Application

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 other than cannabis;

3. being under the influence of alcohol or illegal drugs other than cannabis;

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. possessing cannabis, unless the pupil is a medical cannabis user;

8. being under the influence of cannabis, unless the pupil is a medical cannabis user;

9. habitual neglect of duty (with Superintendent of Education approval only);

10. opposition to authority;

11. any act considered by the principal to be injurious to the moral tone of the school;

12. any act considered by the principal to be injurious to the physical or mental well-being of members of the school community; and/or

13. any act considered by the principal to be contrary to the Board or school code of conduct.

Principals cannot suspend students from junior kindergarten to grade 3 for reasons listed above.

The principal must suspend a student and consider expulsion for one or more of the infractions identified in Procedure #668.2 Student Expulsions, as outlined in the Education Act.

A student who is issued an in-school suspension may not attend their regular classes and is only permitted to be on school property as detailed by school administration. An in-school suspension applies to all classes, school grounds, school buses, school functions, activities and trips. A suspended student must report to the Main Office prior to returning to regular classes.

A student who is issued an a out-of-school suspension 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 suspended student must report to the Main Office prior to returning to regular classes.

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.

3. Responsibilities

Investigating and Suspending

3.1 The school Superintendent of Education shall:

1. advise on the suspension duration, supports for students, and mitigating and other factors, as requested by principal.

3.2 The Principal shall upon learning about and/or investigating and addressing an incident:

1. ensure the parent(s)/guardian(s) or adult student are informed, as appropriate, and engage the support of Caring and Safe Schools, Inclusive Schools and Community Services and relevant Student Services staff, as required;

2. act in accordance with the Police and School Board Protocol, as required;

3. when addressing a situation related to student behaviour, apply continuum of bias-aware progressive discipline and consider mitigating factors when determining student discipline, as required;

4. for incidents involving bullying, adhere to Procedure #668.2, Supporting Appropriate Behaviour and Bullying Prevention and Intervention;

5. determine appropriate actions such as restorative conversations, circles or conferences which may also include suspension;

6. support those who have been impacted by an incident;

7. ensure the parent(s)/guardian(s) are informed, as appropriate in accordance with the Education Act, Bill 157 (Reporting and Responding to Serious Incidents in Schools), PPM 144: Bullying Prevention and Intervention, PPM 145, Progressive Discipline and Promoting Positive Student Behaviour, as well as Procedure #668.2, Supporting Appropriate Behaviour and Bullying Prevention and Intervention from Board documents;

8. disclose the nature of the activity that resulted in harm to the student;

9. disclose the nature of the harm to the student;

10. ensure steps are taken to protect the pupil’s safety, including the nature of any disciplinary measures taken in response to the activity;

11. put in place supports that will be provided for the pupil in response to the harm that resulted from the activity;

12. engage the support of the Superintendent of Education, Caring and Safe Schools, Inclusive Schools and Community Services and relevant student services staff, as required;

13. determine appropriate supports needed through school and Board resources and community supports for students, staff and families, as required;

14. share that the student was suspended if that is the form of progressive discipline that has been applied;

15. not share the number of days a student was suspended with the victim's family;

16. not disclose specific supports, the name or any other identifying or personal information of the student with the victim’s family; and

17. not contact the parent unless it is requested by the student to do so, if a student is 18 years old, or if a student is 16 or 17 years old and has withdrawn from parental control.

3.3 Teachers and other staff who support students in a school or classroom shall:

1. determine the duration of the suspension and make all reasonable efforts to orally inform the adult student, or the student and their parent(s)/guardian(s) within 24 hours;

2. inform all staff who support the student including, but not limited to classroom teachers, special education resource teacher, student success teacher and coach(s);

3. coordinate the school work to be completed by the student;

4. include PA days and exam days as part of the suspension days;

5. include days the student is home during an investigation as part of the suspension;

6. provide written notice to the superintendent, adult student, or the student and their 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

7. file and retain a copy of the suspension letter in the Ontario Student Record;

• until the end of current school year for non-violent incidents with no further occurrences, at a minimum,

• for five years for violent incidents with no further occurrences, at a minimum, and as required for repeat occurrences;

1. understand that if notice is sent by courier, it will be deemed to have been received on the next school day after it was sent;

2. understand that if notice is sent by secure file transfer, it is deemed to have been received the first school day after it was sent; and

3. arrange a re-entry meeting with the student, the parent(s)/guardian(s), staff and community partners, following the suspension, as appropriate or ensure a re-entry meeting takes place for all suspensions of five or more days.

3.4 The Principal shall, for students who will be attending the ACCESS program:

1. ensure all appropriate information has been forwarded to the principal overseeing the program;

2. complete the Student Incident Form and Student Action Plan;

3. forward the student’s Individual Education Plan and Safety Plan, where appropriate;

4. ensure an intake meeting is arranged with the principal overseeing the program;

5. forward school work to be completed;

6. consult with the Caring and Safe School Principal regarding transportation; and

7. make every reasonable effort to ensure a student who is suspended attends ACCESS to mitigate against lost learning days.

3.5 Teachers and other staff who support students in a school or classroom shall:

1. in cases where a student is suspected of engaging in any activity for which suspension or expulsion must be considered, file a Safe Schools Incident Reporting Form Part I and/or a report in a timely manner as outlined in the Supporting Appropriate Behaviour and Bullying Prevention and Intervention Procedure #668.2;

2. in conjunction with the principal, provide school work for the student to complete during the suspension; and

3. consider adjusting due dates of assessments based on student needs.

3.6 Student Services shall:

1. support superintendents and principals, as required.

3.7 Adult students, or students and students’ parent(s)/guardian(s) shall:

1. participate in the principal’s investigation;

2. review information provided by the principal about the suspension and appeal process and understand that;

   • if notice is sent by courier, it will be deemed to have been received on the next school day after it was sent,

   • if notice is sent by secure file transfer email, it is deemed to have been received the first school day after it was sent,

   • the ACCESS program will be offered for students who are suspended for six or more days,

   • where possible, secondary students may be responsible for their own transportation to ACCESS, and

   • support their child’s attendance at ACCESS;

3. attend a re-entry meeting, as appropriate.

3.8 Students who have been suspended shall:

1. comply with the conditions outlined in the suspension letter;

2. attend the ACCESS program if the suspension period is six days or longer;

3. reflect and engage in supportive or restorative conversations; and

4. complete work assigned.

Appeal Process

3.9 Student Discipline Committee shall:

1. consider suspension appeals in accordance with the Education Act and Board policy;

2. include only the following individuals in an appeal hearing;

   • the superintendent(s) identified to support caring and safe schools, or designate,

   • the superintendent(s) identified to support schools, or designate,

   • 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;

3. 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;

4. consider the submissions of both parties and determine whether to;

   • uphold the suspension and its duration,

   • modify the suspension and order an amendment to the student’s record, as necessary,

   • withdraw the suspension and order the record removed even when the suspension has been served, or

   • issue another appropriate order; and

5. communicate the final decision in writing to the adult student or student’s parent(s)/guardian(s), superintendent and principal.

3.10 Superintendent of Education responsible for Caring and Safe Schools shall:

1. consult with other superintendents as required,

2. 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;

3. when considering an 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 Superintendents of Education, Student Achievement and School Operations report,

4. 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,

5. inform all relevant parties of the appeal date, and

6. provide the adult student or the student’s parent(s)/guardian(s) with a guide to the appeal process.

3.11 The school Superintendent of Education shall:

1. upon receiving written notice of the intention to appeal, promptly advise the principal and the adult student or the student’s parent(s)/guardian(s) that a suspension review will take place;

2. in consultation with the principal, review the rationale, duration and mitigating or other factors;

3. decide to uphold, modify or withdraw the suspension and communicate the decision to the adult student or parent(s)/guardian(s), and the principal;

4. 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 to prepare a written report on the incident, in consultation with the principal;

5. attend the appeal hearing, as required.

3.12 Principal shall:

1. review the rationale, duration and mitigating or other factors with the superintendent of schools and Superintendent of Schools, Well-Being and Engagement, as required; and

2. attend the appeal hearing.

3.13 Adult Students or Parent(s)/Guardian(s) of Students shall;

1. understand that they have the right to appeal a suspension;

2. understand that a student will continue to serve the suspension during the appeal process;

3. 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;

4. 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;

5. understand they have the right to attend the appeal hearing; and

6. understand that the Student Discipline Committee’s decision is final.

4. Definitions

4.1 Alternative Classroom and Counselling for Expelled and Suspended Students (ACCESS) 

An academic and counseling program designed to allows secondary students serving a long- term suspension and/or expulsion to continue with their academic program in a structured and supportive environment.

4.2 Suspension

Temporary removal of a student from school for a specific period of time.

4.3 Violent Incident

(Adapted from Ministry of Education Policy/Program Memoranda No.120: Reporting Violent Incidents to the Ministry of Education)

Any one or combination of the following that occur during school-run programs:

1. possessing a weapon, including possessing a firearm;

2. physical assault causing bodily harm requiring medical attention;

3. sexual assault;

4. robbery;

5. using a weapon to cause or to threaten bodily harm to another person;

6. extortion;

7. hate and/or bias-motivated occurrences.

5. Contact

Education and Community Services

6. History

Working Document: April 2012, July 2018

Revised: 2002, 2009, February 2014, March 2015, June 2019, March 2021, April 2023

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Board Procedure #668.5 Student Expulsions

1. Procedure Statement

This procedure outlines how student mandatory suspensions and expulsions are administered in the York Region District School Board.

2. Application

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. giving cannabis to a minor;

9. bullying or cyber-bullying, if,

   • the pupil (between grades 4 to 12 only) has previously been suspended for engaging in bullying and/or cyber-bullying, and

   • the pupil’s continuing presence in the school creates an unacceptable risk to the safety of another person; and/or

   • 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; and

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

If a student in junior kindergarten to Grade 3 engages in any of the activities listed above, the principal will conduct an investigation regarding the allegations and will consult with their superintendent to determine if the student should be suspended.

3. Responsibilities

3.1 Superintendent responsible for caring and safe schools shall:

1. provide advice to Superintendents of Schools, as required;

2. if a student is recommended for expulsion;

   • facilitate a pre-expulsion mediation,

   • determine if the student will be proceeding to an expulsion hearing

   • review the expulsion report,

   • schedule a hearing with the Student Discipline Committee, 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 responsible for caring and safe schools;

3. provide written notice to the Student Discipline Committee, school superintendent, the principal, and adult student or the students’ parent(s)/guardian(s) that includes;·

3.2 Superintendents of schools shall:

1. determine, with the principal, whether or not to recommend expulsion;

2. determine, with the principal, whether or not to issue a mandatory suspension to a student in Junior Kindergarten to Grade 3;

3. submit the principal’s report to the superintendent responsible for Caring and Safe Schools with relevant details about the incident;

4. respond to questions or concerns from the student and/or parent(s)/guardian(s) about the process; and

5. attend the expulsion hearing or arrange for a designate.

3.3 Principals shall:

1. upon learning about and/or investigating an incident;

• act in accordance with the follow the Student Threat-Risk Assessment Protocol when reports of worrisome behaviour and/or threating behaviour are made;, as required,
• engage the support of the superintendent of education and relevant Student Services staff, as required,
• ensure parent(s)/guardian(s) or adult students are consulted, as appropriate, and
• use practices that support positive behaviour and bias-aware progressive discipline (taking mitigating and other factors into account not only in response to inappropriate behaviour but in all interactions with students along the “continuum of progressive discipline”), determine, in consultation with the school superintendent, whether or not to recommend expulsion;

1. if expulsion is not recommended;

• issue suspension as outlined in the Student Suspension procedure, and

1. if expulsion is recommended;

• issue a 20-day suspension, as outlined in the Student Suspension procedure,
• attend the mediation meeting,
• if the decision after the mediation is to continue to expulsion, submit the principal’s report to the school superintendent, attend the expulsion hearing, and,
• file and retain a copy of the expulsion report, hearing order and re-admit form in the Ontario Student Record for:
• o   a minimum of five years with no further occurrences, and
• o   five additional years if expelled again, or longer if determined by the principal.

3.4 Student Discipline Committee shall:

a) include only the following individuals in an expulsion hearing;

• the superintendent of education responsible for Caring and Safe Schools or designate,

• the school superintendent,

• 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;

b) 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;

c) consider expulsions in accordance with the Education Act and Board policy and procedures, including taking into account;

• mitigating and other factors, and

• written and/or oral submissions of all parties;

d) if the Committee decides not to expel a student;

• taking into account the submissions of the parties and mitigating and other factors, determine 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;

e) 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 they were not a party, which shall include,

• duration of the expulsion,

• recommendations and other conditions, such as, but not limited to, counseling, attendance at the ACCESS program and whether the student can return to their home school once the conditions of the expulsion have been met,

• 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.

3.5 Adult students, or students and their parent(s)/guardian(s) shall:

a) participate in the principal’s investigation;

b) review the information provided by the principal or the superintendent of education responsible for Caring and Safe Schools about the suspension, expulsion and appeal process;

c) adhere to the requirements outlined in the Student Suspensions procedure, as required;

d) understand that;

• the ACCESS program will be offered for students who are expelled,

• where possible, secondary students may be responsible for their own transportation to ACCESS, as required,

• the Student Discipline Committee’s decision with respect to a suspension is final, and

• they have the right to appeal the expulsion;

e) attend a re-entry meeting following a suspension or expulsion, as appropriate.

3.6 Students who have been expelled shall:

a) comply with the conditions outlined in the expulsion order; and

b) understand that they are entitled to apply in writing to the superintendent of education responsible for Caring and Safe Schools for re-admission to a school of the Board once they have successfully completed a program for expelled students; and

c) satisfied established objectives.

Appeal Process

3.7 Superintendent responsible for caring and safe schools shall:

a) consult with the adult student or parents(s)/guardian(s) of students; and

b) attend expulsion appeal hearings, as required.

3.8 Adult students or the Parent(s)/Guardian(s) of the Student may:

a) appeal a Board decision to the Child and Family Services Review Board; and

b) understand that appeals made to the Child and Family Services Review Board are final.

4. Definitions

4.1 Child and Family Services Review Board

Has been mandated by the Education Act [311.7 (6)] to hear appeals from expulsions from a school or all schools of a school board.

4.2 Expulsion

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.

4.3 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 student’s pattern of behaviour is so refractory that the student’s presence is injurious to the effective learning and/or working environment of others; and

b)    the student has demonstrated through a pattern of behaviour (e.g., neglect of duty, truancy or opposition to authority) that they have not prospered by the instruction available to them  and that they are persistently resistant to making the changes in behavior which would enable him/her to prosper.

4.4 Mediation Meeting

Mediation meetings are held as part of the process of a school’s issuing of a 20-day suspension pending expulsion. This mediation meeting:

a)    allows an intermediary approach of counselling and links to supports, while reinforcing Board and school expectations of student behaviour;

b)    is only offered once to students;

c)    includes parents/guardians as well as the student; and

d)    can result in upholding a suspension, or proceeding to expulsion hearing.

5. Contact

Education and Community Services

6. History

Working Document: March 2012, July 2018

Revised: 2002, 2009, February 2014, June 2019, March 2021, April 2023

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Board Procedure #668.6 Violence Threat Risk Assessment

1. Procedure Statement

Violence Threat Risk Assessment entails multidisciplinary teams engaging in a data collection process (through interviews and a review of other relevant information) to investigate the context of a threatening situation and determine the initial levels of risk that serious violence will occur. Necessary risk-reducing interventions are then developed and implemented. It is important to note that threat assessment is one component of a broader prevention effort and is intended specifically to help school staff address the issues of threats or violence, against an individual and/or site. 

It is the responsibility of all staff to ensure that when acts of threats or violence occur, we need to acknowledge how systemic racism has resulted in disproportionalities for Indigenous and Black youth as well as other marginalized students being overrepresented and over diagnosed as it relates to behaviour.  It is then imperative that when decisions are being made in relation to violence, that school and system leaders consciously identify personal biases and monitor decisions and actions to determine if they or staff are influenced by bias that may continue to perpetuate racism.

2. Responsibilities

2.1 Superintendent of Education of Caring and Safe Schools shall:

1. ensure that opportunities are available for Board staff to acquire awareness, knowledge, skills, and attitudes necessary to address threats or serious violence against individual(s) and/or site(s).

2.2 The school Superintendent of Education shall:

1. assist schools to maintain caring, safe, orderly and inclusive school climates for learning and teaching;

2. 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

3. 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.).

2.3 The Principal shall:

1. implement effective practices for a common understanding of the nature of threat assessment and related protocols and procedures;

2. receive and review documents regarding threat assessment;

3. establish a school-based Threat Assessment Team whose members are trained in threat assessment and can respond to worrisome behaviours and threats when needed;

4. follow the Student Threat-Risk Assessment Protocol when reports of worrisome behaviour and/or threating behaviour are made;

5. ensure that all reports of worrisome and/or threatening behaviour are retained according to the following guidelines:

   • Notice of Threat Assessmen

   • Stage 1 & Stage 2 Threat Assessment Incident Reports accessible to (through SSNET) (31 years or indefinitely in the case of child abuse allegations

6. provide opportunities for staff training to build capacity in effective prevention/intervention strategies to lower the risk of violence in schools;

7. share information about York Region District School Board Threat Assessment Procedure with students, staff, parents, volunteers, and community members annually, at a minimum;

8. attend to the needs and interests of those who have been being involved in threatening situations, including those who are potential or identified targets of violence;

9. 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;

10. contact the parents prior to the Threat Assessment meeting to gather any relevant evidence;

11. contact the parents after the Threat Assessment meeting to discuss the interventions and supports that have been recommended for their child;

12. implement the Board’s progressive discipline procedure consistently and with consideration of the recommendations of an In-School Threat Assessment team; and

13. 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 caring and safe school environment.

2.4 Staff shall:

1. report all incidents of worrisome and/or threatening situations to the principal; and

2. 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.

2.5 Students shall:

1. work in partnership with school staff and parents to maintain safe learning environments.

2.6 Parents/guardians shall:

1. Work in partnership with school staff and parents to maintain caring and safe learning environments; and

2. Participate in supporting the administrator in the evidence gathering portion of the Threat Assessment, as required.

2.7 Community Partners shall:

1. work in partnership with school staff and parents to maintain caring and safe learning environments; and

2. participate in Threat Assessments as required.

3. Definitions

3.1 Threatening Situation

A threatening situation is defined as an indication of impending harm or serious acts of violence against someone or something. Threats may be implied, verbal, written, drawn, posted on the internet, sent electronically or by information technology of any type, made by gesture or reasonably inferred from the surrounding circumstances of events. Threats may be direct, indirect, conditional or veiled.

3.2 Threat making behaviour

Any action that an individual, who in any manner knowingly utters, conveys, or causes any person to receive a threat.

3.3. Threat assessment

The process of determining whether a student actually poses a risk to act out violently or whether there is the existence of a threatening situation. As outlined in the York Region District School Board Student Threat-Risk Assessment Protocol, threat assessment is a process that begins immediately upon one of the following:

1. Serious violence or violence with intent to harm or kill;

2. Verbal/written threats of serious violence to harm or kill others (clear, direct and plausible);

3. The use of technology (e.g.: computer, mobile phone) to communicate threats to harm/kill others;

4. Possession of weapons (including replicas);

5. Bomb threats (making and/or detonating explosive devices);

6. Fire setting;

7. Sexual assault;

8. Criminal harassment;

9. Gang-related occurrences;

Special consideration should be given if any of the above activations are met and are motivated by hate and/or bias motivated factors including, but not limited to: race, culture, religion, and/or sexual or gender diversity.

3.4 Worrisome Behaviour

Worrisome behaviours are those that cause concern for members of a school system but do not meet the threshold for a threat-risk assessment. These behaviours may indicate that a student demonstrates a greater risk of violent behaviour. This may include any inappropriate behaviour beyond what is developmentally appropriate (refer to Appendix A). Worrisome behaviours are addressed through the In-School Team process with proper consents.

3.5 In-School Threat Assessment Team

The team that assesses the risk of violent behaviour and proposes a plan of action to support the student. It consists of school administration, York Regional Police and a clinician (School Social Worker and/or Psychological Services staff)* at a minimum. Other team members may include the following:

1. teaching staff;

2. school support staff;

3. teacher liaison(s);

4. representatives from other signed community partner(s)and

5. Student Services staff (i.e., Student Services Coordinator, IDT SERT/ISW, etc.)*.

*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.

4. Contact

Education and Community Services

5. History

Approved: August 2010

Working Document: April 2012, July 2018

Revised: February 2014, June 2019, March 2022, April 2023

Working Document: April 2022

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Board Procedure #668.7, Anti-Sex Trafficking Prevention and Intervention

1. Procedure Statement

This procedure promotes student safety by building a culture of caring and taking meaningful, culturally responsive and consistent action to prevent and respond to sex trafficking.  It outlines how the Board will work to protect students with specific attention and focus on vulnerable and marginalized students.

2. Responsibilities

2.1  Superintendent of Education, Caring and Safe Schools, Coordinating Superintendent of Education, Curriculum Instructional Services and Continuing Education and Student Services shall:

a) ensure that opportunities and resources are available for Board staff to acquire awareness, knowledge, skills, attitudes and supports necessary to address situations where a student;

• may be at risk of or is being sex trafficked,

• may be targeting, luring, grooming or recruiting children and youth for the purpose of sex trafficking, and

• is returning to school after they have been trafficked or involved in trafficking others;

b) develop response procedures that are trauma-informed and culturally responsive and include the following considerations;

• a designated contact person at the school board who is familiar with the school board anti-sex trafficking protocol and can support school board employees with response procedures,

• situations where a student may be at risk of or is being sex trafficked, including steps for safely reporting concerns, responding to disclosures and supporting the student's immediate physical and emotional safety,

• must address the needs for those students with special education needs, mental health needs, social or emotional needs or language/cultural barriers, international students, and students who are in care, receiving care or in customary care arrangements,

• situations where a student may be engaged in the trafficking of others, including steps for safely reporting concerns, responding to disclosures and supporting students' immediate physical and emotional safety,

• supporting students re-entering school after they have been involved in a sex trafficking situation, including efforts to ensure that adequate safety and security needs are being met to support reintegration into school,

• guidance on the requirements related to the duty to report a child in need of protection under Section 125(1) of the Child, Youth and Family Services Act, 2017 and under Policy/Program Memorandum 9: Duty to Report Children in Need of Protection, and

• process for school administrators to communicate and collaborate with community-based service providers, local police services, local Children's Aid Societies and Indigenous Child and Family Well-Being Agencies, as applicable and/or required by law, in responding to situations of suspected or confirmed sex trafficking of students;

c) provide culturally responsive and safe strategies and opportunities to raise awareness about sex trafficking with students, staff, parent(s)/guardian(s), caregivers and the broader school community, including;

• cyber-safety,

• the signs that a student is being targeted, lured, groomed, trafficked or is trafficking another student,

• how to get help safely (for example, through the school board, community providers and/or support hotline),

• how they can report concerns to the school board (including anonymous reporting) and the school board's process for responding to concerns, and

• a process that will include approaches to overcoming barriers to participation that Indigenous, Black, racialized, 2SLGBT+, and newcomer students and other parent(s)/guardian(s) may face;

d) ensure culturally responsive supports are available and offered to students and affected staff who are affected by suspicions and disclosures of sex trafficking.

2.2 The school Superintendent of Education shall:

a) work with principals to develop and implement strategies with a focus on both prevention and proper intervention of sex trafficking; and

b) upon receiving notice of a suspected case or disclosure, promptly advise the principal to follow the Board’s protocol.

2.3 The Principal shall:

a) ensure all staff are trained in being able to detect the signs that a student is being targeted, lured, groomed, trafficked or is trafficking another student and how to get help safely;

b) respond to all incidents of suspicions or disclosures of sex trafficking in accordance with the YRDSB Sex Trafficking Quick Guide, and the Administrator Scripts;

c) understand how to respond to possible sex trafficking recruitment by a student within the school, including appropriate interventions, supports and/or bias aware progressive discipline, as applicable;

d) raise awareness among students on the signs a student is being targeted, lured, groomed, trafficked or is trafficking another student and how to bring concerns about luring, grooming, recruitment or sex trafficking to the school without fear of reprisal with a process that allows concerns to be brought forward anonymously;

e) help prevent recruitment of students for sex trafficking, including through curriculum-based learning about healthy relationships, consent, mental health and well-being, coping skills, personal safety and online safety, as well as through work with local community-based organizations and survivors;

f) raise awareness on the use of technology and tools to identify and deter potential situations involving students who could be at risk of sex trafficking and other online threats, while using school board-provided technology;

g) respond to, and meet the needs of, students who are victims and survivors of sex trafficking, including access to education, facilitating school re-entry and monitoring those students affected with check-ins; and

h) respond to and meet the needs of students who are being trafficked and who may be involved in the recruiting of other victims, including students who are returning to school after they have been involved in a trafficking situation.

2.4 Staff shall:

a) respond to and report all incidents of suspicions or disclosures of sex trafficking to the principal in accordance with the YRDSB Sex Trafficking Quick Guide, and the Educator Scripts; and

b) use teaching and learning practices to help prevent recruitment of students for sex trafficking, including through curriculum-based learning about healthy relationships, consent, mental health and well-being, coping skills, personal safety and online safety, as well as through work with local community-based organizations and survivors.

2.5 Students shall:

a) work in partnership with school staff and parents/guardians to maintain safe learning environments; and

b) report all incidents of suspicions or disclosures of sex trafficking to a caring adult.

2.6 Parents/guardians shall:

a) collaborate with the school in order to support their child with the necessary wraparound supports required when a suspicion or disclosure occurs.

2.7 Community Partners shall:

a)    work in partnership with the Board’s Anti Sex-Trafficking Advisory Committee (ASTAC) in supporting schools and families with a focus on both prevention and proper intervention of sex trafficking.

3. Definitions

3.1 Sex Trafficking

A form of sexual exploitation that is a crime under the Criminal Code of Canada. It may include recruiting, harbouring, transporting, obtaining or providing a person for the purpose of sex. It involves the use of force, physical or psychological coercion, or deception.

3.2 Survivor and Victim

‘Survivor’ is used to refer to an individual who has escaped a trafficking situation.   ‘Survivor’ may also be used to refer to an adult with lived experience of being trafficked.

‘Victim’ is used to refer to an individual who is in the process of being recruited or is being trafficked. Victim’ is often used to refer to a child/youth who has experienced sexual exploitation.

This provides clarity and is not intended to label or define an individual's experience. Individuals who have experienced sex trafficking may prefer one term over another in order to describe their experiences.

4. Contact

Education and Community Services

5. History

Working Document: April 2022

Revised: April 2023

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Board Procedure #668.8

Safe Welcome Program: Elementary Schools

1. Procedure Statement

This procedure outlines the Board’s Safe Welcome Program in elementary schools. The involvement of parents/guardians and the broader community is important in building a caring and safe school climate. The Safe Welcome Program ensures that all elementary school doors are locked 15 minutes after the morning bell and that all visitors to the school enter through the front doors and report to the main office during the school day.

2. Responsibilities

2.1 The Director of Education shall:

1. allocate staff and resources to support the Safe Welcome Program: Elementary Schools procedure.

2.2 The Superintendent of Education, Caring and Safe Schools:

1. monitor the implementation of the Safe Welcome Program; and

2. discuss with the superintendent of schools situations where local school needs require a site specific solution to an aspect of this procedure.

2.3 The school Superintendent of Education shall:

1. ensure that the Safe Welcome Program is implemented in all elementary schools; and

2. discuss situations where local school needs require a site specific solution to an aspect of this procedure with the Superintendent of Schools – Operations.

2.4 Elementary Principals shall:

1. ensure caretaking staff members;

   • lock all school entrances, including front doors and the external entrances to port-a-packs, 15 minutes after the morning entry bell,

   • unlock the front door at the end of the school day immediately after the afternoon dismissal bell,

   • relock the front door at the same designated time each afternoon/evening,

   • accommodate child care programs in the school building as follows:

     • unlock the door(s) closest to the child care program after the front door is relocked at the end of the school day,

     • liaise with the child care provider to determine the appropriate time to lock the designated door(s), and

     • determine appropriate procedure for door locking for summer, Professional Activity Day, school holiday and other programs, and

   • unlock the front door, or other door agreed upon, for permit holders 15 minutes before the permit begins, locking that door 15 minutes after the permit begins;

2. in consultation with school staff members, develop a school-level protocol outlining;

   • when doors will be unlocked before school and in the event of a school function,

   • access to and from playground areas including, but not limited to, secured kindergarten and recess areas, while doors are locked,

   • that students and staff members using outdoor facilities for program must re-enter the building through the front door or, if available, using an existing entry system, including but not limited to, a swipe card,

   • how students in portables and port-a-packs access the main school building and re-enter portables and port-a-packs during class time, for instance using a swipe card,

   • how the building will be supervised when there is an equipment malfunction, and

   • a method to identify authorized visitors while they are in the building;

3. delegate responsibility for allowing entrance to the school building to office staff members, ensuring that questionable entrance requests are referred immediately to the principal or designate;

4. ensure office staff members are trained in the appropriate procedure to provide access;

5. review the Safe Welcome Program: Elementary Schools procedure and school-level protocol with office staff members at least twice per year, and with staff members new to the building as required;

6. ensure that no student is ever permitted to use the entry system to allow visitors into the school building;

7. communicate the Safe Welcome Program to students, parents/guardians and community members annually or more frequently as required;

8. ensure that staff members, parents/guardians, volunteers and community members are aware that external doors are never to be propped open or unlocked during the school day, unless assigned by the principal;

9. ensure that all individual portable doors are locked at all times;

10. communicate with child care providers to ensure the Safe Welcome Program: Elementary Schools

    procedure and school-level protocol are followed;

11. work with caretaking and Board staff members to address equipment failure;

12. determine which exterior doors may provide access for school functions, such as, but not limited to, book fairs, parent teacher nights, area and/or regional sporting events and concerts; and

13. discuss situations where local school needs require an alternative to the procedure with the superintendent of schools.

2.5 School Office Staff Members shall:

1. welcome visitors to the school;

2. provide access to the building in accordance with school-level protocol;

3. never delegate responsibility for providing entry to students;

4. refer questionable entrance requests to the principal or designate when needed; and

5. notify the principal or designate of any equipment malfunction.

2.6 Elementary Teachers shall:

1. reinforce the Safe Welcome Program: Elementary Schools procedure with students;

2. ensure students understand and follow the school-level protocol for entering the main school building from portables and port-a-packs; and

3. when using outdoor facilities, re-enter the building in accordance with the school-level protocol.

2.7 All staff members, parents/guardians, volunteers and community members shall:

1. be aware of, understand and follow the Safe Welcome Program: Elementary Schools procedure and school-level protocol;

2. not prop open or unlock external doors as an entry or re-entry method for any reason, unless assigned by the principal;

3. never allow unauthorized entry into the building;

4. exercise vigilance and notify the principal or designate of any unauthorized person attempting to enter or in the building; and

5. notify the principal or designate of any equipment malfunction.

2.8 Caretaking Staff members shall:

1. lock all school entrances, including front doors and the external entrances to port-a-packs, 15 minutes after the morning entry bell;

2. unlock front doors at the pre-determined time before school starts according to the school-level protocol;

3. unlock the front door immediately after the afternoon dismissal bell;

4. relock the front door at the same designated time each afternoon/evening;

5. accommodate child care programs in the school building as follows;

   • unlock the door(s) closest to the child care program after the front door is relocked at the end of the school day,

   • liaise with the child care provider to determine the appropriate time to lock the designated door(s), and

   • follow the pre-determined procedure for door locking for summer, Professional Activity Day, school holiday and other programs;

6. unlock the front door, or other door agreed upon, for permit holders 15 minutes before the permit begins, locking that door 15 minutes after the permit begins;

7. provide authorized access to the school building after school office hours, as required;

8. allow access for deliveries after the delivery person has entered the building through the front door and reported to the office;

9. ensure that receiving doors remain locked at all times; and

10. notify and work with the principal or designate to correct any equipment malfunction.

2.9 EarlyON Child and Family Centres staff members shall:

1. ensure that all visitors use the front door, report to the main office and follow the Safe Welcome Program: Elementary Schools procedure and school-level protocol.

2.10 Child Care Program staff members shall:

1. be aware of, understand and follow the Safe Welcome Program: Elementary Schools procedure and school-level protocol;

2. ensure that doorways connecting their facilities with the main school building are locked at all times;

3. ensure that program classroom doors are locked at all times;

4. ensure that access doorways to their facilities are locked at all times, and a process is established to ensure a safe, welcome environment;

5. liaise with the principal to determine the appropriate time to lock the designated door(s) at the end of the school day; and

6. be aware of and follow the pre-determined procedure for door locking for summer, Professional Activity Day, school holiday and other programs.

2.11 Administrative Services shall:

1. ensure that permit holders are aware of and adhere to the Safe Welcome Program: Elementary Schools procedure; and

2. include Safe Welcome Program requirements are in all documentation for permit holders including, but not limited to, the website.

2.12 Permit holders shall:

1. not prop open or unlock external doors as an entry or re-entry method for any reason;

2. never allow unauthorized entry into the building;

3. immediately notify caretaking staff members or the principal or designate, or administrative services of any unauthorized person attempting to enter or in the building; and

4. adhere to the Safe Welcome Program: Elementary Schools procedure and school-level protocol at all times.

2.13 Visitors, including parents/guardians, volunteers and community members shall:

1. adhere to the Safe Welcome Program: Elementary Schools procedure and school-level protocol at all times;

2. understand and reinforce the importance of school safety and the protocol for entering the school;

3. not prop open or unlock external doors as an entry or re-entry method for any reason, unless authorized by the principal;

4. enter the school through the main entrance in accordance with the school-level protocol; and

5. report to the main office after being granted access to the school.

2.14 Students shall:

1. not prop open or unlock external doors as an entry or re-entry method for any reason, including but not limited to, outdoor activities;

2. adhere to the Safe Welcome Program: Elementary Schools procedure and school-level protocol; and

3. never allow unauthorized entry into the building.

3. Definitions

3.1 Portables

External classrooms temporarily located on school property and not attached to the school building.

3.2 Port-a-Packs

A series of external classrooms, temporarily located on school property and not attached to the school building, that are attached to each other with an internal hallway.

3.3 Safe Welcome Program

A program designed to support student, staff member, permit holder and occupant safety and well-being, and a focused learning and working environment. Elementary school doors, including access to hallways in port-a-packs, will be locked 15 minutes after the morning bell and remain locked until the end of the school day, thereby moderating access to schools, including, but not limited to, summer programs, permits and other elementary school building uses. All visitors must enter the school through the main entrance and report to the main office. Equipment such as, but not limited to, an intercom system, video camera surveillance and remote lock releases, will be used to allow visitors access to the school through the front door.

3.4 Visitors

Include, but are not limited to, parents/guardians, volunteers, couriers, maintenance staff members, Board personnel and community members.

4. Contact

Education and Community Services

5. History

Working Document: November 2013, January 2014, August 2014, July 2018

Revised: June 2019, April 2023