committee of the whole meeting of the board...

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda 1

COMMITTEE OF THE WHOLE MEETING OF THE BOARD

AGENDA DATE: Tuesday, October 13, 2015 LOCATION: VC Room – Muskoka Education Centre VIDEO CONFERENCE: VC Room – Haliburton County Education Centre Board Room – Corporate Office, Lindsay Education Centre TIME: 6:30 p.m. 1 CALL TO ORDER

2 DECLARATION OF POSSIBLE CONFLICT OF INTEREST 3 DELEGATIONS/PRESENTATIONS 4 APPROVAL OF THE AGENDA/ADDITIONS

5 ACTION ITEMS:

5.1 ADMINISTRATIVE REPORTS:

5.1.a 2015-2016 Program Enhancement Projects ---------------------------------- L. Hope (pgs. 3-5) 5.1.b OP-6005 Pupil Accommodation Review Policy ------------------------------- B. Kaye (pgs. 6-7) 5.1.c OP-6006 Pupil Accommodation Review Procedure ------------------------- B. Kaye (pgs. 8-47) 5.1.d BU-3100 Facility Partnerships Policy ------------------------------------------- B. Kaye (pgs. 48-49) 5.1.e BU-3101 Facility Partnerships Procedure ------------------------------------- B. Kaye (pgs. 50-61) 5.1.f HR-4509 Principal/Vice Principal Evaluation Policy ------------------------- E. Manners (pgs. 62-63) 5.1.g HR-4510 Principal/Vice Principal Evaluation Procedure ------------------- E. Manners (pgs. 64-86) 5.1.h HR-4544 Superintendent Evaluation Policy ----------------------------------- E. Manners (pgs.87-88) 5.1.i HR- 4545 Superintendent Evaluation Procedure ---------------------------- E. Manners (pgs. 89-98) 5.1.j BU-3025 Transportation Policy -------------------------------------------------- B. Kaye (pgs. 99-100) 5.1.k BU-3026 Transportation Procedure -------------------------------------------- B. Kaye (pgs. 101-115) 5.1.l BD-2025 Policy and Administrative Procedure Process Policy ----------- L. Hope (pgs. 116-117 5.1.m BD-2026 Policy and Administrative Procedure Process Procedure ----- L. Hope (pgs. 118-128)

5.2 TRUSTEE REPORTS:

6 INFORMATION ITEMS (VERBAL)

6.1 ADMINISTRATIVE REPORTS: (verbal)

6.1.a Elementary Enrolment Update -------------------------------------------------- D. Scates

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda 2

6.1.b Secondary Enrolment Update ---------------------------------------------------- D. Scates 6.1.c Administrative Update -------------------------------------------------------------- L. Hope 6.1.d System Update ----------------------------------------------------------------------- C. Shedden

6.2 STUDENT TRUSTEE REPORTS (verbal):

6.2.a G7 Student Senate Report -------------------------------------------------------- S. Koop 6.2.b OSTA-OECO Report ----------------------------------------------------------------- S. Koop

6.3 TRUSTEE REPORTS (verbal):

6.3.a OPSBA Report ------------------------------------------------------------------------- D. Morrison 6.3.b Two Minute Update ---------------------------------------------------------------- Trustees

7 CORRESPONDENCE

8 PUBLIC QUESTIONS AND COMMENTS 9 NEXT MEETING

DATE: Tuesday, October 27, 2015 LOCATION: Board Room – Corporate Office, Lindsay Education Centre TIME: 6:30 p.m.

10 ADJOURNMENT

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD

ADMINISTRATIVE REPORT

DATE: October 6, 2015 TO: Trustees SUBJECT: Program Enhancement Fund 2015-2016 ORIGIN: Larry Hope, Director of Education REFERENCE: Committee of the Whole Board Meeting – October 13, 2015

PURPOSE: To present trustees with the Program Enhancement Fund recipients for

2015-2016 CONTEXT: The Program Enhancement Fund was established by the Board to

generate innovative ideas resulting in measurable improved student learning. Program Enhancement projects also have the potential for system impact.

Trustees allocated $160 000 for Program Enhancement in the 2015-2016 budget. TLDSB staff was invited to apply to the Program Enhancement Fund in September. $41,708 of unspent funds in the 2014-2015 school year was added to the total to be distributed.

CONTENT: 95 applications were received with a total request of $624,278.27

All applications were reviewed by trustees and Director Hope on October 2nd. Funds from other sources (technology funding, outdoor education funding, etc.) were applied where possible to many of the applications.

60 applications were approved for full or partial funding totalling

$201,708.00

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PEG# SCHOOL PROJECT TITLE GRANT

AMOUNT

1 AETC - Haliburton Healthy Active Living $2,000.00

2 Archie Stouffer ES Fitbit Challenge $1,000.00

3 BMLSS Lakers on the Run $1,000.00

4 BMLSS BMLSS Outers' Club $2,000.00

5 BMLSS BMLSS Mentorship Project $2,300.00

6 Bobcaygeon PS The Leader in Me/The Leader in Us $6,000.00

7 Bobcaygeon PS Peace Park Learning Facility $2,000.00

8 Cardiff ES / Wilberforce ES Artist in the School $5,000.00

9 Central Senior School Central Perk $1,000.00

10 Central Senior School / Bobcaygeon PS / Scott Young PS TLDSB South - Film Festival $2,000.00

11 Balsam Lane Learning Centre Cyclers $2,000.00

12 Fenelon Falls SS Getting on Board with Books $2,600.00

13 Fenelon Falls SS From Tree to Table Maple Syrup Production $3,000.0014 Fenelon Falls SS Commitment to Student Leadership & Mentorship $4,000.00

15 Fenelon Falls SS Mental Health Week $1,000.00

16 Fenelon Falls SS Financial Literacy $1,200.00

17 Fenelon Falls SS Battle of the Books $5,000.00

18 Fenelon Township PS FTPS Guitar Club $2,000.00

19 Fenelon Township PS Trillium Elementary Film Festival $2,000.00

20 Grandview PS Outdoor Garden and Classroom $2,500.00

21 Gravenhurst HS Artist in Residency $750.00

22 Gravenhurst HS Outdoor Relief Sculpture Installation at GHS $2,200.00

23 Gravenhurst HS Jr. Gryphons Band $2,000.0024 Gravenhurst HS GHS Library Learning Commons Book Buy $1,500.00

25 Haliburton Highlands SS Empowerment through Empathetic Fiction $1,800.00

26 Haliburton Highlands SS Wellness Project $750.00

27 Haliburton Highland SS HHSS Robotics $5,000.00

28 Haliburton Highlands SS Inquiry into Community, Heritage and Identity $1,000.00

29 Haliburton Highlands SS Trash to Treasures: An Inquiry into Upcycling $500.00

30 Haliburton Highlands SS Please Respond $500.00

2015-2016 Program Enhancement Grants

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31 Huntsville HS Techno Girls $10,000.00

32 Huntsville HS Wellness Symposium $10,000.00

33 Huntsville HS GSA Conference $16,000.00

34 Huntsville PS Mindfulness Space at HPS $300.00

35 IEWSS Special Olympics Track and Field $3,500.00

36 IEWSS 9th Annual Film Festival $4,000.00

37 IEWSS / LCVI Professional Songwriting Workshops $2,000.00

38 Jack Callaghan Science Competition/Symposium for Girls $6,000.00

39 Jack Callaghan TLDSB Skipping Competition $6,000.00

40 Jack Callaghan TLDSB Boys' Writers Conference $7,950.00

41 Jack Callaghan PS / King Albert PS / Queen Victoria PS Village of Storytellers $8,500.00

42 JD Hodgson ES Changing Mindset / Developing Strategies to Manage Anxiety $2,708.00

43 LCVI School Reach $2,250.00

44 Macaulay PS TLDSB Dragons Den $3,000.00

45 Macaulay PS / GHS / BMLSS /HHS / BAETC TLDSB Canoe Leadership Program $8,000.00

46 Muskoka Falls PS MFPS Outdoor Classroom $2,000.00

47 Muskoka Falls PS Mindful All Day $1,000.00

48 Parkview PS Panthers' Peaceful Place $1,000.00

49 Pine Glen PS Feeed All Four Space $2,000.00

50 Queen Victoria PS Bridging the Opportunity Gap $5,000.00

51 Queen Victoria PS / King Albert PS QVPS and KAPS Community Running Club $1,000.00

52 Ridgewood PS Promoting Public Confidence Through Technology $500.00

53 Riverside PS Grade 7/8 Community Triathlon Training Program $1,000.00

54 Riverside PS / Jack Callaghan PS / Watt PS Adventures in Kindergarden - Outdoor Ed $6,000.00

55 Scott Young PS Taking a Stab At It $1,650.00

56 Scott Young PS The Yoga Mind on the Move $2,000.00

57 Scott Young PS Good for the Body, Good for the Brain Part 4 $5,200.00

58 TLDSB Trillium Lakelands District School Board $15,000.00

59 VK Greer PS Ukulele Inquiry Club $650.00

60 Watt PS Fine Arts Enrichment $1,900.00

TOTAL $201,708.00

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DATE: October 6, 2015 TO: Trustees SUBJECT: Pupil Accommodation Review Policy OP-6005 ORIGIN: Larry Hope, Director of Education REFERENCE: Committee of the Whole Board Meeting – October 13, 2015

PURPOSE: To present the Pupil Accommodation Review Policy OP-6005 . CONTEXT: The Policy was identified for review in order to comply with the new

Ministry Pupil Accommodation Review Guidelines which were released in March 2015

CONTENT: The policy sets out the broad overriding principles for establishing

Pupil Accommodation Reviews. This policy has been reviewed by Trustees and Director’s Council, and has been circulated to Community Partners for review and comment.

There was one revision identified in order to better reflect the Board’s position on student achievement and well-being.

ACTION: Recommendation that the Pupil Accommodation Review Policy OP-6005 be approved.

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BOARD POLICY Approval Date

January 2012 2015 Replacing

All previous policies

Review Date

2017 2020 Page

1 of 1

Contact Person/Department

Director of Education Identification

OP-6005

PUPIL ACCOMMODATION REVIEW (previously referred to as School Closure)

Trillium Lakelands District School Board recognizes responsibility for providing

schools and facilities for students, and for operating and maintaining schools as

effectively and efficiently as possible to support student achievement and well-

being. In recognition of the important role schools play in strengthening rural and

urban communities and the importance of a healthy community for student success,

the value of a school or group of schools to the community will be considered when

making any decision to close a school.

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DATE: October 6, 2015 TO: Trustees SUBJECT: Pupil Accommodation Review Procedure – OP-6006 ORIGIN: Larry Hope, Director of Education REFERENCE: Committee of the Whole Board Meeting – October 13, 2015

PURPOSE: To present the Pupil Accommodation Review Procedure OP-6006. CONTEXT: The Procedure was identified for review in order to comply with the

new Ministry of Education Pupil Accommodation Review Guidelines, which were released in March 2015.

CONTENT: The procedure sets out the process to be followed when

establishing Pupil Accommodation Reviews. This procedure has been reviewed by Trustees and Director’s Council, and has been circulated to Community Partners for review and comment

Changes to the existing wording have been highlighted by strikeouts, and additions to the language have been identified in bold red. The primary revisions were made in an effort to provide greater clarity and to comply with the mandatory requirements provided in Ministry of Education Pupil Accommodation Review Guidelines, including the addition of a modified review process.

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ADMINISTRATIVE PROCEDURE

Approval Date

January 2012 Replacing

All previous procedures

Review Date

2017 Page

1 of 14



OP-6006

PUPIL ACCOMMODATION REVIEW GUIDELINES (previously referred to as School Closure)

1.0 PURPOSE

Trillium Lakelands District School Board recognizes responsibility for providing

schools and facilities for students, and for operating and maintaining schools as

effectively and efficiently as possible to support student achievement and well-

being. In recognition of the important role schools play in strengthening rural and

urban communities and the importance of a healthy community for student

success, the value of a school or group of schools to the community will be

considered when making any decision to close a school.

The Pupil Accommodation Review Guidelines ensure that where a decision is made by the Board regarding the future of a school, that decision is made with the full involvement of an informed local community and is based on a broad range of criteria.

2.0 REFERENCES AND RELATED DOCUMENTS

2.1. The Education Act and Regulations;

2.2. Ministry of Education Pupil Accommodation Review Guidelines (March

2015) (5.1 Appendix A);

2.3. School Information Profile Template (5.2 Appendix B);

2.4. Ministry of Education Administrative Review of Accommodation Review Process (5.3 Appendix C).

2.4.1. Ministry of Education Community Planning and Partnerships

Guidelines(March 2015)

2.5 Procedural Bylaw 16 – Delegations to the Board

3.0 TERMS AND DEFINITIONS

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PUPIL ACCOMMODATION 2 OP-6006

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3.1. ARC – Accommodation Review Committee – committee established by the Board of Trustees to examine an accommodation review area;

3.2. ACCOMMODATION REVIEW AREA – the one or more educational facilities and/or schools which are identified for study, by geographic proximity, major physical and arterial divisions or type and/or organization;

3.3. ATTENDANCE AREA – the area enclosed by the defined boundaries;

3.4. COMMUNITY MEMBER – an individual residing in the area being

reviewed;

3.5. EDUCATIONAL FACILITY – a building accommodating one or more schools.

3.6. UNDERUTILIZATION - normally defined as underutilization of the

school by students in the school catchment area 3.7. THE BOARD – for the purpose of this procedure means the Board of

Trustees. A school board is a body that operates the province’s publicly funded schools. The school board is governed by its publicly elected board members (trustees).

4.0 ADMINISTRATIVE PROCEDURE

4.1 INITIATION OF A SCHOOL ACCOMMODATION REVIEW

The Director of Education shall prepare a report for consideration by the Board of Trustees identifying a school or group of schools in which challenges may be faced in providing a suitable and equitable range of learning opportunities for students, and where there may be a need to consider the possible consolidation, closure, or program relocation of one or more schools. A school or group of schools may be considered for study if one or more of the following conditions apply: 4.1.1 The school or group of schools is unable to provide a suitable and

equitable range of learning opportunities for students;

4.1.2 The school or group of schools has experienced an adverse impact on learning opportunities for students due to declining enrolment;

4.1.3 Reorganization involving the school or group of schools could enhance program and learning opportunities for students;

4.1.4 Teaching/learning spaces are not suitable to provide the program needed to serve the community and retrofitting may be cost prohibitive;

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4.1.5 One or more of the schools is experiencing higher building maintenance expenses and/or is in need of major capital improvements;

4.1.6 One or more of the schools is operating in a leased facility;

4.1.7 There are safety and/or environmental concerns related to the building, the school site, or its location;

4.1.8 The consolidation of schools is in the best interests of the overall school system;

4.1.9 It has been less than five years since the inception of a study of the school by an Accommodation Review Committee, except where extenuating circumstances warrant, such as an unexpected economic or demographic shift, or a change in a school’s physical condition.

4.1.10 Underutilization – normally defined as underutilization of the school by students in the school catchment area.

4.1.11 Any other condition as identified by the Board for

consideration of a review.

4.2 ESTABLISHING AN ACCOMMODATION REVIEW COMMITTEE (ARC) Prior to establishing a pupil accommodation review the Director of Education will present to the Board an initial staff report which contains one or more options to address the accommodation issues(s). If more than one option is presented in the report, there must be a recommended option identified. 4.2.1 The report will include information on the actions taken by

board staff prior to establishing a pupil accommodation review process, as well as supporting rationale for any actions taken or not taken.

4.2.2 The option(s) included in the initial staff report will address

the following: a) summary of accommodation issue(s) for the school(s)

under review; b) where students would be accommodated; c) if proposed changes to an existing facility or facilities

are required as a result of the pupil accommodation review;

d) identify any program changes as a result of the proposed option;

e) how student transportation would be affected if changes take place;

f) if new capital investment is required as a result of the pupil accommodation review, how the Board would

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fund this as well as a proposal on how students would be accommodated if funding does not become available;

g) any relevant information obtained from municipalities and other community partners prior to the commencement of the pupil accommodation review, including any confirmed interest in using the underutilized space;

h) each recommended option will include a timeline for implementation.

4.2.2 The initial staff report and School Information Profile(s) will be made available to the public as per Section 4.5.2 and posted on the Board’s website following the decision by the Board to proceed with a pupil accommodation review.

4.2.3 After considering the Director of Education’s staff report, the Board may approve the establishment of an ARC for each area approved for accommodation review. Parents/guardians, staff, and school council members, and the broader community of the affected schools shall be informed, through their respective schools, of the Board’s decision to form an ARC, and to participate in the pupil accommodation review consultation.

4.2.4 The pupil accommodation review process will consist of the following methods of consultation: a) Accommodation Review Committee; b) Consultation with the municipal governments local to

affected areas, c) Public meetings, and d) Public Delegations

4.3 MANDATE/TERMS OF REFERENCE OF THE ACCOMMODATION

REVIEW COMMITTEE (ARC) 4.3.1 The mandate of each ARC established is to act as a conduit for

information between the board and the affected school communities lead the public review of a school or group of schools. Each ARC shall review, report, and make recommendations regarding the accommodation options affecting the school or group of schools under review.

4.3.2 The ARC may comment on the initial staff report and may, throughout the pupil accommodation process, seek clarification of the initial staff report.

4.3.3 The ARC may provide other accommodation options than those in the initial staff report, however, it must include supporting rationale for any such option.

4.3.4 The ARC is not required to achieve consensus regarding the information provided to the trustees.

4.3.5 Board staff resources assigned to the ARC will compile feedback from the ARC as well as the broader community In

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the Community Consultation section of the final staff report to be presented to trustees.

4.3.6 The ARC will at a minimum, provide feedback on the initial staff report option(s).

4.3.7 There will be at least two working meetings of the ARC convened.

4.4 TERMS OF REFERENCE

4.4.1 MEMBERSHIP OF THE ARC

Each ARC is appointed by the Board will must include, at a minimum, parent/guardian representatives from each of the schools under review, chosen by their respective school communities, as well as one student representative from each secondary school being studied. membership from the school community. The following people shall be invited to participate as members of the ARC. a)

A parent representative from each school being studied, as selected by the school council;

Community representative;

Business representative;

Municipal representative;

One student representative from each secondary school being studied.

School Superintendent (the chair of the ARC shall be the supervisory officer of the school(s) being studied as appointed by the Director of Education).

b) Non-Voting Members

Principal or Vice Principal from each school being studied;

One non-teaching staff representative;

One teaching staff representative;

Other staff as necessary as appointed by the Director of Education;

School Superintendent (the chair of the ARC shall be the supervisory officer of the school(s) being studied as appointed by the Director of Education).

4.4.2 The local trustee(s) for the school(s) being studied are expected to attend all ARC meetings but are not members of the Accommodation Review Committee.

4.4.3 The ARC will be deemed to be properly constituted whether or not

all the listed members are willing and able to participate.

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4.5 ROLES AND RESPONSIBILITIES OF THE ACCOMMODATION REVIEW COMMITTEE ARC/ AND THE BOARD 4.5.1 School Information Profile

a) A School Information Profile (SIP) (Appendix B5.2) shall be

completed by Board administration for each school being studied, for the same point in time for comparison purposes.

b) The School Information Profile shall be reviewed and

modified by the ARC where appropriate. The final School Information Profile and the Terms of Reference will provide the foundation for discussion and analysis of accommodation review. The ARC may request clarification about the information provided in the SIP, however it is not the role of the ARC to approve the SIP.

c) The School Information Profile shall include all four components: the following two considerations: value to the student and value to the school Board

d) The School Information Profile shall be made public by the Board prior to public consultations.

e) The Board’s initial report will include one or more

options, including a recommended option, with supporting rationale for each option.

4.5.2 Public Information and Access a) The Board shall ensure that all information relevant to the

accommodation review is made public and available in advance of public consultations, on the Board website and in print on request;

b) The Board shall provide information to the affected school communities on an ongoing basis;

c) The Board shall ensure that information that is technical in nature be provided/explained in plain language;

d) The ARC shall be provided with all relevant data in the possession of the Board in order to carry out its mandate. This shall include background information regarding the schools located within the area of the accommodation review.

4.5.3 Community Consultation and Public Meetings

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a) The ARC shall ensure that a wide range of school and community groups are consulted, such as school councils, parents/guardians, school staff/administration, students of secondary schools, and the local community.

b) A copy of the Trillium Lakelands District School Board Accommodation Review policy, the Ontario Government Pupil Accommodation Review Guidelines and the Administrative Review of Accommodation Review Process documents shall be made available by administration at Trillium Lakelands District School Board offices and posted on the Trillium Lakelands District School Board website and at each school being studied.

c) Affected single and upper-tier municipalities as well as

other community partners that expressed an interest prior to the pupil accommodation review will be invited to discuss and comment on the recommended option(s) presented in the Board’s initial staff report. The invitation will be provided through a written notice and will be directed through the Clerk’s Department of the affected single and upper-tier municipalities.

d) The affected single and upper-tier municipalities as

well as other community partners that expressed an interest prior to the pupil accommodation review must provide their response on the recommended option(s) before the final public meeting. Advance notice of when the final public meeting is scheduled to take place will be provided.

e) The Board will document their efforts to meet with the

affected single and upper-tier municipalities as well as other community partners that expressed an interest prior to the pupil accommodation review and provide any relevant information from this meeting as part of the final staff report to the Board.

f) Once the Board has received an initial staff report and

has approved the initiation of a pupil accommodation review, a minimum of two public meetings for broader community consultation on the initial staff report will be arranged. Staff will facilitate the broader community feedback on the recommended option(s) contained in the initial staff report.

g) At a minimum there will be two public meetings for

broader community consultation on the initial staff report. At a minimum, the first public meeting will include:

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i) an overview of the ARC orientation session; ii) the initial staff report with recommended

option(s); and iii) a presentation of the School Information

Profile(s).

4.6 REPORT AND RECOMMENDATIONS 4.6.1 The ARC is to prepare an accommodation report that will, at a

minimum, provide feedback on the initial staff report option(s).make accommodation recommendations consistent with their mandate. If the ARC so desires, options developed by committee members, with supporting rationale, may be included. The ARC would not vote or come to a consensus on a final recommendation(s). In order to develop its recommendations, the ARC shall examine the following information about the school(s): a) Enrolment projections and capacity of the identified

school(s) and other schools relevant to the study; b) Population, demographic, and economic data for the area

of study; c) Current attendance boundaries; d) Facility condition, capital needs, and capital funding; e) Operating costs and operating funding; f) Transportation services, costs, and funding; g) The financial effects of closing or not closing the school(s); h) The impact on other schools in the Board from closing or

not closing the school(s); i) Potential sale price and disposal costs for the school(s); j) Special programs in the school(s); k) Other relevant data as appropriate.

4.7 TIMELINES FOR AN ACCOMMODATION REVIEW PROCESS

4.7.1 The ARC shall provide a minimum of 30 calendar days’ notice

prior to the first of a minimum of four public meetings, after the Board has announced approval of an accommodation review;

4.7.2 The public consultation period shall be a minimum of 90 calendar days, beginning with the first public meeting;

4.7.3 Following the date of the Board’s approval to conduct a pupil

accommodation review, the Board will provide written notice of the trustee’s decision within 5 business days to each of the affected single and upper-tier municipalities through the Clerks Department, other community partners that expressed an interest prior to the pupil accommodation review. This notice will include an invitation for a meeting to discuss and comment on the recommended option(s) in the Board’s initial staff report. In addition the Board will also notify the

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Director(s) of Education of the coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division.

4.7.4 The affected single and upper-tier municipalities, as well as

any other community partners that expressed an interest prior to the pupil accommodation review, must provide their response on the recommended option(s) in the Board’s initial staff report before the final public meeting.

4.7.5 Beginning with the date of the Board’s approval to conduct a

pupil accommodation review, there must be no fewer than 30 business days before the first public meeting is held.

4.7.6 There will be a minimum period of 40 business days between

the first and final public meetings.

4.7.7 The final staff report must be publically posted no fewer than 10 business days after the final pubic meeting.

4.7.8 From the posting of the final staff report, there must be no

fewer than 10 business days before the public delegations.

4.7.9 There must be no fewer than 10 business days between public delegations and the final decision of the Board.

4.7.10 After the ARC has submitted its report to the Director of

Education, a minimum of 30 calendar days’ notice must be provided prior to the Board meeting at which Trustees will vote on the recommendations; The Board will attempt to make the final pupil accommodation review decisions on dates other than the summer holiday period (i.e. July 1 to the day after Labour Day.)

4.7.11 Extended school holidays such as spring and summer break, and Christmas, shall not be considered part of the 30, 60, or 90 day notice periods.

4.8 APPLICATION OF ACCOMMODATION REVIEW GUIDELINES 4.8.1 The Accommodation Review Guidelines procedure shall apply to

schools offering elementary or secondary regular day-school programs;

4.8.2 This procedure shall not apply under the following circumstances:

a) Where a replacement school is to be built on the same site or on a site located within the existing school attendance boundary;

b) When a lease is terminated;

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c) Where a relocation of one or more grades or programs, where the enrolment in such grade(s) or program accounts for less than 50 per cent of the school enrolment;

d) Where temporary accommodation of school enrolment off-site is needed while a school is being repaired or renovated;

e) Where facilities which serve as a holding school for a school community whose permanent school is under construction or repair.

f) Where a replacement school is to be built on the same site or on a site located within the existing school attendance boundary and the school community must be temporarily relocated to ensure the safety of students and staff during the reconstruction, as identified in board policy.

g) Where there are no students enrolled at the school at any time throughout the school year.

4.8.3 In the above circumstances, the Board will inform the school communities about the proposed accommodation plans before a decision is made by the Board. The Board will also provide written notice of their decision within 5 business days to each of the affected single and upper-tier municipalities through the Clerks Department, other community partners that expressed an interest prior to the pupil accommodation review, and include an invitation for a meeting to discuss and comment on the recommended option(s) in the Board’s initial staff report. In addition the Board will also notify the Director(s) of Education of the coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division. A transition plan will be put into place following the decision to consolidate or close a school under this section.

4.8.4 This procedure shall not apply when the Modified

Accommodation Review Process as determined in Section 4.14 applies.

4.9 COMPLETING THE ACCOMODATION REVIEW

4.9.1 FINAL STAFF REPORT ARC ACCOMMODATION REPORT AND RECOMMENDATIONS TO THE BOARD

a) At the conclusion of the pupil accommodation review process, staff will submit a final staff report to the Board which will be available to the public as outlined in Section 4.5.2. on Public Information and Access. The ARC School Information Profile will be accessible to school Board trustees;

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b) The final staff report must include a community consultation section that contains feedback from the ARC and any public consultations, as well as any relevant information obtained from municipalities and other community partners prior to and during the pupil accommodation review. The ARC will deliver its Accommodation report to the Director of Education who will have the Accommodation report posted on the Board’s website;

c) Board staff may choose to amend their proposed

option(s) included in the initial staff report. The recommended option(s) must also include a proposed accommodation plan, prepared for the decision of the Board, which contains a timeline for implementation. The ARC will present the Accommodation Report to the Board of Trustees;

4.10 DELEGATIONS TO THE BOARD

4.10.1 The Board will allow an opportunity for members of the public

to provide feedback of the final staff report through public delegations to the Board. Notice of the public delegation opportunities will be provided as referenced in section 4.5.2. Public Information and Access.Board administration will examine the ARC Accommodation Report and the Director of Education will present the administration analysis and recommendations to the Board of Trustees;

4.10.2 Board staff will compile feedback following the public delegations which will be presented to the Board with the final staff report. The Board of Trustees will make a final decision regarding pupil accommodation, making a decision after a review of: a) Recommendations from the ARC; b) Recommendations from Board administration.

4.10.3 The Director of Education’s Administrative Analysis and

Recommendations report will be publicly available in advance of the presentation to the Board of Trustees stated above;

4.10.4 The Board of Trustees will make the final decision regarding the future of the school(s) at a Board meeting, by secret ballot;

4.10.5 If the Board of Trustees votes to close a school or schools, the Board must outline clear timelines around when the school(s) will close.

4.11 DECISION OF THE BOARD OF TRUSTEES

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4.11.1 The Board will be provided with the final staff report, including the compiled feedback from the public delegations, when making its final decision regarding the pupil accommodation review.

4.11.2 The Board has the discretion to approve the recommendation(s) of the final staff report as presented, modify the recommendation(s) of the final staff report, or to approve a different outcome.

4.11.3 The Board will attempt to make the final pupil

accommodation review decisions on dates other than the summer holiday period (i.e. July 1 to the day after Labour Day.)

4.12 TRANSITION PLANNING

Following the decision to consolidate and/or close a school, the Board will establish a separate committee to address the transition for students and staff.

4.13 ADMINISTRATIVE REVIEW OF ACCOMMODATION REVIEW PROCESS If a review of the Board’s accommodation review process is requested, the Board shall follow the requirements of the Ministry of Education’s Administrative Review of Accommodation Review (Appendix C)

4.14 MODIFIED ACCOMMODATION REVIEW PROCESS An accommodation review will not be required if two or more of the following parameters are present when any of the schools being considered: 4.14.1 has an enrolment of less than

a) Elementary – 50 students b) Secondary – 300 students;

4.14.2 has a utilization of 60 percent or less of the school capacity; 4.14.3 are within 15 kilometers of another school; 4.14.4 has a combined unused capacity that is greater than 400

students in cases where more than one school is being considered;

4.14.5 does not have an independent MIDENT number; 4.14.6 Or when the Board is planning the relocation of a program (in

any school year or over a number of school years) in which the enrolment constitutes 50 percent or more of the school’s enrolment.

4.15 IMPLEMENTATION OF MODIFIED ACCOMMODATION REVIEW PROCESS

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______________________________________________________________________________________


4.15.1 The initial staff report will identify the rationale for exempting the school(s) from the standard pupil accommodation review process.

4.15.2 The initial staff report and SIP’s will be made available to the

public, as per Section 4.5.2, and posted on the Board’s website.

4.15.3 A public meeting will be announced and advertised through

an appropriate range of media as referenced in section 4.5.2. 4.15.4 Following the public meeting, Board staff will submit a final

report to the Board, which will be available to the public as referenced in section 4.5.2, and posted on the Board website.

4.15.5 The final staff report will include a Community consultation

section that contains feedback from any public consultations, as well as any relevant information obtained from municipalities and other community partners prior to and during the modified pupil accommodation process.

4.15.6 Once a final staff report is submitted to the Board, a feedback

opportunity will be provided for members of the public through public delegations to the Board. Notice of the public delegation opportunities will be provided based on board policy.

4.15.7 After the public delegations, staff will compile feedback from

the public delegations which will be presented to the Board with the final staff report.

4.15.8 The Board has the discretion to approve the recommendation(s)

of the final staff report as presented, modify the recommendation(s) of the final staff report, or to approve a different outcome.

4.15.9 The Board will attempt to make the final pupil accommodation

review decisions on dates other than the summer holiday period (i.e. July 1 to the day after Labour Day.)

4.15.10 A transition plan will be put into place following the decision

to consolidate or close a school.

4.16 TIMELINES FOR THE MODIFIED ACCOMMODATION REVIEW PROCESS 4.16.1 Written notice will be provided within 5 business days of the

Board decision to conduct a modified public accommodation review. a) The notice will be provided to each of the affected single

and upper-tier municipalities through the Clerks Department and other community partners that expressed

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______________________________________________________________________________________


an interest prior to the modified pupil accommodation review.

b) The notice will include an invitation for a meeting to discuss and comment on the recommended option(s) in the Board’s initial staff report.

4.16.2 The Board will notify the Director(s) of Education of coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division.

4.16.3 The affected single and upper-tier municipalities, as well as

any other community partners that expressed an interest prior to the modified pupil accommodation review, must provide their response on the recommended option(s) in the board’s initial staff report before the final public meeting.

4.16.4 The Board will hold at least one public meeting, which will be

scheduled no fewer than 30 business days from the date of Board approval of a modified pupil accommodation review. The final staff report must be publically posted no fewer than 10 business days after the final public meeting.

4.16.5 From the posting of the final staff report, there must be no

fewer than 10 business days between public delegations and the final decision of the Board.

5.0 APPENDICES

5.16 Appendix 1 – Ministry of Education Pupil Accommodation Review

Guidelines, March 2015

5.17 Appendix 2 – School Information Profile Template 5.18 Appendix 3 – Ministry of Education Administrative Review of

Accommodation Review Process

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PUPIL ACCOMMODATION REVIEW GUIDELINES OP-6006 Appendix A

MINISTRY OF EDUCATION

PUPIL ACCOMMODATI ON REVIEW GUIDELINE

March 2015

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TABLE OF CONTENTS

PREAMBLE

I. PURPOSE

II. INTRODUCTION

Ill. GUIDING PRINCIPLES

IV. SCHOOL BOARD ACCOMMODATI ON REVIEW POLICIES

V. SCHOOL BOARD PLANNING PRIOR TO AN ACCOMMODATION REVIEW

VI. ESTABLISHING AN ACCOMMODATI ON REVIEW

VII. THE ACCOMMODATI ON REVIEW COMMITTEE

VIII. SCHOOL INFORMATION PROFILE

IX. CONSULTATION WITH LOCAL MUNICIPAL GOVERNMENTS

X. PUBLIC MEETINGS

XI. COMPLETING THE ACCOMODATI ON REVIEW

XII. TRANSITION PLANNING

XIII. TIMELINES FOR THE ACCOMMODATI ON REVIEW PROCESS

XIV. MODIFIED ACCOMMODATI ON REVIEW PROCESS

XV. EXEMPTIONS

XVI. DEFINITIONS

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PREAMBLE School boards are responsible for managing their school capital assets in an effective

manner. They must respond to changing demographics and program needs while

ensuring continued student achievement and well-being, and the financial

viability/sustainability of the school board.

One aspect of a school board's capital and accommodation planning is reviewing schools

that have underutilized space. These are schools where the student capacity of the

school is greater than the number of students enrolled. When a school board identifies a

school that is projected to have long-term excess space, a school board would typically

look at a number of options such as:

• moving attendance boundaries and programs to balance enrolment between over

and underutilized schools;

• offering to lease underutilized space within a school to a coterminous school board;

• finding community partners who can pay the full cost of operating the underutilized space; and/or

• decommissioning or demolishing a section of the school that is not required for

student use to reduce operating costs.

If none of these options are deemed viable by a school board, the board may determine

that a pupil accommodation review process take place which could lead to possible

school consolidations and closures. These decisions are made within the context of

supporting the school board's student achievement and well being strategy and to make

the most effective use of its school buildings and funding.

The Ministry of Education expects school boards to work with their community partners

when undertaking capital planning, including when a school board is beginning to

develop options to address underutilized space in schools. The Ministry of Education's

Community Planning and Partnerships Guideline (CPPG) outlines requirements for school

boards to reach out to their local municipalities and other community partners to share

planning related information and to explore potential partnership opportunities. This

version of the Pupil Accommodation Review Guideline (the " Guideline") builds upon the

CPPG by providing requirements for school boards to share information with and seek

feedback from their local municipalities and other community partners related to any pupil

accommodation reviews a school board initiates.

If a pupil accommodation review results in a school closure decision, a school board will

then need to decide whether to declare that school as surplus, potentially leading to the

future sale of the property. These sales are governed by provincial regulation. Alternately,

a school board may decide to use a closed school for other school board purposes, or

hold the property as a strategic long term asset of the school board due to a projected

need for the facility in the future.

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Each school board decides when it is appropriate to review its strategic property holdings

to determine if these properties are still required to be held or should be considered

surplus to the school board's needs and considered for a future sale.

This document provides direction to school boards on one component of their capital

planning - the pupil accommodation review process. It provides the minimum standards

the province requires school boards to follow when undertaking a pupil accommodation

review. It is important to note that school boards have flexibility to modify their pupil

accommodation review policies to meet their local needs, and can develop policies that

exceed the provincial minimum standards outlined in this document.

I. PURPOSE

The purpose of the Guideline is to provide a framework of minimum standards for school

boards to undertake pupil accommodation reviews to determine the future of a school or

group of schools. This Guideline ensures that where a decision is taken by a school

board regarding the future of a school, that decision is made with the involvement of an

informed local community and is based on a broad range of criteria regarding the quality

of the learning experience for students .

This Guideline is effective upon release and replaces the previous Guideline of June

2009.

II. INTRODUCTION Ontario's school boards are responsible for deciding the most appropriate pupil

accommodation arrangements for the delivery of their elementary and secondary

programs. These decisions are made by school board trustees in the context of carrying

out their primary responsibilities of fostering student achievement and well-being, and

ensuring effective stewardship of school board resources. In some cases, to address

changing student populations, this requires school boards to consider undertaking pupil

accommodation reviews that may lead to school consolidations and closures.

Under paragraph 26, subsection 8 (1) of the Education Act, the Minister of Education

may issue guidelines with respect to school boards' school closure policies.

Ill. GUIDING PRINCIPLES

The Guideline has been established to align with the Ministry of Education's vision and as

such, focuses on student well-being; academic achievement; and school board financial

viability/sustainability.

All school board pupil accommodation review policies should be designed to align with

these guiding principles.

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IV. SCHOOL BOARD ACCOMMODATION REVIEW POLICIES School boards are responsible for creating and implementing a policy to address pupil

accommodation reviews to serve their local needs. The Ministry of Education expects

school boards to consult with local communities prior to adopting or subsequently

amending their pupil accommodation review policies.

All pupil accommodation review policies must be clear in stipulating that the final decision

regarding the future of a school or group of schools rests solely with the Board of

Trustees. If the Board of Trustees votes to close a school or schools in accordance with

their policy, the school board must provide clear timelines regarding the closure(s) and

ensure that a transition plan is communicated to all affected school communities within

the school board.

It is important to note that this Guideline is intended as a minimum requirement for

school boards in developing their policies. School boards are responsible for establishing

and complying with their pupil accommodation review policies to serve their local needs.

A copy of the school board's pupil accommodation review policy, the government's Pupil

Accommodation Review Guideline and the Administrative Review of Accommodation

Review Process documents are to be made available to the public as determined in the

school board's policy, and posted on the school board's website.

The Guideline recognizes that pupil accommodation reviews include a school or group of

schools to facilitate the development of viable solutions for pupil accommodation that

support the guiding principles.

School board pupil accommodation review policies will include statements that

encourage the sharing of relevant information as well as providing the opportunity for the

public and affected school communities to be heard.

The Ministry of Education recommends that, wherever possible, schools should only be

subject to a pupil accommodation review once in a five-year period, unless there are

circumstances determined by the school board, such as a significant change in

enrolment.

V. SCHOOL BOARD PLANNING PRIOR TO AN ACCOMMODATION REVIEW

As described in the Community Planning and Partnerships Guideline, school boards

must undertake long-term capital and accommodation planning, informed by any relevant

information obtained from local municipal governments and other community partners,

which takes into consideration long-term enrolment projections and planning

opportunities for the effective use of excess space in all area schools .

School boards must document their efforts to obtain information from local municipal

governments as well as other community partners that expressed an interest prior to the

pupil accommodation review; and provide any relevant information from municipalities

and other community partners as part of the initial staff report (see Section VI).

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VI. ESTABLISHING AN ACCOMMODATION REVIEW

School boards may proceed to establish a pupil accommodation review only after

undertaking the necessary assessment of long-term capital and accommodation planning

options for the school(s).

Initial Staff Report

Prior to establishing a pupil accommodation review, the initial staff report to the Board of

Trustees must contain one or more options to address the accommodation issue(s).

Each option must have a supporting rationale. There must be a recommended option if

more than one option is presented. The initial staff report must also include information

on actions taken by school board staff prior to establishing a pupil accommodation review

process and supporting rationale as to any actions taken or not taken.

The option(s) included in the initial staff report must address the following:

• summary of accommodation issue(s) for the school(s) under review;

• where students would be accommodated;

• if proposed changes to existing facility or facilities are required as a result of the pupil

accommodation review;

• identify any program changes as a result of the proposed option;

• how student transportation would be affected if changes take place;

• if new capital investment is required as a result of the pupil accommodation review,

how the school board intends to fund this, as well as a proposal on how students

would be accommodated if funding does not become available; and

• any relevant information obtained from municipalities and other community partners

prior to the commencement of the pupil accommodation review, including any

confirmed interest in using the underutilized space.

Each recommended option must also include a timeline for implementation. The initial staff report and School Information Profiles (SIPs) (see Section VIII) will be

made available to the public, as determined in the school board's policy,

and posted on the school board's website following the decision to proceed with a pupil

accommodation review by the Board of Trustees.

School boards must ensure that individuals from the school(s) under review and the

broader community are invited to participate in the pupil accommodation review

consultation. At a minimum, the pupil accommodation review process must consist of the

following methods of consultation:

• Accommodation Review Committee (ARC) (see Section VII);

• consultation with municipal governments local to the affected school(s) (see Section IX);

• public meetings (see Section X); and

• public delegations (see Section XI).

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VII. THE ACCOMMODATION REVIEW COMMITTEE

School boards must establish an ARC that represents the school(s) under review and

acts as the official conduit for information shared between the school board and the

school communities. The ARC may comment on the initial staff report and may,

throughout the pupil accommodation review process, seek clarification of the initial staff

report. The ARC may provide other accommodation options than those in the initial staff

report; however, it must include supporting rationale for any such option.

The ARC members do not need to achieve consensus regarding the information

provided to the Board of Trustees.

The school board's staff resources assigned to the ARC are required to compile

feedback from the ARC as well as the broader community in the Community

Consultation section of the final staff report (see Section XI) to be presented to the Board

of Trustees.

Membership

The membership of the ARC should include, at a minimum, parent/guardian

representatives from each of the schools under review, chosen by their respective school

communities.

Where established by a school board's pupil accommodation review policy, there may

also be the option to include students and representation from the broader community.

For example, a school board's policy may include a requirement for specific

representation from the First Nations, Metis, and Inuit communities. In addition, school

board trustees may be ad hoc ARC members to monitor the ARC progress.

Formation

The ARC should be formed following the Board of Trustees' consideration of the initial

staff report but prior to the first public meeting. The school board will invite ARC

members from the school(s) under review to an orientation session that will describe the

mandate, roles and responsibilities, and procedures of the ARC.

Terms of Reference

School boards will provide the ARC with Terms of Reference that describe the ARC's

mandate. The mandate will refer to the school board's education and accommodation

objectives in undertaking the ARC and reflect the school board's strategy for supporting

student achievement and well-being.

The Terms of Reference will also clearly outline the school board's expectations of the

roles and responsibilities of the ARC; and describe the procedures of the ARC. At a

minimum, the ARC will provide feedback on the initial staff report option(s).

The Terms of Reference will outline the minimum number of working meetings of the

ARC.

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Meetings of the Accommodation Review Committee

The ARC will meet to review materials presented by school board staff. It is

recommended that the ARC hold as many working meetings as is deemed necessary

within the timelines established in their school board's pupil accommodation review

policy.

VIII. SCHOOL INFORMATION PROFILE School board staff are required to develop School Information Profiles (SIPs) as

orientation documents to help the ARC and the community understand the context

surrounding the decision to include the specific school(s) in a pupil accommodation

review. The SIP provides an understanding of and familiarity with the facilities under

review.

The SIP is expected to include data for each of the following two considerations about

the school(s) under review:

• value to the student; and

• value to the school board. A SIP will be completed by school board staff for each of the schools under review. The

following are the minimum data requirements and factors that are to be included in the

SIP:

• Facility Profile:

o School name and address.

o Site plan and floor plan(s) (or space template) of the school with the date of school

construction and any subsequent additions.

o School attendance area (boundary) map.

o Context map (or air photo) of the school indicating the existing land uses surrounding

the school.

o Planning map of the school with zoning, Official Plan or secondary plan land use

designations.

o Size of the school site (acres or hectares).

o Building area (square feet or square metres).

o Number of portable classrooms.

o Number and type of instructional rooms as well as specialized classroom teaching

spaces (e.g., science lab, tech shop, gymnasium, etc.).

o Area of hard surfaced outdoor play area and/or green space, the number of play

fields, and the presence of outdoor facilities (e.g., tracks, courts for basketball,

tennis, etc.).

o Ten-year history of major facility improvements (item and cost).

o Projected five-year facility renewal needs of school (item and cost).

o Current Facility Condition Index (FCI) with a definition of what the index represents .

o A measure of proximity of the students to their existing school, and the average

distance to the school for students.

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o Percentage of students that are and are not eligible for transportation under the

school board policy, and the length of bus ride to the school (longest, shortest, and

average length of bus ride times).

o School utility costs (totals, per square foot, and per student).

o Number of parking spaces on site at the school, an assessment of the adequacy of

parking, and bus/car access and egress.

o Measures that the school board has identified and/or addressed for accessibility of

the school for students, staff, and the public with disabilities (i.e., barrier-free).

o On-the-ground (OTG) capacity, and surplus/shortage of pupil places.

• Instructional Profile:

o Describe the number and type of teaching staff, non-teaching staff, support staff,

itinerant staff, and administrative staff at the school.

o Describe the course and program offerings at the school.

o Describe the specialized service offerings at the school (e.g., cooperative

placements, guidance counseling, etc.).

o Current grade configuration of the school (e.g., junior kindergarten to Grade 6, junior

kindergarten to Grade 12, etc.).

o Current grade organization of the school (e.g., number of combined grades, etc.) .

o Number of out of area students .

o Utilization factor/classroom usage.

o Summary of five previous years' enrolment and 10-year enrolment projection by

grade and program.

o Current extracurricular activities.

• Other School Use Profile:

o Current non-school programs or services resident at or co-located with the school as

well as any revenue from these non-school programs or services and whether or not

it is at full cost recovery.

o Current facility partnerships as well as any revenue from the facility partnerships and

whether or not it is at full cost recovery.

o Community use of the school as well as any revenue from the

community use of the school and whether or not it is at full cost recovery.

o Availability of before and after school programs or services (e.g., child care) as well

as any revenue from the before and after school programs and whether or not it is at

full cost recovery.

o Lease terms at the school as well as any revenue from the lease and whether or not

it is at full cost recovery.

o Description of the school's suitability for facility partnerships.

School boards may introduce additional items that could be used to reflect local

circumstances and priorities which may help to further understand the school(s) under

review.

Each school under review will have a SIP completed at the same point-in-time for

comparison purposes. The Ministry of Education expects school boards to prepare SIPs

that are complete and accurate, to the best of the school board's ability, prior to the

commencement of a pupil accommodation review.

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While the ARC may request clarification about information provided in the SIP, it is not the role of the ARC to approve the SIP.

IX. CONSULTATION WITH LOCAL MUNICIPAL GOVERNMENTS

Following the Board of Trustees' approval to undertake a pupil accommodation review,

school boards must invite affected single and upper-tier municipalities as well as other

community partners that expressed an interest prior to the pupil accommodation review

to discuss and comment on the recommended option(s) in the school board's initial staff

report.

The invitation for this meeting will be provided through a written notice, and will be

directed through the Clerks Department (or equivalent) for the affected single and upper-

tier municipalities.

The affected single and upper-tier municipalities, as well as other community partners

that expressed an interest prior to the pupil accommodation review, must provide their

response on the recommended option(s) in the school board's initial staff report before

the final public meeting. School boards must provide them with advance notice of when

the final public meeting is scheduled to take place.

School boards must document their efforts to meet with the affected single and upper-tier

municipalities, as well as other community partners that expressed an interest prior to the

pupil accommodation review; and provide any relevant information from this meeting as

part of the final staff report to the Board of Trustees (see Section XI) .

X. PUBLIC MEETINGS Once a school board has received an initial staff report and has approved the initiation of

a pupil accommodation review, the school board must arrange to hold a minimum of two

public meetings for broader community consultation on the initial staff report. School board

staff are expected to facilitate the public meetings to solicit broader community feedback

on the recommended option(s) contained in the initial staff report.

The public meetings are to be announced and advertised publicly by the school board

through an appropriate range of media as determined by the school board.

At a minimum, the first public meeting must include the following :

• an overview of the ARC orientation session;

• the initial staff report with recommended option(s); and

• a presentation of the SIPs.

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XI. COMPLETING THE ACCOMMODATION REVIEW

Final Staff Report

At the conclusion of the pupil accommodation review process, school board staff will

submit a final staff report to the Board of Trustees which must be available to the public

as determined in the school board's policy, and posted on the school board's website.

The final staff report must include a Community Consultation section that contains

feedback from the ARC and any public consultations as well as any relevant information

obtained from municipalities and other community partners prior to and during the pupil

accommodation review.

School board staff may choose to amend their proposed option(s) included in the initial

staff report. The recommended option(s) must also include a proposed accommodation

plan, prepared for the decision of the Board of Trustees, which contains a timeline for

implementation.

Delegations to the Board of Trustees Meeting

Once school board staff submits the final staff report to the Board of Trustees, the school

board must allow an opportunity for members of the public to provide feedback on the

final staff report through public delegations to the Board of Trustees. Notice of the public

delegation opportunities will be provided based on school board policy.

After the public delegations, school board staff will compile feedback from the public

delegations which will be presented to the Board of Trustees with the final staff report.

Decision of the Board of Trustees

The Board of Trustees will be provided with the final staff report, including the compiled

feedback from the public delegations, when making its final decision regarding the pupil

accommodation review.

The Board of Trustees has the discretion to approve the recommendation(s) of the final

staff report as presented, modify the recommendation(s) of the final staff report, or to

approve a different outcome.

The Ministry encourages school boards not to make final pupil accommodation review

decisions during the summer holiday period (typically from July 1 to the day after Labour

Day.

XII. TRANSITION PLANNING

The transition of students should be carried out in consultation with parents/guardians

and staff. Following the decision to consolidate and/or close a school, the school board is

expected to establish a separate committee to address the transition for students and

staff.

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XIII. TIMELINES FOR THE ACCOMMODATION REVIEW PROCESS

The pupil accommodation review process must comply with the following minimum

timelines:

• Following the date of the Board of Trustees ' approval to conduct a pupil

accommodation review, the school board will provide written notice of the Board of

Trustees' decision within 5 business days to each of the affected single and upper-

tier municipalities through the Clerks Department (or equivalent), other community

partners that expressed an interest prior to the pupil accommodation review; and

include an invitation for a meeting to discuss and comment on the recommended

option(s) in the school board's initial staff report. School boards must also notify the

Director(s) of Education of their coterminous school boards and the Ministry of

Education through the office of the Assistant Deputy Minister of the Financial Policy

and Business Division.

• The affected single and upper-tier municipalities, as well as other community

partners that expressed an interest prior to the pupil accommodation review, must

provide their response on the recommended option(s) in the school board's initial

staff report before the final public meeting.

• Beginning with the date of the Board of Trustees' approval to conduct a pupil

accommodation review, there must be no fewer than 30 business days before the

first public meeting is held.

• There must be a minimum period of 40 business days between the first and final

public meetings.

• The final staff report must be publicly posted no fewer than 10 business days after

the final public meeting.

• From the posting of the final staff report, there must be no fewer than 10 business

days before the public delegations.

• There must be no fewer than 10 business days between public delegations and the final decision of the Board of Trustees.

XIV. MODIFIED ACCOMMODATION REVIEW PROCESS In certain circumstances, where the potential pupil accommodation options available are

deemed by the school board to be less complex, school boards may find it appropriate to

undertake a modified pupil accommodation review process. The Guideline permits a

school board to include an optional modified pupil accommodation review process in its

pupil accommodation review policy.

A school board's pupil accommodation review policy must clearly outline the conditions

where a modified pupil accommodation review process could be initiated by explicitly

defining the factors that would allow the school board the option to conduct a modified

pupil accommodation review process. The conditions for conducting a modified pupil

accommodation review process need to be based on two or more of the following

factors:

• distance to the nearest available accommodation;

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• utilization rate of the facility;

• number of students enrolled at the school; or

• when a school board is planning the relocation (in any school year or over a number

of school years) of a program, in which the enrolment constitutes more than or equal

to 50% of the school's enrolment (this calculation is based on the enrolment at the

time of the relocation, or the first phase of a relocation carried over a number of

school years).

School boards may consider additional factors that are defined in their pupil

accommodation review policy to qualify for the modified pupil accommodation review

process. Multiple factors may be developed by the school board to appropriately reflect

varying conditions across the board (e.g., urban, rural, elementary panel, secondary

panel, etc.). The Board of Trustees must approve these explicitly defined factors, after

community consultation, in order to adopt a modified pupil accommodation review process

as part of their school board's pupil accommodation review policy.

The guiding principles of this Guideline apply to the modified pupil accommodation

review process.

Even when the criteria for a modified pupil accommodation review are met, a school

board may choose to use the standard pupil accommodation review process.

Implementing the Modified Accommodation Review Process

The initial staff report will explain the rationale for exempting the school(s) from the

standard pupil accommodation review process, in accordance with the school board's

pupil accommodation review policy.

The initial staff report and SIPs must be made available to the public, as determined in

the school board's policy, and posted on the school board's website.

A public meeting will be announced and advertised through an appropriate range of

media as determined by the school board.

Following the public meeting, school board staff will submit a final staff report to the

Board of Trustees which must be available to the public as determined in the school

board's policy, and posted on the school board's website. The final staff report must

include a Community Consultation section that contains feedback from any public

consultations as well as any relevant information obtained from municipalities and other

community partners prior to and during the modified pupil accommodation review.

Once school board staff submit the final staff report to the Board of Trustees, the school

board must allow an opportunity for members of the public to provide feedback through

public delegations to the Board of Trustees. Notice of the public delegation opportunities

will be provided based on school board policy.

After the public delegations, school board staff will compile feedback from the public

delegations which will be presented to the Board of Trustees with the final staff report.

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The Board of Trustees has the discretion to approve the recommendation(s) of the final

staff report as presented, modify the recommendation(s) of the final staff report, or to

approve a different outcome.

The Ministry encourages school boards not to make final pupil accommodation review

decisions during the summer holiday period (typically from July 1 to the day after Labour

Day.

A transition plan will be put in place following the decision to consolidate and/or close a

school.

Timelines for the Modified Accommodation Review Process

The modified pupil accommodation review process must comply with the following

minimum timelines:

• Following the date of the Board of Trustees' approval to conduct a modified pupil

accommodation review, the school board will provide written notice of the Board of

Trustees' decision within 5 business days to each of the affected single and upper-

tier municipalities through the Clerks Department (or equivalent), other community

partners that expressed an interest prior to the modified pupil accommodation

review; and include an invitation for a meeting to discuss and comment on the

recommended option(s) in the school board's initial staff report. School boards must

also notify the Director(s) of Education of their coterminous school boards and the

Ministry of Education through the office of the Assistant Deputy Minister of the

Financial Policy and Business Division.

• The affected single and upper-tier municipalities, as well as other community

partners that expressed an interest prior to the modified pupil accommodation

review, must provide their response on the recommended option(s) in the school

board's initial staff report before the final public meeting.

• The school board must hold at least one public meeting. Beginning with the date of

the Board of Trustees' approval to conduct a modified pupil accommodation review,

there must be no fewer than 30 business days before this public meeting is held.

• The final staff report must be publicly posted no fewer than 10 business days after

the final public meeting.

• From the posting of the final staff report, there must be no fewer than 10 business

days before the public delegations.

• There must be no fewer than 10 business days between public delegations and the

final decision of the Board of Trustees .

XV. EXEMPTIONS

This Guideline applies to schools offering elementary or secondary programs. However,

there are specific circumstances where school boards are not obligated to undertake a

pupil accommodation review. These include:

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• where a replacement school is to be built by the school board on the existing site, or

built or acquired within the existing school attendance boundary, as identified

through the school board's policy;

• where a replacement school is to be built by the school board on the existing site, or

built or acquired within the existing school attendance boundary and the school

community must be temporarily relocated to ensure the safety of students and staff

during the reconstruction, as identified through the school board's policy;

• when a lease for the school is terminated; • when a school board is planning the relocation (in any school year or over a number

of school years) of grades or programs, in which the enrolment constitutes less than

50% of the school's enrolment (this calculation is based on the enrolment at the time

of the relocation, or the first phase of a relocation carried over a number of school

years);

• when a school board is repairing or renovating a school, and the school community

must be temporarily relocated to ensure the safety of students during the

renovations;

• where a facility has been serving as a holding school for a school community whose

permanent school is over-capacity and/or is under construction or repair; or

• where there are no students enrolled at the school at any time throughout the school

year.

In the above circumstances, a school board is expected to inform school communities

about proposed accommodation plans for students before a decision is made by the

Board of Trustees. The school board will also provide written notice to each of the

affected single and upper-tier municipalities through the Clerks Department (or

equivalent), as well as other community partners that expressed an interest prior to the

exemption, and their coterminous school boards in the areas of the affected school(s)

through the Director of Education, and to the Ministry of Education through the Assistant

Deputy Minister of the Financial Policy and Business Division no fewer than 5 business

days after the decision to proceed with an exemption.

A transition plan will be put in place following the Board of Trustees' decision to

consolidate, close or move a school or students in accordance with this section.

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XVI. DEFINITIONS

Accommodation review: A process, as defined in a school board pupil

accommodation review policy, undertaken by a school board to determine the future of a

school or group of schools.

Accommodation Review Committee (ARC): A committee, established by a school

board that represents the affected school(s) of a pupil accommodation review, which acts

as the official conduit for information shared between the school board and the affected

school communities.

ARC working meeting: A meeting of ARC members to discuss a pupil accommodation

review, and includes a meeting held by the ARC to solicit feedback from the affected

school communities of a pupil accommodation review.

Business day: A calendar day that is not a weekend or statutory holiday. It also does

not include calendar days that fall within school boards' Christmas, spring, and summer

break. For schools with a year-round calendar, any break that is five calendar days or

longer is not a business day.

Consultation: The sharing of relevant information as well as providing the opportunity

for municipalities and other community partners, the public and affected school

communities to be heard.

Facility Condition Index (FCI): A building condition as determined by the Ministry of

Education by calculating the ratio between the five-year renewal needs and the

replacement value for each facility.

On-the-ground (OTG) capacity: The capacity of the school as determined by the

Ministry of Education by loading all instructional spaces within the facility to current

Ministry standards for class size requirements and room areas.

Public delegation: A regular meeting of the Board of Trustees where presentations by

groups or individuals can have their concerns heard directly by the school board

trustees.

Public meeting: An open meeting held by the school board to solicit broader

community feedback on a pupil accommodation review.

School Information Profile (SIP): An orientation document with point-in-time data for

each of the schools under a pupil accommodation review to help the ARC and the

community understand the context surrounding the decision to include the specific

school(s) in a pupil accommodation review.

Space template: A Ministry of Education template used by a school board to determine

the number and type of instructional areas to be included within a new school, and the

size of the required operational and circulation areas within that school.

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PUPIL ACCOMMODATION REVIEW GUIDELINE (Revised June 2009) INSERT MARCH 2015 GUIDELINES

PURPOSE The purpose of the Pupil Accommodation Review Guideline (previously referred to as school closure guidelines) is to provide direction to school Boards regarding public accommodation reviews undertaken to determine the future of a school or group of schools. The Guideline ensures that where a decision is taken by a school Board regarding the future of a school, that decision is made with the full involvement of an informed local community and it is based on a broad range of criteria regarding the quality of the learning experience for students. In recognition of the important role schools play in strengthening rural and urban communities and the importance of healthy communities for student success, it is also expected that decisions consider the value of the school to the community, taking into account other government initiatives aimed at strengthening communities. School Boards in Ontario are responsible for providing schools and facilities for their students and for operating and maintaining their schools as effectively and efficiently as possible to support student achievement. Under paragraph 26, subsection 8 (1) of the Education Act, the Minister of Education may issue guidelines with respect to school Boards’ school closure policies. The Guideline is effective upon release. SCHOOL BOARD ACCOMMODATION REVIEW POLICIES School Boards are responsible for establishing and following their own accommodation review policies. At a minimum, Boards’ accommodation review policies are to reflect the requirements of the Pupil Accommodation Review Guideline set out below. A copy of the school Board’s accommodation review policy, the government’s Pupil Accommodation Review Guideline and the Administrative Review of Accommodation Review Process documents are to be available at the school Board’s office and posted on the school Board’s website. School Boards are expected to undertake long-term enrolment and capital planning that will provide the context for accommodation review processes and decisions. This planning should take into account opportunities for partnerships with other school Boards and appropriate public organizations that are financially sustainable, safe for students, and protect the core values and objectives of the school Board. The Guideline recognizes that, wherever possible, accommodation reviews should focus on a group of schools within a school Board’s planning area rather than examine a single school. These schools would be reviewed together because they are located close enough to the other schools within a planning area to facilitate the development of viable and practical solutions for student accommodation. ACCOMMODATION REVIEW TERMS OF REFERENCE The review of a particular school or schools is to be led by an Accommodation Review Committee (ARC) appointed by the Board. The ARC assumes an advisory role and will provide recommendations that will inform the final decision made by the Board of Trustees.

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Each ARC must include membership drawn from the community. It is recommended that the committee include parents, educators, Board officials, and community members. Trustees are not required to serve on ARCs. School Boards will provide the ARC with a Terms of Reference that describes the ARC’s mandate. The mandate will refer to the Board's educational and accommodation objectives in undertaking the ARC and reflect the Board's strategy for supporting student achievement. The Terms of Reference will contain Reference Criteria that frame the parameters of ARC discussion. The Reference Criteria will include the educational and accommodation criteria for examining schools under review and accommodation options. Examples may include grade configuration, school utilization, and program offerings. The Terms of Reference will identify ARC membership and the role of voting and non-voting members, including Board and school administration. The Terms of Reference will also describe the procedures for the ARC, including meetings; material, support, and analysis to be provided by Board administration; and the material to be produced by the ARC. School Boards will inform the ARC at the beginning of the process about partnership opportunities, or lack thereof, as identified as part of Boards’ long term planning process. SCHOOL INFORMATION PROFILE School Boards are required to develop a School Information Profile to help the ARC and the community understand how well school(s) meet the objectives and the Reference Criteria outlined in the Terms of Reference. The School Information Profile includes data for each of the following four considerations about the school(s):

Value to the student;

Value to the school Board;

Value to the community;

Value to the local economy. It is recognized that the school’s value to the student takes priority over other considerations about the school. A School Information Profile will be completed by Board administration for each of the schools under review. If multiple schools within the same planning area are being reviewed together, the same Profile must be used for each school. The completed School Information Profile(s) will be provided to the ARC to discuss, consult on, modify based on new or improved information, and finalize. The following are examples of factors that may be considered under each of the four considerations. Boards and ARCs may introduce other factors that could be used to reflect local circumstances and priorities, which may help to further understand the school(s). Value to the Student

the learning environment at the school;

student outcomes at the school;

course and program offerings;

extracurricular activities and extent of student participation;

the ability of the school’s physical space to support student learning;

the ability of the school’s grounds to support healthy physical activity and extracurricular activities;

accessibility of the school for students with disabilities;

safety of the school;

proximity of the school to students/length of bus ride to school. Value to the School Board

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student outcomes at the school;

course and program offerings;

availability of specialized teaching spaces;

condition and location of school;

value of the school if it is the only school within the community;

fiscal and operational factors (e.g., enrolment vs. available space, cost to operate the school, cost of transportation, availability of surplus space in adjacent schools, cost to upgrade the facility so that it can meet student learning objectives).

Value to the Community

facility for community use;

program offerings at the school that serve both students and community members (e.g., adult ESL);

school grounds as green space and/or available for recreational use;

school as a partner in other government initiatives in the community;

value of the school if it is the only school within the community.

Value to the Local Economy

school as a local employer;

availability of cooperative education;

availability of training opportunities or partnerships with business;

attracts or retains families in the community;

value of the school if it is the only school within the community. ACCOMMODATION REVIEW PROCESS As indicated above, the public review of each school or group of schools is to be led by a local Accommodation Review Committee appointed by the Board. School Boards must present to the ARC at least one alternative accommodation option that addresses the objectives and Reference Criteria outlined in the Terms of Reference. The option(s) will address where students would be accommodated; what changes to existing facilities may be required; what programs would be available to students; and transportation. If the option(s) require new capital investment, Board administration will advise on the availability of funding, and where no funding exists, will propose how students would be accommodated if funding does not become available. The Ministry recommends that, wherever possible, schools should only be subject to an accommodation review once in a five-year period, unless there are exceptional circumstances.

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School Information Profile The ARC will discuss and consult about the School Information Profile(s) prepared by Board administration for the school(s) under review and modify the Profile(s) where appropriate. This discussion is intended to familiarize the ARC members and the community with the school(s) in light of the objectives and Reference Criteria outlined in the Terms of Reference. The final School Information Profile(s) and the Terms of Reference will provide the foundation for discussion and analysis of accommodation options. Public Information and Access School Boards and ARCs are to ensure that all information relevant to the accommodation review, as defined by the ARC, is made public by posting it in a prominent location on the school Board’s website or making it available in print upon request. Where relevant information is technical in nature, it is to be explained in plain language. Accommodation Options The ARC may also create alternative accommodation options, which should be consistent with the objectives and Reference Criteria outlined in the Terms of Reference. Board administration will provide necessary data to enable the ARC to examine options. This analysis will assist the ARC in finalizing the Accommodation Report to the Board. ARCs may recommend accommodation options that include new capital investment. In such a case, Board administration will advise on the availability of funding. Where no funding exists, the ARC with the support of Board administration will propose how students would be accommodated if funding does not become available. As the ARC considers the accommodation options, the needs of all students in schools of the ARC are to be considered objectively and fairly, based on the School Information Profile and the objectives and Reference Criteria outlined in the Terms of Reference. Community Consultation and Public Meetings Once an accommodation review has been initiated, the ARC must ensure that a wide range of school and community groups is invited to participate in the consultation. These groups may include the school(s) councils, parents, guardians, students, school staff, the local community, and other interested parties. As indicated above, the ARC will consult about the customized School Information Profile prepared by Board administration and may make changes as a result of the consultation. The ARC will also seek input and feedback about the accommodation options and the ARC’s Accommodation Report to the Board. Discussions will be based on the School Information Profile(s) and the ARC’s Terms of Reference. Public meetings must be well publicized, in advance, through a range of methods and held at the school(s) under review, if possible, or in a nearby facility if physical accessibility cannot be provided at the school(s). Public meetings are to be structured to encourage an open and informed exchange of views. All relevant information developed to support the discussions at the consultation is to be made available in advance. At a minimum, ARCs are required to hold four public meetings to consult about the School Information Profile, the accommodation options, and the ARC Accommodation Report. Minutes reflecting the full range of opinions expressed at the meetings are to be kept, and made publicly available. ARCs and Board administration are to respond to questions they consider relevant to the ARC and its analysis, at future meetings of the school(s). If the Board of Trustees votes to close a school or schools, the Board must outline clear timelines around when the school(s) will close. TIMELINES FOR AN ACCOMMODATION REVIEW PROCESS After the intention to conduct an accommodation review of a school or schools has been announced by the school Board, there must be no less than 30 calendar days’ notice prior to the first of a minimum of four public meetings. Beginning with the first public meeting, the public consultation period must be no less than 90 calendar days.

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After the ARC completes its Accommodation Report it is to make the document publicly available and submit the document to the school Board administration. After the submission of the Accommodation Report, there must be no less than 60 calendar days’ notice prior to the meeting where the Board of Trustees will vote on the recommendations. Summer vacation, Christmas break and Spring break, including adjacent weekends, must not be considered part of the 30, 60 or 90 calendar day periods. For schools with a year-round calendar, any holiday that is nine calendar days or longer, including weekends, should not be considered part of the 30, 60 or 90 calendar day periods. APPLICATION OF ACCOMMODATION REVIEW GUIDELINES The Guideline applies to schools offering elementary or secondary regular day school programs. The following outlines circumstances where school Boards are not obligated to undertake an accommodation review in accordance with this Pupil Accommodation Review Guideline. In these circumstances, a Board is expected to consult with local communities about proposed accommodation options for students in advance of any decision by the Board.

Where a replacement school is to be rebuilt by the Board on the existing site, or rebuilt or acquired within the existing school attendance boundary as identified through the Board’s existing policies;

When a lease is terminated;

When a Board is planning the relocation in any school year or over a number of school years of a grade or grades, or a program, where the enrolment constitutes less than 50% of the enrolment of the school; this calculation is based on the enrolment at the time of the relocation or the first phase of a relocation carried over a number of school years;

When a Board is repairing or renovating a school, and the school community must be temporarily relocated to ensure the safety of students during the renovations;

Where a facility has been serving as a holding school for a school community whose permanent school is over-capacity and/or is under construction or repair.

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PUPIL ACCOMMODATION REVIEW GUIDELINES OP-6006 Appendix 2

SCHOOL INFORMATION PROFILE TEMPLATE (sample) School board staff are required to develop School Information Profiles (SIPs) as orientation documents to help the ARC and the community understand the context surrounding the decision to include the specific school(s) in a pupil accommodation review. The SIP provides an understanding of and familiarity with the facilities under review. The SIP is expected to include data for each of the following two considerations about the school(s) under review:

Value to the student, and

Value to the school board. A SIP will be completed by school board staff for each of the schools under review. The following are the minimum data requirements and factors that are to be included in the SIP:

Facility Profile: o School name and address; o Site plan and floor plan(s) (or space template) of the school with the date of school

construction and any subsequent additions; o School attendance area (boundary) map; o Context map (or air photo) of the school indicating the existing land uses surrounding

the school; o Planning map of the school with zoning, Official Plan or secondary plan land use

designations; o Size of the school site (acres or hectares); o Building area (square feet or square meters); o Number of portable classrooms; o Number and type of instructional rooms as well as specialized classroom teaching

spaces (e.g. science lab, tech shop, gymnasium, etc.); o Area of hard surfaced outdoor play area and/or green space, the number of play fields,

and the presence of outdoor facilities (e.g. tracks, courts for basketball, tennis, etc.); o Ten-year history of major facility improvements (item and cost); o Projected five-year facility renewal needs of school (item and cost); o Current Facility Condition Index (FCI) with a definition of what the index represents; o A measure of proximity of the students to their existing school, and the average distance

to the school for students; o Percentage of students that are and are not eligible for transportation under the school

board policy, and the length of bus ride to the school (longest, shortest, and average length of bus ride times);

o School utility costs (totals, per square foot, and per student); o Number of parking spaces on site at the school, an assessment of the adequacy of

parking, and bus/car access and egress; o Measures that the school board has identified and/or addressed for accessibility of the

school for students, staff, and the public with disabilities (i.e. barrier-free); o On-the-ground (OTG) capacity and surplus/shortage of pupil places.

Instructional Profile:

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o Describe the number and type of teaching staff, non-teaching staff, support staff, itinerant staff, and administrative staff at the school;

o Describe the course and program offerings at the school; o Describe the specialized service offerings at the school (e.g. co-operative placements,

guidance counselling, etc.); o Current grade configuration of the school (e.g. junior kindergarten to Grade 6, junior

kindergarten to Grade 12, etc.); o Current grade organization of the school (e.g. number of combined grades, etc.); o Number of out of area students; o Utilization factor/classroom usage; o Summary of five previous years’ enrolment and 10-year enrolment projection by grade

and program; o Current extracurricular activities.

Other School Use Profile: o Current non-school programs or services resident at or co-located with the school as

well as any revenue from these non-school programs or services and whether or not it is at full cost recovery;

o Current facility partnerships as well as any revenue from the facility partnerships and whether or not it is at full cost recovery;

o Community use of the school as well as any revenue from the community use of the school and whether or not it is at full cost recovery;

o Available of before and after school programs or services (e.g. child care) as well as any revenue from before and after school programs and whether or not it is at full cost recovery;

o Lease terms at the school as well as any revenue from the lease and whether or not it is at full cost recovery;

o Description of the school’s suitability for facility partnerships. School boards may introduce additional items that could be used to reflect local circumstances and priorities which may help to further understand the school(s) under review. Each school under review will have a SIP completed at the same point-in-time for comparison purposes. The Ministry of Education expects school boards to prepare SIPs that are complete and accurate to the best of the school board’s ability, prior to the commencement of a pupil accommodation review. While the ARC may request clarification about information provided in the SIP, it is not the role of the ARC to approve the SIP. School valuation is the focus of the pupil accommodation review process. The School Valuation Framework is to be used by the Accommodation Review Committee to provide an assessment which weighs the value for the school(s) to the student above other considerations. The value to the school Board, to the community, and to the local economy is also to be considered. Using the headings below, customize the School Valuation Framework for school being considered for review: Value to the Student 1. What is the quality of the learning environment at the school? 2. What are the student outcomes at the school?

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3. What is the range of course or program offerings at the school? 4. What is the range of and extent of student participation at extracurricular activities? 5. Does the school have adequate physical space to support student learning? 6. Are the school grounds adequate for healthy physical activity and extra-curricular activities? 7. Is the school accessible for students with disabilities? 8. Is the school building safe? 9. What is the proximity of the school to students? (i.e. What is the average length of bus ride to school?) Value to the School Board 1. What are the student outcomes at the school? 2. What is the range of course or program offerings at the school? 3. What is the availability of specialized teaching spaces at the school? 4. What is the condition of the school? 5. What is the value of the school if it is the only school within the community? 6. What fiscal and operational factors need to be considered? (e.g., enrolment vs available space, cost to

operate the school, cost of transportation, availability of surplus space in adjacent schools, cost to upgrade the facility so that it can meet student learning objectives)

Value to the Community 1. How often is the school used as a facility for the community? 2. What programs are offered at the school that serves both the students and community members? (e.g.,

adult ESL)? 3. Are the school grounds available for recreational use by the community? 4. Is the school seen as a partner in other government initiatives within the community? 5. What is the value of the school if it is the only school within the community? Value to the Local Economy 1. To what extent is the school a local employer? 2. What cooperative education is available at the school? 3. What training opportunities or business partnerships are currently in place? 4. Does the school attract and/or retain families in the community? 5. What is the value of the school if it is the only school within the community?

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MINISTRY OF EDUCATION ADMINISTRATIVE REVIEW OF ACCOMMODATION REVIEW PROCESS

A review of a school Board’s accommodation review process may be sought if the following conditions are met. An individual or individuals must:

Submit a copy of the Board’s accommodation review policy highlighting how the accommodation review process was not compliant with the school Board’s accommodation review policy;

Demonstrate the support of a portion of the school community through the completion of a petition signed by a number of supporters equal to at least 30% of the affected school's student headcount (e.g., if the headcount is 150, then 45 signatures would be required). Parents/guardians of students and/or other individuals that participated in the accommodation review process are eligible to sign the petition1;

The petition should clearly provide a space for individuals to print and sign their name; address (street name and postal code); and to indicate whether they are a parent/guardian of a student attending the school subject to the accommodation review, or an individual who has participated in the review process;

Submit the petition and justification to the school Board and the Minister of Education within thirty (30) days of the Board’s closure resolution. The school Board would be required to:

Confirm to the Minister of Education that the names on the petition are parents/guardians of students enrolled at the affected school and/or individuals who participated in the review process;

Prepare a response to the individual’s or individuals’ submission regarding the process and forward the Board’s response to the Minister of Education within thirty (30) days of receiving the petition. If the conditions set out above have been met, the Ministry would be required to:

Undertake a review by appointing a facilitator to determine whether the school Board accommodation review process was undertaken in a manner consistent with the Board’s accommodation review policy within thirty (30) days of receiving the school Board’s response. ____________________________________________________________________________ 1 Information contained in the petition is subject to the Freedom of Information and Protection of Privacy Act, 1990.

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DATE: October 6, 2015 TO: Trustees SUBJECT: Facility Partnerships Policy BU-3100 ORIGIN: Bob Kaye, Superintendent of Business REFERENCE: Committee of the Whole Board Meeting – October 13, 2015

PURPOSE: To present the Facility Partnerships Policy BU-3100. CONTEXT: The Procedure was identified for review in order to comply with the

new Ministry of Education Community Planning and Partnerships Guidelines which were released in March 2015.

CONTENT: The policy sets out the broad overriding principles for establishing

Community Partnerships. This policy has been reviewed by Senior Managers as well as Trustees and Director’s Council.

There were no revisions identified as necessary at this time.

ACTION: Recommendation that the Facility Partnerships Policy BU-3100 be approved with no revisions.

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2010 2015 Replacing

NEW All previous policies

Review Date

2015 2020 Page

1 of 1


Superintendent of Business Identification

BU – 3100

FACILITY PARTNERSHIPS Trillium Lakelands District School Board recognizes and supports the concept of collaborative partnerships for the sharing of facilities as part of a strong, vibrant and sustainable publically funded education system.

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DATE: October 6, 2015 TO: Trustees SUBJECT: Facility Partnerships Procedure BU-3101 ORIGIN: Bob Kaye, Superintendent of Business REFERENCE: Committee of the Whole Board Meeting – October 13, 2015

PURPOSE: To present the Facility Partnerships Procedure BU-3101. CONTEXT: The Procedure was identified for review in order to comply with the

new Ministry of Education Community Planning and Partnerships Guidelines which were released in March 2015.

CONTENT: The procedure sets out the process to be followed in establishing

Facility Partnerships in the Board. This procedure has been reviewed by Senior Managers as well as Trustees and Director’s Council.

Changes to the existing wording have been highlighted by strikeouts, and additions to the language have been identified in bold red. The primary revisions were made in an effort to provide greater clarity and continuity to the document, and to comply with the mandatory requirements of the Ministry of Education Community Planning and Partnerships Guidelines.

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ADMINISTRATIVE PROCEDURE Approval Date

2010 2015 Replacing

NEW All previous procedures

Review Date

2015 2020 Page

Page 1 of 11



BU - 3101

FACILITY PARTNERSHIPS 1.0 PURPOSE

Trillium Lakelands District School Board recognizes and supports the concept of collaborative partnerships for the sharing of facilities between publically funded community organizations.

2.0 REFERENCES/RELATED DOCUMENTS 2.1 Education Act 2.2 Ontario Regulation 444/98

2.3 Ministry of Education Community Planning and Facility Partnerships Guideline, March 2015


3.1 Notification List – The Board notification list will include those entities listed in Ontario Regulation 444/98, and any childcare operator or government –funded agency that requests being added to the list.

3.2 Underutilized space - will be defined as facilities that have been at 60%

utilization or less for the preceding two years, and/or have 200 or more surplus pupil places.


4.1 In order to optimize the use of facilities owned by the Board and offset operating costs, the Board will report annually at a regular public meeting of the board on facilities that may be suitable for facility partnerships with respect to new construction and underutilized space in schools and administrative buildings. Notification of the report meeting will be provided to those entities on the notification list and will be posted to the Board website. on the agenda for the meeting.

4.2 Those entities invited to the annual meeting must be prepared to

provide relevant planning information including, but not limited to, population projections, growth plans, community needs, land-use and green space/park requirements

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FACILITY PARTNERSHIPS 2 BU – 3101


4.3 In considering facilities for potential partnerships, the board will also take into consideration the condition of the facility and the configuration of the space, as well as the ability to separate the space used by the partners from that space used by the students.

4.4 In developing partnerships, the health and safety of students and staff

must be protected at all times.

4.5 Facility partnerships must be appropriate for the school setting and must not compromise the student achievement and wellbeing strategy.

4.6 Facility partnerships must not interfere with any known pupil

accommodation reviews.

4.7 Partners must be of a not-for–profit or charitable nature, demonstrate financial viability and due regard for the policies, beliefs and values of Trillium Lakelands District School Board.

4.8 Facility partnerships will not create additional costs to the Board, and will

be based on a full cost-recovery basis, including all operating, capital, renovation and administrative costs, as well as any applicable taxes. subject to a legal agreement.

4.9 Facility partnerships will comply with all Ministry of Education guidelines,

regulations and instructions, as well as with related municipal policies, zoning and site restrictions and by-laws.

4.10 In the event of multiple requests, the Board has sole discretion over

the prioritization of entities for partnerships. 4.11 Entities that provide competing educational services such as

tutoring services, JK-12 private schools or private colleges, and credit offering entities that are not government funded are not eligible partners.

4.12 When considering building a new school or undertaking a significant

addition or renovation, the Board will notify entities on the notification list one to three years prior to the potential construction date.

4.13 The Board will post information on its website regarding its intention to

build new schools, undertake significant renovations as well as information regarding underutilized space in operating schools and administrative buildings that is available for facility partnerships. This information will be updated annually along with the name and contact information of the Supervisor of Construction, Energy and Community Use. Facility Use Coordinator Clerk.

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FACILITY PARTNERSHIPS 3 BU – 3101


4.10 Entities that provide competing educational services such as tutoring services, JK-12 private schools or private colleges, and credit offering entities that are not government funded are not eligible partners.

5.0 APPENDICES 5.1 Appendix 1 - Community Planning and Partnerships Guidelines

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FACILITY PARTNERSHIPS

BU3101 Appendix 1


COMMUNITY PLANNING AND PARTNERSHIPS

GUIDELINE

March 2015

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Purpose

The purpose of the Community Planning and Partnerships (CPP) Guideline is to

encourage school boards to reach out to community organizations to share planning

information with community organizations on a regular basis. In particular, boards are

encouraged to ensure that additional efforts are made to share this information with

community organizations prior to commencing a pupil accommodation review.

This information sharing will allow school boards and other entities to work together to

the benefit of boards, students and the community, and to optimize the use of public

assets owned by school boards. This Guideline is intended to assist boards in

establishing more facility partnerships, and to support effective planning with community

partners regarding land-use and green space/park planning. Boards are expected to

revise or develop their own policy/policies that are consistent with this Guideline.

This Guideline focuses on opportunities to share facilities with community partners when

building new schools and undertaking significant renovations, when considering the use

of unoccupied space in schools, and when considering properties associated with

schools that may close and sites that may be considered for future disposition. The

Guideline is consistent with the legal framework outlined in the Education Act regarding

the disposit ion of both surplus and non-surplus property and the joint use of schools.

Overview

Cooperative and collaborative relationships between school boards and community

organizations are part of the foundation of a strong, vibrant and sustainable publicly

funded education system. Around the province, school boards have successful facility

partnerships with co-terminous boards and other entities that enable boards to reduce

facility costs and/or improve educational opportunities. Some boards have successfully

leased or sold space to their local municipality, resulting in a re-purposed local

community hub or in protected public access to green space/parks. The Ministry is

encouraging boards and their community partners to build on that success by putting

measures in place to increase the opportunities for expanding the number of

partnerships as well as long-term planning in a way that is well-informed, well-

coordinated, transparent, sustainable and supportive of student achievement.

It is the responsibility of all levels of government to make the best use of public assets.

The twin challenges of local enrolment changes and making the best use of education

funding to support student achievement create an incentive and opportunity to maximize

the use of school board facilities and properties. Offering space in schools to partners

can also strengthen the role of schools in communities, provide a place for programs

and facilitate the coordination of, and improve access to, services for students and the

wider community.

School boards' primary responsibility is to support the achievement and safety of

students. Within that context, the intent of the Community Planning and Partnerships

Guideline is to:

• Reduce facility operating costs for school boards and government;

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• Improve services and supports available to students;

• Strengthen relationships between schools boards and community partners and the

public;

• Maximize the use of public infrastructure through increased flexibility and utilization;

and

• Provide a foundation for improved service delivery for communities. The Guideline has eight components, outlined below:

1. The identification of CPP opportunities in board planning .

2. The development or review of board CPP policies.

3. The development of a process to notify community partners.

4. Planning for an annual CPP meeting.

5. School board planning prior to a pupil accommodation review.

6. The consideration of opportunities for co-building with community partners.

7. The consideration of opportunities for sharing unused space in schools with

community partners. 8. Partnership agreements and cost-recovery.

School boards have the authority to make decisions regarding their school facilities and

the use of their properties that are consistent with the Education Act. This Guideline

does not prevent boards from building, renovating or closing schools or from disposing

of surplus assets when required. Boards will continue to identify which schools will or

will not be suitable for facility partnerships based on board-determined criteria.

Boards will continue to follow Ontario Regulation 444/98 regarding the lease or sale of

surplus assets, including schools or parts of schools. Boards currently have the

authority to co-build schools with other entities and to enter into a variety of facility

partnerships through license or joint use agreement as outlined in paragraph 44 of

subsection 171 (1), paragraph 4 of subsection 171.1 (2), and sections 183, 194 and

196 of the Education Act, although the Education Act requires Minister approval in

some circumstances. While boards will continue to declare facilities and unused space

surplus where appropriate, the Ministry recognizes that there are circumstances in

open and operating schools where a board may not consider unused space to be

surplus. These circumstances may be related to enrolment fluctuations, program

changes or the size of space. Boards may choose to enter into license or joint use

agreements for space that is unused but not surplus.

The Guideline is not intended to disrupt agreements with existing facility partners. The

Guideline focuses on facility partnerships, and does not address the service or program

exchanges between boards and community organizations or other entities. Strong

partnerships between boards and service providers can and do exist without co-location.

At the same time, experience demonstrates that the sharing of facilities may create

opportunities for coordination and collaboration in service and program delivery, so

boards are encouraged to build relationships with their facility partners.

The Ministry recognizes that encouraging community planning and facility partnerships

will be most effective when community partners work with school boards and notify them

in a timely manner when they are looking for space or considering new construction.

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1. School Board Planning and Broader Community Objectives

School boards are expected to have capital plans that address the future needs of their

students. Areas of enrolment growth and decline should be presented. Plans should

include enrolment projections, school capacity, renewal needs, potential consolidations

and the construction of new schools or additions, including significant renovations.

Through this planning process, boards forecast where new schools or additions may be

needed; which schools will remain well-utilized; which open and operating schools may

have unused space; and which schools may be candidates for consolidation or closure.

This information will assist boards in identifying facilities that may be suitable for facility

partnerships with respect to new construction and unused space in schools and in

administrative buildings. It also provides an opportunity to consider potential surplus

properties in which community partners may be interested.

School boards are expected to share this planning information with community partners

so that external entities may have sufficient time to respond to presented opportunities.

These opportunities may include participation in a facility partnership or contribution to

land-use or green space/park plans. Boards are expected to include information related

to their CPP policy and discussions with community organizations in school information

profiles when undertaking the accommodation review process.

Where unused space is declared surplus, boards will continue to follow the circulation

process outlined in 0. Reg. 444/98. Where the unused space in open and operating

schools is not surplus, but is available for partnership, or where the partnership

opportunity involves new construction, the information will be provided to potential

partners through the notification process outlined in Section 3 below.

2. Community Planning and Partnership (CPP) Policies

It is the role and responsibility of school boards to determine what facilities are suitable

and not suitable for facility partnerships, what entities are suitable and not suitable

partners, and when to enter into a partnership. The intent of the Community Planning

and Partnerships Guideline is to ensure that these decisions are made in a way that is

well-informed, well coordinated, transparent and consistent with student achievement

and safety.

Boards are expected to develop CPP policies that identify:

• Principles and criteria regarding the eligibility of partners;

• How available space in schools will be selected;

• What entities will be selected for the notification list;

• How potential partners will be notified of available space and construction plans;

• How entities will be selected for partnerships, including prioritization, if applicable.

When developing criteria regarding the eligibility of partners, boards are expected to

consider the value of the partnership to students. Boards, in compliance with local

bylaws, may consider both for-profit and non-profit entities, as they see fit. Boards will

also incorporate the following requirements:

• Health and safety of students must be protected.

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• Partnership must be appropriate for the school setting.

• Partnership must not compromise the student achievement strategy.

• Entities that provide competing education services such as tutoring services, JK-12 private schools or private colleges, and credit offering entities that are not government-funded, are not eligible partners.

At a minimum, board CPP policy or policies are expected to reflect the requirements of

the Ministry Guideline. Where a board has more than one policy related to facility

partnerships, the board is encouraged to ensure all relevant policies are accessible to

and understandable by the public.

Facility sharing between publicly funded school boards through co-ownership, lease or

other agreements remains a priority for the Ministry and school boards. Board facility

partnerships policies should not disadvantage co-terminous boards that have priority

status under 0. Reg 444/98.

3. CPP Notification Process

For surplus space being offered for sale or lease, boards will continue to follow the

circulation process outlined in 0. Reg. 444/98. For non-surplus space, boards will follow

a new notification process similar to the circulation process in 0. Reg. 444/98 .

For the notification process, boards are to post information on their website regarding

their intention to build new schools and to undertake significant renovations and

information regarding unused space in open and operating schools and administrative

buildings that is available for facility partnerships. This information should be updated at

least once a year in the case of space in existing schools, and as needed in the case of

co-building opportunities. Boards are also expected to post on their website the name

and contact information of the staff member at the board who will respond to questions

regarding facility partnerships throughout the year.

Boards are also expected to inform entities on their notification list when key information

regarding community planning or facility partnerships is changed or updated. To create

the notification list, boards will address the following requirements:

• List will reflect at a minimum the entities listed in Ontario Regulation 444/98 -

Disposition of Surplus Real Property, and must specifically include:

• All applicable levels of municipal government (single, upper, lower tiers)

• Applicable District Social Services Administration Board(s) or Consolidated

Municipal Service Manager(s)

• Applicable Public Health Boards, Local Health Integration Networks and Children's

Mental Health Centres

• Boards may prioritize their notification list as they see fit.

• If child care operators or government-funded organizations request it, they will be

added to the notification list.

• Boards may add any other entity to their notification list based on their CPP policy.

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4. Annual CPP Meeting

Boards are to hold at least one meeting per year to discuss potential planning and

partnership opportunities with the public and community organizations. Additional staff-

level meetings may be held to discuss additional information with relevant entities.

Boards are expected to notify both the entities on their notification list and the general

public about the annual meeting.

During the annual CPP meeting, the school board will provide/present all or a portion of

the board's capital plan (as described in Section 1.), details of any schools deemed

eligible for facility partnerships, relevant information available on their website and any

supplementary CPP information. This information should be shared either during the

public meeting or during the optional staff-level meeting, as appropriate.

When inviting entities on the notification list to the annual meeting, school boards must

clearly request that organizations prepare to bring relevant planning information,

including but not limited to, population projections, growth plans, community needs,

land-use and green space/park requirements. The school board is to listen to what

needs or plans community partners may have. The invitation list, the entities in

attendance at the annual CPP meeting and any information exchanged should be

formally documented by the school board.

The CPP meeting may be a stand-alone meeting or may be held as part of a scheduled

board meeting. Boards that cover a large geography may want to consider holding

meetings in more than one community over time.

5. School Board Planning Prior to a Pupil Accommodation Review

In addition to the annual CPP meeting, school boards should continue discussions with

affected municipalities and other community organizations as they explore options to

address underutilized space issues in schools within specific areas of their board.

These discussions will inform proposals that school board staff may present to the

Board of Trustees, including recommendations to undertake a pupil accommodation

review process.

As part of these discussions with community organizations, school boards should obtain

a clear indication of any community planning and partnership opportunities in areas

where a pupil accommodation review may take place. Additionally, school boards are to

request technical information from the local municipality or municipalities where a

planned pupil accommodation review will occur. This technical information is to be

specified by the school board and can include, but is not limited to, population and future

development projections in the area.

The Pupil Accommodation Review Guideline provides a full description of the pupil

accommodation review process that school boards are required to undertake prior to

making a pupil accommodation decision.

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6. Co-building with Community Partners

The construction of new schools, additions and renovations represents a significant

public investment in a long-term asset. It is also an opportunity to leverage other

infrastructure investments by co-building with entities that provide services and

programs for children, their families and the broader community. For example, a

municipality may seek to build an adjoining community centre or child care centre.

The Ministry's objective is to give potential partners enough time to evaluate their own need for a new facility and to identify funding sources. As part of the planning process, when considering building a new school or undertaking a significant addition or renovation, boards are expected to notify the entities on their notification list 1 to 3 years prior to the potential construction start date. Boards should provide as much information as possible about their plans and the site to support potential partners in determining the project's suitability for their purposes.

The notification should be supported by a board resolution. Boards do not need to have

an identified source of funding or Ministry approval when they notify their partners of

their plan or intention to build. Similarly, plans to build may be contingent on board

decisions that have not yet been made.

Once notified, entities may express their interest in co-building with the board. The

board will then evaluate the expressions of interest to select partner(s) based on its CPP

policy. The Minister's approval may be required depending on the provision under the

Education Act authorizing the transaction. Partnership agreements cannot be finalized

until both the board and the partner/s have an approved source of funding. Requests for

Ministry funding and requests for transfer from reserve approvals are expected to reflect

that boards have

already solicited interest from partners. The Ministry prefers that boards and facility

partners have ownership of their respective portions of the facility, where the portions

are sizeable.

Boards should encourage community partners to provide notification to the board when

community partners have proposals or plans to build their own new facilities. Boards

should enable community partners to provide this information directly or during the

facility partnership-related public meetings held by the board. When building or

renovating schools, school boards and the Ministry often have deadlines related to

student accommodation needs or funding parameters. School boards are expected to

make their timelines clear to potential partners and may establish policies to ensure that

timelines are maintained.

7. Sharing Unused Space in Existing Schools with Community Partners

The Ministry expects that boards will review underutilized open and operating schools

and administrative facilities for their suitability for partnership, based on criteria outlined

by the board. As a starting point, boards should review facilities that have been 60

percent utilized or less for two years and/or have 200 or more unused pupil places, and

then should extend their review to other potentially suitable facilities. Boards must

consider the space needs of existing educational programming and initiatives.

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The Ministry recognizes that available space is not the only criteria for selecting schools

for partnerships. Boards will also consider issues related to student safety, the board's

student achievement and pupil accommodation strategies (including those that may

result in school consolidations and closures), zoning and site use restrictions, facility

condition, the configuration of space and the ability to separate the space used by

partners from the space used by students, among other factors. These factors should be

outlined in the board's CPP policy.

If the space is both suitable for facility partnerships and is available for the long-term,

boards are expected to consider declaring the space surplus and circulating it for lease

through 0. Reg. 444/98. If the space is suitable for facility partnerships but is not surplus

to board needs, boards are expected to follow the notification process outlined in the

Guideline.

This notification should be supported by a board resolution . Boards are expected to

provide information about the available space, including but not limited to size, location,

facility amenities and required renovations, if needed.

Entities may then express their interest in using the space. Boards will evaluate the

expressions of interest to select partner(s) based on their CPP policy. Boards then may

enter into a license or joint use agreement. The Minister's approval may be required

depending on the provision under the Education Act allowing the transaction.

8. Partnership Agreements and Cost-Recovery

Boards are responsible for providing clear instructions to potential partners regarding

their rights and responsibilities as tenants, including maintenance standards and the

applicability, or the lack thereof, of board user policies, including accessibility and

inclusiveness policies. Boards are responsible for ensuring proper legal agreements that

respect the Education Act and protect their rights.

Boards are not expected to take on additional costs to support facility partnerships,

although boards will continue to use their discretion in supporting partnerships based on

their student achievement strategy. On a cost-recovery basis, the fees charged to

partners should cover the operations and capital cost, including administrative costs and

property taxes (if applicable), to the board of the space occupied by the partner.

Additional costs to perform minor renovations to protect student safety, provide

appropriate washrooms, and otherwise make the space suitable for use by facility

partners should be borne by the partners.

Financial expectations should be made clear to potential partners in the board's policy.

In co-building, partners will be required to pay for and finance their share of construction,

including a proportional share of joint-use or shared space. Boards will continue to be

expected to build within Ministry space and funding benchmarks for the board portion of

the facility.

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD 1 Administrative Report



DATE: October 7, 2015 TO: Trustees SUBJECT: HR-4509 Principal/Vice-Principal Evaluation Policy ORIGIN: Earl Manners, Human Resources Administrator REFERENCE: Committee of the Whole meeting – October 13, 2015

PURPOSE: To present to trustees the HR-4509 Principal/Vice-Principal Evaluation

Policy.

CONTEXT: The HR-4509 Principal/Vice-Principal Evaluation Policy was due for review in 2015.

CONTENT: Revisions to the HR-4509 Principal/Vice-Principal Evaluation Policy were made to better reflect the Board’s belief in the importance of effective leadership to ensure the success of all students.

HR-4509 Principal/Vice-Principal Evaluation Policy was reviewed by Trustee Brohman and Senior Administration.

ACTION: Recommendation that revisions to the HR-4509 Principal/Vice-Principal Evaluation Policy be approved.

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January 2011September 2015 Replacing

NEW

Review Date

20162020 Page

1 of 1


Human Resources Administrator Identification

HR-4509

PRINCIPAL/VICE-PRINCIPAL EVALUATION

The progress and success of all students in Ontario is contingent on effective leadership throughout the system to guide and support teaching and learning in Ontario schools. Trillium Lakelands District School Board believes in the promotion of effective leadership to guide and support teaching and learning in Ontario schools to ensure the process and success of all students on Ontario. The principal/vice-principal performance appraisal process is a growth-based model intended to develop, support, and sustain leadership of the highest possible quality. Collaborating in a spirit of mutual trust is a key condition for the success of the appraisal process.

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DATE: October 7, 2015 TO: Trustees SUBJECT: HR-4510 Principal/Vice-Principal Evaluation Procedure ORIGIN: Earl Manners, Human Resources Administrator REFERENCE: Committee of the Whole meeting – October 13, 2015

PURPOSE: To present to trustees the HR-4510 Principal/Vice-Principal Evaluation

Procedure.

CONTEXT: Referencing the Ministry of Education Principal/Vice-Principal Performance Appraisal: Technical Requirements Manual (2013), the HR-4510 Principal/Vice-Principal Evaluation Procedure outlines the steps and provides the documentation required to complete the principal/vice-principal evaluation process.

The procedure was due for review in 2015.

CONTENT: Revisions to this procedure have updated it to reflect changes to the Ministry of Education’s Performance Appraisal: Technical Requirements Manual (2013) on which this procedure is based. The most significant changes involve the deletion of several sections of the evaluation procedure. This section instead refers directly back to the Performance Appraisal: Technical Requirements Manual (2013).

HR-4510 Principal/Vice-Principal Evaluation Procedure was reviewed by Trustee Brohman and Senior Administration.

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BD-4510 Appendix A


January 2011September 2015 Replacing


Review Date 20162020

Page

1 of 21


Human Resources Administrator

Identification

HR 4510


1.0 PURPOSE

The principal/vice-principal performance appraisal process is a growth-based model intended to develop, support, and sustain leadership of the highest possible quality. Collaborating in a spirit of mutual trust is a key condition for the success of the appraisal. The progress and success of all students in Ontario is contingent on effective leadership throughout the system to guide and support teaching and learning in Ontario schools. The principal/vice-principal performance appraisal process is a growth-based model intended to develop, support, and sustain leadership of the highest possible quality. Collaborating in a spirit of mutual trust is a key condition for the success of the appraisal process.

2.0 REFERENCES/RELATED DOCUMENTS 2.1 Education Act, Part xi.i, Performance Appraisal of Principals, Vice-Principals and

Supervisory Officers; 2.2 Education Act, Regulation 234/10, Principal and Vice-Principal Performance; 2.3 Principal/Vice-Principal Performance Appraisal: Technical Requirements Manual

(20102013) 2.4 Principal/Vice-Principal Performance Appraisal: Examples of Completed Forms

(2010); 2.5 Mentoring for Newly Appointed School Leaders: Requirements Manual (2010); 2.6 Ontario’s Leadership Framework; 2.7 Putting Ontario’s Leadership Framework into Action: A Guide for School and

System Leaders; 2.8 BarOn Emotional Quotient 360; 2.9 BarOn Emotional Quotient Inventory; 2.10 Trillium Lakelands District School Board (DSB) EQ360; 2.11 Principal/Vice-Principal Personal Services Contract and Terms and Conditions of

Employment.

3.0 DEFINITIONS

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PRINCIPAL/VICE-PRINCIPAL EVALUATION 2 HR 4510


3.1 ONTARIO LEADERSHIP STRATEGY (OLS)

The Ontario Leadership Strategy (OLS) is a comprehensive plan of action designed to support student achievement and well-being by attracting and developing skilled and passionate school and system leaders across the province. The strategy is sharply focused on supporting the three core provincial education priorities: high levels of student achievement; reduced gaps in student achievement; and high levels of public confidence in publicly funded education.

3.2 ONTARIO LEADERSHIP FRAMEWORK (OLF) The Ontario Leadership Framework (OLF) identifies effective practices, skills,

knowledge, and attitudes of successful educational leaders. The OLF is based on research by world-recognized experts in leadership and extensive consultation with educators across Ontario. The OLF provides a resource for school and system leaders to identify practices and competencies for building expertise in relation to a wide-range of leadership capacities. that can assist educators in building coherence and aligning practices across schools and boards.

3.3 CORE LEADERSHIP CAPACITIES (CLC’S)

The five Core Leadership Capacities (CLCs) are derived from the Ontario Leadership Framework. They have been recognized by research, practitioners and education partners as being critical areas of leadership required for sustained improvement in student achievement and well-being. Strengthening these capacities requires focused efforts by all partners of the education system. School and system leaders have different levels of expertise at different stages of their careers related to the five CLCs. They use the Ontario Leadership Framework as a resource to identify practices and competencies that will be their focus for building expertise related to the CLCs. This is a dynamic process. As contexts change and expertise grows, leaders identify new areas for development related to the CLCs. In this way, they continuously improve their practice:

Setting goals;

Aligning resources with priorities;

Promoting collaborative learning cultures;

Using data;

Engaging in courageous conversations. 3.4 NEW SCHOOL LEADERS A new school leader may be defined as:

a) A qualified vice-principal with no prior experience as a vice-principal in Ontario or elsewhere;

b) A qualified principal with no prior experience as a principal in Ontario or elsewhere (a principal is considered new to the role even if he or she has prior experience as a vice-principal in Ontario or elsewhere).

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3.5 EXPERIENCED SCHOOL LEADERS Principals and vice-principals are considered to be experienced once they

complete one year in their role. 3.6 THE PERFORMANCE PLAN The performance plan is developed by principals/vice-principals in each

evaluation year in order to demonstrate how they intend to achieve identified goals. The plan includes goals, strategies and actions, and leadership practices and competencies, as well as methods and indicators to measure attainment of the goals. The elements of the performance plan must be considered by the appraiser when conducting an appraisal of the appraisee’s performance. The performance plan also includes a description of the results, which will help inform the performance rating.

3.7 ANNUAL GROWTH PLAN

The Annual Growth Plan provides a vehicle to plan the principal’s or vice-principal’s professional learning during the appraisal year and in the intervening years between appraisals. Developing and maintaining this annual plan provides appraisers and appraisees with an opportunity to collaborate and engage in meaningful discussions about the appraisee’s personal growth goals and priorities. It also provides an opportunity for discussion about the supports that may be needed to achieve identified goals.

3.8 MENTORING MENTEE LEARNING PLAN Mentees may use their annual growth plan as a basis for informing their

Mentoring mentee learning plan, which could include any form of documentation that supports the learning that takes place through mentoring (e.g. learning logs, a learning plan). The Mentoring mentee learning plan, within the context of mentoring, remains confidential between the mentor and the mentee and is not signed by the supervisor.

The strengths and areas of professional growth and development identified for the principal/vice-principal through the appraisal process, and in particular as outlined in the annual growth plan, can help guide and provide a focus for the mentoring process.

The mentoring relationship is:

Planned and purposeful, driven by the professional learning needs of the mentee;

Based on trust, respect and confidentiality;

Non-evaluative and non-supervisory. 3.9 PERFORMANCE RESULTSSUMMATIVE REPORT

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The summative report provides a record of the appraisal process and outcomes, including comments by the appraiser on strengths and areas of growth and development of specific leadership practices and competencies, and personal leadership resources related to the performance plan, the performance rating, an explanation for the rating by the appraiser, and final comments from the appraiser and, optionally, from the appraise. Are the measurable outcomes of the appraisee’s work towards the goals set initially, and inform the appraiser’s Summative Report and rating.

4.0 PROCEDURE

4.1 PRINCIPAL/VICE-PRINCIPAL EVALUATION PROCESS

4.1.1 The principal/vice-principal evaluation process shall follow the

Principal/Vice-Performance Appraisal: Technical Requirements Manual (2013), as amended from time to time. A new to role principal shall be appraised in his/her second year of employment and thereafter is placed in the five-year evaluation cycle for experienced principals.

New to role principals may use their Annual Growth Plan to inform their Mentoring Learning Plan during their first year in the role.

4.1.2 The principal/vice-principal shall contact the human resources department

to arrange for the scheduling of an EQ-360 survey at the beginning of the principal/vice principal evaluation process. An experienced principal new to the Board shall be appraised in the first year that the principal is employed by the Board and thereafter is placed in the five-year evaluation cycle for experienced principals.

4.1.3 In the event of an unsatisfactory performance evaluation, the procedural

requirements for an unsatisfactory performance appraisal, as outlined in the Principal/Vice Performance Appraisal Technical Requirements Manual (2013), as amended from time to time, shall be followed. Principals shall be appraised by a supervisory officer.

4.1.4 If at any point a supervisory officer considers it advisable to conduct an appraisal in light of circumstances related to a principal’s performance, the supervisory officer may conduct an appraisal during a non-evaluation year. This action will restart the principal’s five-year evaluation cycle.

4.1.5 During a non-evaluation year, a principal may request an additional

performance appraisal. This action will restart the principal’s five-year evaluation cycle.

4.1.6 The requirements of the performance appraisal model shall not interfere

with the supervisor’s discretionary right to observe the principal’s practice,

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meet with principal to discuss performance, provide feedback to the principal, or support the principal’s growth and development at any time.

4.1.7 Extended leaves, and secondments are not counted as part of the

evaluation cycle. When the principal returns to the Board, the five-year evaluation cycle continues from where it left off. If a principal is on an extended leave or secondment during all or part of a year that is scheduled as an evaluation year, the year the principal returns is an evaluation year.

4.1.8 A duty or power of a supervisory officer may be performed or exercised

by a different supervisory officer or by the Director of Education. 4.1.9 Within twenty (20) school days after the principal commences his/her

evaluation year, the supervisory officer must notify the principal that it is an evaluation year.

4.1.10 The process includes the following steps: Notification to the principal by the supervisory officer of the upcoming evaluation

within twenty (20) school days after the commencement of the evaluation year;

A meeting between the principal and the supervisory officer to review the process and discuss the development of the Performance Plan and Annual Growth Plan (see Appendix D: Performance Plan Working Template, Appendix B: Annual Growth Plan Working Template and Appendix H: Principal and Vice-Principal Performance Appraisal Considerations);

The supervisory officer and principal shall sign and retain copies of the principal’s Performance Plan and Annual Growth Plan;

The principal shall contact the H.R. Department to arrange for the scheduling of a 360° survey;

The supervisory officer shall meet with the principal to review his/her progress towards achieving the goals contained in his/her Performance Plan and discuss supports and other information relevant to the Performance Plan;

The supervisory officer shall meet with the principal at the end of the appraisal process to review the results of the actions taken by the principal to achieve the goals identified in his/her Performance Plan, discuss other information relevant to the Performance Plan, and review the principal’s Annual Growth Plan;

The supervisory officer shall prepare a Summative Report of the performance appraisal (see Appendix A: Summative Report Form for Principal’s and Vice-Principals);

The supervisory officer shall provide the principal with a signed copy of the Summative Report, within 15 school days after the final appraisal meeting;

The supervisory officer shall meet with the principal, if he/she makes a request to meet, within 10 school days of the principal’s receiving a copy of the Summative Report;

The supervisory officer shall provide the H.R. Department with a copy of the Summative Report (no sooner than 10 school days after the principal has

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received a copy) and the Performance Plan as signed by both the supervisory officer and the principal, as well as the principal’s Annual Growth Plan for the year for inclusion in the personnel file;

The supervisory officer, in a year that is not an evaluation year for a principal, meets with the principal to discuss the Annual Growth Plan for the year if he/she requests.

4.1.11 The process is intended to be completed within a calendar year of

the notification to the principal. 4.1.12 The evaluation will also include data from three reviews to be initiated by

the respective departments during the process: Appendix E: Human Resources and Health and Safety Review, Appendix F: Business and Finance Review, and Appendix G: Special Education Review. These reviews are to be completed by central staff and forwarded to the appropriate supervisory officer.

4.2 VICE-PRINCIPAL EVALUATION PROCESS 4.2.1 A new to role vice-principal shall be appraised in his/her second year of

employment and thereafter is placed in the five-year evaluation cycle for experienced vice-principals.

New to role vice-principals may use their Annual Growth Plan to inform their

Mentoring Learning Plan during their first year in the role. 4.2.2 An experienced vice-principal new to the Board shall be appraised in the

first year that the vice-principal is employed by the Board and thereafter is placed in the five-year evaluation cycle for experienced vice-principals.

4.2.3 Vice-principals shall be appraised by a principal. 4.2.4 If at any point a principal considers it advisable to conduct an appraisal in

light of circumstances related to a vice-principal’s performance, the principal may conduct an appraisal during a non-evaluation year. This action will restart the vice-principal’s five-year evaluation cycle.

4.2.5 During a non-evaluation year, a vice-principal may request an additional

performance appraisal. This action will restart the vice-principal’s five- year evaluation cycle.

4.2.6 The requirements of the performance appraisal model shall not interfere

with the principal’s discretionary right to observe the vice-principal’s practice, meet with the vice-principal to discuss performance, provide feedback to the vice-principal, or support the vice-principal’s growth and development at any time.

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4.2.7 Extended leaves and secondments are not counted as part of the evaluation cycle. When the vice-principal returns to the Board, the five- year evaluation cycle continues from where it left off. If a vice-principal is on an extended leave or secondment during all or part of a year that is scheduled as an evaluation year, the year the vice-principal returns is an evaluation year.

4.2.8 A duty or power of a principal may be performed or exercised by a

different principal or by a supervisory officer. 4.2.9 Within twenty (20) school days after the vice-principal commences

his/her evaluation year, the principal must notify the vice-principal that it is an evaluation year.

4.2.10 The process includes the following steps: a) Notification to the vice-principal by the principal of the upcoming

evaluation within twenty (20) school days after the commencement of the evaluation year;

b) A meeting between the vice-principal and the principal to review the process and discuss the development of the Performance Plan and Annual Growth Plan (see Appendix D: Performance Plan Working Template, Appendix B: Annual Growth Plan Working Template and Appendix H: Principal and Vice-Principal Performance Appraisal Considerations);

c) The principal and vice-principal shall sign and retain copies of the vice-principal’s Performance Plan and Annual Growth Plan;

d) The vice-principal shall contact the H.R. Department to arrange for the scheduling of a 360° survey;

e) The principal shall meet with the vice-principal to review his/her progress towards achieving the goals contained in his/her Performance Plan and discuss supports and other information relevant to the Performance Plan;

f) The principal shall meet with the vice-principal at the end of the appraisal process to review the results of the actions taken by the vice-principal to achieve the goals contained in his/her Performance Plan, discuss other information relevant to the Performance Plan, and review the vice-principal’s Annual Growth Plan;

g) The principal shall prepare a Summative Report of the performance appraisal (see Appendix A: Summative Report Form for Principal’s and Vice-Principals);

h) The principal shall provide the vice-principal with a signed copy of the Summative Report, within 15 school days after the final appraisal meeting;

i) The principal shall meet with the vice-principal, if he/she makes a request to meet, within 10 school days of the vice-principal’s receiving a copy of the Summative Report;

j) The principal shall provide the H.R. Department with a copy of the Summative Report (no sooner than 10 school days after the vice-principal has received a copy) and the Performance Plan as signed by both the

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principal and the vice-principal, as well as the vice-principal’s Annual Growth Plan for the year for inclusion in the personnel file;

k) The principal, in a year that is not an evaluation year for a vice-principal, meets with the vice-principal to discuss the Annual Growth Plan for the year if he/she requests.

4.2.11 The process is intended to be completed within a calendar year of

the notification to the vice-principal. 4.3 PROCEDURAL REQUIREMENTS FOLLOWING AN

UNSATISFACTORY RATING 4.3.1 First Unsatisfactory Appraisal Rating: The Superintendent in the case of a Principal, or the Principal, in the case of a

Vice-Principal (the appraiser) shall: i) Within fifteen (15) school days of the appraisee receiving the

Summative Report: provide an Explanation for Rating (See Appendix D: Performance Plan

Working Template ) outlining the reasons for the unsatisfactory rating, what is lacking in the appraisee’s performance; and what is expected of the appraisee in areas where performance is lacking;

seek input from the appraisee as to the steps, actions and timelines for carrying out the steps and actions to help the appraisee improve performance;

prepare a written Improvement Plan for the appraisee (See Appendix C: Improvement Plan Working Template);

provide the appraisee and the Director of Education (supervisory officer in the case of a vice-principal) with a copy of the Summative Report, the Improvement Plan and any other document relied on in conducting the performance appraisal; and

meet with the appraisee to discuss the Improvement Plan. ii) The appraisee must sign the Improvement Plan to acknowledge receipt and the appraisee must retain a copy of the Improvement Plan. iii) A second performance appraisal shall follow the first unsatisfactory

appraisal rating and shall be completed and a rating assigned no sooner than forty (40) school days and no later than eighty (80) school days from the day the appraisee is given a copy of the initial Summative Report.

This timeline may be adjusted by mutual agreement. iv) If the second appraisal is deemed satisfactory, the appraiser and

appraisee shall complete the process outlined in 4.1.10 (g) to (k) and 4.1.11.

4.3.2 Second Unsatisfactory Appraisal Rating:

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i) Within fifteen (15) school days of the appraisee receiving the Summative

Report stating that he/she received an unsatisfactory rating on the second appraisal, the appraiser shall follow the process as outlined in Section 4.3.1(a) and 4.3.1(b).

ii) An appraisee shall be notified by the appraiser that the appraisee is On

Review. iii) The appraiser shall monitor the appraisee’s performance, consult

regularly with the Director of Education (or with the supervisory officer in the case of a vice-principal), and provide feedback and recommendations to assist the appraisee to improve his/her performance.

iv) A supervisory officer will conduct the third performance appraisal of a vice-principal who is On Review.

v) The third performance appraisal shall be completed and a rating assigned no sooner than twenty (20) school days and no later than sixty (60) school days from the day the appraisee is advised that he/she is On Review status.

This timeline may be adjusted by mutual agreement. vi) If the third performance appraisal results in an unsatisfactory performance

rating, or if, at any time during the sixty (60) school days starting with the day the appraisee is advised that he/she is On Review status, the supervisory officer determines that the delay necessitated by conducting a performance appraisal is inconsistent with protecting the best interests of the school, the supervisory officer shall refrain from conducting the appraisal, and the Director of Education shall recommend to the Board of Trustees that the principal/vice-principal be reassigned to other duties or have his/her employment terminated, or that other appropriate actions be taken.

In the latter case, the recommendation from the Director of Education to the

Board of Trustees shall include the statement that the delay necessitated by conducting a performance appraisal is inconsistent with protecting the best interests of the school.

The notice and recommendation in each case shall be accompanied by copies of

all documents relied on in conducting the first and second performance appraisal and shall be copied to the principal/vice-principal on review status.

vii) Determination by the Board of Trustees within sixty (60) calendar days of

receiving the recommendation, and taking into consideration all of the documents relied on in conducting the performance appraisals, the Board shall make a determination regarding the rating.

The principal/vice-principal shall have an opportunity to make a

submission to the Board prior to the determination by the Board.

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5.0 APPENDICES 5.1 Appendix A - Summative Report Form for Principals and Vice-Principals (Approved Form) 5.2 Appendix B - Annual Growth Plan Working Template 5.3 Appendix C - Improvement Plan Working Template 5.4 Appendix D - Performance Plan Working Template 5.5 Appendix E - Human Resources and Health and Safety Review 5.6 Appendix F - Business and Finance Review 5.7 Appendix G - Special Education Review

5.8 Appendix H - Principal and Vice-Principal Performance Appraisal Considerations.

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BD-4510 Appendix A

Ministry of Education Summative Report Form for Principals and Vice-Principals (Approved Form)

Appraisee Position (circle one): Principal Vice-Principal

Last Name First Name

Appraiser Position (circle one): Supervisory Officer Principal


Name of School

Name of Board

Appraisal Year

Practices and competencies from the Performance Plan that have contributed strongly to the principal’s/vice-principal’s overall performance:

Practices and competencies from the Performance Plan that could be strengthened for further growth and development:

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Summative Comments The supervisory officer/principal will provide a summative comment on the principal’s/vice-principal’s performance based on the results outlined in the Performance Plan. Supervisory Officer’s / Principal’s summary comments on the appraisal:

The principal/vice-principal may wish to comment on the appraisal. Principal’s/Vice-Principal’s comments (optional):

Overall Rating Check the appropriate box: Satisfactory performance Unsatisfactory performance ____________________________________ _______________ Supervisory Officer’s / Principal’s Signature Date Principal’s/Vice-Principal’s signature indicates the receipt of the summative report. _______________________________ ________________ Principal’s/Vice-Principal’s Signature Date

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BD-4510 Appendix B

ANNUAL GROWTH PLAN WORKING TEMPLATE

Areas for Growth Growth Strategies/

Supports (ways of acquiring skills)

Follow-up if required

Target Dates for

Completion

Suggested Annual Growth

Plan

For Next Year

Personal Goals

Leader Practices Setting directions

Building relationships and

developing people

Developing the

organization

Leading the instructional

program

Securing accountability

Leader Competencies Skills

Knowledge

Attitudes

Ongoing Professional

Development Learning networks

Mentoring

Coaching

Job-shadowing

Performance Plan

Goals

System Practices and

Procedures School and district

improvement

Fostering a culture of

professionalism

Leadership development

Administrative structures

Parent and community

supports

Succession planning,

including recruitment, to

build capacity and to

retain and sustain effective

leaders

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BD-4510 Appendix C

IMPROVEMENT PLAN WORKING TEMPLATE

Appraisee Position (circle one): Principal Vice-Principal


Appraiser Position (circle one): Supervisory Officer Principal


Name of School

Name of Board

Appraisal Year

Element of Criteria for Rating (as per the criteria from section 2.7.2.1, “Determining the Rating”) in the Technical Requirements Manual

Explanation of Concern

Practices and Competencies Needing Attention (from the Ontario Leadership Framework)

Steps to Be Taken

(developed by

appraiser in consultation with appraisee)

Indicators of Success

(developed by

appraiser in consultation with appraisee)

To Be Completed by

The extent to which the appraisee worked diligently and consistently towards the implementation of actions identified in the Performance Plan

The effectiveness of efforts made to overcome challenges faced by the appraisee in carrying out the actions identified in the Performance

57

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Plan

The efforts made by the appraisee to engage teachers and others in the development of the goals and implementation of the actions identified in the Performance Plan

The actual goals achieved or not achieved by the appraisee

The rationale provided by the appraisee for goals not achieved

The demonstrated ability and willingness of the appraisee to implement actions to address the goals not achieved

Learning needs of appraisee, with respect to carrying out the Improvement Plan (to be developed by appraiser, in consultation with appraisee) Need Strategies and supports to be provided

_______________________________________ ________________

Supervisory Officer’s / Principal’s Signature Date Principal’s/Vice-Principal’s signature indicates the receipt of the Improvement Plan. _______________________________ ________________ Principal’s/Vice-Principal’s Signature Date

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BD-4510 Appendix D

PRINCIPAL’S/

VICE-PRINCIPAL’S

GOALS (Identified in consultation with

immediate supervisor)

STRATEGIES/

ACTIONS

METHODS AND

INDICATORS (Observable – How will we know

if the strategies /actions were

successful?)

RESULTS (Measurable – include

actual #s and %s)

This section would be

completed at the end of

the appraisal cycle and

would represent a report

of what was actually

accomplished.

Board

Improvement Plan

for Student

Achievement/

Strategic Direction

School

Improvement Plan

School and

Community

Characteristics

and

Circumstances

Leader Practices Setting directions

Building relationships and

developing people

Developing the

organization

Leading the instructional

program

Securing accountability

Leader Competencies Skills

Knowledge

Attitudes

Ministry Priorities

High levels of

student

achievement

Reduced gaps in

student

achievement

Increased

confidence in

public education

System Practices and

Procedures School and district

improvement

Fostering a culture of

professionalism

Leadership development

Administrative structures

Parent and community

supports

Succession planning,

including Recruitment, to

build capacity and to retain

and sustain effective leaders

Input from

Teachers,

Parents, and

Students

PERFORMANCE PLAN WORKING TEMPLATE

SCHOOL AND COMMUNITY CHARACTERISTICS AND CIRCUMSTANCES

PRACTICES AND

COMPETENCIES (What key practices and

competencies from the Ontario

Leadership Framework will assist

you in achieving your goals?)

Ontario Leadership Framework

Ongoing Professional

Development Learning networks

Mentoring

Coaching

Job-shadowing

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APPENDIX “D”

APPENDIX “E”

HUMAN RESOURCES AND HEALTH AND SAFETY REVIEW Performance Appraisals Performance appraisal system for Teachers and Support Staff Annual Learning Plans for Teachers Appraisal schedules and notice Appraisal follow up Attendance Management Reports up-to-date and correct Accurate coding Personal/Compassionate leave log Teacher Timetables Prep time, on-calls, supervisions, instructional time Teacher Qualifications Letter of Permission, where required Hirings Applications maintained on file Reference checks completed Postings in-place/bulletin board WSIB Awareness of Act Timely reporting Investigation practices Assist with return-to-work plans Criminal Background Checks Is volunteer procedure being followed? Occupational Health & Safety First aid kits WHMIS training School site member for Joint Health & Safety Committee Safety notice board Support for safety training Follow safety protocols, e.g. indoor air quality, ergonomics

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APPENDIX “F”

BUSINESS AND FINANCE REVIEW Enrolment Audit Review Fundraising Bank Accounts Review Water Testing Procedures Playground Equipment Check Facility Renewal Program Budget Review Payroll Audit Review SFIS Survey WHMIS Training Health and Safety practices (i.e. MSDS Binder updates)

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APPENDIX “G” SPECIAL EDUCATION REVIEW

Documents / Interview

Indicators / Look-fors

CASELOAD OF STUDENTS

I.P.R.C.’d students are tracked Students receiving service are tracked

RANDOM SAMPLE OF OSRS OF IDENTIFIED STUDENTS

Documentation file contains appropriate material I.P.R.C. records exist I.P.R.C.’s have taken place annually

I.P.R.C. RECORDS

I.P.R.C. procedures and legal requirements fulfilled Appropriate use of strengths, needs, committee membership

CASE CONFERENCE NOTES

Exist Appropriately used (brief summary of discussion, action items)

SCHOOL PROBLEM-SOLVING TEAM RECORDS

Schedule shows meetings have taken place Records for individual students show action and follow up

I.E.P.’S FOR IDENTIFIED AND NON-IDENTIFIED STUDENTS

Meet provincial standards

RESOURCE PROGRAM DELIVERY

Covers areas described in the Special Education Handbook

EARLY IDENTIFICATION CARDS AND ACTION PLANS

Filled out appropriately Follow-up takes place for identified students

EQUIPMENT REQUESTS

Have been made for students

MEDICATION

Forms completed appropriately Log is filled out Posting for students with severe reaction

APPENDIX “H”

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PRINCIPAL AND VICE-PRINCIPAL PERFORMANCE APPRAISAL CONSIDERATIONS The Ontario Leadership Framework (OLF) identifies effective practices and competencies, skills, knowledge and attitudes of successful education leaders. Trillium Lakelands District School Board recognizes the five leadership imperatives identified by Leithwood et al. (2006): Building of vision and setting direction; Redesigning the organization; Understanding and developing people; Managing the teaching and learning program; and Data literacy. These imperatives demand the highest levels of emotional intelligence, as outlined by Goleman (1998). These core emotional competencies involve inter-personal and intra-personal skills. Inter-personal skills can be sub-divided into empathy and social skills; Intra-personal skills, on the other hand, refer to self-awareness, self-regulation and motivation. These skills, captured in the phrase Emotional Quotient (EQ), are threshold competencies for leadership. Simply put, EQ matters in terms of a leader. In keeping with the five leadership imperatives and the emotional competencies captured in the phrase Emotional Intelligence, an effective Principal/Vice-Principal reflects the following indicators of successful leadership: Self-Awareness: demonstrates a candid awareness of emotions; understands the impact of these emotions on effectiveness; knows personal strengths and weaknesses; communicates self-assessment and personal capabilities; actively reflects on personal performance and analyzes external incompatible data. Self-Regulation: manages emotions in difficult situations; holds honesty and integrity as guiding principles; accepts personal responsibility for actions; responds in a favourable manner to novelty. Empathy: identifies and addresses the emotions of others; reaches beyond emotional responses to understand the thoughts of others; analyses social connections and power relationships;

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senses the needs of others and responds accordingly. Social Skills: is persuasive; actively listens to others; resolves problems between others; serves as a change agent by initiating and managing the process; builds friendships and professional connections; creates and leads high-performing teams in the pursuit of organizational goals; inspires others to reach new heights; engages in consensus-building activities. Motivation: is internally driven to achieve excellence; adheres to organizational goals; responds to opportunities for action; motivates others through commitment and focus; leads by example with enthusiasm and energy. Managing the Teaching and Learning Program: demonstrates knowledge of relevant acts, regulations, memorandum, policies and procedures; applies curriculum and pedagogical knowledge in the process of teacher evaluation and supervision, as well as curriculum leadership; demonstrates operational knowledge in the completion of reports and in responding to directives; utilizes knowledge in the effective organization of routines within the school; shares knowledge in committees, both school-level and district-level; establishes an annual plan for the continued development of his or her own craft knowledge. Data Literacy: understands the district assessment literacy framework and how it can connect to teacher practice and student learning; uses focussed questions to further the investigative process and to collect meaningful data; collects a variety of data; understands the strengths, weaknesses, limitations and usefulness of both qualitative and quantitative data; builds a culture of inquiry; utilizes data in planning processes; facilitates data literacy in others; collects and analyses student achievement data on a regular basis. Understanding and Developing People: provides intellectual stimulation for others;

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is open to debate and the ideas of others; extends trust to others; delegates tasks and responsibilities with clear expectations, support and accountability; instils a sense of risk-taking in the thought and action of others; inspires and compels others to strive for personal actualization; identifies and fosters leadership traits in others; distributes leadership. Redesigning the Organization: employs a full range of decision making forms: vested authority, decentralization, consensus, and majority; encourages the integration of organizational goals and actions; ensures decisions and actions are consistent with organizational goals; matches interests and skills to appropriate tasks; reviews school structures and processes, and modifies if necessary; strives to build a collaborative culture. Building Vision and Setting Direction: engages a broad range of school community members in setting priorities; shares personal vision and strives for the development of a shared vision; develops an effective school improvement team, process, plan; articulates short- and long-term plans; focuses on broad, ambitious outcomes for all students.

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DATE: October 7, 2015 TO: Trustees SUBJECT: HR-4544 Superintendent Evaluation Policy ORIGIN: Earl Manners, Human Resources Administrator REFERENCE: Committee of the Whole meeting – October 13, 2015

PURPOSE: To present to trustees the HR-4544 Superintendent Evaluation Policy.

CONTEXT: The HR-4544 Superintendent Evaluation Policy was due for review in 2015.

CONTENT: Revisions to the HR-4544 Superintendent Evaluation Policy were made to better reflect the Board’s belief in the importance of effective leadership to ensure the success of all students.

HR-4544 Superintendent Evaluation Policy was reviewed by Trustee Brohman and Senior Administration.

ACTION: Recommendation that revisions to the HR-4544 Superintendent Evaluation Policy be approved.

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September 2015 Replacing

NEW

Review Date

2020 Page

1 of 1


Human Resources Administrator Identification

HR-4544

SUPERINTENDENT EVALUATION

Trillium Lakelands District School Board believes in the promotion of effective leadership to guide and support teaching and learning in Ontario schools to ensure the process and success of all students on Ontario. The Superintendent performance appraisal process is a growth-based model intended to develop, support, and sustain leadership of the highest possible quality. Collaborating in a spirit of mutual trust is a key condition for the success of the appraisal.

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DATE: October 7, 2015 TO: Trustees SUBJECT: HR-4545 Superintendent Evaluation Procedure ORIGIN: Earl Manners, Human Resources Administrator REFERENCE: Committee of the Whole meeting – October 13, 2015

PURPOSE: To present to trustees the HR-4545 Superintendent Evaluation

Procedure.

CONTEXT: The HR-4545 Superintendent Evaluation Procedure outlines the steps and provides the documentation required to complete the superintendent evaluation process.

The procedure was due for review in 2015.

CONTENT: Revisions, including the deletion of section 3.3 Core Leadership Capacities, to the HR-4545 Superintendent Evaluation Procedure were made to more closely reflect the wording found in the Education Act, Part xi.i, Performance Appraisal of Principals, Vice-Principals and Supervisory Officers.

HR-4545 Superintendent Evaluation Procedure was reviewed by Trustee Brohman and Senior Administration.

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BD-4545 Appendix A


January 2011September 2015

Replacing


Review Date

20162020 Page

1 of 9



HR-4545

SUPERINTENDENT EVALUATION 1.0 PURPOSE

Trillium Lakelands District School Board believes in the promotion of effective leadership to guide and support teaching and learning in Ontario schools to ensure the process and success of all students on Ontario. The progress and success of all students in Ontario is contingent on effective leadership throughout the system to guide and support teaching and learning in Ontario schools. The Superintendent performance appraisal process is a growth-based model intended to develop, support, and sustain leadership of the highest possible quality. Collaborating in a spirit of mutual trust is a key condition for the success of the appraisal process.

2.0 REFERENCES/RELATED DOCUMENTS

2.1 Education Act, Part xi.i, Performance Appraisal of Principals, Vice-Principals and

Supervisory Officers; 2.2 Education Act, Regulation 296/10, Duties of a Superintendent; 2.3 Ontario’s Leadership Framework; 2.4 Putting Ontario’s Leadership Framework into Action: A Guide for School and

System Leaders; 2.5 BarOn Emotional Quotient 360; 2.6 BarOn Emotional Quotient Inventory; 2.7 Trillium Lakelands District School Board (DSB) EQ360; 2.8 Superintendent’s Personal Services Contract and Terms and Conditions of

Employment. 3.0 DEFINITIONS

3.1 ONTARIO LEADERSHIP STRATEGY (OLS)

The Ontario Leadership Strategy (OLS) is a comprehensive plan of action designed to support student achievement and well-being by attracting and developing skilled and passionate school and system leaders across the province. The strategy is sharply focused on supporting the three core provincial

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SUPERINTENDENT EVALUATION 2 HR - 4545


education priorities: high levels of student achievement; reduced gaps in student achievement; and high levels of public confidence in publicly funded education.

3.2 ONTARIO LEADERSHIP FRAMEWORK (OLF) The Ontario Leadership Framework (OLF) identifies effective practices, skills,

knowledge, and attitudes of successful educational leaders. The OLF is based on research by world-recognized experts in leadership and extensive consultation with educators across Ontario. The OLF provides a resource for school and system leaders to identify practices and competencies for building expertise in relation to a wide-range of leadership capacities that can assist educators in building coherence and aligning practices across schools and boards.

3.3 CORE LEADERSHIP CAPACITIES (CLC’S)

The five Core Leadership Capacities (CLCs) are derived from the Ontario Leadership Framework. They have been recognized by research, practitioners and education partners as being critical areas of leadership required for sustained improvement in student achievement and well-being. Strengthening these capacities requires focused efforts by all partners of the education system. School and system leaders have different levels of expertise at different stages of their careers related to the five CLCs. They use the Ontario Leadership Framework as a resource to identify practices and competencies that will be their focus for building expertise related to the CLCs. This is a dynamic process. As contexts change and expertise grows, leaders identify new areas for development related to the CLCs. In this way, they continuously improve their practice:

Setting goals;

Aligning resources with priorities;

Promoting collaborative learning cultures;

Using data;

Engaging in courageous conversations. 4.0 PROCEDURE

4.1 THE PROCESS 4.1.1 Superintendents will develop a written plan each fall which includes:

a) Areas of focus (department/personal); b) Objectives/goals; c) Sample strategies/activities; d) Key results expected; e) Evidence of growth/success.

This plan may be developed as part of Strategic Directions, annually.

4.1.2 Each superintendent will meet annually with the Director to discuss:

a) Outcomes from the previous year;

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b) The written plan for the current year.

4.1.3 A written summary of the discussion will be provided by the Director.

4.1.4 Superintendents will be given an opportunity to share their department plans with senior administration at an executive council meeting.

4.2 SUPERINTENDENT EVALUATION PROCESS

The procedure assumes competency on the part of the Superintendent. In cases where competency is the issue, this procedure will guide, but not limit, the process to be determined by the Director.

4.2.1 Superintendents shall be evaluated once every five years or as deemed

necessary by the Director;

4.2.2 Superintendents shall be evaluated by the Director; 4.2.3 The Director will notify the Superintendent 20 school days prior to the

commencement of the evaluation process;

4.2.4 The steps of the process are as follows:

a) Step 1 - Notification of the Superintendent; b) Step 2 - Review of Process and Establishment of Key Dates; c) Step 3 - Collection of Data; d) Step 4 - Analysis of Data; e) Step 5 - Superintendent /Director Meeting: Questions and

Clarification; f) Step 6 - Preparation of Draft Report; g) Step 7 - Presentation of Report; h) Step 8 - Response from Superintendent.

4.3 DATA COLLECTION

4.3.1 The Superintendent is responsible for collecting or creating any or all of

the following documentation, as instructed and supported by the Director:

a) department improvement plan(s); b) examples of a principal/senior manager evaluation; c) a personal professional development plan as part of a working

portfolio; d) the results of a 360° profile survey; e) examples of administrative reports and memorandums.

4.3.2 Although the distribution of the surveys will be determined in consultation

with the Director, the following groups should be represented: Consultants, Area Principals, Senior Managers, Executive Assistants, Superintendents (2), other direct reports. A minimum of eight surveys must be distributed.

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The Director may interview individuals from the above-stated categories. The focus of the interview(s) will be the department plan and/or other initiatives as agreed upon.

4.4 SUPERINTENDENT/DIRECTOR MEETING

The Director will meet with the Superintendent to: a) provide opportunities for a discussion of data, Superintendent reflection and

planning for the future; b) conclude and summarize the process - in the case of satisfactory or better

performance; c) continue the process within specified parameters - in the case of

performance that requires improvement. 4.5 WRITTEN REPORT

4.5.1 The Director will provide a written report to the Superintendent. This

report will become part of the Superintendent’s employment records. The Superintendent will receive the written report within the timeframe described herein.

The report as outlined in Section 4 will reflect:

a) the on-going consultation between the Director and the

Superintendent including a summary of the concluding meeting; b) a summary of the performance of the Superintendent.

4.5.2 The Superintendent may provide a written response to be included with

this document.

5.0 APPENDICES 5.1 APPENDIX A - Superintendent Evaluation Report 5.2 APPENDIX B - Superintendent Evaluation Considerations

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BD-4545 Appendix A

APPENDIX “A”

SUPERINTENDENT EVALUATION REPORT

Name of Superintendent: _____________________________________ Location: ____________________________________________________ Date of Report: _____________________________________________________ Completed by: _____________________________________________________

Introduction: This evaluation report is based on the process set out in the Superintendent Evaluation Procedure. This report is intended to provide a summary of the data, the analysis and recommendations emerging from the process. Data collected during the evaluation process included: (to be filled in) Practices and competencies from the Ontario Leadership Framework (OLF) that have contributed strongly to the superintendent’s overall performance:

5.1 CRAFT KNOWLEDGE Practices and competencies from the Ontario Leadership Framework (OLF) that could be strengthened for further growth and development:

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Summative Comments: The evaluator will provide a summative comment on the superintendent’s performance based on the results outlined in the Ontario Leadership Framework (OLF). Evaluator’s summary comments on the appraisal: The superintendent may wish to comment on the appraisal. Superintendent’s comments (optional):

Acknowledgement of receipt: Signature of the Superintendent: _________________________________ Signature of Evaluator: ____________________________________________ Date: ___________________

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APPENDIX “B”

SUPERINTENDENT EVALUATION CONSIDERATIONS The Ontario Leadership Framework (OLF) identifies effective practices and competencies,

skills, knowledge and attitudes of successful education leaders. Trillium Lakelands District School Board recognizes the five leadership imperatives identified by

Leithwood et al. (2006): Building of vision and setting direction; Redesigning the organization; Understanding and developing people; Managing the teaching and learning program; and Data literacy. These imperatives demand the highest levels of emotional intelligence, as outlined by Goleman

(1998). These core emotional competencies involve inter-personal and intra-personal skills. Inter-

personal skills can be sub-divided into empathy and social skills; Intra-personal skills, on the other hand, refer to self-awareness, self-regulation and motivation. These skills, captured in the phrase Emotional Quotient (EQ), are threshold competencies for leadership. Simply put, EQ matters in terms of a leader.

In keeping with the five leadership imperatives and the emotional competencies captured in the

phrase Emotional Intelligence, an effective Principal/Vice-Principal reflects the following indicators of successful leadership:

Self-Awareness: demonstrates a candid awareness of emotions; understands the impact of these emotions on effectiveness; knows personal strengths and weaknesses; communicates self-assessment and personal capabilities; actively reflects on personal performance and analyzes external incompatible data. Self-Regulation: manages emotions in difficult situations; holds honesty and integrity as guiding principles; accepts personal responsibility for actions; responds in a favourable manner to novelty. Empathy: identifies and addresses the emotions of others; reaches beyond emotional responses to understand the thoughts of others; analyses social connections and power relationships; senses the needs of others and responds accordingly.

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Social Skills: is persuasive; actively listens to others; resolves problems between others; serves as a change agent by initiating and managing the process; builds friendships and professional connections; creates and leads high-performing teams in the pursuit of organizational goals; inspires others to reach new heights; engages in consensus-building activities. Motivation: is internally driven to achieve excellence; adheres to organizational goals; responds to opportunities for action; motivates others through commitment and focus; leads by example with enthusiasm and energy. Managing the Teaching and Learning Program: demonstrates knowledge of relevant acts, regulations, memorandum, policies and

procedures; applies curriculum and pedagogical knowledge in the process of teacher evaluation and

supervision, as well as curriculum leadership; demonstrates operational knowledge in the completion of reports and in responding to

directives; utilizes knowledge in the effective organization of routines within the school; shares knowledge in committees, both school-level and district-level; establishes an annual plan for the continued development of his or her own craft knowledge. Data Literacy: understands the district assessment literacy framework and how it can connect to teacher

practice and student learning; uses focussed questions to further the investigative process and to collect meaningful data; collects a variety of data; understands the strengths, weaknesses, limitations and usefulness of both qualitative and

quantitative data; builds a culture of inquiry; utilizes data in planning processes; facilitates data literacy in others; collects and analyses student achievement data on a regular basis. Understanding and Developing People: provides intellectual stimulation for others; is open to debate and the ideas of others; extends trust to others; delegates tasks and responsibilities with clear expectations, support and accountability; instils a sense of risk-taking in the thought and action of others; inspires and compels others to strive for personal actualization; identifies and fosters leadership traits in others; distributes leadership. Redesigning the Organization:

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employs a full range of decision making forms: vested authority, decentralization, consensus, and majority;

encourages the integration of organizational goals and actions; ensures decisions and actions are consistent with organizational goals; matches interests and skills to appropriate tasks; reviews school structures and processes, and modifies if necessary; strives to build a collaborative culture. Building Vision and Setting Direction: engages a broad range of school community members in setting priorities; shares personal vision and strives for the development of a shared vision; develops an effective school improvement team, process, plan; articulates short and long-term plans; focuses on broad, ambitious outcomes for all students.

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DATE: October 6, 2015 TO: Trustees SUBJECT: Transportation Policy BU-3025 ORIGIN: Bob Kaye, Superintendent of Business REFERENCE: Committee of the Whole Board Meeting – October 13, 2015

PURPOSE: To present the Transportation Policy BU-3025. CONTEXT: The Policy was identified for review as part of the regular five year

cycle. CONTENT: The policy sets out the broad overriding principles for establishing

the process to be followed for transportation of students from home to school in the Board. This procedure has been reviewed by Elementary and Secondary Principals, Senior Managers as well as Trustees and Director’s Council.

Changes to the existing wording have been highlighted by strikeouts, and additions to the language have been identified in bold red. The primary revisions were made in an effort to provide greater clarity and continuity to the document. There were no significant revisions required.

ACTION: Recommendation that Transportation Policy BU-3025 be approved.

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October 2010 UPDATE JANUARY 2012 2015

Replacing


Review Date

2015 2020 Page

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BU – 3025

TRANSPORTATION It is the policy of Trillium Lakelands District School Board believes to in providing provide a transportation service in accordance with the Education Act to eligible students that reflects a partnership with the home, that is consistent and that ensures the most efficient and effective use of available resources. In doing so, the Board will provide transportation for eligible students during the traditional school year from the bus stop to school and return so students arrive safe and ready to learn. It is the expectation of the Board that the The conduct of students on school buses shall conform to that expected on other school property. The Board believes that the safety of the students is a shared responsibility with the home shares with the home a responsibility for the safety of its students and considers this to be of paramount importance. The Board’s responsibility for the supervision of students who are transported on a school bus will commence with the student’s entrance to the bus and will terminate with the student’s exit from the bus at the designated stops. The Board assumes no responsibility for students at the stop before pick-up or after drop-off. Parents/guardians are fully responsible for getting students safely to and from bus pick-up and drop-off locations, and for the safety of the students before pick-up or after drop-off. The Board will endeavor to ensure that, when transportation service is provided, safe practices in the design of bus routes will be followed based on the following parameters: Each school shall have a defined walking zone within its attendance area. Students may be required to walk up to the following distances: To the school:

1.1 Grade JK-8 1.6 km 1.2 Grade 9-12 3.2 km

To a designated bus pick-up point: 1.3 Grade JK-8 .8 km 1.4 Grade 9-12 1.6 km Parents/guardians are fully responsible for getting students safely to and from bus pick-up and drop-off locations.

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DATE: October 6, 2015 TO: Trustees SUBJECT: Transportation Procedure BU-3026 ORIGIN: Bob Kaye, Superintendent of Business REFERENCE: Committee of the Whole Board Meeting – October 13, 2015

PURPOSE: To present the Transportation Procedure BU-3026. CONTEXT: The Procedure was identified for review as part of the regular five

year cycle. CONTENT: The procedure sets out the process to be followed for

transportation of students from home to school in the Board. This procedure has been reviewed by Elementary and Secondary Principals, Senior Managers as well as Trustees and Director’s Council.

Changes to the existing wording have been highlighted by strikeouts, and additions to the language have been identified in bold red. The primary revisions were made in an effort to provide greater clarity and continuity to the document. There were no significant revisions required.

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Approval Date

October 2010 UPDATED JANUARY 2012

2015

Replacing

All Previous Procedures

Review Date

2015 2020 Page

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BU-3026

TRANSPORTATION 1.0 PURPOSE

It is the policy of Trillium Lakelands District School Board believes to in providing provide a transportation service in accordance with the Education Act to eligible students that reflects a partnership with the home, that is consistent and that ensures the most efficient and effective use of available resources. In doing so, the Board will provide transportation for eligible students during the traditional school year from the bus stop to school and return so students arrive safe and ready to learn. It is the expectation of the Board that the The conduct of students on school buses shall conform to that expected on other school property. The Board believes that the safety of the students is a shared responsibility with the home shares with the home a responsibility for the safety of its students and considers this to be of paramount importance. The Board’s responsibility for the supervision of students who are transported on a school bus will commence with the student’s entrance to the bus and will terminate with the student’s exit from the bus at the designated stops. The Board assumes no responsibility for students at the stop before pick-up or after drop-off. Parents/guardians are fully responsible for getting students safely to and from bus pick-up and drop-off locations, and for the safety of the students before pick-up and after drop-off. The Board will endeavor to ensure that, when transportation service is provided, safe practices in the design of bus routes will be followed based on the following parameters: Each school shall have a defined walking zone within its attendance area. Students may be required to walk up to the following distances:

To the school: 1.1 Grade JK-8 1.6 km 1.2 Grade 9-12 3.2 km To a designated bus pick-up point:

1.3 Grade JK-8 .8 km 1.4 Grade 9-12 1.6 km

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TRANSPORTATION 2 BU-3026

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Parents/guardians are fully responsible for getting students safely to and from bus pick-up and drop-off locations.


2.1 Highway Traffic Act 2.2 Bill 157 – Keeping Our Kids Safe at School Act 2.3 Sabrina’s Law, 2005 2.4 Accessible Customer Service: Use of Service Animals by the General

Public Procedure BD-2084 2.5 Authorization for Storage and Administration of Prescribed Medication

Policy OP-6600 2.6 Authorization for Storage and Administration of Prescribed Medication

Procedure OP-6601 2.7 Response to Anaphylactic Reactions Policy OP-6509 2.8 Response to Anaphylactic Reactions Procedure OP-6510 2.9 Health Support Services Procedure ES-5565 2.10 Use of Service Dogs, Autism Service Dogs, Guide Dogs, and Hearing Dogs

by Students Procedure ES 5031 2.11 Accessibility for Ontarians with Disabilities Act (2005)


3.1 HOME SCHOOL – Normally the school in the catchment area where the

student resides. If the student is registered in a specific program, the home school would be the school offering the specific program (i.e. examples French Immersion, International Baccalaureate (IB), Advanced Placement (AP))

3.2 SPECIAL EDUCATION – Congregated programs or services offered

outside the regular school program to meet the needs of pupils as identified by the special education Specialized Services department.

3.3 CATCHMENT AREA –The board defined attendance boundary for a school 3.4 PARENT – Parents, guardians, or student if they are an adult 3.5 PRINCIPAL – Principal or designate 3.6 ELIGIBLE PASSENGERS – An eligible passenger shall be considered to be:

3.6.1 an elementary or secondary student under the age of 21 within the Trillium Lakelands District School Board catchment area and for whom the Board has assumed a responsibility to provide transportation from a designated stop to school and return, from school to school and return, and for any special programs approved by the Board;

3.6.2 an elementary or secondary student from out-of-province who is part

of a board approved reciprocal exchange program. The out-of-province exchange student must be billeted with a student of the

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board who is eligible for transportation and there must be available paid capacity on the existing bus route. The request for transportation, along with the details of the arrangements, must be made by the school principal to the Transportation Department at least four (4) weeks prior to the date transportation is required;

3.6.3 any staff member of the Board in the practice of their duties; 3.6.4 non-school aged children of students registered at the secondary

school where a daycare centre forms part of the secondary school.

4 ADMINISTRATIVE PROCEDURE 4.1 ELIGIBILITY OF STUDENTS

4.1.1 Each school shall have a defined walking zone within its attendance area. Students may be required to walk up to the following distances: To the school: Grade JK-8 1.6 km Grade 9-12 3.2 km To a designated bus pick-up point: Grade JK-8 .8 km Grade 9-12 1.6 km It is understood that if a street or road in the designated walk zone extends beyond the distances established above, the entire street may be designated as a walk zone.

4.1.2 Each school shall have a defined attendance area for determining eligibility for entitlement to transportation. Transportation for out-of-area students will be the responsibility of the parent.

4.1.3 The Board will provide daily transportation to and from school, for eligible students who reside outside designated walking zones and who are attending schools within their home school attendance boundaries.

4.1.4 Students who have been identified with special needs will be

transported to their assigned school with prior written approval being given by the Superintendent responsible for Special Education Specialized Services or designate, and the Superintendent of Business or designate.

4.1.5 Students who move outside their existing catchment area during the

school year and who have received permission to continue at their original school may receive transportation to their original school for the balance of the school year, provided that an approved Transfer Between School Attendance Area form has been completed by the principal. In these circumstances the service is only for the balance

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of the school year in which the move occurred and there must be existing paid capacity on the bus. The students must access an existing bus route and bus stop that serves the school where they have requested to stay for the balance of the school year.

4.1.6 Registration information for all new students must be entered into the student database system by the school registering the student. This data will be exported to the transportation data base on a nightly basis. submitted in writing to the Transportation Department. Requests for transportation for newly registered students must may be made by electronically emailing the Office Index Card for the student to the Transportation department email conference. be made in writing and submitted by the principal to the Transportation Department. In addition, the principal will notify the Transportation Department in writing of any change of address for all students, including those not entitled to transportation.

4.1.7 Junior Kindergarten students who wish to attend the French

Immersion Program and have been granted Out-of-Area Permission to attend the local French Immersion School will be granted transportation service.

4.1.8 An alternate existing stop transportation may be granted to as a

pick-up/drop-off point other than the assigned home stop location if that pick-up/drop-off point is on the same bus route and a written request by the parent is approved by the principal or designate. The principal will must inform the school bus driver of the approved alternate pick-up/drop-off in writing.

4.1.9 It is understood that An elementary student living within a

designated walk zone and thereby not entitled eligible for to transportation, may be entitled to eligible for transportation to and from a caregiver living in a bussing area within the same school catchment area, if that caregiver is located outside of the walk zone. Further,

If the location of an elementary student’s day care provider is in a different school catchment area from where the student resides, and the daycare provider’s location is outside the designated walk zone for that school, the student may be eligible for transportation to the school in the catchment area for the daycare provider. Arrangements may be made for one alternate route on a fixed regular schedule for the purposes of accessing a caregiver.

4.1.10 In order to minimize transportation costs and for safety purposes,

eligible students will only be assigned to one bus route. Arrangements may be made for one alternate route on a fixed regular schedule for the purposes of accessing a caregiver for an elementary student, or In the case of shared custody of an

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elementary or secondary student arrangements may be made for one alternate route on a fixed regular schedule.

4.1.11 Notwithstanding identified walking distances, Transportation may be

provided for special needs students and students enrolled in programs not offered in the students’ home school. Discretion over which programs are deemed eligible for transportation rests with the Board. Transportation shall only be provided while the student is enrolled in the specifically approved program.

4.1.12 Students who live outside the Trillium Lakelands District School

Board boundaries, who have applied and received permission to register at a Trillium Lakelands District School Board school, may be provided with transportation, where an existing bus route is available and there is room on the bus. A bus route will not be re-routed along its established course.

4.1.13 Notwithstanding the above clauses, the principal or designate may,

in the case of an emergency, arrange on-the-spot special one-time transportation for a student, which may necessitate a change in buses. The principal must inform the bus driver(s) involved with written confirmation, and fax the Daily Discretionary Transportation Arrangements form to the Transportation Department.

4.1.14 Establishing appropriate bell times at school locations is important to

ensure the efficient use of transportation resources. The Transportation Department will be consulted by the school prior to any changes being made to bell times. In addition, the Transportation Department may make recommendations to the school with regard to bell times in order to maximize the use of vehicles.

4.1.15 4.1.12Notwithstanding identified catchment areas, Secondary

students who wish to enroll in a course not offered at their home school may access an existing bus route to attend the secondary school where the specific course is offered. The determination of whether the course is available at the student’s home school will be made by the principal. The access to transportation is limited to the time (usually a semester) required to complete the course, if capacity on the bus is available. This access would also apply to secondary students (under age 21) who wish to attend the Adult Alternate Education and Training Centres.

4.1.16 4.1.13 Students who live outside the Trillium Lakelands District

School Board boundaries, who have applied and received permission to register at a Trillium Lakelands District School Board school, may be provided with transportation, where an existing bus route is available and there is room on the bus. A bus route will not be re-routed along its established course.

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4.1.17 Notwithstanding the above clauses, The principal or designate may, in the case of an emergency, arrange on-the-spot special one-time transportation for a student, which may necessitate a change in buses. The principal must inform the bus driver(s) involved with written confirmation, and electronically submit the Daily Discretionary Transportation Arrangements form to the Transportation Department.

4.2 BUS ROUTE DESIGN

4.2.1 Bus routes will be planned annually in accordance with the Board’s BU-3025 Transportation Policy ensuring to ensure that provincial standards set out in the Highway Traffic Act are adhered to. As well, In designing a bus route consideration will be given to Ontario Ministry of Transportation guidelines for planning safe routes. Every effort shall be made to integrate Bus routes will be integrated with partner boards with other boards and associations wherever it is feasible and practical in the interest of minimizing transportation costs and to ensure maximum route maximizing efficiency. 4.2.2 Transportation will only be provided on roads that are maintained year round by a municipality. 4.2.3 Where deemed impractical by staff due to distance, terrain or road maintenance, the parent of students eligible for entitled to transportation under this policy may be reimbursed by the Board to provide transportation to the nearest established bus route within the appropriate walking distance to the designated bus stop. 4.2.4 Notwithstanding 3.0 above, The Board may determine because of distance, terrain or road maintenance that it will be the responsibility of the parent to provide transportation to the nearest established bus route within the appropriate walking distance to the designated bus stop.

4.2.5 When determining a safe bus stop, the following criteria are will be

considered to ensure that the students are not placed at risk. When reviewing a stop, no one criteria will necessarily determine whether or not a stop is deemed to be safe or unsafe: 4.2.1.1 a) Bus visibility by other motorists; 4.2.1.2 b) Posted speed limit; 4.2.1.3 c) Bus stop signage (warning of bus stop); 4.2.1.4 d) Number of students loading; 4.2.1.5 e) Traffic patterns; 4.2.1.6 Past history of the stop; 4.2.1.7 f) Condition of roads to be travelled; 4.2.1.8 g) Amount of space the bus requires to turn (Turn- around

points must be safe in all weather, with firm traction and good visibility to oncoming traffic);

4.2.1.9 h) Number and size of available buses;

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4.2.1.10 i) Number of and distance between stops. 4.2.2 Where practical central congregated bus stops shall be established

as bus pick-up/drop-off points. 4.2.3 A bus will not enter private property, nor will it travel a roadway

where there is deemed to be no suitable turnaround. 4.2.4 Walking distances will be determined by Transportation Department

staff from where the student’s driveway meets the year round municipally maintained road or where the municipally unmaintained road meets the year round municipally maintained road.

4.2.5 Every reasonable effort will be made to limit the time on the bus to

one hour per trip to a student’s home school. However, in the interest of maximizing bus capacity, routes may be extended where necessary.

4.2.6 Bus routes may change from year to year, or during a school year,

given the demographics of each school’s catchment area. Further, in some instances it may be necessary to change a student’s bus route during the year, depending upon demographics, vehicle loading or time constraints.

4.2.7 Selected bus routes will be audited annually to ensure compliance

with route design and verification of mileage travelled.

4.2.8 Establishing appropriate bell times at school locations is important to ensure the efficient use of transportation resources. The Transportation Department must approve any changes being made to bell times by the school prior to any changes being made to bell times. In addition, the Transportation Department may make recommendations to the school with regard to bell times in order to maximize the use of vehicles.

4.3 DAYCARE FACILITIES

4.3.1 All school-approved requests to transport non-school-aged children of students registered at the secondary school should must be electronically forwarded to the transportation department for co-ordination.

4.3.2 The parent shall be responsible for the provision of all necessary approved child safety restraint equipment.

4.4 MEDICAL CERTIFICATES

4.4.1 Special Transportation arrangements may be provided considered for students who provide when a Request for Special Transportation

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for Medical Reason form is provided. The form must be completed by an independent medical practitioner verifying for medical, physical or emotional reasons transportation is required. This form shall be provided submitted on an annual basis.

4.4.2 Special Transportation arrangements may be provided considered

for students with a short-term disability. Any These exceptions must be approved by the Superintendent of Business.

4.4.3 It is the parent’s responsibility to inform the school principal

regarding a student’s medical condition which may requires individual attention. Upon receipt of this information the principal in turn will immediately provide the information of the condition on the appropriate form to the driver and Transportation Department.

4.4.4 The Board may request the Operator to direct driver(s) to administer “epipen” medication to students as may be required. It is further understood that the driver will not be expected to carry the medication.

4.5 SCHOOL BUS SERVICE CANCELLATION

4.5.1 The Board recognizes and responds to extreme variations in weather conditions across the District. The safe transportation of students to and from school shall be the guiding principle in all decisions to cancel bus transportation services. During inclement weather, or due to road conditions, bus transportation services may be cancelled.

4.5.2 For the purposes of cancelling transportation services due to

inclement weather, the District shall be divided into three main areas: Haliburton County, the District of Muskoka and the City of Kawartha Lakes.

4.5.3 The Superintendent of Business, or designate, shall be responsible

for school bus cancellations. The decision as to whether or not the buses will be cancelled due to inclement weather will be a judgment call made by the Superintendent of Business, in consultation with the Transportation Supervisor, along with the appropriate local bus operators. The decision will take into consideration existing road conditions, weather conditions as reported by Environment Canada and any other information available at the time the decision has to be made. Notwithstanding the above, bus cancellations will be made if the ambient air temperature for the area is minus (-) 35oC or below.

4.5.4 In the event of school bus service cancellation, the Superintendent

of Business or designate, will be responsible for notifying the appropriate media outlets and posting the cancellation on the website. radio stations.

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4.5.5 If, due to localized inclement weather or hazardous road conditions, a driver feels it is necessary to alter or cancel a route, the driver must immediately notify their operator. The operator shall be responsible for notifying the parent listed on the route manifest of any changes, the school principal and the Transportation Department. If the localized conditions improve, the route may operate in the afternoon.

4.5.6 The decision to keep a student home on an inclement weather

day ultimately rests with the parent. 4.5.7 The decision as to whether or not school should be dismissed early

due to inclement weather will be a decision made by the Superintendent of Business, in consultation with the Transportation Supervisor, along with the appropriate bus operators, and school principal or designate. The decision will take into consideration weather conditions as reported by Environment Canada, Ontario Provincial Police and the appropriate municipal roads’ superintendent. This decision will be made prior to 11:00 a.m. on the day in question. The Transportation Department will contact the school principal to make appropriate arrangements as per the respective school’s emergency plan.

4.5.8 There may be an emergency occasion, when because of plant

failure or other emergencies, it is necessary to have early dismissal in advance of the regular departure time. On such occasion, the school principal or designate will contact the Transportation Department to make appropriate arrangements as per the respective school’s emergency plan. In this event, it is understood that buses will not be expected to return the students from the school in question to their designated stop until prior arrangements have been made in conjunction with the transportation department.

4.5.9 In the event of a major problem at a secondary school during

morning classes, which affects normal bus service, the needs of the secondary school and the elementary double runs will be assessed and a decision made. The principal will contact the appropriate Transportation department immediately.

4.5.10 The decision to keep a student home on an inclement weather day

ultimately rests with the parent.

4.6 TRANSPORTING ARTICLES OR EQUIPMENT

4.6.1 No article/equipment will be transported on the bus unless:

4.6.1.1 a) it can be safely secured on a bus, or 4.6.1.2 b) it is properly protected and contained so as not to

cause injury; and not become a projectile, and; 4.6.1.3 c) it can be safely stored beneath the seat or on the lap of

the student.

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4.6.2 For excursions, it is the responsibility of the supervising teacher

under the authority of the principal or designate to ensure that alternate arrangements are made to transport articles/equipment.

4.6.3 No eligible student shall be reasonably refused transportation in the

morning because an article/equipment is not to be transported under this regulation. However, the article will be left at the school and the principal shall ask the parent to pick it up.

4.6.4 The bus driver will exercise the right to refuse to transport unsafe or

unauthorized articles when leaving the school. or on an excursion.

4.6.5 No animals are to be allowed on a school bus, with the exception of a Service Dog as defined by the Service Dog Procedure ES- 5031. The Specialized Services Department will provide the appropriate documentation to the transportation department prior to the first pick-up time.

4.6.6 For excursions, it is the responsibility of the supervising

teacher under the authority of the principal or designate to ensure that alternate arrangements are made to transport articles/equipment.

4.7 SCHOOL SAFETY PATROLS

Where feasible, the Board supports the involvement of School Safety Patrols that have been properly trained.

4.7.1 Responding to the direction of the bus driver, the student safety

patrol’s responsibilities may include:

4.7.1.1 a) assisting pupils with seating, entry to, and exit from the bus;

4.7.1.2 b) assisting with school bus evacuation procedures; 4.7.1.3 assisting students by getting off the bus and, following a

signal from the driver, assisting them to cross the roadway.

Student safety patrols are not responsible for discipline on the bus and shall not be involved in the disciplinary procedures for other students on the bus.

4.7.2 The students selected for school bus safety patrol shall be mutually

acceptable to the principal or designate and the bus driver. Such students shall be enrolled in grade 6 to 8 and would ideally live near or at the beginning of the bus route.

4.7.3 Parent of student safety patrol candidates will be required to sign an

authorization form granting their child permission to serve as a safety patrol. The school will provide the transportation

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department with a signed permission form from the parents indicating permission to participate in the program.

4.7.4 The Board will purchase a blanket accident insurance policy to

provide coverage of all students who serve as bus or street patrollers.

4.7.5 The Superintendent of Business, or designate transportation

department will be responsible for co-ordinating an annual training sessions before the safety patroller assumes their his/her duties.

4.8 SCHOOL BUS ACCIDENTS

4.8.1 All accidents involving a bus and/or student, no matter how minor, must be reported immediately to the Transportation Department and the principal(s) of the school(s) affected by the operator.

4.8.2 In the event of an accident, the bus driver’s first responsibility is to

the passengers, using the following guidelines:

4.8.2.1 a) remain with the bus and students; 4.8.2.2 b) Immediately report the accident via the by radio to

their communication his/her respective dispatcher and, if necessary, ask for assistance;

4.8.2.3 c) determine if anyone is injured, and if so, request that an ambulance be dispatched immediately;

4.8.2.4 d) if emergency services are present at the scene no student shall be removed from the scene until the officials at the scene of the accident agree to release them.

4.8.3 In the event of an accident, the notification responsibilities are as

follows: 4.8.3.1 a) the Operator will immediately notify the Transportation

Department and the appropriate school(s), providing complete details;

4.8.3.2 b) a reasonable attempt to contact the parent shall be carried out as follows:

up to 8:00 a.m. Operator responsible 8:00 a.m. to 9:00 a.m. School staff with assistance from the Transportation Department and Operator 2:30 p.m. to 4:00 p.m. School staff with assistance from the Transportation Department and Operator

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4:00 p.m. to 4:30 p.m. Transportation Department with assistance from the Operator

4:30 p.m. and later Operator responsible

4.8.3.3 c) the Transportation Department will immediately notify the

Superintendent of Business and the Communication Department of the accident;

4.8.3.4 d) where a media release is necessary, a statement will be

issued from the Director’s office. 4.8.4 In the event of an accident, the operator shall make the necessary

arrangements for a suitable bus to complete the affected bus route. 4.8.5 Within 48 hours after the accident, the bus driver will file a report

with the Operator using the accident report form supplied by the Board. The Operator will be responsible for providing the Transportation Department with a copy of the accident report form within 48 hours five (5) working days of the accident. In serious accidents, as determined by the Transportation Supervisor, a written report shall be submitted immediately.

4.8.6 As a follow-up to a bus accident the Transportation department will

review the procedures followed with respect to the accident and conduct an assessment to determine if improvements are required

4.9 SCHOOL BUS CONDUCT AND DISCIPLINE

The school bus is considered to be an extension of the classroom and, as such, student conduct detrimental to the safe operation of the bus or to the safety of others riding on the bus, will not be permitted. Every student is responsible to the principal or designate of the school that the student attends for his/her conduct while on the school bus. Where deemed necessary by the Superintendent of Business, or designate delegate, video camera surveillance systems may be placed on school buses under contract to the Board. 4.9.1 Each bus under contract to the Board will display the Conduct of

Students on School Buses sign in a visible place. 4.9.2 The behaviour expectations for students on buses and the

disciplinary process are included in the board-provided student academic agenda and on the Trillium Lakelands DSB website each academic year.

4.9.3 During an excursion, the code for student conduct applies.

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4.9.4 The bus driver will notify the principal on the appropriate, of students who have violated the conduct code by using the Student Misconduct Form.

4.9.5 The following procedures guidelines shall be used when dealing

with student misconduct. In the procedures listed below serious misconduct is deemed to be any offence that could impact on the safe operation of the bus including the use of abusive and foul language directed at the driver. Depending on the seriousness of the infraction, the principal will apply any of the disciplinary provisions.

1st Infraction The bus driver warns the student and notifies the

principal or designate on the appropriate form and the appropriate discipline is initiated by the principal

2nd Infraction The principal is notified by the bus driver and

appropriate discipline is undertaken by the principal. Notification to parent telephone or in writing.

3rd Infraction A suspension of bus riding service will be

determined by the principal. Notification will be made in writing to the parent, bus driver and Transportation Department. A parent has the right to appeal the suspension to the appropriate area Superintendent. Any further offenses may result in the removal of transportation service.

4.9.6 If a serious misconduct offense occurs during the afternoon bus run,

the bus driver may request a suspension of the student’s transportation service the following morning. In this event, the Operator must contact the Transportation Department, appropriate school principal or designate and the parent of the student.

4.9.7 All student suspensions (school and bus) shall must be reported

immediately reported by the principal to the appropriate Transportation Department. Students who are suspended from school may not ride the bus during the suspension period.

4.9.8 If a student wilfully damages a bus or any vehicle licensed to

transport pupils, as determined documented by the driver and determined by the school principal, they may he/she shall be required to pay for the damages. In addition, disciplinary consequences will be determined by the school principal. If payment is not received within a reasonable time, as determined by the bus operator and the Superintendent of Business, a loss of transportation service may result.

4.10 SCHOOL BUS EVACUATION DRILL AND EMERGENCY PROCEDURES

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4.10.1 The Transportation Department will advise the principal annually of the bus operator(s) assigned to each elementary school

4.10.2 The elementary school principal shall contact the assigned operator to establish an appropriate date to conduct a bus evacuation drill and/or an emergency procedure drill for appropriate students in the school using the appropriate vehicles. In consultation with the Transportation Department, the elementary school principal shall establish appropriate dates for the assigned bus operator to conduct bus evacuation drills for transported students.

4.10.3 All outside drills must be conducted prior to December 15th of the current school year.

4.10.4 It is the parent’s responsibility to inform the school principal regarding a student’s medical condition which equires individual attention. Upon receipt of this information the principal in turn will provide the information of the condition to the driver and Transportation Department.

4.10.5 The Board may request the Operator to direct driver(s) to administer “epipen” medication to students as may be required. It is further understood that the driver will not be expected to carry the medication.

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DATE: October 7, 2015 TO: Trustees SUBJECT: BD-2025 Policy and Administrative Procedure Process Policy ORIGIN: Larry Hope, Director of Education REFERENCE: Committee of the Whole meeting – October 13, 2015

PURPOSE: To present to trustees the BD-2025 Policy and Administrative Procedure

Process Policy. CONTEXT: The BD-2025 Policy and Administrative Procedure Process sets out the

method for developing, formatting, and reviewing TLDSB policies and procedures.

This policy was due to be reviewed in 2015. CONTENT: Trustees reviewed BD-2025 Policy and Administrative Procedure

Process Policy at a policy review meeting on September 22nd. There are no recommended changes to the policy. ACTION: Recommendation that BD-2025 Policy and Administrative Procedure

Process Policy be approved.

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POLICY

Approval Date May 2010 2015

DRAFT

Review Date 2015 2020

Page 1 of 1

Contact Person/Department Director of Education

Identification BD-2025

POLICY AND ADMINISTRATIVE PROCEDURE PROCESS

Trillium Lakelands District School Board is committed to providing a consistent approach to effective, open, and supportive systems of governance and management. The development and implementation of Board policies and procedures promotes the organization’s commitment to public accountability and compliance.

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DATE: October 7, 2015 TO: Trustees SUBJECT: BD-2026 Policy and Administrative Procedure Process Procedure ORIGIN: Larry Hope, Director of Education REFERENCE: Committee of the Whole meeting – October 13, 2015

PURPOSE: To present to trustees the BD-2026 Policy and Administrative Procedure

Process Procedure. CONTEXT: The BD-2026 Policy and Administrative Procedure Process procedure

sets out the method for developing, formatting, and reviewing TLDSB policies and procedures.

This procedure was due to be reviewed in 2015. CONTENT: The BD-2026 Policy and Administrative Procedure Process procedure

was initially reviewed by all executive assistants and then by trustees at a policy review meeting on September 22nd.

There are no significant changes to the revised procedure other than the following:

At the time of a policy and procedure review, items to be removed will be indicated on the draft document with a strike-out and blue type

The appendix template currently in use will be added as an appendix

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Approval Date May 2010 2015

DRAFT

Review Date 2015 2020

Page 1 of 8

Contact Person/Department Director of Education

Identification BD-2026

POLICY AND ADMINISTRATIVE PROCEDURE PROCESS 1.0 PURPOSE

Trillium Lakelands District School Board is committed to providing a consistent approach to effective, open, and supportive systems of governance and management. The development and implementation of Board policies and procedures promotes the organization’s commitment to public accountability and compliance.


2.1. Freedom of Information Policy BD-2030 2.2. Freedom of Information Procedure BD-2031 2.1 BD-2500 Publishing Standards Procedure


3.1. POLICIES

Board policies represent the general principles that set forth Board direction for the system. Policies guide administration in the delivery of academic, business, human resources and administrative practices. Board policy is approved by the Board.

3.2. ADMINISTRATIVE PROCEDURES

Administrative procedures are the procedural guidelines developed by administration in support of the intent of Board-defined policy. Administrative procedures will be developed as a result of Board policies or by senior administration to meet specific needs.

3.3 SENIOR ADMINISTRATION

Senior Administration includes the Director of Education and the Superintendents.


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POLICY AND ADMINISTRATIVE Page 2 of 10 BD-2026 PROCEDURE PROCESS

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4.1 BOARD POLICIES AND ADMINISTRATIVE PROCEDURES MUST: 4.1.1 Comply with provincial legislation and regulations, where

applicable;

4.1.2 Reflect the goals of the Board;

4.1.3 Be specific and clearly worded;

4.1.4 Be relevant to current and/or future needs of the Board;

4.1.5 Be published in the prescribed format. 4.2 FORMATTING

Policies and administrative procedures will be formatted according to the guidelines below: 4.2.1 Policy and Procedure Identification

A box in the upper right hand side of the first page of each policy and procedure will contain the following information:

a) Approval date – month / year b) Review date – year c) Contact person / department – title only d) Current status of policy or procedure e) Number of pages f) Identification:

i) BD – Board; ii) BU – Business; iii) ES – Educational Services; iv) HR – Human Resources; v) OP – School Operations.

4.2.2 Sections

a) Section headings are to be capitalized;

b) Small one or two word lists may be single spaced;

c) Place one space between the heading and the information

listed below;

d) Lists with longer sentences may be double spaced;

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e) Main sections will include:

i) 1.0 PURPOSE – this should correspond with and include wording from the policy statement; ii) 2.0 REFERENCES AND RELATED DOCUMENTS – general reference to appropriate policies, procedures, legislation, government acts, etc.; iii) 3.0 TERMS AND DEFINITIONS – list and describe any usual terms, technical terms, and acronyms; iv) 4.0 ADMINISTRATIVE PROCEDURE - the department level actions designed to direct the system toward the successful implementation of policies; v) 5.0 APPENDICES – list any appendices attached to the procedure.

4.2.3 Templates

a) The templates and template descriptions provided in 5:0

Appendices A and B will be used in the preparation of Board policies and administrative procedures;

b) All policies and procedures are to be formatted and published by an Executive Assistant;

4.2.4 FONT

The conventions listed below will also be followed in drafting

Board policies and administrative procedures.

4.2.5 Font a) All policies and administrative procedures shall be typed in 11

point Arial Font; b) The title of the policy or procedure at the beginning of the

document shall be capitalized, bold, and 14 point Arial font.

4.2.6 Headings Each main heading will be written in CAPITALIZED BOLD TYPE. Subsidiary headings will be CAPITALIZED REGULAR TYPE.

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4.2.7 Paragraph Numbering Numbering for guidelines and administrative procedures will be based on the following convention: used in the Legislative Assembly of Ontario for legislation and regulations: a) MAIN SECTION (bold) 1.0

b) SUBSIDIARY HEADING 1.1

sub-section 1.2 1.2.1 Second sub-section 1.3 1.3.1 a) Third sub-section 1.4 1.4.1 a) i

c) Should further subdivisions be necessary, the following shall be used: Fourth sub-section 1.1 1.1.1 a) i A Fifth sub-section 1.1 1.1.1 a) i A

d) Consideration should be given to starting a new subsidiary heading rather than creating sub-sections.

4.2.5 Headers and Footers

a) Headers

The header on each procedure page, except for the first page should be in bold 9 point type indicating the name of the procedure all capitalized on the left, the page number in the centre, and the procedure number on the far right. A line is placed underneath this information.

SAFE ARRIVAL 2 OP-6001 _________

b) Footers

The footer on each page should be TRILLIUM LAKELANDS

DISTRICT SCHOOL BOARD in bold 9 point type. A line is placed above this information.

_________


4.2.8 LISTS

Bullets will be used following a colon to identify a list of points. A semi-colon will be inserted at the end of each bullet. The final bullet in the section will end with a period.

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4.3 POLICY AND ADMINISTRATIVE PROCEDURE DEVELOPMENT PROCESS 4.3.1 Trustees or the Director may recommend to the Board that a new

policy or procedure be developed;

4.3.2 The Director will determine assignment of responsibility for development of the policy/procedure, the consultation process, timelines, and identification (i.e. 4.2.1 f);

4.3.3 Policies and procedures to be reviewed are to be obtained from an Executive Assistant who will ensure that the document is obtained from the First Class Infobase/Policies and Procedures;

4.3.4 The consultation and development process may include any of the following: a) Trustees; b) Union representatives; c) Managers; d) Staff members; e) Community members; f) Parents; g) Students; h) Outside agencies; i) Professional consultants; j) Ministry staff.

4.3.5 Senior Administration will review significant issues to be

addressed and will provide input and feedback during the development process;

4.3.6 A final draft of the policy/procedure will be presented to Senior Administration for review. The draft may be returned for further refinement or revision;

4.3.7 The final draft of a Board policy will be presented to the Board for approval;

4.3.8 Administrative procedures will be approved by Senior Administration and be presented to the Board for information.

4.4 POLICY AND ADMINISTRATIVE PROCEDURE REVIEW PROCESS

4.4.1 The normal period for review shall be five (5) years;

4.4.2 The Board, or a member of Senior Administration, may

recommend to the Board, in the case of policy, or to Senior

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Administration, in the case of administrative procedures, that an existing policy or procedure be reviewed;

4.4.3 A list of policies/procedures which are subject to review based on

“review date” will be developed annually by the Director of Education. The schedule will delegate responsibility for the review to a member of Senior Administration;

4.4.4 The review process will include appropriate consultation and communication with relevant stakeholders;

4.4.5 Items to be removed will be in blue text with strikeout on the

review draft. Items to be added will be in red bold text on the review draft.

4.4.6 When a policy has been reviewed, it must be brought to the Board for approval;

4.4.7 When an administrative procedure has been reviewed, it must be approved by Senior Administration and brought to the Board for information;

4.4.8 Policies and procedures are brought to the Committee of the Whole Board for review prior to ratification at a regular meeting of the Board. Committee of the Whole meetings take place in September, October, November, January, February, April, and May.

5.0 APPENDICES

5.1 Appendix A – Policy Template 5.2 Appendix B – Procedure Template 5.3 Appendix Template

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POLICY AND ADMINISTRATIVE PROCEDURE PROCESS BD-2026 Appendix 5.1

POLICY TEMPLATE

BOARD POLICY

Approval Date

Current Status

Review Date

Page

1 of 2


Identification

XX-1111

<Insert Policy Name> <Outlines a relevant, brief, concise, clear, and articulate intended course of action. It The policy offers a unique position statement that regulates the Board’s organizational action. The statement must be consistent with the Board’s mission and vision statements, its governing principles, beliefs, and other Board policies and documents to ensure integrity, authenticity, and credibility.

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PROCEDURE TEMPLATE


Approval Date

Current Status

Review Date

Page

1 of 1


Identification

XX-1111

<Insert Administrative Procedure Name> 1.0 PURPOSE

The policy statement corresponding to this procedure is placed here as the purpose or part of the purpose for this procedure. A further paragraph may be placed here to explain the reason for the policy and procedure.

2.0 REFERENCES/RELATED DOCUMENTS Each administrative procedure will have a general reference to appropriate legislation relevant related documents such as: 2.1 TLDSB applicable policies and procedures; 2.2 Education Act and regulations; 2.3 Other acts and regulations from various federal and provincial ministries

and municipal departments; 2.4 The Ministry of Education policy memoranda.


List and define any usual or technical words or terms, abbreviations, or acronyms. Policies and procedures will be in a form which can readily be understood by staff, students, parents, school council members, and/or any other intended audience. “Jargon” and language unfamiliar to the intended reader should be avoided as much as possible. When using abbreviations or acronyms, these should be explained under “Terms and Definitions”.

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Administrative procedures are the department level actions designed to direct the system toward the successful implementation of policies.

5.0 APPENDICES

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APPENDIX TEMPLATE

APPENDIX NAME

NAME OF PROCEDURE ##-### Appendix A

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