minutes (yy-mm-dd) 00-04-05 - toronto district school board gerri gershon, suzan hall, elizabeth...

Minutes of the Toronto District School Board April 5, 2000

G04(\\tdsbexeshr\Exec_silo\secretariat\staff\archive2000\g04\004.doc)sec.1530 187

Special Meeting

April 5, 2000

A meeting of the Toronto District School Board convened at 5:24 p.m. on Wednesday, April 5,2000, in the Board Room at 155 College Street, Toronto, Ontario, with Trustee Nyberg, Chair ofthe Board, presiding.

The following members were present: Trustees Irene Atkinson, Judi Codd, Christine Ferreira,Gerri Gershon, Suzan Hall, Elizabeth Hill, Shelley Laskin, Sheine Mankovsky, Carol McDonald,Ron McNaughton, David Moll, Elizebeth Moyer, Barbara D. Nash, Gail Nyberg, Stephnie Payne,Lilein Schaeffer, and Doug Stephens.

Regrets were received from Trustees Donna Cansfield, Diane Cleary, Jeff Kendall, Mike Tho-mas and Sheila Ward.

97. Purpose of Meeting

The meeting was called to consider staff changes.

98. Resolution into Committee of the Whole (Private Session)

On a motion of Trustee Atkinson, seconded by Trustee McNaughton, the Board resolved intoCommittee of the Whole (Private Session) at 5:24 p.m. with Shelley Laskin, Vice-Chair of theBoard, presiding.

99. Reconvene

The Special Meeting of the Board reconvened at 5:51 p.m., to consider Report No. 8 of theCommittee of the Whole (Private Session).

100. Report No. 8 of the Committee of the Whole (Private Session), April 5, 2000

Trustee Laskin, seconded by Trustee Ferreira, moved: That Item 1, Staff Changes, of ReportNo. 8 of the Committee of the Whole, April 5, 2000, be adopted (see page 189).

The motion was carried.


188 G04(\\tdsbexeshr\Exec_silo\secretariat\staff\archive2000\g04\004.doc)sec.1530

101. Adjournment

At 5.52 p.m., Trustee Moll, seconded by Trustee Moyer, moved: That the Special Boardstand adjourned.


Marguerite Jackson Gail NybergDirector of Education and Secretary-Treasurer Chair of the Board

Minutes of the Toronto District School Board April 5, 2000Committee of the Whole, Report No. 8


Report No. 8, Committee of the Whole(Private Session)

April 5, 2000

To the Chair and Members ofthe Toronto District School Board:

A meeting of the Committee of the Whole (Private Session) convened at 5:25 p.m. on Wednes-day, April 5, 2000, in the Board Room at 155 College Street, Toronto, Ontario, with Shelley La-skin, Vice-Chair of the Board, presiding.

The following members were present: Trustees Irene Atkinson, Judi Codd, Christine Ferreira,Gerri Gershon, Suzan Hall, Elizabeth Hill, Shelley Laskin, Sheine Mankovsky, Carol McDonald,Ron McNaughton, David Moll, Elizebeth Moyer, Barbara D. Nash, Gail Nyberg, Stephnie Payne,Lilein Schaeffer, and Doug Stephens.

Regrets were received from Trustees Donna Cansfield, Diane Cleary, Jeff Kendall, Mike Tho-mas and Sheila Ward.

1. Staff Changes for Approval

The Committee considered a report of the officials presenting a list of staff changes for ap-proval. (The report is on file in the Director’s Office.)

The Committee of the Whole RECOMMENDS that the list of staff changes, as presented, beapproved.

Respectfully submitted,

Shelley LaskinChair of the Committee

Adopted April 5, 2000



Blank Page

Minutes of the Toronto District School Board May 3, 2000


Regular Meeting

May 3, 2000

A Regular Meeting of the Toronto District School Board convened at 6:35 p.m. on Wednesday,May 3, 2000, in the Board Room at 155 College Street, Toronto, Ontario, with Gail Nyberg,Chair of the Board, presiding.

The following members were present: Trustees Irene Atkinson, Donna Cansfield, Diane Cleary,Judi Codd, Christine Ferreira, Gerri Gershon, Suzan Hall, Elizabeth Hill, Jeff Kendall, ShelleyLaskin, Sheine Mankovsky, Carol McDonald, David Moll, Elizebeth Moyer, Barbara D. Nash,Gail Nyberg, Stephnie Payne, Mike Thomas, Sheila Ward and Student Trustee Piragash Ve-lummylum.

Regrets were received from Trustees Ron McNaughton, Lilein Schaeffer and Doug Stephens.

102. Approval of the Agenda

Trustee Cleary, seconded by Trustee Hill, moved: That the agenda be approved.


103. Temporary Chair

Trustee Laskin, Vice-Chair of the Board, presided from time to time throughout the meeting.

104. Holocaust (Yom ha-Shoah) Memorial

Trustee Mankovsky paid a tribute to the victims of the Holocaust, following the Yom ha-Shoahcommemoration which took place on May 2, 2000.

The members of the Board stood for a moment of silence in their memory.

105. Confirmation of Minutes

Trustee McDonald, seconded by Trustee Laskin, moved: That the minutes of the SpecialBoard Meeting held on March 8, 2000, be confirmed.


Trustee Cleary, seconded by Trustee Hill, moved: That the minutes of the Special BoardMeeting held on March 22, 2000, be confirmed.


Trustee McDonald, seconded by Trustee Mankovsky, moved: That the minutes of the Regu-lar Board meeting held on March 29, 2000, be confirmed.




106. Delegations

(a) The Board heard the following oral presentations:

(i) Adult and Continuing Education : International Languages (see page 199)

Terri Preston, CUPE 4400Alcia Aberdeen, Hanan Ali and David Perlman, parents, Ryerson Community School

(ii) Human Rights Policy (see pages 214 and 251)

Cheryfa MacAulay JamalKaren Mock, League for Human Rights of B'Nai Brith CanadaAhmed Motiar

(iii) Safe Schools Policy (see pages 213 and 252)

Ihsan El-Sayed, Muslim Parents Association

(b) The Board received written submissions in lieu of delegations from the following:

(i) RFP: Student Transportation (see page 196)

Peter Berton

(ii) Adult and Continuing Education: International Languages (see page 199)

Ilda Januario, parent, Regal Road P.S.

Trustee Laskin, seconded by Trustee Codd, moved: That the written submissions in lieu ofdelegations be received.


107. Good News Report: TDSB Staff and Students

The Board considered a report from the Director of Education, providing information aboutTDSB staff and students who were recognized for outstanding achievement(s) in various areas.

Trustee Cansfield, seconded by Trustee Cleary, moved: That the congratulations of theBoard be extended to:

(a) Rohan Kumar Bader, Woburn C.I. student, a winner of The Panasonic “StopRacism” National Video Competition. Chosen from 242 competitors, his videowas one of nine chosen from across Canada;

(b) Zahra Ismail, Georges Vanier S.S. student, recipient of an award from TorontoPolice Services, 33 Division for demonstrating outstanding leadership with theStudents With A Target (S.W.A.T. Program);



(c) Naomi Henderson, Emery C.I. Water Safety Assistant, recipient of RescueAward of Merit from the National Lifesaving Society for her outstanding work inthe aftermath of the shooting incident that took place near Emery C.I.;

(d) Ashley Aimone, Malvern C.I. student, winner of three Gold medals at the 2000OFSAA Swim Championship. Ashley also set a Provincial Record;

(e) Alex Beliaev, R.H. King Academy student, recipient of a TD Canada TrustScholarship. Alex is one of 20 national recipients and one of only two Provin-cial Recipients;

(f) OSSTF District 12 Poster Contest Winners

More than 60 TDSB students submitted posters illustrating their visions of Hu-man Rights to the OSSTF District 12 Human Rights Committee competition.Nine entries were selected and compiled to create a larger poster which re-flected many aspects of Human Rights.

The contest winners are: Arash Aminaie (Wexford C.I.), Robin Blair (WestonC.I.), Cavina Bui (Weston C.I.), Lindsay Crozier (Cedarbrae C.I.), Filip Kicev(Monarch Park C.I.), Srivathsan Pathmanathasarma (Nelson A. Boylen C.I.),Sayanthi Shanthalingam (Weston C.I.), Victoria Sohn (Sir Oliver Mowat C.I.) andShih-Ting Wang (Georges Vanier S.S.).

(g) CANFAR (Canadian Foundation for Aids Research) Award

Nine students from Northern S.S.’s CANFAR Committee received a specialaward, entitled “The Founders Award” from the National CANFAR Committee.The award recognizes the fact that without Northern S.S., the “Have a Heart”campaign may never have become what it is today.

The award winners are: Margaret Moll, Roger Coelho, Tom Upton, Erin Laende,Meredith Davis, Nina Resetkova, Rebecca Grosz, Dave Emond, Zoe Lancaster.


108. Communications

The Board considered the following communications:

(a) From the Chair of the Halton District School Board, dated March 28, 2000, regarding theirletter to the Minister of Education about positive aspects of the provincial curriculum reformand support to address areas of need.

Trustee Laskin, seconded by Trustee Mankovsky, moved: That the communication from theChair of the Halton District School Board be received.

Trustee Atkinson, seconded by Trustee Cansfield, moved in amendment: That the TorontoDistrict School Board support the position of the Halton District School Board.

The amendment was carried.

The main motion, as amended, was carried.



(b) From the Chair of the Kawartha Pine Ridge District School Board, dated March 29, 2000,regarding their position on the decision of the Greater Essex County District School Boardto refuse any further reductions in spending regardless of provincial funding.

Trustee Laskin, seconded by Trustee Gershon, moved: That the communication from theChair of the Kawartha Pine Ridge District School Board be received.


109. Reordering of the Agenda

The agenda was reordered to that which follows.

110. Facility Upgrades to Receiving Schools: Phase One, School Closure

The Board considered a report of the officials, dated April 26, 2000, provided to obtain budgetapproval for the Facility Upgrades to Receiving Schools: Phase One, School Closure.

On September 29, 1999, the Toronto District School Board received a report entitled “SchoolClosures: Phase One” and approved a series of recommendations to close nine schools.

On October 27, 1999, the TDSB approved recommendations in a report entitled “Closure Im-plementation Teams” which included a process and a critical path required to complete phaseone of school closure.

The Closure Implementation Team’s (CITs) completed their work with respect to “Changes toSchool Attendance Areas” and recommendations were presented to the Board at its regularmeeting on December 15, 1999. The newly approved Attendance Areas defined the receivingschools and the need for improvements to accommodate students who will be relocated fromthe closing schools. The twenty-two named schools include eighteen schools receiving stu-dents and four schools receiving entire school programs from closing facilities. The list ofschools was appended to the report.

Project Scope

The need for improvements, as a one time expenditure to implement Phase One of the schoolclosure, was estimated to be in the range of $8 to $9 million in a presentation to the Board onJune 21, 1999. The preliminary estimate of $8 to $9 million included significant renovations totwo buildings where whole school programs were to be relocated.

The Heydon Park S.S. program, in its entirety, was approved for relocation to the D’Arcy StreetSchool facility and a JK-6 program was to be consolidated in the Givins Street building on theGivins-Shaw Jr. and Sr. Public School site.

Heydon Park S.S., $2,100,000

Heydon Park S.S. with 220 students and 35 staff is presently located in the 80,458 square footHeydon Park S.S. facility and will be relocated to the renovated 36,187 square foot D’ArcyStreet facility. Significant renovations are required to convert the administrative office spaceback to classrooms. Administrative space across the TDSB is being consolidated and reducedby more than 50%. Renovations to accommodate the Heydon Park S.S. program include; the



provision of nine classrooms, program areas, gymnasium, lunchroom-kitchen, administrativeoffices and exterior play areas.

Givins-Shaw Junior Public School, $3,400,000

The Givins-Shaw Jr. P.S. will be consolidated in the Givins Street building, effectively severingthe Shaw Street building for the purpose of future leasing. Renovations to the existing buildingwill provide sixteen classrooms, a new library, gymnasium, ancillary and administrative areasand exterior play areas.

The new library will be constructed in the existing, guarded boiler plant which is to be removedand replaced with high – efficiency hot water boilers in a new mechanical room, one third thesize of the existing mechanical room.

Significant upgrades to the remainder of the Givins Street building will extend the life of this fa-cility by another thirty to forty years.

Upgrades at Twenty Receiving School Sites $4,150,000

Improvements of a much smaller scale are planned at the remaining twenty sites and are esti-mated at a total project cost of $4,150,000. These projects provide additional classroom space,program upgrades and address some maintenance, health and safety and related building codecompliance improvements.

All of the recommended interior work in the receiving schools, with the exception of the majorprojects, will be completed in the summer months.

Upon approval of this report, CIT’s, Family Superintendents and the Trustees affected by schoolclosure will be provided with detailed Scope of Work descriptions for each site.

Funding

As a core value expressed in its mission statement, the TDSB has a commitment to providesafe, nurturing and positive learning environments that support student achievement. Ongoingschool facility revitalization is required to meet that goal. Facility revitalization needs fall underthree broad categories:

(a) Renovation-Replacement: Major projects that involve the wholesale renovation and/or totalreplacement of buildings whose condition has deteriorated to unsafe, unacceptable levels.

(b) Permanent Improvements: Renovations that support program needs and the planned re-placement of major building systems, including code compliance issues.

(c) New Pupil Places: New schools or major additions required to deal with significant, longterm increases in student population, in specific demographic areas.

Under the new Provincial funding formula, four sources of revenue exist to meet any and all fa-cility needs as outlined above. They are:



Renewal Grant annual $38,000,000Lease Revenue annual net $5,000,000Interest from the Capital Reserve annual estimate $2,500,000Capital Reserve unencumbered portion $48,000,000

Business Services and Facility Services staff will present a subsequent staff report in May 2000which details a Long Term School Facilities Revitalization Master Plan for the consideration ofthe TDSB.

The first phase of school closures will occur on schedule on June 30, 2000. There is an urgentneed to proceed with the Facility Upgrades to the twenty-two named sites for September 2000at an estimated total cost of $9,650,000.

It is proposed that these projects be funded, without reaching into the Capital Reserve, as fol-lows:

1999-2000 Lease Revenue $5,000,000Interest from the Capital Reserve $2,500,0001999-2000 Renewal Grant $2,150,000Total $9,650,000

Trustee Ferreira, seconded by Trustee Nash, moved:

(a) That budget approval be given in the amount of $9,650,000 for facility upgradesat the twenty-two named receiving schools resulting from the first phase ofschool closure;

(b) That the $9,650,000 be funded as follows: $5,000,000 from lease revenue,$2,500,000 from Interest from the Capital Reserve and $2,150,000 from the 1999-2000 Renewal Grant.


111. Request for Proposal for Student Transportation

The Board considered a report of the officials dated May 2, 2000, provided to update the Boardon changes in vehicle costs in the RFP on student transportation. This report provided supple-mentary information to the report, “RFP: Student Transportation,” dated May 2, 2000 (see page217).

Since the RFP was a joint venture by the Toronto Catholic District School Board (TCDSB) andthe TDSB, finalizing the number of vehicles for any one contractor has been difficult. This num-ber is critical to the costing since some of the bidders quoted on the basis of specific numbersand prices per vehicle with increased prices per vehicle when the total number decline.

Within the last few days, staff became aware of a significant decrease in the total number of ve-hicles required by the TCDSB as a result of the French Catholic Board opting out of a sharedtransportation agreement. This decrease, although not finalized by the TCDSB, will reduce thetotal Laidlaw vehicle allocation and increase the cost per vehicle in accordance with their pro-posal. As of May 2, 2000, Laidlaw agreed to maintain their quote per vehicle, therefore, avoid-ing any cost increase.



The table in this report summarizes the impact on the contract cost in Column 2. This retainsthe vehicle allocation to contractors presented in an interim report dated April 26, 2000, and re-flects no increase cost for Laidlaw because of the change in volume noted above.

Other Alternatives

In anticipation of possible increases in the Laidlaw rates per vehicle, staff revisited the two majorcategories of 20 and 72 passenger vehicles to compare all possible bids.

Alternative 1

For the 20 passenger vehicles the Stock bid was the lowest and therefore, 92 vehicles weretransferred from Laidlaw. The table reflects the comparative results in vehicles allocated andtotal contract cost that allows for a board-wide comparison.

Alternative 2

Alternative 1 is higher in cost than in the interim April 26, 2000, proposal and placed 460 vehi-cles with Stock. Stock’s proposal offered a significant price reduction on all vehicles if 550 ormore were awarded. The following table reflects a total of 535 vehicles from the TDSB and theTCDSB is expected to place an estimated 34 vehicles with Stock for a total of 569. The tablereflects the total cost that incorporated the reduced price per vehicle and an improved overallsavings of $917,396.

1No. Vehicles1999-2000

2 3No. Vehicles

2000-01

4

ProposedApril 26th Alternative 1 Alternative 2

Cardinal 68 145 145 145

Laidlaw 235 167 75 -

PMCL 5 5 5 5

Stock 286 368 460 535

Metro Cab 87 - - -

TOTAL 681 685 685 685

Total estimated cost* $21,817,801 $20,946,463 $21,154,209 $20,900,405

Savings $871,338 $920,000 $917,396

* Based on 685 vehicles

Conclusion

Staff have supported maintaining as many contractors as possible throughout this RFP reviewto ensure that the Board continue to provide future contractor options for this service. Alterna-tive 2 eliminates Laidlaw as a carrier and results in basically two contractors. This is a concern,however, it is expected that Laidlaw will be awarded a contract through the TCDSB and there-fore Laidlaw will maintain a presence in this district.



Staff are aware that the TCDSB have not completed their deliberations and some of the vehiclenumbers used in our costings are still estimates. However, we are very late in presenting ourrecommendation to the Board and believe that the contract must be awarded now to ensureadequate planning time for the September start-up.

Having considered all of the input and cost of the alternatives, the revised recommendationswere presented for Board consideration.

Trustee Cansfield, seconded by Trustee Hall, moved:

(a) That Cardinal Coach Lines be awarded a contract for approximately $3,907,251annually for student transportation commencing September 1, 2000, and ex-piring August 31, 2005 with annual increases of 85% of the Toronto CPI (ex-cluding fuel escalator);

(b) That Penetang-Midland Coach Lines Limited (PMCL) be contracted for ap-proximately $147,640 annually for student transportation commencing Septem-ber 1, 2000, and expiring August 31, 2005 with annual increases of 85% of theToronto CPI (excluding fuel escalator);

(c) That Stock Transportation Limited be awarded a contract for approximately$16,845,514 annually for student transportation commencing September 1,2000, and expiring August 31, 2005 with annual increases of 85% of the TorontoCPI (excluding fuel escalator).

(d) That Purchasing and Distribution Services be authorized to exercise up to twoone-year optional extensions based on supplier satisfactory performance andmarket conditions;

(e) That additional capacity, as required, be contracted from the Toronto CatholicDistrict School Board to fully implement a coterminous student transportationarrangement.

Trustee Moll, seconded by Trustee Cansfield, moved, in amendment: That sections (c), (d) and(e) of the motion be replaced by the following:

(c) That Stock Transportation Limited be awarded a contract for approximately$14,515,905 annually for student transportation commencing September 1,2000, and expiring August 31, 2005 with annual increases of 85% of the TorontoCPI (excluding fuel escalator);

(d) That Laidlaw Transit Group Limited be contracted to provide for approximately$2,326,913 annually for student transportation commencing September 1, 2000,and expiring August 31, 2005 with annual increases of 85% of the Toronto CPI(excluding fuel escalator);

(e) That Purchasing and Distribution Services be authorized to exercise up to twoone-year optional extensions based on supplier satisfactory performance andmarket conditions;



(f) That additional capacity, as required, be contracted from the Toronto CatholicDistrict School Board to fully implement a coterminous student transportationarrangement.

Trustee Ward, seconded by Trustee Ferreira, moved in amendment (underlined) to the amend-ment:: That section (e) of the amended motion read as follows: "That Purchasing andDistribution Services be authorized, with Board approval, to exercise up to two one-yearoptional extensions based on supplier satisfactory performance and market conditions.

The amendment to the amendment was carried.

The main amendment was carried as amended.

The original motion was carried as amended.

Therefore, the decision of the Board with regard to the RFP on Student Transportation is as fol-lows:

(a) That Cardinal Coach Lines Limited be awarded a contract for approximately $3,907,251annually for student transportation commencing September 1, 2000, and expiring August31, 2005 with annual increases of 85% of the Toronto CPI (excluding fuel escalator);

(b) That Penetang-Midland Coach Lines Limited (PMCL) be contracted for approximately$147,640 annually for student transportation commencing September 1, 2000, and expiringAugust 31, 2005 with annual increases of 85% of the Toronto CPI (excluding fuel escala-tor);

(c) That Stock Transportation Limited be awarded a contract for approximately $14,515,905annually for student transportation commencing September 1, 2000, and expiring August31, 2005 with annual increases of 85% of the Toronto CPI (excluding fuel escalator);

(d) That Laidlaw Transit Group Limited be contracted to provide for approximately $2,326,913annually for student transportation commencing September 1, 2000, and expiring August31, 2005 with annual increases of 85% of the Toronto CPI (excluding fuel escalator);

(e) That Purchasing and Distribution Services be authorized, with Board approval, to exerciseup to two one-year optional extensions based on supplier satisfactory performance andmarket conditions;

(f) That additional capacity, as required, be contracted from the Toronto Catholic DistrictSchool Board to fully implement a coterminous student transportation arrangement.

112. Adult and Continuing Education: International Languages

The Board considered a report of the officials, dated April 26, 2000, provided as a status reporton the implementation of recommendations approved by the Board on June 23, 1999 regardingthe International Languages, Extended Day Schools.

Presently, 21 elementary schools in the former Toronto Board offer International Language pro-grams as part of the daytime curriculum. These programs provide language-rich environmentswhere children learn to value not only they’re own heritage and language but the cultures andlanguages of their classmates as well.



There is also considerable evidence that the acquisition of a first, second and third languagehas beneficial effects in overall academic achievement and the promotion of family literacy.

At the June 23, 1999 Board meeting, the following recommendations were approved

(a) That a community survey be conducted at each of the existing Integrated/Extended Dayschools to determine whether the school community wishes to continue as an Inte-grated/Extended Day school;

(b) That the Integrated/Extended Day program will continue if two-thirds of the returned ques-tionnaires in (a) so indicate based on criteria established in [recommendations] (c), (d), and(e);

(c) That Integrated/Extended Day sites that offer their programs using a “block scheduling”configuration convert to a “fully integrated scheduling” configuration, effective September 1,2000;

(d) That effective September 1, 2000, it is the expectation of Board staff that students in all In-tegrated/Extended Day schools will be enrolled in either the International Languages pro-gram or the Black History and Culture program;

(e) That effective September 1, 2000, class sizes in existing Integrated/Extended Day schoolsfor International Languages and Black History and Culture programs be 20 to 30;

(f) That parents and children affected by Recommendation (b) be fully informed of the optionsavailable to them.

(g) That ongoing review of the demographics of the communities occur to ensure deliverymodels that will ensure the viability of the Integrated/Extended Day programs and the BlackHistory and Culture programs;

(h) That criteria be developed for the formation of Integrated/Extended Day schools for thepossible inclusion of other schools across the Toronto District School Board effective Sep-tember 1, 2001.

Survey Process

In order to determine which schools would continue as an Integrated/Extended Day school, aschool survey was designed and distributed to all parents. Four (4) information sessions wereheld to clarify issues and address any questions concerning the survey and the proposed pro-gram delivery. Schools also held their own information meetings with their parents and commu-nity.

Data Analysis

A chart, attached to the report, provided a school by school analysis of the survey results.Based on our approved criteria for continuing the program (two-thirds majority), General Merceris the only school at 60% that will not continue as an International Language, Extended Dayschool.

It was also noted that Earlscourt P.S., Grace P.S. and Hughes P.S., which are currently Interna-tional Language, Extended Day schools, were not included due to school closures.



Funding for International Languages

International Languages are funded by the Ministry at the rate of $41 per hour. To receive thefull rate there must be 25 students in each class. For every student under 25, the funding is re-duced by $1 per hour.

The Black History and Culture program which is offered as part of the daytime program is un-funded.

The following chart provides a TDSB perspective for costs and revenue for International Lan-guage programs offered after school and on weekends.

1999-00 2000-01Number Cost/hour Number Cost/hour

FUNDED-Languages programLanguage Instructors 1159 $35.42 1159 $35.42Site and Program Supervision 210 $6.93 190 $6.27Central Administrators 4 $2.25 4 $1.12Central Support Staff 4 $0.67 2 $0.34HR Support Staff 1 $0.17 1 $0.17Central Supply Budget ($80,000.)(incl texts) $0.53 $0.53Classroom Supply Budget (@ $100./class) $1.33 $1.33Total Cost per hour $47.30 $45.18Ministry Grant per hour $41.00 $41.00Net loss per hour $6.30 $4.18Net Loss per 75 hour class $472.42 $313.31Net Loss for total number of classes 1159 $547,530.00 1159 $363,130.80

NON FUNDED-Black Cultural ProgramBlack Cultural Instructors 15 $35.42 15 $35.42Classroom Supply Budget (@ $100./class) $1.33 $1.33Total Cost per hour $36.75 $36.75Ministry Grant per hour $0.00 $0.00Net loss per hour $36.75 $36.75Net Loss per 75 hour class $2,756.25 $2,756.25Net Loss for total number of classes 15 $41,343.75 15 $41,343.75

TOTAL NET LOSS FOR THE COMBINEDPROGRAMS

$588,873.75 $404,474.55

PROJECTED NET SAVINGS FOR SCHOOLYEAR 2000-01

$184,399.20

The data shown is based on :

(a) the projected number of classes for 2000-01 being the same as in 1999-2000.(b) a maximum of 2.5 hours per class per week and a maximum of 75 hours per class per year.(c) class size averages of a minimum of 25 (for 1999-2000 it is currently 26)(d) projected minimum class sizes of 25 for 2000-01(e) maximum pay rates plus benefits for all employees.(f) proportional pro-rated costs for employees who are not instructors.



(g) administrative cost reductions in 2000-01 due to department restructuring and site consoli-dations.

(h) Status quo for the Black Cultural program.

Cost Analysis for Integrated/Extended Day Programs

1999-00 2000-01Number Cost/hour Number Cost/hour

FUNDED-Languages programLanguage Instructors 329 $35.42 310 $35.42Facilitators 21 $5.77 17 $7.44Advisors/Leads 8 $5.25 8 $7.53Manager 1 $0.54 1 $0.78Central Support Staff 1 $0.27 1 $0.39HR Support Staff 1 $0.27 1 $0.39Central Supply Budget ($15,000.) $0.53 $0.53Classroom Supply Budget (@ $100./class) $1.05 $1.05Total Cost per hour $49.10 $53.53Ministry Grant per hour $36.00 $36.00Net loss per hour $13.10 $17.53Net Loss per 95 hour class $1,244.75 $1,665.48Net Loss for total number of classes 329 $409,522.11 310 $516,297.71

NON FUNDED-Black Cultural ProgramBlack Cultural Instructors 33 $35.42 25 $35.42Lead 1 $0.48 1 $2.00Classroom Supply Budget (@ $100./class) $1.05 $1.05Total Cost per hour $36.95 $38.47Ministry Grant per hour $0.00 $0.00Net loss per hour $36.95 $38.47Net Loss per 95 hour class $3,509.95 $3,654.65Net Loss for total number of classes 33 $115,828.47 25 $91,366.25

NON FUNDED-Concurrent ProgramConcurrent Instructors 119 $35.42 0 $0.00Lead 0 $0.00 0 $0.00Classroom Supply Budget (@ $100./class) $1.05 $0.00Total Cost per hour $36.47 $0.00Ministry Grant per hour $0.00 $0.00Net loss per hour $36.47 $0.00Net Loss per 95 hour class $3,464.65 $0.00Net Loss for total number of classes 119 $412,293.35 $0.00

TOTAL NET LOSS FOR THE COMBINED PROGRAMS $937,643.94 $607,663.96

PROJECTED NET SAVINGS FOR SCHOOL YEAR 2000-01 $329,979.98



The data shown is based on:

(a) An estimated number of classes for 2000-01 as per the survey and school enrolments;(b) Maximum of 2.5 hours per class per week and a maximum of 95 hours per class per year;(c) Current class size averages of 14.1 (1999-00);(d) Projected minimum class sizes of 20 for 2000-01;(e) Maximum pay rates plus benefits for all employees;(f) Proportional prorated costs for non-instructors.

In summary, the provision of International Languages during after school or weekend programsresults in a net loss of $4.18 per hour or $313.31 per class. In comparison, the delivery of Inter-national Languages using the Integrated/Extended Day model results in a net loss of $17.53 perhour or $1,665.48 per class.

Staff will continue to work towards a delivery model that will enable the continuation of the Inter-national Language programs within the context of the funding available.

Trustee Kendall, seconded by Trustee Thomas, moved:

(a) That funding for International Languages Integrated/Extended Day schools continuefor 2000-01;

(b) That International Languages Integrated/Extended Day schools move to a deliverymodel that is cost neutral for September 2001 and beyond; and

(c) That expansion of the program to other schools be considered only if the program iscost neutral.

Trustee Laskin, seconded by Trustee Ferreira, moved: That section (b) be referred to stafffor a report back on options for implementation and implications of the cost neutralmodel.

Trustee Kendall, seconded by Trustee Moll, moved: That the motion to refer be amended byadding sections (a) and (c).

The amendment to the referral was defeated.

Trustee Hall, seconded by Trustee Gershon, moved: That the original motion of referral beamended by requesting the report before December 2000.

The amendment to the referral was carried.

Trustee Kendall, seconded by Trustee Hall, moved: That the debate be ended.

The motion to end the debate was carried.

The motion to refer section (b) was carried as amended.

Trustee Ferreira, seconded by Trustee Laskin, moved: That section (c) be referred to staff.

The motion to refer was carried.



The main motion was carried as amended (only section (a)).

Trustee Gershon, seconded by Trustee Laskin, moved: That the TDSB appeal to the provin-cial government to fund the Black Cultural Programs in a similar way as InternationalLanguages Programs.


Therefore, the decision of the Board regarding International Languages is as follows:

(a) That funding for International Languages Integrated/Extended Day schools continue for2000-01;

(b) That the TDSB appeal to the provincial government to fund the Black Cultural Programs ina similar way as International Languages Programs .

The following were referred to staff for a report back on options for implementation and implica-tions of the cost neutral model before December 2000:

• That International Languages Integrated/Extended Day schools move to a delivery modelthat is cost neutral for September 2001 and beyond;

• That expansion of the program to other schools be considered only if the program is costneutral.

113. Extension of Board Meeting

At 11:00 p.m. the Ending Time Procedure was applied and the Board agreed to extend themeeting.

114. Short-term Administration Relocation: An Update

The Board considered the following report of the officials dated April 26, 2000, provided to ob-tain budget approval for the short-term plan to relocate the Toronto District School Board ad-ministrative staff.

To facilitate amalgamation, to date the Board has:

(a) Established the headquarters of the Toronto District School Board at 155 College Street forthe short term;

(b) Determined that there will be four transitional regional education offices as follows:

(iii) 5050 Yonge Street, location for the North Region(iv) (ii) 155 College, location for the South Region(v) (iii) 1 Civic Centre Court, location for the West Region(vi) 140 Borough Drive, location for the East Region

(c) Approved the amount of administrative space in the final accommodation solution as375,000 square feet maximum.



On December 8, 1999, the TDSB received a report entitled “Administration and GovernanceAccommodation Plan,” which, in part, outlined a short-term plan to relocate administrative staff.This first phase of the proposed long-term administration accommodation plan realizes a reduc-tion in space from 1,000,000 sq. ft. to 680,000 sq. ft. The details of the short-term plan are asfollows:

South Education Office and Head Office, 155 College

Central Services:• Trustees, Director, Executive Officers• Centrally Assigned Superintendents• Instruction• Human Resources• Business Services• Student and Community Services• Academic Accountability

South Regional Services:• Human Resources, Staff Development• Student and Community Services, Unit South• Business Services, Support Services, South• Facility Services – Permits• IT AV Media Tech. Centre• IT Academic Services

Additional south regional services delivered from the Old Administration Building, McCaul StreetBuilding include:

• South Family of Schools Superintendents• Instruction, E.O. South and Adult and Continuing Education• Resource Centre Library• Records Storage•

North Edoucation Office, 5050 Yonge StreetCentral Services:

• Business Services• Student and Community Services• IT Computer Room

North Regional Services:• North Family of Schools Superintendents• Instruction, E.O. North & Adult and Continuing Education• Human Resources, Staff Development• IT Academic Services• Student and Community Services, Unit North, Visa Students• Business Services, Support Services North• Facility Services – Permits•

East Education Offices, 140 Borough DriveRegional Services:

• East Family of Schools Superintendents• Business Services, Support Services East• Human Resource, Staff Development• Instruction



• Student and Community Services• IT Academic Services• Facility Service – Permits•

West Education Offices, 1 Civic Centre CourtCentral Services:

• Information TechnologyWest Regional Services:

• West Family of Schools Superintendents• Instruction• Human Resources, Staff Development• Business Services, Support Services West• Student and Community Services, Unit West• IT Academic Services• Facility Services – Permits•

Tippett Centre• Central Library, film, curriculum material, print shop

Staff Development

There are 38 locations currently housing staff development and IT training centres across theTDSB. There are approximately 105 rooms being booked amounting to some 96,000 squarefeet of space. Due to the consolidation of administrative space, a number of these rooms willnot be available in the near future.

It is proposed to accommodate current staff development needs as follows:

North, Georges Vanier SS• IT Training Centre (6 training classrooms)

South, Central Technical School• IT Training Centre (6 training classrooms)• Meeting, workshop (5 meeting rooms to serve Instruction, Academic Accountability, Hu-

man Resources, Student & Community Services)

East, David & Mary Thomson CI• IT Training Centre (6 training classrooms)

West, Burnhamthorpe CI• IT Training Centre (6 training classrooms)• Meeting, workshop (6 meeting rooms to serve Instruction, Academic Accountability, Hu-

man Resources, Student & Community Services)

Current Status

Administrative staff relocation is in progress and ongoing. 155 College Street is currently oper-ating as the TDSB headquarters. Trustees, the Director, Executive Officers and Senior Staffhave been relocated.



The relocation of administrative staff into existing office accommodation at the four RegionalEducation Offices and Central Office locations is underway. Seven sequential moves are re-quired. The moves began in March, and are scheduled for completion by December of 2000.

A detailed phasing plan for the moves has been distributed to Director’s Council and sharedwith the Move Co-ordinators, who represent every department in every building and act as theliason between staff and the Project Team. All staff receive notification of their impending movefrom their Executive Officer one month prior to their move.

Project Costs

This administration relocation plan is the first step in consolidating the TDSB administrativestaff. In order to keep costs for this first phase to a minimum, the Project Team was directed tomove staff into existing space with little or no construction. The costs as described below moveadministrative staff and provide them with phones and computers in existing office space.

Significant construction, (estimated at $477,000), is required at Tippett Centre to consolidate;library resources, film and curriculum material distribution and a central print shop. This consoli-dation yields a net decrease in space requirements from seven former centres to one.

Significant construction, (estimated at $350,000), is also required to consolidate computer roomfacilities and staff, from six former main computer rooms to one.

Project costs are as follows:

Construction

1) Construction CostsAdditional Outlets

.1 Computer Cabling 210,000

.2 Electrical Outlets 70,000

.3 Telephone Outlets 70,000350,000 350,000

Renovations.1 155 College 60,500.2 5050 Yonge 25,000.3 Tippett Centre 447,000.4 Computer Room Consolidation 350,000.5 I.T. Training Centres 800,000.6 Alterations to McCaul St. Building for File Rooms

200,000

.7 Miscellaneous 100,0001,982,500 1,982,500

Construction Contingency 20% 466,500 466,500

2) Relocation Costs (Moves, Phones, Computers).1 Administration Staff (2000) 1,000,000.2 Equipment Moves (Libraries, Files etc.) 200,000.3 Swing Space, Double Moves 50,000

1,250,000 1,250,000



3) Equipment, Misc. Furniture, Library Storage Systems Costs, IT Help Desk Furniture

450,000

4) Miscellaneous (Permits, Disbursements, Testing) 100,000 100,000Total Construction/Relocation Costs 4,599,000

5) Fees.1 Design 440,000.2 Furniture Inventory 120,000

560,000 560,0005,159,000

Total Project Costs 5,159,000

Conclusion

Bringing together some 2000 administrative staff from seven former area Boards, that ultimatelyserve 300,000 students is a significant undertaking. In the short term, to meet the current andpressing needs of amalgamation, staff need to come together to work effectively with the goal ofminimizing service description to students, staff, parents and the community in this downsizingperiod.

On December 15, 1999, the TDSB approved a series of recommendations which will ultimatelylead to the long-term administration and governance accommodation plan which is planned tobe realized within the next three to five year period. Facility Services and Business Servicesstaff are currently preparing a progress report on the Long-term Administration and GovernanceAccommodation Plan for the Board’s consideration and approval in the May cycle.

Trustee Cansfield, seconded by Trustee Nash, moved: That budget approval be given for theShort-term Administration Relocation Project in the amount of $5,159,000 to be fundedfrom the TDSB’s Current budget.


115. School Implementation Initiatives: An Update

The Board considered the following report of the officials dated April 26, 2000, provided as anupdate with regard to the progress of the Elementary and Secondary School Implementationinitiatives.

Curriculum

Training sessions for District Steering Committee staff across the province were held March 22and 23 at the Ministry of Education. The training focused on the new curriculum and supportsfor higher achievement. During April and May, train-the-trainer workshops will be held for TDSBSchool Implementation Teams. These workshops will allow schools to share successful imple-mentation strategies.

There will also be a series of subject-specific workshops to assist teachers with the new cur-riculum.

The Independent Learning Centre has developed the up-to-30-hour crossover materials to sup-port students moving from Applied to Academic courses between Grades 9 and 10.



Community Involvement

Project Team staff have been meeting with groups of administrators, teachers, students, andSchool Council members across the TDSB to consult on the proposed information booklet andapproved activities for community involvement. A final version will be brought to the Junemeeting of the Board for approval.

Student Transition – Grades 8 to 9

A project team is developing a procedures document for the appropriate transition of studentsmoving into secondary schools.

Teacher Advisor Program

Last year TDSB staff created sample lessons, including all support materials, for Teacher Advi-sors to use in Grades 7, 8 and 9. Binders were supplied to all schools in the TDSB. A signifi-cant sale of these materials has occurred throughout Ontario as other Boards became aware ofthe resource. In addition, an agreement with the French Boards has been struck, providing fortranslation of the materials into French at no cost to the TDSB. All funds from sale of theFrench materials will be shared equally between the French Boards and the TDSB. This willallow TDSB schools with French Immersion programs to provide Teacher Advisor programs inFrench, should they so choose. The writing team is currently preparing similar binders forGrades 10 and 11-12.

An on-line conference, hosted through the Knowledge Network, has been created for TDSBTeacher Advisors, guidance, and administrative staff. Workshops for administrators and guid-ance staff have been scheduled for early April for each of the four Education Offices. Summerinstitutes are also being planned.

Grade 10 Literacy Test

The Minister of Education announced that although the students in Grade 10 in the 2000-01school year will write the Grade 10 Test or Reading and Writing Skills, successful completion ofthe test will NOT be a graduation requirement for these students. Writing the test will give stu-dents and teachers an opportunity to evaluate students’ skills and provide appropriate remedia-tion to ensure future success.

The Grade 10 Test of Reading and Writing Skills will be administered on October 11 and 12,2000. All students in Grade 10 will write the test, unless the Principal has granted them a defer-ral. Accommodations will be described in guidelines to be released by EQAO by June 2000.

Currently, field-testing is occurring in schools across the province. On March 22 and 23 twenty-two schools in the TDSB were involved, with a total of 57 Grade 10 classes participating. A fullday training session was provided for selected TDSB staff to become trainers, who then con-ducted half day training sessions for all TDSB school staff involved in the field testing.

From February 15 to March 2, six full-day workshops were held across the TDSB to providesupport for teams from each secondary school around the test. It was emphasized that allteachers are teachers of literacy, and share the responsibility of preparing students for successwith the test.



Additional Provincial Funding to Support Implementation

(a) On March 9, 2000, the Ministry of Education announced $64 million in funding to supportthe full implementation of the Teacher Advisor Program for students in Grades 7 through 12inclusive.

(b) $913,500,000 has been allocated to the TDSB for implementation of the new curriculum(March 20 – December 31). This includes:

(i) $642,600 for the equivalent of nine teacher release days for each elementary school(ii) $136,800 for eight teacher release days for each secondary school(iii) $131,250.00 for secondary school implementation team training conducted during

September and October(iv) $2,850.00 for discipline specific workshops based on the equivalent of 19 supply

teacher days per board

Funds allocated are to be used to support the participation of classroom teachers in the follow-ing professional development activities:

• Choices Into Action Grades 1-8• Discipline Specific Workshops for Teachers of Grade 10• Electronic Curriculum Unit Planner Grades 1-8• Mathematics Training for Teachers of Grades 4-6• Reading and Mathematics Exemplars Grades 1-8• Regional Workshops on Implementation Issues and Emerging Practices• Resources and Strategies to Support Teachers on Combined Grades• Supports for Higher Achievement Grades 6, 7, 8, and 9

Each of the priority areas listed above will include an appropriate focus on supports for excep-tional students

(c) $25 million has been allocated provincially to support students in Grades 7-10 in the devel-opment of skills in reading, writing and mathematics. This will provide support for remedia-tion programs for students, which may be offered before and after school, on weekends, orduring the summer. Remedial programs and services may also include reading programs,adaptations to curriculum, tutors, classroom assistants, and reduced class size for specialneeds students.

Further details about the initiatives listed in this report, as well as other activities related to theimplementation of Secondary School Reform, are outlined in the April edition of the Reform Re-port.

Trustee Payne, seconded by Trustee Hill, moved: That the report be received.


116. Supervisory Officer Selection Process

The Board considered the following report of the officials dated April 26, 2000, provided to iden-tify trustee representation on the Supervisory Officer Selection Pool Interview Panel that is re-quired for the current year's process.



Applications are currently being sought, both internally and externally, from qualified individualswho are interested in being considered for the position of Supervisory Officer with the TorontoDistrict School Board. Our policy directs that up to five trustees may be involved on the PoolInterviews.

This process will require that participating trustees attend an orientation session to be sched-uled late in the week of May 15, 2000, and to be available for interviews to be held on May 23,24 and 25. Participating trustees must be available throughout the process.

Trustee Kendall, seconded by Trustee Cansfield, moved: That five trustees be appointed toparticipate on the Pool Interview Selection Panel as a part of the current Supervisory Of-ficer Selection Process.


The following trustees were elected to participate in the above-mentioned Pool Interview Selec-tion Panel: Trustees Cansfield, Gershon, Hill, Mankovsky and Payne. Trustee Schaeffer is thealternate.

117. Bylaws Revision

The Board considered the following report of the officials, dated April 26, 2000, and provided toseek approval for amendments to the Board's Bylaws.

At its meeting held on March 29, 2000, the Board adopted the following recommendations of theChair’s Committee with respect to restructuring the Board’s committee structure:

(a) That the present Budget Committee and ongoing special committees be disbanded as soonas practicable after the Board adopts the necessary Bylaw changes to establish a the Pro-gram, Services and Finance Committee;

(b) That the Program, Services and Finance Committee assume the mandate of the currentBudget Committee;

(c) That the Program, Services and Finance Committee also consider matters as referred to itby the Board, the Standing Committee and the Chair’s Committee;

(d) That an audit committee be established, when necessary, to assume the audit function ofthe current Business Administration and Human Resources Committee.

In order to implement the foregoing recommendations, the Chair’s Committee gave notice onMarch 29, 2000, in accordance with Bylaw 15 (Revisions to Bylaws), that a new Bylaw 13 beadopted.

Trustee Gershon, seconded by Trustee Laskin moved:

(a) That a new Bylaw 13 be adopted as follows:

Bylaw 13: Program, Services and Finance Committee.

13.1The Program, Services and Finance Committee will be composed of up toseven (7) members and will:



Include up to four (4) alternate members for the purpose of facilitating quorum.Should an alternate member be required to maintain quorum, that member willhave all the rights and privileges of committee membership for the remainder ofthe meeting.

Meet as decided by the Committee.

(i) Consider and submit recommendations on matters relating to programs,services and finance in accordance with procedures established by theBoard.

(ii) Members of the Board who are not members of this Committee will have allthe rights and privileges of committee membership, except:

• they will not count in determining a quorum;• they may vote (and make motions) on all matters except election of

Committee Chair and motion to adjourn.

(b) That Bylaws 13, 14 and 15 be renumbered consecutively, as Bylaws 14, 15 and16.


118. Kimberley/Beaches Public School Program Update: Architect Selection

The Board considered the following report of the officials, dated April 26, 2000, on the selectionof architect services.

On November 24, 1999, the Toronto District School Board directed that funds in the amount of$712,500, secured as a result of the development east of the main CNR lands, be used to ad-dress program upgrade issues at Kimberley/Beaches Public School. On that date, TDSB alsoapproved the formation of a design team who would determine the most efficient use of thefunds to address student accommodation concerns.

Process

On March 3, 2000, an expression of interest was posted on the Internet by the Purchasing De-partment. Fifteen submissions were received. In accordance with Board policy, the GeneralManager of Technical Services recommended five firms which demonstrated outstanding abilityin the areas called for in the expression of interest to the Architect Selection Committee. Thefive recommended firms were:

• Scott Morris Architects• Taylor Hariri Pontarini Architects• Moffett & Duncan Architects• Kingsland Pile Architects• Carruthers Shaw and Partners Limited

On March 23, 2000, the Architect Selection Committee consisting of: the Trustee in Ward 17,the Family Superintendent, the Service Administrator and the General Manager of TechnicalServices unanimously selected Taylor Hariri Pontarini Architects.



Taylor Hariri Pontarini Architects demonstrated design excellence, with proven technical abilityand a past performance record of closely adhering to project budgets and schedules.

Trustee Moll, seconded by Trustee Moyer, moved: That the firm of Taylor Hariri PontariniArchitects, be retained as the architects for the program upgrade project atKimberley/Beaches Public School.


119. Police-School Protocol

The Board considered the following report of the officials, dated May 3, 2000, regarding a po-lice-school protocol to support the promotion and the maintenance of a safe school environ-ment.

The report indicated that it is critical that there be a protocol between the Toronto District SchoolBoard and the Toronto Police Service. The protocol is designed to encourage a positive rela-tionship between the school communities and police officers and to establish guidelines forthese relationships.

Protocols existed in several of the legacy boards and it became necessary for the consistencyof application that a police-school protocol be developed between the Toronto District SchoolBoard and the Toronto Police Service. Several pieces of provincial and federal legislation influ-ence and govern the procedures established in any protocol of this nature. To this end, meet-ings occurred between TDSB counsel, counsel for the Toronto Catholic District School Boardand the Toronto Police Service to develop a draft police-school protocol that adheres to all leg-islation. Both the Toronto Catholic District School Board and the Toronto Police Service haveadopted the attached protocol (see page 220).

Trustee Codd, seconded by Trustee Cleary moved: That the police-school protocol be ap-proved.


120. Report No. 1 of the Capital Asset Management and School Operations Committee,February 29, 2000

Trustee Ferreira, seconded by Trustee Kendall, moved: That Report No. 1 of the Capital As-set Management and School Operations Committee be referred for consideration at aSpecial Board meeting on May 10, 2000.


121. Report No. 4 of the Standing Committee, April 5, 2000 (see page 227)

Trustee Payne, seconded by Trustee Hill, moved: That Report No. 4, Standing Committee,April 5, 2000, be adopted.


122. Report No. 5 of the Standing Committee, April 12, 2000 (see page 250)



Earlier in the meeting, Trustee Mankovsky, seconded by Trustee Ferreira, moved: That ReportNo. 5 of the Standing Committee, April 12, 2000, be adopted.

Recommendation of Item 3: Human Rights Policy (see page 251)

Trustee Payne, seconded by Trustee Thomas, moved in amendment: That, once the policy isadopted, it be vetted by a human rights lawyer.

The amendment was defeated.

Trustee Payne, seconded by Trustee Thomas moved, in amendment: That examples pro-vided in Appendix B (Examples of Human Rights Discrimination and Harassment) bemade more generic.

Trustee Thomas, seconded by Trustee Ward, moved: That the debate be ended.


The amendment was defeated.

Trustee Kendall, seconded by Trustee Ferreira, moved in amendment: That the second sen-tence of the section on Legislative Context, under the title Canadian Charter of Rightsand Freedoms, read as follows (changes underlined): “As such, all other laws and appli-cable workings of governments, including school boards, must be consistent with itsprovisions.”

The amendment was carried.

Trustee Gershon, seconded by Trustee Kendall, moved: That the debate be ended on themain motion as amended.


The main motion was carried, as amended, on a recorded vote as follows:

Yeas: Trustees Atkinson, Cansfield, Cleary, Codd, Ferreira, Gershon, Hall, Hill, Ken-dall, Laskin, Mankovsky, McDonald, Moll, Nash, Nyberg and Ward. (16)

Nays: Trustees Moyer, Payne and Thomas. (3)

Absent: Trustees McNaughton, Schaeffer and Stephens. (3)

Recommendation of Item 4: Safe Schools Policy and Administrative Procedures (seepage 252)

Trustee Kendall, seconded by Trustee Ward, moved: That the policy be approved in princi-ple and sent to a primary education lawyer to be vetted before final approved by theBoard.

The motion to approve in principle was defeated.



The main motion was carried on a recorded vote as follows:

Yeas: Trustees Cansfield, Codd, Ferreira, Gershon, Hall, Hill, Laskin, Mankovsky,McDonald, Moll, Nash, Nyberg, Payne and Ward. (14)

Nays: Trustee Kendall. (1)

Absent: Trustees Atkinson, Cleary, McNaughton, Moyer, Schaeffer, Stephens andThomas. (7)

The motion to adopt the Report No. 5 of the Standing Committee, April 12, 2000, as amended,was carried

123. Report No. 4 of the Budget Committee, April 17, 2000 (see page 305)

Trustee Cansfield, seconded by Trustee Hall, moved: That Report No. 4, Budget Committee,April 17, 2000, be adopted.


124. Report No. 4 of the Special Education Advisory Committee, April 10, 2000 (seepage 316)

Trustee Hall, seconded by Trustee Nash, moved: That Report No. 4 of the Special EducationAdvisory Committee, April 10, 2000, be received.


125. Consideration of Notice of Motion

Notice of Motion re Campaign to Promote Public Awareness of the Accomplishments of YoungPeople and Their Positive Contributions to Society

Earlier in the meeting, Trustee Kendall, seconded by Trustee Laskin, moved:

(a) That the Board undertake a campaign to promote public awareness of the accom-plishments of young people, and the many positive contributions made by them,both individually and collectively, to society;

(b) That other organizations, including the Ontario Public School Boards’ Association,be invited to join the Board to participate in the campaign; and

(c) That the campaign be launched no later than June 30, 2000, and continue for a mini-mum of six months.


Notice of Motion re the Legal Analysis of the Proposed Provincial Code of Conduct for Students

Trustee Kendall withdrew his notice of motion re the Legal Analysis of the Proposed ProvincialCode of Conduct for Students.



126. Written Notices of Motion

The Board received notice of the following written motions for consideration at an appropriateStanding Committee or Board meeting:

(a) Trustee Moll re Playground Safety Assessment

That, if as a result of the third-party audit of the Board's playground any are closed, the equip-ment be removed forthwith;

(i) That a plan for playground replacement be developed to address the needs of thecommunity, i.e., deficiency or abundance of neighbourhood playgrounds, the size ofthe school population and its grounds, and whether there is alternate funding, and theappropriateness and the weight to be given to same in determining the timing of thereplacement; and

(ii) That the report, together with advice as to the audit’s findings, be provided to theBoard in May 2000.

(b) Trustee Kendall re Plan to Improve Staff Morale

(i) That the Director of Education prepare a plan to improve morale amongst Board em-ployees;

(ii) That the plan be reported to the Board for approval in June 2000.

127. Report No. 9, Committee of the Whole (Private Session), May 3, 2000 (see page 320)

Earlier in the meeting, Trustee Laskin, seconded by Trustee Mankovsky, moved: That ReportNo. 9 of the Committee of the Whole (Private Session), May 3, 2000, be adopted.


128. Adjournment

At 12:05 a.m., Trustee Nash, seconded by Trustee Ferreira, moved: That the regular Boardmeeting stand adjourned.


Marguerite Jackson Gail NybergDirector of Education and Secretary-Treasurer Chair of the Board

Minutes of the Toronto District School Board May 3, 2000RFP: Student Transportation, Report dated May 2, 2000


RFP: Student Transportation

May 2, 2000

To the Chair and Membersof the Toronto District School Board:

Purpose

The purposed of this report is to update the Board further to the May 3, 2000, report regardingchanges in vehicle costs in the RFP that alter the final staff recommendation.

Background

Since the RFP was a joint venture by the Toronto Catholic District School Board (TCDSB) andthe TDSB, finalizing the number of vehicles for any one contractor has been difficult. This num-ber is critical to the costing since some of the bidders quoted on the basis of specific numbersand prices per vehicle with increased prices per vehicle when the total number decline.

Within the last few days, staff became aware of a significant decrease in the total number of ve-hicles required by the TCDSB as a result of the French Catholic Board opting out of a sharedtransportation agreement. This decrease, although not finalized by the TCDSB, will reduce thetotal Laidlaw vehicle allocation and increase the cost per vehicle in accordance with their pro-posal. As of this morning (May 2, 2000) Laidlaw agreed to maintain their quote per vehicle,therefore, avoiding any cost increase.

Schedule ‘A’ summarizes the impact on the contract cost in Column 2. This retains the April 26,2000, vehicle allocation to contractors and reflects no increase cost for Laidlaw because of thechange in volume noted above.

Other Alternatives

In anticipation of possible increases in the Laidlaw rates per vehicle, staff revisited the two majorcategories of 20 and 72 passenger vehicles to compare all possible bids.

Alternative 1

For the 20 passenger vehicles the Stock bid was the lowest and therefore, 92 vehicles weretransferred from Laidlaw. Schedule ‘A’ reflects the comparative results in vehicles allocated andtotal contract cost that allows for a board-wide comparison.

Alternative 2

Alternative 1 is higher in cost than the April 26, 2000, proposal and placed 460 vehicles withStock. Stock’s proposal offered a significant price reduction on all vehicles if 550 or more wereawarded. Schedule ‘A’ reflects a total of 535 vehicles from the TDSB and the TCDSB is ex-pected to place an estimated 34 vehicles with Stock for a total of 569. The chart below reflectsthe total cost that incorporated the reduced price per vehicle and an improved overall savings of$917,396.



1No. Vehicles1999-2000

2 3No. Vehicles

2000-01

4

ProposedApril 26th Alternative 1 Alternative 2

Cardinal 68 145 145 145

Laidlaw 235 167 75 -

PMCL 5 5 5 5

Stock 286 368 460 535

Metro Cab 87 - - -

TOTAL 681 685 685 685

Total estimated cost* $21,817,801 $20,946,463 $21,154,209 $20,900,405

Savings $871,338 $663,592 $917,396

* Based on 685 vehicles

Conclusion

Staff have supported maintaining as many contractors as possible throughout this RFP reviewto ensure that the Board continue to provide future contractor options for this service. Alterna-tive 2 eliminates Laidlaw as a carrier and results in basically two contractors. This is a concern,however, it is expected that Laidlaw will be awarded a contract through the TCDSB and there-fore Laidlaw will maintain a presence in this district.

Staff are aware that the TCDSB have not completed their deliberations and some of the vehiclenumbers used in our costings are still estimates. However, we are very late in presenting ourrecommendation to the Board and believe that the contract must be awarded now to ensureadequate planning time for the September start-up.

Having considered all of the input and cost of the alternatives, the revised recommendations arepresented for Board consideration.

Staff Recommendations

(a) That Cardinal Coach Lines be awarded a contract for approximately $3,907,251 annuallyfor student transportation commencing September 1, 2000, and expiring August 31, 2005with annual increases of 85% of the Toronto CPI (excluding fuel escalator);

(b) That Penetang-Midland Coach Lines Limited (PMCL) be contracted for approximately$147,640 annually for student transportation commencing September 1, 2000, and expiringAugust 31, 2005 with annual increases of 85% of the Toronto CPI (excluding fuel escala-tor);

(c) That Stock Transportation Limited be awarded a contract for approximately $16,845,514annually for student transportation commencing September 1, 2000, and expiring August31, 2005 with annual increases of 85% of the Toronto CPI (excluding fuel escalator).



(d) That Purchasing and Distribution Services be authorized to exercise up to two one-year op-tional extensions based on supplier satisfactory performance and market conditions;

(e) That additional capacity, as required, be contracted from the Toronto Catholic DistrictSchool Board to fully implement a coterminous student transportation arrangement.

Minutes of the Toronto District School Board May 3, 2000Police-School Protocol


Police-School Protocol(Approved, see page 213)

The following protocol will form the basis for an agreement between the Toronto District SchoolBoard, the Toronto Police Service and the Toronto Catholic District School Board.

A. Purpose

The purpose of this document is to establish a protocol between the Toronto Police Service, theToronto District School Board and the Toronto Catholic District School Board. This will confirmthe working relationship and appropriate responses to incidents where police involvement orintervention is requested or required.

This protocol is designed to encourage, enable and maintain a positive relationship betweenpolice officers, school administrators, staff, students, parents, members of the school commu-nity, and establishes guidelines for these various relationships.

This protocol supports and reflects the principles of community policing. Community policing in-volves the interaction of the police with the community with a focus on problem-solving for thebenefit of all of the stakeholders.

This protocol is developed with the understanding that co-operative involvement and interven-tions will facilitate the development of positive attitudes, acceptable student behaviour and at-tempt to ensure learning environments that are safe, nurturing, positive and respectful.

Caveat: While the intention of the protocol is for police and school officials towork in cooperation, they may have separate duties and responsibilities with re-spect to interviewing students involved in criminal activities. In these circum-stances, police and school officials should review their respective policies andProcedures For Guidance.

B. Common Understandings

1. Students, staff and other community members have a right to a school environment that issafe and positive.

2. The parties recognize the multicultural make-up and diversity of our school communities.3. The Toronto District School Board and the Toronto Catholic District School Board will work

co-operatively with the Toronto Police Service to attempt to ensure the safety of students,staff, other members of the school community, police and emergency services personnel.Co-operation between police officers and school board staff is essential to the welfare ofstudents, staff and the community at large when incidents of a criminal nature occur.

4. All criminal offences with a connection to a school will be reported to the police and will beinvestigated by police promptly and thoroughly, where appropriate.

5. It is the duty of a principal of a school to maintain proper order and discipline in the school.6. This protocol will be administered in conjunction with the safe schools policies of the Toronto

District School Board and the violence prevention policies of the Toronto Catholic DistrictSchool Board.

7. The rights of all students, parents and staff members will be respected at all times.8. Except in emergency situations, police, upon entering a school, are expected to identify

themselves to the main school office.



9. Whenever police are arresting a person on school property, it is the responsibility of policeto inform individuals involved of their rights under the law.

10. Relevant individuals, including principals, teachers, other staff, students and parents, have aright to independent legal counsel regarding their respective duties and responsibilities un-der the law.

C. Student Crime Stoppers Program

The Toronto Police Service emphasizes the importance of the Student Crime Stoppers Programor equivalent programs as an effective deterrent to crime. The school boards will endeavour tosupport their administration and staff with the implementation of the Student Crime StoppersProgram and/or equivalent programs for students in secondary schools.

D. Role of the Police

In keeping with the motto of the Toronto Police Service, “To Serve and Protect”, the primary roleof the police is to prevent and solve problems related to both the safety and well-being of per-sons and the protection of property. This includes intervening in crises or emergencies, con-ducting investigations relating to alleged breaches of federal and provincial statutes and per-forming other lawful duties as required.

In the school context, this involves sharing with the school boards and their employees the re-sponsibility for preserving the peace and preventing crime. It involves assisting in the preserva-tion of a safe learning and working environment for the students, staff and others lawfully onschool property.

E. Discipline and Supervision in School

Under the Education Act, the principal of a school has an obligation to maintain order and disci-pline in the school. Under the Criminal Code and other legislation, the police have a duty to in-vestigate criminal and quasi-criminal offences. Where offences are committed on school prop-erty or involve students of a school, it will be necessary for the principal and the police to workcooperatively in fulfilling their overlapping obligations and responsibilities.

1. Role of School Boards

The school board has a responsibility to develop and implement effective measures todeal with violence in schools. These measures include the establishment of safeschools and violence prevention policies and procedures, the incorporation of violenceprevention in the curriculum, and the establishment of codes of behaviour.

2. Role of the Principal

The role of the principal is to maintain, in accordance with the requirements of rele-vant legislation and Board policies, a safe, orderly learning and working environment forstudents, staff and others lawfully on school property. As part of that role, the principal:

• acts in loco parentis to the students of the school;• implements safe school and violence prevention policies and procedures;• communicates awareness of policies and procedures to staff, students, parents and

school communities;



• remains with the student, whether a suspect or witness, in most cases of police inter-views of students at school (but subject to contrary parental instructions and, in anyevent, the preference of the student).

3. Police Interview of Students

When conducting an investigation, police will make every effort to minimize disruption toschool routines. In all instances of non-emergency police investigations and except inextraordinary circumstances, details of which must be explained to the principal, policeofficers are expected to report to the main school office prior to commencing an investi-gation in the school. This will permit the principal (or appropriate vice-principal) to greetthe officer, and facilitate the process.

Interview procedures will vary depending on the circumstances. It is recognized that thenorm is for interviews by the police to be conducted outside of the school. In some cir-cumstances, however, it may be necessary to conduct police interviews on schoolpremises during school hours. In such cases, interviews shall be conducted in a mannerthat will minimize disruption to school routines.

During a police investigation at school, it is primarily the responsibility of the police toexplain to a young person his or her rights in a manner that enables him or her to under-stand them. The principal or designate will inform police of any special circumstanceswhich may impede the student in expressing or understanding written or oral communi-cation.

Under 18 years of age

In cases where the police wish to interview a student, whether a suspect or witness, whois under the age of 18 years on school premises during school hours, the principal, infulfilling his/her in loco parentis role, will contact the parent(s) or guardian(s) promptlyunless prevented by urgent circumstances, to advise of the request for the interview andinvite the parent(s) or guardian(s) to be present. (Where the principal is not able tocontact the parent(s) or guardian(s), the principal will record his/her attempts to makesuch contact.) By way of exception to this rule, where the police have determined thebest interests of the student requires that an interview take place without the priorknowledge and in the absence of the parent(s) or guardian(s), the principal may permitan interview to take place in the school and without prior parental consent if the principalis of the view that his/her discretion should be exercised in that way, based upon confir-mation from the police that, to the best of the knowledge, information and belief of thepolice:

• the police are investigating an offence in which the student is at personal risk, or an of-fence in which the presence of the parent(s) or guardian(s) during the interview can rea-sonably be expected to compromise the safety of the student or the integrity of the inves-tigation;

• the police are of the opinion, having considered other forms of interview, that it would bein the best interests of the student that the interview take place within the school;

• the police intend to interview the student without the prior knowledge and in the absenceof the parent(s) or guardian(s) in any event; and

• the police undertake to inform the parent(s) or guardian(s) of the interview as soon aspossible.



In addition, the young person may consult with legal counsel or a parent or any otherappropriate adult. In some cases, the young person may prefer to have a teacher or aprincipal present during a police interview or when making a statement. In any suchcase, the police will make all reasonable efforts to accommodate these rights of the stu-dents. (See “The Toronto Centralized Services Protocol for Children under 12 in Conflictwith the Law in Conjunction with the Toronto Police Service”.)

18 years of age or over

It is acknowledged that, under the relevant legislation, students who are 18 years of ageor older are adults. The intention of this protocol to avoid unnecessary disruption toschool activities applies equally to adult students.

4. Arrest and Restraint

Whether or not the incident giving rise to the necessity to arrest is school-related, thepolice shall, in the interest of school safety and morale, consult with the principal andconsider alternatives to the extent possible, and effect the arrest at a location other thana school.

When it is necessary that a student be arrested at school during school hours, to theextent possible, such an arrest will be made in such a manner that will minimize disrup-tion of school routines.

Where a student is to be arrested on school premises during school hours, and so longas circumstances (when reasonably assessed) permit, police will contact the principal toarrange a suitable procedure by which police will access the student.

Where a student is to be arrested, police shall not be denied access to the student.

There may be circumstances in which physical restraints will be necessary. These willbe employed with full regard for the safety of those involved in accordance with thisprotocol, police procedure and the arresting officer’s discretionary powers.

F. Incident Reporting

When a principal has a reasonable basis to believe that a student in a school has committed acriminal offence or is likely to commit a criminal offence, the principal will be normally expectedto report the incident to the police, in accordance with relevant Board and Ministry of Educationpolicies and procedures, and in consideration of safety of the victim and the victim’s perceptionof his/her own safety.

G. School Personnel Notes

It is recognized that:

• events occurring at school in which the police are or may become involved sometimesgive rise to a summons to the witness to appear in court, and

• with the passage of time, immediate recall of details of events becomes progressivelymore difficult.



There is wisdom, therefore, in recording these details contemporaneously with the events them-selves. Such details when maintained should be kept in a journal and available for referencewhen required; include dates, times, names of witnesses interviewed and any relevant observa-tions; and, where appropriate, might also include a summary of any action taken by school ad-ministration.

H. Sharing of Information

Information in the possession and custody of the school board is governed simultaneously bythe Education Act and the Municipal Freedom of Information and Protection of Privacy Act.

(a) Education Act

Under the Education Act and in accordance with the regulations and the guidelines is-sued by the Ministry of Education, a principal is responsible for collecting information forinclusion in a student’s record. The Ontario Student Record (“OSR”) contains informa-tion such as transcripts, report cards, and photographs. The OSR will also include,where applicable, a Violent Incident Form, containing:

• -a description of the incident;• -a reference to the call to the police, if applicable;• -a reference to the school or board disciplinary response to the incident, if applicable;

and/or• -a copy of the school board’s letter(s) to the student and/or parent(s) or guardian(s) re-

garding the suspension or expulsion for violent behaviour.

Under this statute, information in the OSR is privileged for the information and use of su-pervisory officers and the principal and teachers of a school for the improvement of in-struction of a student. Disclosure of its contents to the police may be made in the fol-lowing circumstances:

• with the written permission of the parent or guardian of the student or, where the studentis an adult, with the written permission of the student;

• through a search warrant requiring the surrender of an OSR to the police; or• through a subpoena or appropriate court order.

(b) Municipal Freedom of Information and Protection of Privacy Act

Despite the restrictions contained in the Education Act, records of personal informationwhether or not contained in the OSR are subject to the provisions of the Municipal Free-dom of Information and Protection of Privacy Act. The Municipal Freedom of Informationand Protection of Privacy Act expressly permits a school board to disclose confidentialinformation to the police to aid in an investigation undertaken with a view to a law en-forcement proceeding or from which a law enforcement proceeding is likely to result.Accordingly, since principals and teachers are permitted to share information with policein such circumstances, in non-urgent situations, police should be prepared to provide awritten statement that the identified information is required by the police to aid in an in-vestigation undertaken with a view to a law enforcement proceeding or from which a lawenforcement proceeding is likely to result.



(c) Young Offenders Act

The Young Offenders Act protects the privacy and identity of young persons. The provi-sions of the Young Offenders Act prohibit all persons, including police, youth courts andschool board officials, from publishing or making public any report of an offence com-mitted or alleged to have been committed by a young person or any report of a hearing,adjudication, disposition or appeal concerning a young person in which the name of theyoung person, the victim or any witness is likely to be disclosed. “Report” should be in-terpreted in a broad sense to include virtually all information or publication that mightdisclose the identity of a young person.

This does not prevent disclosures:

• to ensure safety of staff, student or other persons;• pursuant to a court order;• principals from suspending students for the reasons set out in the Education Act; or• Boards from hearing the appeal of the parent/guardian or an adult student.

In addition, it does not prohibit school boards from exercising their right to expel a stu-dent. In each of these cases, evidence of the events may be presented despite the ex-istence of Young Offenders Act proceedings.

(d) Judicial Proceedings Affecting Schools

In prosecutions of students under the Young Offenders Act and the Criminal Code,courts frequently impose obligations upon the accused students that also affect theschools themselves; for example, a bail or probation order may require the student toattend school or prohibit the student from returning to school, or require that the studentnot come closer than some minimal distance from the alleged victim. At the same timeas the court action is proceeding, the school may be in the process of suspending or ex-pelling the student pursuant to the authority in the Education Act.

Unfortunately, the court often neglects to recognize this type of conflict, and that theschool may not be in a position to honour the obligation thus imposed. Even if theschool had the lawful authority and the facilities to observe the condition, most often, noprovision is made for advising the school of any such restriction or obligation.

Accordingly, whenever charges are laid against a student, the police officers involved inthe case should consult with school administrators before recommending release and/orprobation conditions. Correspondingly, school administrators are encouraged to initiatediscussions with the police regarding such conditions. In addition, police officers will en-deavour to alert the school and seek to assist the school in its efforts to accommodatethe bail or probation order while at the same time continuing to exercise its powers andfulfil its obligations under the Education Act.

I. Dealing With the Media

Whenever a serious incident occurs in a school or is school-related and the Toronto PoliceService propose to issue a press release that includes reference to a school board or a school,the police will notify the appropriate school board officials in advance, and, to the extent feasi-ble, will entertain reasonable suggestions regarding references to the names of schools orschool boards as suggested by the school boards.



J. Future Reviews of This Protocol

This Protocol will be reviewed for possible revisions during joint review meetings involving theparties to be conducted annually.

K. Summary

It is the goal of this protocol to support the promotion and maintenance of a safe school envi-ronment. By this enactment the needs and the rights of the total school community – which in-cludes, but is not limited to victims, witnesses and accused – are recognized. Beliefs, proce-dures and expectations recognized and accepted through the partnership of the Toronto DistrictSchool Board, the Toronto Catholic District School Board and the Toronto Police Service pro-mote the following objectives:

• enhanced safety of students, staff, other members of the school community, police andemergency services personnel;

• enhanced staff morale; and• enhanced public confidence.

This protocol reflects the long standing spirit of co-operation that has prevailed in service to stu-dents, staff, parents and other members of our school community.

Minutes of the Toronto District School Board May 3, 2000Standing Committee, Report No. 4


Report No. 4, Standing Committee(Public Session)

April 5, 2000


A meeting of the Standing Committee convened at 6:45 p.m. in the Board Room at 155 CollegeStreet, Toronto, Ontario, with Co-Chair Christine Ferreira, presiding.

The following members were present: Trustees Irene Atkinson, Judi Codd, Christine Ferreira,Gerri Gershon, Suzan Hall, Elizabeth Hill, Shelley Laskin, Sheine Mankovsky, Carol McDonald,Ron McNaughton, Elizebeth Moyer, Barbara Nash, Gail Nyberg, Stephnie Payne, LileinSchaeffer, Doug Stephens, Mike Thomas, Sheila Ward and Student Trustee Piragash Velum-mylum.

Regrets were received from Trustees Donna Cansfield, Diane Cleary, Jeff Kendall and DavidMoll.

1. Oral Delegation

The following delegation was heard in accordance with the Board’s procedure for hearing dele-gations:

Staff Allocation of Educational Assistants (see Item 8)

Janet Davis, CUPE 4400

2. Comprehensive Energy and Water Reduction Program Phase IV

The Committee considered a report of the officials provided to obtain program approval to com-plete Phase IV of the Comprehensive Energy and Water Reduction Program.

In September 1999, the Toronto District School Board received a report on Energy Managementand Conservation Restructuring which outlined a process for completing Phase IV of the Com-prehensive Energy and Water Reduction Program through progressive, internal restructuring ofthe Facility Services Department which included the formation of an Energy Management Unit.It was intended that the Energy Management Unit would manage the energy program and com-plete Phase IV measures in the remaining two hundred and forty nine (249) buildings.

Situational Analysis

A detailed assessment has been undertaken by Energy Management Unit staff to estimate theconstruction dollars required to implement measures which would optimize the energy savingspotential in the remaining 249 buildings. Based on this assessment, it is estimated that (in ref-erence to the 1994 energy expenditures) an additional $7.5 million reduction in annual energycosts could be generated if the remainder of the Phase IV program was fully implemented. To-tal project costs (construction, design fees, contingencies and escalation) are estimated at $72million. The payback period is estimated to be 18 years with the inclusion of the financing at arate of 6.5% and an energy inflation factor of 4% from the project start date to construction



completion, including paying out financing costs. The resulting 18 year payback period is notsupportable.

Program Completion Strategy

To minimize the payback period, only those measures with maximum energy savings will beundertaken, including; lighting, BAS system upgrades and where water consumption is sub-stantial, water savings measures. (The list of proposed energy saving projects, Phase IV wasappended). Other improvements undertaken in the previous Phase IV Energy Program, suchas mechanical system upgrades with a high payback period will be undertaken on an as neededbasis from other TDSB wide improvement programs.

Total project costs for these measures will be held to $39 million, including; construction, designfees, contingencies and escalation. Based on this construction cost limit, energy measureswould be undertaken at 160 buildings and result in an additional $4.89 million reduction in an-nual energy costs when the project is fully implemented, yielding a projected average paybackperiod of 7.97 years. Including the cost of financing, the total payback period for this projectbased on a 6.5% finance cost and a 4% energy cost escalation factor is approximately 9 1/3years.

The project carrying costs during the 42 months construction period are assumed to be offset bythe increasing energy savings during this construction period. The 9 1/3 year payback periodcommences immediately following the completion of construction.

Implementation Plan

An implementation plan for the energy program in the proposed 160 buildings includes an inno-vative approach for undertaking the energy measures and maintaining savings.These include:

• An enhanced project schedule to complete construction in 42 months after obtaining theBoard’s approval (The schedule for proposed energy projects to be completed was ap-pended). Annual project status update reports would be presented to Board in Septem-ber prior to commencing construction for the next years program.

• • Utilization of an in-house and an outside construction labour force to minimize construc-

tion costs to assure quality and adherence to the construction schedule.• • Detailed review and assessment of all the schools.• • An advanced technology strategy with respect to building automation systems and water

reduction measures and;• • A comprehensive training program; in-house staff to train building operators in addition to

retaining outside consulting groups to organize school-based energy conservation teams.

Financial Options

The Comprehensive Energy and Water Reduction Program: Phase IV, is one of the Capitalprojects that is under review by the Ministry of Education for debt service cost funding. It is rec-ommended that we not proceed to arrange financing through the issue of debentures by the City



of Toronto, to be repaid from energy saving cost reductions, until such time as the final fundingdecision has been made by the Ministry of Education.

The Standing Committee RECOMMENDS:

(a) That approval be given to complete Phase IV Energy and Water Reduction Programs in160 buildings in the TDSB at a total project cost not to exceed $39 million;

(b) That annually in September, Phase IV Energy Program Status reports be presented to theBoard prior to commencing construction on the subsequent years program; and

(c) That the decision to arrange project financing through the issue of debentures repaid fromenergy savings, be held, pending Ministry direction on debt service cost funding.

3. Draft Environment Policy Statement and Consultation Plan

The Committee considered the following report of the officials presenting a Draft EnvironmentPolicy and Consultation Plan to be approved for consultation.

Discussions about the nature of an Environment Policy for the new Toronto District SchoolBoard began at a community meeting in October 1997. A large committee composed of cur-riculum and plant operations staff, teachers, and parents met regularly to prepare a report toschool superintendents which was presented in January, 1998. Policies of the six formerBoards provided the basis for consolidated recommendations. A second informal EnvironmentPolicy working committee, also broadly representative, continued the work of the first, furtherrefining a compilation of the best elements of these policies as background for the present Envi-ronment Policy Task Group. The list of Environment Policy Task Group Members was ap-pended to the report.

Research into current policy models of environmentally proactive businesses and senior gov-ernment departments led to the exploration of Environment Management Systems (EMS) ingeneral, and the International Standards Organization (ISO) 14000 EMS in particular. Aftercareful deliberation, and based on its members’ study of and experience with the previous,highly prescriptive policies, the committee chose this new model as the basis of the TorontoDistrict School Board’s Environment Policy.

What is ISO 14001?

ISO 14001 is an Environment Management System that involves the application of quality man-agement principles to the environmental activities of an organization. Key components of anISO 14001 policy statement include a commitment to continual improvement, the prevention ofpollution, and compliance with relevant legislation. An ISO 14001 environment policy also pro-vides a framework for the setting and reviewing of environmental objectives and targets. Thepolicy is also implemented, maintained and communicated to all employees and is available tothe public.

Will the TDSB become an ISO 14001 certified organization?

Becoming a fully certified organization requires a significant commitment of resources that arenot available at this time. Rather than adopting the ISO 14001 EMS in its complete form, theintention is to incorporate several of its key principles. In this way, the TDSB will make a realcommitment to important, yet manageable, environmental educational and organizational prac-tices.



What are its benefits?

The Ontario Ministry of the Environment lists the top five reasons school boards should adoptan ISO 14001 Environment Management System as:

(a) Improved learning environment through better student, teacher, and employee productivity,health, morale and involvement.

(b) Cost savings achieved through resource conservation and waste reduction (i.e., moremoney for the classroom).

(c) Improved response to incidents, which prevents or mitigates their impact.

(d) Reduced frequency and severity of environmental incidents and non-compliance withregulatory requirements.

(e) 5. Improved relations with students, staff and parents.

What other advantages are there for adopting this model?

The particular advantage that this policy model offers is its general comprehensiveness com-bined with its flexibility. Enshrining a commitment to “continuous improvement” as a basic prin-ciple establishes a clear direction to move in without putting unreasonable pressure on currentresources. Looking to local expertise to set reachable targets and report results places controlwhere it is most effectively exercised--in the hands of the people whose jobs have environ-mental implications and responsibilities.

Choosing the ISO 14001 model for our environment policy places the Board where it belongs--inthe ranks of leading organizations that have a strong, long-term interest in protecting the envi-ronment. As a demonstration of our unquestionable commitment to fostering a healthy, sus-tainable future for our students and staff, the Toronto District School Board wishes to adoptthese current best practices to support its becoming steadily more environmentally sound andsensitive across all departments.

What stage of the policy development process has the Task Group reached?

The Environment Policy Task Group has prepared a draft policy statement for the purposes ofconsulting with a wider constituency of stakeholders (See page 237, Draft Environment PolicyStatement). The Task Group has also prepared a consultation plan to ensure input from keystakeholders.

What is the Consultation Plan?

There are two main components of the consultation plan. A short information package will becirculated to Senior Staff, Managers, Parent Councils and Principals. In addition to the draftpolicy statement, the information package will include a response form, contact information andsome background material [The information package was appended to the report]. Managerswill be asked to circulate the information to staff for comment. Completing and returning the re-sponse form will be voluntary.

The second part of the plan involves holding one public consultation session. The session willbe held on a weekday from 4:30 to 6:00 p.m. and will include a formal presentation, a question



and answer period and an opportunity to complete a response form. Interested staff, students,parents and community members will be welcome to attend. Information regarding the publicconsultation session will be included in the information package.


(a) That the attached Policy Statement (see page 237) and Information Package (see page238) be circulated appropriately for consultation;

(b) That the staff report back to the Board in June upon completion of the consultation process;and

Business Arising

(a) That the Chair of the Board write to the Minister of Environment, forwarding a copy of theTDSB Draft Environment Policy Statement and expressing:

(i) Support for the principles presented in the Board's policy and those espoused bythe Ontario Ministry of Environment;

(ii) The Board's concern that it will be unable to reach this laudable standard due to anabsence of funding and that there is a need for a line in the funding formula to pay forconforming to the standard.

4. 2000-01 Grant Regulation: Update

The Committee heard an oral report from staff on the 2000-01 Grant Regulation (refer to March22, 2000, Minutes, Special Board Meeting).

The Committee was advised that the Ministry of Education has approved the Board's request forthe payment of the agreed mitigation fund and that the payment of $248,587,812 was receivedand deposited with the Board's bank.

The Committee also heard that staff have initiated discussions with the Ministry regarding thegrant increases that were announced for the 2000-01 fiscal year.

The Committee RECOMMENDS that the oral report be received.

5. School Year Calendar 2000-01

The Committee considered a report of the officials, dated April 5, 2000, recommending theschool year calendar for the Toronto District School Board for the 2000-01 school year.

A School Year Calendar Committee was established to recommend a calendar for the 2000-01school year for the Toronto District School Board and to work with the Toronto Catholic DistrictSchool Board in an attempt to establish a common calendar for the school year 2000-01.

Regulation 304 of the Education Act requires that there be a minimum of 194 school days be-tween September 1 and June 30, a maximum of 10 examination days be established for secon-dary schools and that the maximum number of Professional Activity days be four.

The attached calendars for the elementary and secondary panels represent recommendeddates for all schools in the Toronto District School Board (see pages 240 and 241).



Professional Activity Days

The following dates reflect consideration and input from representative members of our schoolcommunities. February 9, 2001 is designated as a Federation Day for joint professional activi-ties for the elementary and secondary schools. This will provide opportunity for staff to cometogether across the system to engage in professional development focused on curriculum andprofessional skill development. It will also provide system employees, beyond the teachingprofessionals, with a common date to be involved in professional development activities.

December 8 and March 30 are Professional Activity Days for the elementary panel that provideschools with reporting and parent-teacher conference time frames. The dates reflect 14- and13-week intervals among the three semesters.

June 26, June 27, and June 28 for secondary, and June 28 for elementary will be dedicated asProfessional Activity Days for curriculum and program evaluation and development, as well asthe professional development of teachers. Secondary schools that are semestered will have theoption of replacing the June 26 date with a date in February between semesters. The end ofthe first semester is February 2, 2001.

Ten Examination Days have been determined by each secondary school. Administration, inconsultation with staff, has identified the most appropriate time frames for their school.

The Standing Committee RECOMMENDS that the School Year Calendar for the Toronto DistrictSchool Board, as presented in the above report, be approved.

6. Compliance with the Salary Disclosure Act for 1999

The Committee considered a report of the officials, dated April 1, 2000, provided to inform theBoard on the Toronto District School Board’s submission to the Ministry of Education in compli-ance to the Salary Disclosure Act for 1999.

The Standing Committee RECOMMENDS that the report be received.

7. Programs for Success in the Early Years, JK-Grade 3

The Committee considered the following report of the officials, dated March 31, 2000, providedto identify and describe the programs within the Toronto District School Board that support ouryoungest students in achieving success in the Early Years, JK- Grade 3. Information aboutthese programs was requested as a result of discussions about the Educational Assistant allo-cations at the Instruction, Program and Student Services Committee.

The Toronto District School Board is committed to programs that provide all students with theessential knowledge and skills necessary to ensure their success throughout the Early Years.This includes a primary focus on literacy and numeracy, as well as the necessary social andlearning skills, which contribute to a solid foundation in all subject areas. Programs included inthis report are system or area level initiatives. Elementary schools offer a variety of excellentprograms to ensure academic and social success for their students. These are outlined in theTDSB 1999 School Profiles distributed to communities in the fall. The initiatives described inthis report are ones that require additional funding and support classroom programs.

Research shows that the quality of a child’s early experiences affects physical, emotional, socialand intellectual development. It is within these first years of a child’s life that the potential for



learning is nurtured and created. According to the Early Years Study by McCain and Mustard,brain development in the first six years establishes a base for learning, behaviour and health. Itis therefore crucial for children to have good beginnings to enable them to reach their full poten-tial both in school and in later life.

We have identified through research, board surveys and implementation monitoring, the majorfactors and related strategies that contribute to higher achievement. These factors are:

A Increased Instructional TimeB Focused InstructionC Teacher Knowledge and Teaching StrategiesD Early InterventionE Parental and Community Support

Increased Instructional Time

Successful strategies include programs that occur:(a) outside of the regular school day

- after school programs, summer school, tutoring programs(b) within regular school day

- one-to-one tutoring, small group instruction

Focused Instruction

Classroom programs devote time to focused instruction, specifically in literacy and numeracy.This may be achieved through:

• promoting the development of oral language skills• teaching and modeling effective reading and writing strategies• listening to students read and assessing their reading• guided and shared reading and writing• systematic teaching of problem solving and communicating in mathematics

Teacher Knowledge and Pedagogy

Teacher competence can be improved through:• - in-service training with a focus on best practices• - summer institutes• - professional conferences• - professional reading and dialogue• - school division or grade meetings

Early Intervention

By focusing on prevention and early intervention, many more children will become successful intheir academic and social performance. Early identification and support can include:

• prekindergarten and kindergarten programs that emphasize the development of• oral language, reading and writing skills• early and on-going identification programs• Readiness to Learn (Early Development Instrument)• In-school support team meetings



Parent and Community Support

There is substantial research to demonstrate that students are more successful when parentsparticipate in their education. Parent and community involvement with the school are achievedthrough:

• kindergarten entry and registration procedures• parenting programs and courses• home literacy programs• involvement of a variety of community agencies• reporting and conferencing on student progress

Throughout the Toronto District School Board a variety of school support and intervention pro-grams have been established to ensure that all students receive the best possible opportunity tolearn and be successful. These programs may occur at the school, family of schools, or systemlevel. The attached appendices identify and describe significant programs designed to supportstudents in the early years.

The report included a list of programs and indicated the appropriate major factors that contributeto high success and a brief identification of programs, their level of implementation and fundingrequirements [this document will be available in the Office of the Secretariat for a limited time].

Further details and elaboration on each of the programs are also included in the above docu-ment.


8. Staff Allocation of Educational Assistants in Regular Programs

The Committee considered a report of the officials, dated March 30, 2000, provided as an in-formation summary, including financial implications, of the various options presented to both theInstruction, Program and Student Services (IPSS) Committee and the Budget Committee re-garding the allocation of Educational Assistants to Regular Programs.

The Board at its Special meeting on June 9, 1999 considered an Equitable Distribution Modelwhich distributed 500 Educational Assistants to Regular Programs based on a combination ofkindergarten enrolment and inner citiness. The Board approved adding Educational Assistantsto those Families of Schools which would gain Educational Assistants under the proposedmodel. The Board also directed that no Family of Schools which had Educational Assistants inexcess of the proposed model would have them reduced for the 1999-2000 school year.

Number of EAs in June 9, 1999 Proposed Model 500.0 FTECost of EAs in June 9, 1999 Proposed Model $13.5 million

Number of EAs approved for 1999-2000 751.0 FTECost of EAs approved for 1999-2000 $20.2 million

On December 10, 1999, the IPSS Committee received information on current distribution ofEducational Assistants to Regular Programs and requested a report on alternative models ofdistribution with detailed school by school analysis.



On January 31, 2000, the IPSS Committee considered four alternative models for distribution ofEducational Assistants to Regular Programs. The models were based on varying ratios of Edu-cational Assistants to kindergarten students with an emphasis on inner city schools. The fourmodels in the report generated the following:

Number of EAs in January 31, 2000, Model A 589.0 FTECost of EAs in January 31, 2000, Model A $15.8 million

Number of EAs in January 31, 2000, Model B 606.0 FTECost of EAs in January 31, 2000, Model B $16.3 million

Number of EAs in January 31, 2000, Model C 555.0 FTECost of EAs in January 31, 2000, Model C $14.9 million

Number of EAs in January 31, 2000, Model D 498.5 FTECost of EAs in January 31, 2000, Model D $13.4 million

The Committee requested that modifications be made to Model B and that this information besubmitted to the next meeting of the IPSS Committee.

On February 15, 2000, a further report which included the requested modifications to Model Bwas submitted to the IPSS Committee. The revised model ensures a minimum of 1.0 FTE Edu-cational Assistant for every two kindergarten classes in the most inner city schools and a mini-mum of 1.0 FTE Educational Assistant for every four kindergarten classes in the least inner-cityschools.

Number of EAs in February 15, 2000, Model B Modified 672.0 FTECost of EAs in February 15, 2000, Model B Modified $18.1 million

On March 22, 2000, the reports previously submitted to the IPSS Committee were submitted tothe Budget Committee. The Committee requested that staff provide additional information onthis matter for the Standing Committee meeting of April 5, 2000.

Additional information re Educational Assistants in Regular Programs

The current allocations of Educational Assistants to regular programs outside of Kindergartenclasses are:

Program FTE Cost

French 26.5 $ .71 millionESL 9.4 $ .25 millionInner City 85.1 $2.28 millionOther (Open Plan) 8.0 $ .21 million

Total 129.0 $3.45 million

The Budget Committee also requested costing on a pool of Educational Assistants to be allo-cated to regular programs outside of kindergarten classes. The following information is pro-vided:



E.A. Pool FTE Cost

Regular Program 30.0 $ .81 millionRegular Program 60.0 $1.62 millionRegular Program 90.0 $2.43 million


(a) That Alternative Model B Modified as presented to the IPSS Committee on February 15,2000, be approved for implementation in September, 2001;

(b) That the Director of Education be requested to report to Committee on the requirement foreducational assistants in regular programs outside of kindergarten, of ESL, FSL, Inner Cityand open plan school needs.

9. Report No. 3, Instruction, Program and Student Services Committee, February 15,2000,- Staff Allocation of Educational Assistants in Regular Programs (see page246)

The Committee considered Report No. 3 of the Instruction, Program and Student ServicesCommittee, dated February 15, 2000, on Staff Allocation of Educational Assistants in RegularPrograms.

The Committee RECOMMENDS that Report No. 3 of the Instruction, Program and StudentServices Committee, be received.


Christine FerreiraCo-Chair of the Standing Committee

Adopted May 3, 2000

Minutes of the Toronto District School Board May 3, 2000Draft Environment Policy


Draft Environment Policy Statement Context

The Toronto District School Board recognizes the importanceof balancing the needs of the environment, the economy andsociety in building a healthy, sustainable future. To achievethis goal, the Board adopts the concept of sustainable devel-opment as defined by the United Nations World Commissionon Environment and Development as “meeting the needs ofthe present generation without compromising the ability of fu-ture generations to meet their own needs.”

The Board acknowledges its responsibility to help preparestudents to meet this challenge. Therefore, environmental lit-eracy for all students is integral to the Board’s mission to helpprepare our students “to become responsible members of ademocratic society.” The Board will support curriculum initia-tives across grades and subject areas that lead to this result,and will ensure that school-planning documents include anenvironmental component.

The Board aims to develop environmentally sound practicesconsistent with what students are learning in the classroom.In this way, curriculum and board operations become part of asingle organization dedicated to learning how to live moresustainably.

To enable and coordinate this learning throughout the organi-zation, the Board is committed to achieving continual, meas-urable improvements in environmental educational and opera-tional practices within its control. The Board will develop afocused, results-oriented framework for setting and reviewingenvironmental objectives and targets. The framework will setout an annual school and interdepartmental, multi-stakeholderprocess for:

• Identifying priorities• Setting achievable objectives, targets and indicators and

communicating these to staff, students, parents and thecommunity.

• Developing action plans.• Assigning responsibility for implementation.• Providing staff development as required.• Monitoring, documenting and reporting results.

In order to ensure success, there will be a regular review ofthe policy and its implementation to ensure its adequacy andeffectiveness.

In being environmentally responsible and accountable, theToronto District School Board offers community leadership indecision-making and action that reflects our shared concernfor protecting the health of the natural environment on which ahealthy economy and society depend.

Reference to sustainable development orsustainability. Most current environmental pub-lic policy initiatives are framed within the con-cept of sustainability. One local example is theCity of Toronto’s Sustainability Roundtable(formerly, the Environmental Task Force).Central to the concept of sustainability is theidea of balancing the environment, economyand society.

Reference to the Board’s mission statement isan effort to place the environment policy in thecontext of the overall goals of the organization.Curriculum is identified as of particular impor-tance, as is linking implementation to schoolplanning.

A coordinated interdepartmental and school-based approach is critical to the success of thepolicy.

This section borrows heavily from the Interna-tional Standards Organization (ISO)14001environmental management system. Theemphasis is on process, not content. The in-tent is to establish an effective process that willlead to real improvement over time. Notice thatthe Board is not committing resources it doesn’thave – in order to foster implementation, objec-tives will be set within the context of existingspending.

This closing statement is meant to sum up thepolicy statement and restate its larger intent.



Draft Information Package

Introduction

The TDSB Environment Policy Task Group is currently seeking the input of interested staff, stu-dents, parents and community members into the development of a new Environment Policystatement. A draft policy statement, response form, contact information and some backgroundinformation are attached for your review. Please share this information with staff members whomay have an interest in this area. Keep in mind that your input is not required, rather, it is op-tional.

Overview

Recent History

Discussions about the nature of an Environmental Policy for the new Toronto District SchoolBoard began at a community meeting in October, 1997. A large committee composed of cur-riculum and plant operations staff, teachers, and parents met regularly to prepare a report toschool superintendents which was presented in January, 1998. Policies of the six formerBoards provided the basis for consolidated recommendations. A second informal EnvironmentPolicy working committee, also broadly representative, continued the work of the first, furtherrefining a compilation of the best elements of these policies as background for the present Envi-ronment Policy Task Group.

Research into current policy models of environmentally proactive businesses and senior gov-ernment departments led to the exploration of Environmental Management Systems (EMS) ingeneral, and the International Standards Organization (ISO) 14000 EMS in particular. Aftercareful deliberation, and based on its members’ study of and experience with the previous,highly prescriptive policies, the committee chose this new model as the basis of the TorontoDistrict School Board’s Environment Policy.

What is ISO 14001?

ISO 14001 is an Environment Management System that involves the application of quality man-agement principles to the environmental activities of an organization. Key components of anISO 14001 policy statement include a commitment to continual improvement, the prevention ofpollution, and compliance with relevant legislation. An ISO 14001 environment policy also pro-vides a framework for the setting and reviewing of environmental objectives and targets. Thepolicy is also implemented, maintained and communicated to all employees and is available tothe public.

Will the TDSB become an ISO 14001 certified organization?

Becoming a fully certified organization requires a significant commitment of resources that arenot available at this time. Rather than adopting the ISO 14001 EMS in its complete form, theintention is to incorporate several of its key principles. In this way, the TDSB will make a realcommitment to important, yet manageable, environmental educational and organizational prac-tices.



What are its benefits?

The Ontario Ministry of the Environment lists the top five reasons school boards should adoptan ISO 14001 Environmental Management System as:

1. Improved learning environment through better student, teacher, and employee productivity,health, morale and involvement.

2. Achieved cost savings through resource conservation and waste reduction (i.e., moremoney for the classroom).

3. Improved response to incidents, which prevents or mitigates their impact.4. Reduced frequency and severity of environmental incidents and noncompliance with regu-

latory requirements.5. Improved relations with students, staff and parents.

What other advantages are there for adopting this model?

The particular advantage that this policy model offers is its general comprehensiveness com-bined with its flexibility. Enshrining a commitment to “continuous improvement” as a basic prin-ciple establishes a clear direction to move in without putting unreasonable pressure on currentresources. Looking to local expertise to set reachable targets and report results places controlwhere it is most effectively exercised--in the hands of the people whose jobs have environ-mental implications and responsibilities.

Choosing the ISO 14001 model for our environmental policy places the Board where it belongs--in the ranks of leading organizations that have a strong, long-term interest in protecting the envi-ronment. As a demonstration of our unquestionable commitment to fostering a healthy, sus-tainable future for our students and staff, the Toronto District School Board wishes to adoptthese current best practices to support its becoming steadily more environmentally sound andsensitive across all departments.

Public Consultation Session

Interested staff individuals are also invited to attend a public Environment Policy ConsultationSession on ___________ at____________,_________. See attached flyer for more informa-tion. To register, please fax attached registration form to Maureen Britnell at 396-3292.

School Year Calendar2000-01

x Elementary Secondary

MON er offes-nalivityys

1st Week 2nd Week 3rd Week 4th Week 5th WeekNumber ofScheduledExamina-

tionDays

M T W T F M T W 7 F M T W T F M T W T F M T W T F1 2 3 4 7 8 9 10 11 14 16 16 17 18 21 22 23 24 25 28 29 30 31Augu

H1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29Septe

be H ***2 3 4 5 6 9 10 11 12 13 18 17 18 19 20 23 24 25 28 27 30 31Octo

H1 2 3 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30Nove

be1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29Dece

be P H H B B B1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31Janu

Febru

Mar

Apr

Ma

Jun

Jul

TOT

Board

TORONTO DISTRICT SCHOOL BOARDSchool

Approved by (Signature of Board Officer)

E - Scheduled P - Professional B - Board ◪- HalfExamination Activity Designated DayDay Day Holiday

TH Number ofInstruc-

tional Days

NumbProsio

ActDa

st

m-r 19ber

21m-r 22m-r 15 1ary

Legend: H - StatutorySchoolHoliday


18 H B B B B1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28ary

19 1 P1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30ch

16 1 B B B B B P2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 26 26 27 30il

1 H H1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31y

2 H1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29e

1 1 P2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31yH

AL 1 4 ***: School startsNote: The 2000-01 calendar provides for 196 possible school days between Friday, Sept 1, 2000, and Friday, June 29, 2001. For elementary students, the school year must be comprised of at least 190 Instructional days and up to 4 PA days. For secondary students, the school year must be comprised of at least 180 instructional days, up to 10 examination days.

Please refer to Regulation 304 of the Education Act.

9

2

9

90

School Year Calendar2000-01

Elementary x Secondary

of

ys

Number ofProfessionalActivity Days

1st Week 2nd Week 3rd Week 4th Week 5th WeekNumber ofScheduledExamina-

tionDays M T W T F M T W 7 F M T W T F M T W T F M T W T F

1 2 3 4 7 8 9 10 11 14 16 16 17 18 21 22 23 24 25 28 29 30 31H

1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29H

2 3 4 5 6 9 10 11 12 13 18 17 18 19 20 23 24 25 28 27 30 31H

1 2 3 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30

1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29H H B B B

1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31H B B B B

Board

TORONTO DISTRICT SCHOOL BOARDSchool

Approved by (Signature of Board Officer)

atutory E - Scheduled P - Professional B - Board ◪- Halfhool Examination Activity Designated Dayliday Day Day Holiday

MONTH Number Instruc-

tional Da

August

September19

October21

November22

December16

January18

Legend: H - StScHo

G04(\\tdsbe r\Exec_silo\secretariat\staff\archive2000\g04\004.doc)sec.1530 241

1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28February19 1 P

1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30March17 B B B B B

2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 26 26 27 30AprilH H

1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31MayH

1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29June3 P P P

2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31JulyH

TOTAL 1 4 Note: The 2000-01 calendar provides for 196 possible school days between Friday, Sept 1, 2000, and Friday, June 29, 2001. For elementary students, the school year must be comprised of at least 190 Instructional days and up to 4 PA days. For secondary students, the school year must be comprised of at least 180 instructional days, up to 10 examination days.

Please refer to Regulation 304 of the Education Act.

xesh

19

22

17

90

Minutes of the Toronto District School Board May 3, 2000School Year Calendar 2000-01


TORONTO DISTRICT SCHOOL BOARD2000-01 SCHOOL YEAR CALENDARS

ELEMENTARY SCHOOLS:

If approved by the Board, elementary schools in the Toronto District School Board willfollow one standard school year calendar. There will be four professional activity days:

December 8, 2000, & March 30, 2001 For the purpose of parent-teacher confer-ences and reporting.

February 9, 2001 Federation Day for joint professional activi-ties.

June 28, 2001 For the purpose of year-end activities and curriculum development andreview.

SECONDARY SCHOOLS:

Secondary schools in the Toronto District School Board have a variety of organizationalstructures. Several school year calendars are required, including some unique calen-dars that meet specific program needs of the specialized schools.

There will be four professional activity days in all schools:

February 9, 2001 Federation Day for joint professional activities.

June 26 – June 28, 2001 For the purposes of year-end activities and cur-riculum development and review. Secondaryschools that are semestered will have the option ofreplacing the June 26 date with a date in Februarybetween semesters.

Each secondary school, in consultation with Administration and staff have identified themost appropriate time frames for their school to conduct their examination days. Thesedays do not exceed the ten days as outlined in Regulation 304 of the Education Act.



GROUP A:

These secondary schools will follow a standard two-semester or term calendar with fiveexamination days in Semester I and five examination days in Semester II:

AY JACKSON SSALBERT CAMPBELL CIBENDALE BTIBIRCHMOUNT PARK CICW JEFFERYS CICEDARBRAE CICENTRAL ETOBICOKE HSCENTRAL TECHNICAL SCHOOLCOLLEGE STREET SSDAVID & MARY THOMSON CIDON MILLS CIDOWNSVIEW SSDREWRY SSEAST ALTERNATIVE SSEASTDALE CIEMERY CIGEORGE HARVEY CIGREENWOOD SSHEYDON PARK SSINGLENOOK COMMUNITY SCHOOLKIPLING CILAKESHORE CI

L’AMOREAUX CILEASIDE HIGH SCHOOLMARC GARNEAU CIMONARCH PARK CINORTHVIEW HEIGHTS SSNORTH ALBION CIRH KING ACADEMYSATEC WA PORTER CISCARLETT HEIGHTS ENT. ACADEMYSIR ROBERT L BORDON BTISIR WILFRID LAURIER CISTEPHEN LEACOCK CITHE CITY SCHOOLTHISTLETOWN CITHESTUDENTSCHOOLVAUGHAN ROAD ACADEMYWESTERN TECHNICAL-COMM. SCHOOLWESTON CIWESTVIEW CENTENNIAL SSWEXFORD CIWINSTON CHURCHILL CIYORK HUMBER HS

GROUP B:

These secondary schools will follow two-semester or term calendar with four examina-tion days in Semester I and six examination days in Semester II:

ALTERNATIVE SCARBOROUGH ED (2)BATHURST HEIGHTS SSCENTRAL COMMERCE COLLEGIATEEASTERN HS OF COMMERCEGEORGE S HENRY ACADEMYGEORGE VANIER SSLESTER B PEARSON CINELSON A BOYLEN CINEWTONBROOK SS

OASIS ALTERNATIVE SSSILVERTHORN CISIR SANDFORD FLEMING ACADEMYSIR WILLIAM OSLER HSS.O.L.E.SUBWAY ACADEMY IVICTORIA PARK SSWM LYON MACKENZIE CIYORK MILLS CI



GROUP C:

These secondary schools will follow a standard two-semester or term calendar withthree and one-half examination days in Semester I and six and one-half examinationdays in Semester II:

FOREST HILL CI WEST TORONTO COLLEGIATE

GROUP D:

This full year secondary school will follow a two-term calendar with seven examinationdays in the first term and three examination days in the second term:

NIL

GROUP E:

These full year secondary schools will follow a two-term calendar with eight examinationdays in the first term and two examination days in the second term:

ETOBICOKE CILAWRENCE PARK CI

RICHVIEW CI

GROUP F:

These full year secondary school will follow a two-term calendar with five examinationdays in the first term and five examination days in the second term:

AVONDALE E/S ALTERNATIVEDANFORTH COLLEGIATE & TECH. INST.EAST YORK CIHARBORD CIHUMBERSIDE CIJARVIS CIMARTINGROVE CINORTH TORONTO CI

NORTHERN SSPARKDALE CIRIVERDALE CIROSEDALE HGTS. SSRUNNYMEDE CISEED ALTERNATIVEURSULA FRANKLIN ACADEMYYORK MEMORIAL CI

GROUP G:

These full year secondary schools will follow a two-term calendar with six examinationdays in the first term and four examination days in the second term:

AGINCOURT CIBLOOR CIETOBICOKE SCHOOL OF THE ARTSDR. NORMAN BETHUNE CI

SIR JOHN A MACDONALD CISIR OLIVER MOWAT CISUBWAY ACADEMY II



GROUP H:

These full year secondary schools will follow a two-term calendar with four examinationdays in the first term and six examination days in the second term:

EARL HAIG SSMALVERN CIMAPLEWOOD HS

OAKWOOD CIWEST HUMBER COLLEGIATE INST.

GROUP I:

These secondary schools will follow a quadmester or midterm calendar with four sets ofexaminations, each set 2 or 3 days in length:

ALTERNATIVE SCARBOROUGH ED (1)ADULT DAY SCHOOLCITY ADULT LEARNING CENTRESCHOOL OF EXPERIMENTAL EDUCATION

T. EATON BTIYORKDALE SS & ADULT LEARNINGSCARBOROUGH CENTRE FOR ALT. STUDIES

GROUP J:

These secondary schools will follow a trimester or three term calendar with three sets ofexaminations, each 3 or 4 days in length:

CONTACT ALTERNATIVE SCHOOLWEST END ALTERNATIVE

WEST HILL CI

GROUP K:

These secondary schools will follow a calendar unique to the program needs of eachschool:

BURNHAMTHORPE COLLEGIATE ADULT LEARNING CENTRE

FRANK OKE SSWOBURN CI

Minutes of the Toronto District School Board May 3, 2000Instruction, Program and Student Services Committee, Report No. 3


Report No. 3,Instruction, Program and Student Services Committee

February 15, 2000To the Chairs and Membersof the Toronto District School Board:

The members of the Instruction, Program and Student Services Committee met this dayat 155 College Street, Toronto, at 3:04 p.m., with Lilein Schaeffer, Chair, presiding.

The following members were present: Trustees Suzan Hall, Elizabeth Hill, Shelley La-skin, Ron McNaughton and Lilein Schaeffer.

Regrets were received from Trustee Christine Ferreira.

Also present were Trustees Irene Atkinson, Gerri Gershon and Barbara Nash.

1. Staff Allocation of Educational Assistants in Regular Programs

The IPSS Committee has considered this matter at three meetings: December 10,1999, January 31, 2000, and February 15, 2000.

The Board at its Special Meeting of June 9, 1999 approved the following recommenda-tions with regard to Educational Assistants:

(a) That, with regard to staff allocation to support Regular Program, a combination offunding formula and mitigation funds be used to phase-in this model so as to:

(i) ensure that every school has the educational assistant support that the Eq-uitable Distribution Model would provide,

(ii) ensure that for 1999-2000 no school lose the resources they would other-wise lose through application of the Equitable Distribution Model;

(b) That District-wide implementation of the Equitable Distribution model begin effectiveSeptember 1, 2000;

(c) That the assignment of educational assistants to Special Education programs asoutlined be phased in so as to:

(i) ensure that no educational assistant support currently assigned to SpecialEducation programs be reduced for 1999-2000;

(ii) ensure that at least 50 percent of the additional educational assistant sup-port be allocated for the 1999-2000 school year;

(d) That job classifications for educational assistants in Special Education programs beanalyzed to meet the requirements of the new Special Education Plan and that theanalysis be completed by March 31, 2000;



(e) That the following matters be referred to the Director of Education for review andcomment back to the appropriate committees and the Board;

(i) "and that any reductions be achieved through a two year phase-in" [see rec-ommendation (b) above];

(ii) "that processes be developed as provided in the CUPE 4400 Bargaining UnitC Collective Agreement to allow for implementation to begin September 1,2000"

The decision of the Board permitted implementation of the portion of the distributionmodel pertaining to Special Education while delaying implementation of the remainder ofthe model pending further consideration.

In addition, the Board requested that an information report be brought forward in the falloutlining the allocation of Educational Assistants to Kindergarten classes.

December 10, 1999

At the IPSS Committee meeting of December 10, 1999, staff presented a report provid-ing information on three possible models for equitable distribution of educational assis-tants in regular programs. The Committee noted that the two additional distributionmodels presented did not include inner city factors or a method for distribution of EAs toregular programs other than Kindergarten. The Committee therefore asked staff to re-port to a subsequent meeting with the following information:

(a) Detailed, school-by-school analysis of the current distribution of educational assis-tants in regular programs;

(b) An outline of program issues which have an impact on how educational assistantsare allocated in regular programs;

(c) Additional alternative models of distribution that include a differentiated staff ap-proach with an emphasis on a more prescriptive allocation for inner-city schools.

January 31, 2000

At the meeting of the IPSS Committee held on January 31, 2000, staff presented a re-port with information as requested on December 10 and four models for distribution ofeducational assistants in regular programs and an index of TDSB schools ranked in or-der of inner-cityness.

Staff reported that program issues were discussed with staff who have portfolios in andexperience with Inner City, ESL, French and Early Childhood Education; two elementaryprincipals also participated in the discussion. In addition, a focus group of educationalassistants assigned to regular programs was held.



Among the issues identified that are substantially ameliorated through educational as-sistant support are:

(a) Safety(b) Teaching Time(c) Transition From Home to School(d) Inner CitynessRole Modeling

The focus group also identified the following five priority areas for student developmentin the Early Years:

(a) Priority should be given to Inner City students in the Early Years;

(b) Educational assistants should be allocated to a school to support students in theEarly Years, but not assigned to a specific classroom;

(c) The key role of an educational assistant is a role model who promotes literacy andnumeracy in a safe environment;

(d) The allocation of Early Years educational assistants within the school should be in-corporated into the School Staffing Model;

(e) If possible, the allocation model should have differentiated divisors based on thenumber of Kindergarten students to ensure that the size of the Kindergarten enrol-ment in each school is considered.

The Committee requested that staff prepare a report based on Model B with two addi-tional lines of information:

(a) The current number of Kindergarten units school by school;

(b) Allocation increases that would be necessary to ensure a minimum of 1.0 FTE forevery two Kindergarten classes for schools in the top 20 percentile of the Inner-cityIndex and a minimum of 1.0 FTE educational assistants for every four Kindergartenclasses in all other schools.

February 15, 2000

On February 15, 2000, the IPSS Committee considered a report of the officials providinginformation based on Model B with the requested modifications.

The Committee was not able to resolve some issues related to the provision of educa-tional assistants for open concept, FSL and dual-track schools.

The Committee decided to advise the Budget Committee of its deliberations to date. Itrequested that staff prepare a report on Early Years learning initiatives that can be con-sidered in conjunction with the model for distribution of educational assistants. Thesematters will be considered by the Standing Committee on April 5, 2000.



[Excerpts from the minutes and additional information attached to this report will be keptin the Office of the Secretariat for a limited time.]

For the information of the Budget Committee, the IPSS Committee reached a consensusthat the models presented by staff form the basis for a decision, but did not recommendany particular model.


Lilein SchaefferChair of the Committee

Received May 3, 2000



Report No. 5, Standing Committee(Public Session)

April 12, 2000

A meeting of the Standing Committee convened at 6:49 p.m. in the Board Room at 155 CollegeStreet, Toronto, Ontario, with Co-Chair Sheine Mankovsky, presiding. Trustee Christine Fer-reira presided from time to time during the meeting.

The following members were present: Trustees Irene Atkinson, Donna Cansfield, Diane Cleary,Judi Codd, Christine Ferreira, Gerri Gershon, Suzan Hall, Elizabeth Hill, Shelley Laskin, SheineMankovsky, Carol McDonald, Ron McNaughton, David Moll, Barbara Nash, Gail Nyberg,Stephnie Payne, Lilein Schaeffer, Doug Stephens, Mike Thomas, Sheila Ward and StudentTrustees Piragash Velummylum and Haley Weber

Regrets were received from Trustees Jeff Kendall and Elizebeth Moyer.

1. Oral Delegations

The following delegation was heard in accordance with the Board’s procedure for hearing dele-gations:

Safe Schools Policy (see page 281)

• Detective Sergeant John Muise• John Weatherup, CUPE, Local 4400

Human Rights Policy (see agenda page 255)

• Margot Francis• Muhammad Haile• Abdullah John• James Kafieh• Heather MacLeod, CUPE, Local 4400• Ibrahim El-Sayed

2. Good News: TDSB Staff and Students

The Standing Committee considered a report from the Director updating the members concern-ing recent initiatives that are of interest.

(a) “Taking Charge: It’s My Future”

“Taking Charge: It’s My Future,” is a seven-minute video that profiles 13 high school studentsinvolved in School-to-Work Transition programs (Co-operative Education), Bridges or OntarioYouth Apprenticeship programs. The video was produced in partnership with the TorontoCatholic District School Board and was funded through marketing money received for theseprograms from the Ministry of Education (Bridges and OYAP grants) and Human ResourcesDevelopment Canada. It will be shown as part the program at the International School-to-WorkTransitions Conference in Toronto on May 1, 2 and 3. The official launch will take place at theWestin Harbour Castle Hotel on May 24.



School-to-Work is one of the portfolios assigned to supervisory officers.

(b) Principals’ Web Site (TDSB Intranet)

Communications and Public Affairs staff have developed a principals’ site on the Board’s intra-net site. This site will facilitate electronic access to important information for the operation ofschools. It will be developed and expanded over time in response to local school and systemneeds.


3. Human Rights Policy

The Standing Committee considered a report presenting a Human Rights Policy for the TorontoDistrict School Board.

The Draft Human Rights Policy and Procedures was presented to Standing Committee on No-vember 24 and was received by the Board. The draft was then sent to Toronto District SchoolBoard (TDSB) schools, offices and the community with an invitation to respond orally or in writ-ing. Public meetings were held on January 24, 25, 27 and 31.

Twenty-eight oral presentations were made, most of which were accompanied by written sub-missions. In addition another forty written submissions were received. In general, these werevery supportive of the board in its attempt to develop this policy and, although many concernswere raised, the vast majority of submissions praised the TDSB for this endeavour. The mem-bership of the task group was attached to the report.

The seven-member writing team of the Human Rights Policy Task Group met on February 11 toscrutinize and summarize the notes and tape recordings from the oral presentations and againon February 25, March 1 and March 23 to analyze the written submissions and make changesto the draft policy.

The writing team considered all recommendations made by both the oral presentations andwritten submissions. The revisions were governed by the substance and spirit of the OntarioHuman Rights Code and by the diversity of cultures and individuals who are part of the TorontoDistrict School Board. The team considered the simultaneous rights of all groups covered bythe code and endeavoured to balance those rights. The revisions were made in the context ofthe Board’s ability to promote and protect rights specified under the code, and to balance thoserights when they may appear to be in conflict. Substantive changes to the policy and proce-dures compared to the initial consultation draft were summarized and attached to the report.

Legal opinion has been an ongoing part of both the development and revision of this draft pol-icy.

Throughout the entire two-year writing process, the Human Rights Policy Task Group and thewriting committee attempted to create a policy which reflects the mission and values of the To-ronto District School Board.

During the discussion of this matter, staff undertook to make changes as requested by themembers and these are reflected in the amended Human Rights Policy as attached (see page255).



The following related matters were also discussed and the results are reflected in Recommen-dations (e) and (f) as Business Arising:

• the appropriateness of a comparable policy for workplace and personal harassment;• • the potential needs of the Human Resources department that would be required to im-

plement the policy and the reporting structure of the Human Rights department.


(c) That the Human Rights Policy and its components (see page 255) be approved;

(d) That the policy be reviewed after one year;.

(e) That the procedures be received;

(f) That gender identity be listed as a prohibited ground of discrimination, defined in the glos-sary and reflected accordingly throughout the policy.

Business Arising

That a report be presented no later than October 2000 on the status of developing a workplaceand personal harassment policy.

That the Director report and recommend to the Standing Committee as soon as possible on thefollowing matters:

Adequacy of the staff complement in the Human Rights department;

Advisability of having the Human Rights department as an independent, arms-length depart-ment that reports directly to the Director of Education and to the Board;

The backlog of unresolved human rights complaints.

4. Safe Schools Policy and Administrative Procedures

The Standing Committee considered a report of the officials presenting a Safe School Policy forthe TDSB. “The Toronto District School Board is committed to providing learning environmentsthat are safe, nurturing, positive and respectful. The Safe Schools Policy components (seepage 282) and the Administrative Procedures (see page 283) presented offer a comprehensive,proactive and responsive approach to building a safe and caring school community.

To confront and reduce violence in schools, the Ministry of Education developed the Violence-Free Schools Policy, 1994, to serve as a framework from which school boards could work to de-velop violence prevention policies.



The proposed Safe Schools Policy and Administrative Procedures encompass nine key compo-nents:

1. School Environment;2. Early and Ongoing Identification for Prevention;3. Home, School, Community Involvement;4. Code of Behaviour;5. Promoting Safe Schools Through Curricula;6. Staff Development and Training;7. Consequences of Inappropriate Student Behaviour;8. Procedures for Dealing with Violent Incidents;9. Follow-up to a Violent Incident.

Each of these components clearly details both policy and procedures to address incidents ofviolence on a system-wide basis and to ensure the appropriate, effective and consistent actionis taken. As well, care has been taken to link the proposed Safe Schools Policy and Adminis-trative Procedures to existing Board policies relating to equity and neglect and abuse of stu-dents.

The policy reflects the collective views of staff, students, parents and community leaders thatthere be zero tolerance for violence of any kind in TDSB schools. The policy also reflects thewidely held view that the TDSB must respond to acts of violence and other breaches of its SafeSchool Policy in a firm, consistent and fair manner. Students, teachers and school administra-tors must have a clear and thorough understanding of the Code of Behaviour (included in theAdministrative Procedures) and the consequences for failure to meet the code’s expectationsfor behaviour.

Most important, the Safe Schools Policy and Administrative Procedures are proactive by focus-ing on both preventative programs and services and early identification of abuse, bullying, dis-crimination, intimidation, hateful words and of course physical violence in any form.

In recent years, violence in society has become more pervasive throughout society, includingour schools. Violence reflects what is happening in society as a whole. Violence is a societalproblem and, to confront and reduce it, all parts of society must be involved including schools.

For this reason, the Safe Schools Policy and Administrative Procedures recognize that safecommunities produce safe schools as well as safe parks, malls and streets. Effective partner-ships must be forged among the school system, the police, social service agencies and localgovernments, to keep our communities safe. The Board continues to take a very active leader-ship role in working with its community partners to develop effective and innovative ways to re-spond to the challenges of total community safety, particularly related to youth violence.

This Safe Schools Policy and Administrative Procedures were developed by a committee oftrustees, parents, staff and students.

During the discussion of this matter, staff undertook to make changes as requested by themembers and these are reflected in the attached components of the Safe Schools Policy andAdministrative Procedures.




(a) That the components of the Safe Schools policy (see page 282), presented as an elabora-tion of TDSB Policy C.06: Safe Schools Foundation Statement, be approved;

(b) That the Safe Schools policy be reviewed after one year;

(c) That the Communication Plan (see page 304) be approved;

(d) That the administrative procedures (see pages 283 to 303) be received;

(e) That the following element for staff development for teachers and administrators be added:“learning about the exceptionalities in order to increase understanding and sensitivity whendealing with exceptional students.

(f) That the Human Rights Policy and Procedure be referenced in the Safe Schools policystatement in the Co-ordination section and that the entire policy and procedure be amendedaccordingly to reflect the groups recognized in the Safe Schools policy;

(g) That the Director advise the trustees concerning the mandate and membership of the Dis-trict Safe Schools Council.

Recommendations (e), (f) and (g) are reflected in the attached policy and administrative Proce-dures.

5. Deferral of Agenda Items

The Standing Committee REPORTS that the following matters were referred, without recom-mendation, to the April 26, 2000, Board meeting for consideration:

Staff Reports

(a) Facility Upgrades to Receiving Schools: Phase One, School Closure Adult and ContinuingEducation: International Languages

(b) Short-term Administration Relocation: An Update(c) School Implementation Initiatives: An Update(d) Request for Proposal: Student Transportation(e) Supervisory Officer Selection Process

Consideration of Reports

Report No. 1 of the Capital Asset Management and School Operations Committee, February 29,2000


Sheine MankovskyCo-Chair of the Standing Committee

Adopted, as amended, May 3, 2000

Minutes of the Toronto District School Board May 3, 2000Human Rights Policy


Human Rights Policy

(As approved and amended, see pages 214 and 251)

Statement

The Toronto District School Board is committed to maintaining a learning and working environ-ment which actively promotes and supports human rights. The Board recognizes the value of:

• each and every student;• a strong public education system;• a partnership of students, schools, family and community;• the uniqueness and diversity of our students and our community;• the commitment and skills of our staff;• equity, innovation, accountability and accessibility;• learning environments that are safe, nurturing, positive and respectful.

The Toronto District School Board is committed to meeting its obligation under the CanadianCharter of Rights and Freedoms and the Ontario Human Rights Code by providing safe schoolsand workplaces that respect the rights of every individual. Every student, employee, trustee,parent and community member has the right to learn and work in an environment free of dis-crimination and harassment. Discrimination and harassment based on legislated prohibitedgrounds will not be tolerated Such behaviour must be addressed not only for its cost in individ-ual, human terms but also for its cost to our social, economic and civic future.

The purpose of this policy is to prevent discrimination and harassment through greater aware-ness of and responsiveness to their deleterious effects and to ensure that human rights com-plaints are dealt with expeditiously and effectively through consistently applied policy and pro-cedures. Nothing in this policy or procedures denies or limits access to other avenues of re-dress open under the law such as a complaint to the Ontario Human Rights Comission or agrievance.

The Toronto District School Board is committed to ensuring that education on human rights is-sues is provided for all staff and students.

Policy Components

(a) Legislative Context

(i) Canadian Charter of Rights and Freedoms

The Constitution Act [1982], which includes the Canadian Charter of Rights and Freedoms,is the supreme law of Canada. As such, all other laws and applicable workings of govern-ments, including school boards, must be consistent with its provisions. The charter and Su-preme Court of Canada decisions made under the charter guarantee everyone equality re-gardless of race, national or ethnic origin, citizenship, colour, religion, marital status, sex,sexual orientation, age or mental or physical disability. The charter and Supreme Court de-cisions also promote the development of programs which are designed to redress the condi-tions of disadvantaged individuals or groups.



(ii) Ontario Human Rights Code

The provisions of the Ontario Human Rights Code apply to private parties and provincialpublic institutions. The code exists to prevent discrimination and harassment and, throughits special program provisions, to foster proactive steps to promote human rights. Humanrights law prohibits the creation and/or fostering of negative or poisoned environments thatthreaten basic human rights.

(b) To Whom Does This Policy Apply?

This policy applies to all Toronto District School Board students, employees, trustees and otherusers such as members of consultative committees, clients of the Board, parents, volunteers,permit holders, contractors, and employees of organizations not related to the Board but whonevertheless work on or are invited onto Board premises. This policy also covers discriminationand harassment by such persons which occur outside the study-work place, and which areproven to have repercussions that adversely affect the Board’s learning and working environ-ment.

(c) Duties and Responsibilities

A school board has a duty to maintain an environment respectful of human rights and free ofdiscrimination and harassment for all persons served by it. It must be ever vigilant of anythingthat might interfere with this duty. In fostering this environment, the Board expects that every-one will:

• be aware of and sensitive to issues of discrimination and harassment• support individuals who are, or have been, targets of discrimination and harassment.• prevent discrimination and harassment• take reasonable steps to remove any discriminatory barriers in employment policies and

practices and in accessing programs, resources, and facilities• take all allegations of discrimination and harassment seriously and respond promptly• provide positive role models• not demonstrate, allow or condone behaviour contrary to this policy, including reprisal• report immediately hate group activity

(i) Human Resource Services

The Human Resource Services Department of the Toronto District School Board has theresponsibility to designate resources for ensuring the implementation of and compliancewith this policy and procedures.

(ii) Teachers

Teachers have a particular obligation to ensure that the learning environment is free ofdiscrimination and harassment and to respond speedily to breaches of this policy whenthey occur. The Board recognizes that preventive education and proactive practices arethe best long-term strategies to achieve an inclusive learning and working environment. Itis essential, therefore, that Toronto District School Board programs, curriculum, teachingmethods and management practices support the values embodied in this policy.



(iii) Supervisory and Managerial Personnel

Supervisory and managerial personnel have a specific duty to implement the policy. Thisduty includes prevention of and response to discrimination and harassment and the edu-cation of staff, students and the school community.

Failure to take measures to address discrimination and harassment in the learning and workingenvironment may have legal implications for the Board.

(d) Grounds and Forms of Discrimination

(i) Grounds of Discrimination

Under this policy, the Board upholds and supports the right to equal treatment without dis-crimination based on the following prohibited grounds:

• Age• Ancestry• Citizenship• Color• Creed (faith)• Disability• Ethnic origin• Family status• Gender• Gender identity• Marital status• Place of origin• Race• Sexual orientation• Socio-economic status

(ii) Forms of Discrimination

Discrimination is defined as unfair treatment of a person or group based on the groundslisted above. Discrimination can occur in many ways including the following:

• Direct discrimination: Any action from individuals, groups or organizations, whether in-tended or unintended, which differentiates between persons based on their membershipin a protected group as set out in this policy other than special programs designed to ad-dress the conditions of individuals or groups

• Indirect discrimination or condonation: Occurring when discrimination and harassing be-haviour are either overlooked or accepted particularly by supervisory or managerial per-sonnel

• Systemic discrimination: Arising from policies, procedures, practices and conduct whichmay not be discriminatory in their intent but adversely impact individuals or groups pro-tected by this policy where the adverse impact arises from one of the prohibited groundsof discrimination

• Harassment: A form of discrimination defined as engaging in a course of vexatiouscomment or conduct that is known or ought reasonably to be known to be unwelcome.Sexual harassment is a particular form of harassment. It can take the form of a sexual



advance, request for sexual favours or sexual flirtation or banter made by any person, in-cluding a person in a position to grant, confer or deny a benefit, privilege, or advance-ment, where the person engaging in such conduct knows, or ought reasonably to know,that it is unwelcome. Sexual attention by an employee toward a student is unacceptableunder any circumstances and shall constitute a violation of this policy

• Failure to reasonably accommodate a person short of undue hardship on any of thegrounds covered by this policy.

• Discrimination against individuals because of their relationship or association with a per-son or persons identified by a prohibited ground of discrimination under this policy.

• Reprisals which may include threats, intimidation, denial of opportunity or undue negativefocus on the rights of individuals or groups who claim and enforce their rights under thispolicy.

• Negative or “poisoned” environments created and fostered by acts or omissions thatmaintain offensive or intimidating climates for study or work. Poisoned learning environ-ments include inappropriate or non-inclusive curriculum and pedagogy, bias or discrimi-natory barriers in existing policies, programs, or assessment procedures, and discrimi-natory comments made by teachers and other employees. Poisoned working environ-ments thrive where there is managerial or supervisory condonation of discriminatory orharassing behaviour. Poisoned environments can also be created where there is inatten-tion to fair and equitable recruitment and employment policies, practices and procedures.

• Hate group activities

(e) Hate Group Activities

Hate group activities represent some of the most destructive forms of human rights-based dis-crimination by promoting hatred against identifiable groups of people. Hate groups generallylabel and disparage people who may include immigrants, people with disabilities, members ofparticular racial, religious or cultural groups, people who are gay or lesbian. Hate group activi-ties will not be tolerated. Such activities contravene this policy, and other potential board poli-cies related to school safety and may also contravene the Criminal Code of Canada.

(f) Complaints

All those who are covered by this policy are entitled and encouraged to complain about dis-crimination and harassment and are entitled to have access to the complaint procedures. Inaddition, nothing in these procedures precludes individuals who believe they are targets of (orhave witnessed) discrimination and harassment from directly expressing that the behaviour isinappropriate and must stop immediately. Many complaints can be resolved quickly and effec-tively using this approach. In order to stop discrimination and harassment, supervisory andmanagerial personnel must expeditiously address and attempt to resolve complaints under thispolicy and procedures.

Administrative Procedures

(a) General

In accordance with the policy, these procedures provide a mechanism for dealing with humanrights-based complaints. Nothing in these procedures denies or limits access to other avenuesof redress open under the law such as a complaint to the Ontario Human Rights Commission ora grievance.



(i) Definitions

Under these procedures, the word student includes all persons regardless of age who areenrolled in any program offered by the Toronto District School Board. The word employeeincludes all persons employed by the Toronto District School Board. The words other us-ers include all persons who are neither students nor employees while on Board premises orattending Board or school programs or functions at other premises or in a business-socialcommunity relationship with the Board.

Consequently, this policy applies to and covers all members of consultative committees,clients of the Board, parents, volunteers, permit holders, contractors, and employees oforganizations not related to the Board but who nevertheless work on or are invited ontoBoard premises.

(ii) Timelines

All complaints must be reported within one year of the most recent alleged discriminatoryor harassing behaviour. Permission to proceed with a complaint outside this time limitmay be obtained from the Human Rights Office (see Section 2) in consultation with theExecutive Officer, Human Resources.

(iii) Reprisals

Reprisals against individuals because they have reported a complaint or have providedinformation about a complaint are strictly forbidden. Alleged reprisals shall be investi-gated as formal complaints and, if substantiated, are subject to the same consequencesas complaints of discrimination or harassment.

The Ontario Human Rights Code provides in Section 8 that:

Every person has a right to claim and enforce his or her rights under this Act, to instituteand participate in proceedings under this Act and to refuse to infringe a right of anotherperson under this Act, without reprisal or threat of reprisal for so doing.

This section has been interpreted to mean that no member of a selection committee canconsider, as any part of the selection process, the fact that an applicant has previouslymade a complaint to the Ontario Human Rights Commission.

Section 8 applies to:

• any claim by a person to enforce his/her rights under the code against any person orinstitution;

• any conduct by or on behalf of an employer in relation to an employee whether or notin a hiring or promotion context.

(iv) Confidentiality

It is the duty of the Human Rights Office and supervisory and managerial personnel tomaintain strict confidentiality in the complaint process. All complainants, respondents andother persons involved with the complaint processes under these procedures will ensurethat all matters remain confidential. The Board may be required to provide informationobtained during an investigation to an outside agency that has the right to require infor-



mation otherwise protected by the Municipal Freedom of Information and Protection ofPrivacy Act. Examples of such agencies are the Ontario Human Rights Commission, an-other tribunal, or court.

(v) Records

All correspondence and other documents generated under these procedures must, sub-ject to the Municipal Freedom of Information and Protection of Privacy Act, be marked"PRIVATE AND CONFIDENTIAL" and must be stored in a locked and secure file in theHuman Rights Office (see Section 2) for six years from the date of the final decision or re-view. All electronic versions must be erased. If at that time there is no litigation, investi-gation or further activity under these procedures or other related policies involving a partyto the original complaint, all records of the complaint will be shredded.

Statistics may be derived from confidential records but worded in such a way as to main-tain the anonymity of persons named or otherwise involved in proceedings. For statisticalpurposes, all alleged cases of discrimination or harassment will be reported withoutnames or specific details to the Human Rights Office (see Section 2).

(vi) Misuse of the Complaint Procedures

If there is a determination on a balance of probabilities that a complaint has been filed inbad faith, the complaint process may discontinue and disciplinary action may occur.

(b) The Human Rights Office

The Human Resource Services Department is required to designate resources for implementa-tion of and compliance with this policy and procedures and, in accordance, that Department willestablish a Human Rights Office which reports to the Executive Officer, Human Resources foradministrative purposes. In carrying out its mandate, the Human Rights Office acts with impar-tiality. The Human Rights Office shall be staffed by Human Rights Officers who, in addition tocarrying out the mandate of the Human Rights Office, shall be responsible for ensuring thatthose who are involved in the dispute resolution processes under this policy are well assisted,supported and represented. The Human Rights Office has the following responsibilities:

• To implement the Human Rights policy and procedures• To promote the resolution of disputes at the informal level.• To manage formal investigations and mediated resolutions that may arise under this pol-

icy.• To provide adequate mechanisms, such as alternative dispute resolution and counselling,

in order to effect the resolution of disputes.• To ensure that disputes are resolved in a consistent, impartial, timely and fair manner in

accordance with the principles set out in the Ontario Human Rights Code and in accor-dance with this policy.

• To create and/or promote programs designed to eliminate disadvantage caused by dis-crimination and harassment.

• To educate staff, students and the school community about the Human Rights policy andprocedures.

• To ensure that a group of resource persons are adequately trained to support these pro-cedures and to assist those involved in the process.

• To engage the resources of unions, federations and associations in the processing andresolution of complaints.



• To inform the appropriate authority of gaps and inadequacies in Board policies, proce-dures and practices in human rights-related matters and to recommend an appropriatecourse of action to rectify the situation.

• To proactively advocate for equality rights and equity policies within the system.• To establish and maintain a network of human rights advocates in schools and work-

places.• To monitor on an ongoing basis, the resolution of complaints to ensure that the appropri-

ate recommendations are consistently implemented.• To collect and maintain data and other information regarding complaints, and prepare

and present appropriate reports.

(c) Accessing the Complaint Procedures

(i) Who May Initiate a Complaint?

All those who are included under this policy (see Section 1.1, Definitions) have access tocomplaint procedures. Individuals who believe that they are targets of discrimination orharassment may initiate a complaint. In addition, those who have witnessed discrimina-tion or harassment directly, have received reports of discrimination or harassment inci-dents or have reasonable grounds to suspect that discrimination or harassment is occur-ring, may initiate a complaint.

(ii) Respondents to a Complaint

Individuals who are named as respondents in a complaint have a right to know in a timelymanner that they are the subject of a complaint, what the allegations are and what ap-proach to a resolution is being considered.

(iii) Assistance for Complainants and Respondents

Prior to initiating any complaint and throughout the complaint process, complainants havea right to assistance, support and representation. Individuals who are named as a re-spondent in a complaint also have a right to assistance, support and representationthroughout the complaint process. For assistance at any time, complainants and respon-dents may contact the Human Rights Office.

Student Complainants and Respondents

When initiating a complaint, student complainants should contact their principal or vice-principal directly. If the student needs assistance in reporting the complaint, contact withthe school administration should be made on the student’s behalf by another individualsuch as a parent, teacher, other supportive adult in the school, another student or theHuman Rights Office. If the principal is the party alleged to be responsible for the dis-crimination or harassment or alleged to condone the behaviour, the complaint shall be re-ported to the appropriate school superintendent or the Human Rights Office. Student re-spondents may wish to contact their principal or vice-principal directly, their parents,teachers, other supportive adults in their school, another student or the Human Rights Of-fice. For assistance and representation throughout the complaint process, both studentcomplainants and student respondents are referred to the list of suggested resources (seepage 273).



Employee Complainants and Respondents

Employee complainants should contact their immediate supervisor, a colleague, their un-ion, federation or association representative or the Human Rights Office. If an employeerequires assistance in making this complaint, another individual such as a colleague, un-ion, federation or association representative, or the Human Rights Office should make thecomplaint on the employee’s behalf. If the immediate supervisor is the party alleged to beresponsible for the discrimination or harassment or alleged to condone the behaviour ofthe complaint, the situation should be reported to the appropriate manager above the su-pervisor or to the Human Rights Office. Employee respondents may wish to contact theirimmediate supervisor, a colleague, their union, federation or association representative orthe Human Rights Office.

For assistance and representation throughout the complaint process, both employeecomplainants and employee respondents are referred to the list of suggested resources(see page 273). Unionized employees are entitled to union representation.

Other User Complainants

Other user complainants should report the complaint to the appropriate supervisory andmanagerial personnel at the Board or, if they require assistance in reporting, another indi-vidual such as a colleague or the Human Rights Office can make the complaint on theirbehalf. Other user respondents may also want to contact the Human Rights Office andother appropriate personnel; for example, an employee of another organization may wantto seek assistance and support from within that organization. For assistance and repre-sentation throughout the complaint process, both other user complainants and other userrespondents are referred to the list of suggested resources (see page 273).

Supervisory and managerial personnel who are contacted shall proceed in accordancewith procedures Section IV while all formal complaints shall be referred to the Board’sHuman Rights Office.

(iv) Approaches to Resolution

The Board’s complaint procedures provide for the following four approaches to the resolu-tion of individual complaints:

• Informal Resolution (see page 271).• Mediated Resolution (see page 271).• Managerial Resolution (see page 272).• Formal Complaint Process (see page 273).

Informal Resolution

Informal Resolution may be non-disciplinary in outcomes and may be suited to situationswhere the parties are relatively equal to one another in terms of power or authority con-siderations, where the parties understand the issues and are willing to resolve them with-out becoming adversarial. The emphasis is on stopping the discrimination or harassmentthrough a resolution mutually agreeable to the parties.



Mediated Resolution

Mediated Resolution may be non-disciplinary in outcomes and, like the informal resolu-tion, may be suited to situations where the parties are relatively equal to one another interms of authority or power considerations, and where the parties understand the issuesand are willing to resolve them without becoming adversarial. Mediation involves an unbi-ased third party acting as a facilitator in direct communication between the parties whovoluntarily agree to enter into this process.

Managerial Resolution

Managerial Resolution requires an investigation of the complaint allegations and may leadto disciplinary outcomes. It takes place when a need has been identified for an investiga-tive response based on the allegations and the circumstances of the parties.

Formal Complaint Process

Formal Complaint Process is a formal investigation initiated by a complainant who files aformal complaint form*. It may lead to disciplinary outcomes. Complainants have a rightto make a formal complaint at any time in the complaint procedures. If a formal complaintis filed, any Informal Resolution, Mediated Resolution or Managerial Resolution mustcease.

A formal complaint may be withdrawn at any time but the withdrawal of the complaint mustbe done in writing.

The withdrawal of a formal complaint will not stop an investigation where the Human RightsOffice has a belief on reasonable grounds that discrimination or harassment has occurred.In such circumstances, the Human Rights Office shall proceed to investigate the matter.

(d) Managerial Procedures for Dealing With a Complaint

Supervisory and managerial personnel may become aware of discrimination or harassment inthe workplace or learning environment in different ways. They may observe discrimination orharassment directly or receive a report from the individual affected. The Human Rights policyand procedures requires that all those who are covered by the policy report immediately allegedoccurrences of discrimination and harassment and hate group activity (policy Section VI). Con-sequently, supervisory and managerial personnel may receive reports from third parties. Thechart (see page 280). is a visual representation of these managerial procedures.

It is important that supervisory and managerial personnel pay attention to symptoms of possiblediscrimination or harassment such as reduced productivity, changes in behaviour, absenteeism,requests for transfers or rumours. Without assistance, the targets of discrimination or harass-ment may be embarrassed or reluctant to report a situation.

The Human Rights Office can be contacted at any time for assistance and advice in this proc-ess. Any complaint filed as a formal complaint on the prescribed form (TDSB Form J: 007A,Human Rights Formal Complaint Form) shall be forwarded to the Board’s Human Rights Office.

* The Human rights Formal Complaint Form is available to employees on the Board’s intranet site or from

the Human Rights Office.



A speedy resolution of a complaint can prevent escalation and further negative consequenceswhile promoting the restoration of a healthy learning or workplace environment.

In all cases, supervisory and managerial personnel have a duty to respond to any alleged orsuspected situations involving discrimination and harassment. The following steps provide aframework for the initial response:

i) conduct a preliminary fact finding to ascertain:• the behaviour, policy or practice involved• violation of this or another Board policy• identification of the parties• severity of the situation• possible witnesses.

ii) fully inform and advise if appropriate those who are and have the potential of be-coming involved in the complaint procedures about the policy, their approaches toresolution under the procedures and the resources and personnel available to assistthem(see page 273).

iii) select the appropriate procedure, if necessary, for resolving the problem as follows:• Informal Resolution (see page 271).• Mediated Resolution (see page 271).• Managerial Resolution (see page 272).

or• advise complainant to follow the Formal Complaint Process (see page 273).

(e) Dealing With Hate Group Activities

(i) Hate-Motivated Violence

All persons covered under this policy who witness or otherwise become aware of anyhate-motivated violence or any incitement to hate-motivated violence shall immediatelyreport to the supervisory or managerial personnel. Supervisory or managerial personnelwho witness or otherwise become aware of any hate-motivated violence or any incitementto hate-motivated violence shall immediately involve the Police and, subject to Policeagreement, conduct a site-based investigation in accordance with the Managerial Resolu-tion procedure (see page 272).

(ii) Symbols Identified with Hate Groups

In the event that symbols and other representations clearly identified with groups whichpromote hate and violence are displayed, supervisory and managerial personnel shall re-port the matter to the police and in all cases shall investigate the matter in accordancewith the Managerial Resolution procedure (see page 272).

(iii) Care of Evidence

Physical evidence of hate group activity shall not be destroyed or disturbed prior to inves-tigation by supervisory or managerial personnel and police. Materials and incidents re-lated to hate group activity should be preserved and duly recorded.



(iv) Hate Group Activity Interim Report

In all cases described above, supervisory or managerial personnel shall complete a HateGroup Activity Interim Report Form (TDSB Form J: 007B, Hate Group Activity Interim Re-port Form) and forward one copy to his/her supervisor and one copy to the Human RightsOffice. This information will be combined with a report form to be generated by theBoard’s school safety committee.

(v) Outcomes of Investigations of Hate Group Activities

Students

In all cases where it is substantiated that this policy has been breached by students withrespect to hate group activities, policy Section V, principals shall impose discipline as out-lined in schools’ Code of Behaviour.

Employees

In all cases where it is substantiated that this policy has been breached by employeeswith respect to hate group activities, policy Section V, the appropriate supervisory andmanagerial personnel shall impose discipline as outlined in the Formal Complaints sectionof these procedures (see page 273).

Other Users

In all cases where it is substantiated that this policy has been breached by other userswith respect to hate group activities, policy Section V, the appropriate supervisory andmanagerial personnel shall impose outcomes as outlined in these procedures.

(vi) Support and Assistance for the Targets of Hate Group Activities

Groups or individuals targeted by hate groups need to be given support and assistance.The appropriate supervisory and managerial personnel shall consider one or more of thefollowing responses:

• Inform the parent community and employees• Design proactive programs for students and staff• Establish a reporting system which encourages students, staff and other users to report

activities by hate groups to supervisory and managerial personnel.

Glossary

The following definitions of selected terms are intended to assist users of the Human Rightspolicy and procedures by providing supplementary information.

Aboriginal peoples are the original inhabitants, or indigenous peoples, of Canada and theirdescendants. They include the First Nations, Inuit and Mètis peoples of Canada.

Accommodation, see Duty to accommodate.

Age means an age that is eighteen (18) years or more, except in cases of employment, whereage means an age that is eighteen (18) years or more and less then sixty-five (65) years.



Alternative dispute resolution , see Conflict resolution

Ancestry means a line of people from whom one is descended; family descent.

Anti-Semitism commonly refers to negative attitudes and behaviour directed at individual Jewsor the Jewish people.

Balance of probabilities is a standard of proof which is satisfied where a proposition is rea-sonable, more probable than not and more probable than any other proposition, based on all theevidence.

Bias is the opinion, preference, inclination, perspective or slant that informs actions and/or text.Although bias can be either positive or negative, it is used in its negative meaning in the policyand procedures.

Board as used in the policy and procedures refers to the Toronto District School Board.

Citizenship is the status of being a member of a country, owing allegiance to that country andhaving full rights in it.

Colour , see Race

Condonation is a form of discrimination where one overlooks or accepts misbehaviour; for ex-ample, ignoring racist jokes or failing to respond to individual complaints.

Conflict resolution is a voluntary, confidential process in which disputants come to a mutualagreement, for example, through mediation or restorative measures.

Creed is defined as a professed system and confession of faith, including both beliefs and ob-servances or worship. A belief in a god, or gods or a single supreme being or deity is not a req-uisite.

Culture is the totality of ideas, beliefs, values, knowledge, habits and way of life of a group ofpeople who share a certain historical background. Manifestations of culture include language,art, laws, institutions and customs.

Disability refers to a physical injury, illness or incapacity, a mental or psychological condition ora learning disorder. It is described as “handicap” in the Ontario Human Rights Code and maybe visible or invisible.

Discrimination is any practice or behaviour, whether intentional or not, which has a negativeeffect on an individual or group because of race, ancestry, place of origin, colour, ethnic origin,citizenship, creed, gender, sexual orientation, age, marital status, family status, disability or so-cio-economic status. Discrimination may arise as a result of direct differential treatment or itmay result from the unequal effect of treating individuals and groups in the same way. If theeffect of the behaviour on the individual is to withhold or limit full, equal and meaningful accessto, for example, goods, services, facilities, employment, housing, accommodation, available toother members of society, it is discrimination.

Duty to accommodate is an obligation to meet the special needs of individuals and groupsprotected by the policy unless meeting such needs would create undue hardship. For a blindemployee, accommodation could mean providing a voice synthesizer on a computer; for other



protected groups, it could mean altering a dress code or changing shift work to accommodateemployees’ individual religious practices.

Employment equity is a program designed to remove systemic barriers to equality of outcomesin employment. It involves identifying and eliminating discriminatory policies and practices,remedying the effects of past discrimination, and ensuring appropriate representation of desig-nated groups. Employment equity programs require goals and timetables to be set to increasethe representation of designated groups in the workplace.

Equal treatment means treatment that brings about an equality of opportunity or outcomes. Itdoes not necessarily mean identical treatment.

Ethnic origin refers to a group of people having a heritage and a common ancestry or sharedhistorical past, as well as identifiable physical, cultural, linguistic and religious characteristics.

Family status means the status of being in a parent/guardian and child relationship.

Gay and lesbian bashing , see Homophobic behaviour

Gender discrimination justifies inequitable expectations and treatment of people in societybased on stereotypes about what constitutes femaleness or maleness. Gender discriminationcan take many forms. Gender discrimination because of pregnancy is a human rights violation.Gender is described as “sex” in the Ontario Human Rights Code.

Gender identity is linked to an individual’s intrinsic sense of self and particularly the sense ofbeing male or female. Gender identity may or may not conform to a person’s birth-assignedsex. The personal characteristics that are associated with gender identity include self-imagephysical and biological appearance, expression, behaviour and conduct, as they relate to gen-der. Gender identity is fundamentally different from and not determinative of sexual orientation.

Harassment, a form of discrimination, is often but not always, persistent, ongoing conduct orcommunication, in any form, of attitudes, beliefs or actions towards an individual or group whichmight reasonably be known to be unwelcome. A single act or expression can constitute har-assment, for example, if it is a serious violation or it is from a person in authority. Harassmentmay be either subtle or blunt.

Homophobic behaviour is a behaviour that constitutes discrimination or harassment based onsexual orientation. It can manifest itself in such behaviours as derogatory comments, “outing” orthreats of “outing” (disclosing that someone is gay or lesbian) or gay and lesbian bashing(physically and verbally attacking people who are gay or lesbian).

Managerial personnel , see Supervisory and managerial personnel

Marital status means the status of being married, single, widowed, divorced or separated andincludes the status of living with a person of the opposite sex in a conjugal relationship outsidemarriage, and the status of living with a person of the same sex in a conjugal relationship out-side marriage.

Outing , see Homophobic behaviour

Place of origin covers characteristics that are strongly associated with a particular place, in-cluding a country, state, province, group of countries, city.



Poisoned environments are created and fostered by acts or omissions that maintain offensiveor intimidating climates for study or work. Poisoned learning environments include inappropriateor non-inclusive curriculum and pedagogy, bias or discriminatory barriers in existing policies,programs, or assessment procedures, and discriminatory comments made by teachers andother employees. Poisoned working environments thrive where there is managerial or supervi-sory condonation of discriminatory or harassing behaviour. Poisoned environments can also becreated where there is inattention to fair and equitable recruitment and employment policies,practices and procedures.

Prejudice is a set of opinions about or attitudes toward a certain group, or individuals within it,that casts that group and its members in an inferior light and for which there is no legitimate ba-sis in fact. It can be a consequence and a cause of discrimination. The term is derived from theword “prejudge”. Prejudicial attitudes are very resistant to change because concrete evidencethat contradicts the prejudiced view tends to be dismissed as “the exception to the rule”.

Race refers to a group of people of common ancestry, distinguished from others by physicalcharacteristics such as colour of skin, shape of eyes, hair texture or facial features. The term isalso used at present to designate the social categories into which societies divide people ac-cording to such characteristics. Race is often confused with ethnicity. There are ethnic groupswithin racial groups.

Racism is a set of erroneous assumptions, opinions and actions stemming from the belief thatone race is inherently superior to another. Racism may be evident in organizational and institu-tional structures and programs as well as in the attitudes and behaviour of individuals.

Reprisal may occur when there are threats, intimidation, denial of opportunity or undue nega-tive focus on the rights of individuals or groups who claim and enforce their rights under thispolicy.

Restorative measures is a process in which all parties (for example, offenders, victims andschool communities) in a conflict come together with a neutral facilitator and process the offenseand the impact it has had on all of its victims. Together the participants work towards repairingthe harm that has been done. It is a conflict resolution process.

Sex , see Gender Discrimination

Sexism is prejudice or discrimination based on one’s gender.

Sexual harassment occurs when a person receives unwelcome sexual attention from anotherperson, whose comments or conduct are known or should reasonably be known to be offensive,inappropriate, intimidating, hostile and unwelcome. Sexual harassment includes situationswhere a person in a position of authority (a supervisor or teacher, for example) shows unwel-come sexual attention to an employee or student, and where reprisal occurs or is threatened ifthe sexual attention is rejected. It also includes an environment in which sexist jokes and mate-rials are allowed.

Sexual orientation is defined as feelings of attraction for the same sex, for the opposite sex orfor both sexes and does not require actual sexual experience.

Socio-economic status is defined as the economic, social and political relationships in whichpeople operate in a given social order. These relationships reflect the areas of income level,type of occupation or sense of ownership and other indicators of social rank.



Stereotyping is a false or generalized conception of a group of people that results in the un-conscious or conscious categorization of each member of that group, without regard for individ-ual differences. Stereotyping may be based on misconceptions and false generalizations aboutracial, age, ethnic, linguistic, religious, geographical, or national groups; social, marital or familystatus; disability, gender or sexual orientation.

Supervisory and managerial personnel are defined, under this policy, as including supervi-sory officers, principals, managers and supervisors at all levels.

Examples of Human Rights Discrimination and Harassment

Whether on a singular or ongoing basis, occurrences which constitute discrimination and har-assment with respect to the grounds covered by this policy include but are not limited to:

• Disparaging specific cultural, racial, linguistic or religious groups• Derision of followers of Islam (Muslims) because of any aspect of their traditions, beliefs,

or culture• Discrimination against Sikhs for wearing turbans• Anti-Semitism• Stereotyping of individuals of African heritage• Excluding or shunning an individual or group based on a prohibited ground• Name-calling, verbal or written abuse, threats• Unwelcome conduct, remarks or sounds, jokes, slurs, gestures• Condescension or paternalism• Homophobic behaviour (homophobia)• Using electronic media to convey messages of discrimination or harassment• Displaying pictures, materials or graffiti in any manner which contravenes the policy• Stereotyping, bias and historical and factual misrepresentations in curriculum or peda-

gogy• Failure to accommodate a person with a disability short of undue hardship (duty to ac-

commodate)• Acts or threats of reprisals such as termination of employment or denial of promotion

without justification, unsatisfactory performance evaluation where the performance wassatisfactory, and assignment of low marks when not merited.

• Board employee engaging in a sexual relationship with a student. In the case of studentsunder the age of eighteen such relationships, in addition to being a serious breach ofBoard policy, could also constitute a criminal offence of sexual exploitation.

• Hate group activities are conducted for the purpose of promoting hatred against identifi-able groups of people and can include:

• emphasizing the rights of one race over others• denigrating aboriginal people• denying historical events such as the Holocaust• attacking physically or verbally, people who are gay or lesbian• denigrating persons with disabilities• recruiting hate group members• composing, producing and/or distributing hate propaganda in or around schools or work-

places• leaving or posting hate material on Board property, graffiti, vandalism• harassing, threatening, assaulting people of colour• Encouraging others to engage in any of the above.



Effects of Human Rights Discrimination and Harassment

Human Rights discrimination and harassment adversely affect their targets, the Board and theperpetrators.

A target of discrimination and harassment often:

• Feels threatened, humiliated, patronized, frustrated, powerless• Is not able to sleep; becomes ill• Is tense and angry• Loses self-esteem and self-confidence• Is fearful• Loses his or her sense of security; feels a sense of threat to school or career opportuni-

ties• Finds that relationships are suffering• Is forced to work in an intimidating learning or work environment• Is the subject of rumours• Suffers physical and mental harm• Fails to develop to his/her full potential.

Discrimination and harassment often lead to:

• Failure to realize organizational potential• A negative work environment that affects everyone• Underdevelopment of employee or student potential• Potential loss of an employee or student• A loss of productivity• Excessive job turnover due to transfers and resignations• Absenteeism.

The perpetrator often will experience:

• Peer rejection• Loss of status and respect• Disciplinary action by the Board• Legal action initiated by the complainant• A false sense of superiority• A false belief that such behaviour is acceptable.

The effects of discrimination and harassment are often exacerbated when their targets aremembers of more than one group that faces discrimination. These groups include: women,people of colour, youth, older persons, people living in poverty, members of various faiths, gaysor lesbians, and persons with disabilities.



Informal Resolution

Informal Resolution is a procedure which provides an opportunity for parties to resolve a disputemutually in a respectful manner. Informal Resolution is not a precondition to mediation or to fil-ing a formal complaint and an individual or group may proceed at any time to mediation or to aformal complaint.

Supervisory or managerial personnel may facilitate an informal resolution by developing a planof action with the concerned individual. The plan of action may include one or more of the fol-lowing initiatives:

• Suggesting the individual confront the problem by making it clear to the alleged harasserthat the behaviour is not acceptable and obtaining a commitment that the behaviour willstop

• Following up with the complainant to ensure that the behaviour has stopped• Informing the alleged harasser of the concern regarding the behaviour, and the Board’s

expectation for appropriate behaviour and providing a copy of the Human Rights policyand procedures and/or other relevant Board policies and obtaining a commitment that thebehaviour will stop

• Facilitating a conflict resolution process

In cases where an informal plan of action is implemented, supervisory and managerial person-nel shall follow up by monitoring the situation, holding, if necessary, subsequent meetings withthe parties and taking further steps if required to ensure that the harassment and/or discrimina-tion has stopped.

Supervisory and managerial personnel shall advise those involved in the informal resolutionprocess that information obtained during an informal resolution will not be introduced as evi-dence in any subsequent formal proceeding.

In informal complaints, where the parties are members of the same union, federation or asso-ciation, a resolution facilitated by the appropriate representative is recommended, if acceptableto the parties.

Student-led mediation using trained “peer mediators” may be used to facilitate an informalresolution between students, if acceptable to the parties. Principals shall ensure that there hasbeen compliance.

Mediated Resolution

Mediation involves an unbiased third party acting as a facilitator in direct communication be-tween the parties who voluntarily agree to enter into this process. It is an opportunity to resolvedisputes mutually in a respectful manner.

Mediated resolution is not a precondition to filing a formal complaint and an individual or groupmay proceed at any time to a formal complaint.

Where there is already a formal complaint being investigated under these procedures, at anytime during the investigation, the parties may agree to hold the investigation in abeyance andattempt to achieve a mediated resolution.



Mediation is not appropriate in the following circumstances:

• not all parties are sincerely committed to the process;• one of the parties is in a position to withhold or confer a benefit, since the authority or

power imbalance may result in coercion;• students involved in disputes with employees or other users, including parents and com-

munity covered by this policy. When the dispute involves two students, mediation may beappropriate.

Supervisory and managerial personnel shall advise both parties to mediation that informationobtained during a mediation or attempted settlement arising from the mediation cannot be intro-duced as evidence in any subsequent formal proceeding.

In all cases where mediation is sought, the Human Rights Office shall provide or approvetrained mediators who are acceptable to both parties. In no circumstances shall a mediator beused who is involved in any capacity in the same learning or work site as the parties.

Meetings required for mediation sessions shall be scheduled as soon as possible and on a bal-ance of convenience for the complainant, the respondent and the mediator, to avoid additionalexpense or interference with Board programs.

Any settlement that is reached must be mutually accepted by the parties in writing.

Managerial and supervisory personnel shall ensure that there has been compliance.

Managerial Resolution

Managerial Resolution requires an investigation of the complaint allegations.

Where the individual(s) affected and the alleged perpetrator(s) have different reporting struc-tures, managerial and supervisory personnel involved will determine who is the appropriate per-son to take responsibility for the investigation.

Under Managerial Resolution, supervisory or managerial personnel who conduct the investiga-tion shall ensure that the following steps are taken as soon as possible as a minimal investiga-tive response:

• Ensure that the individual(s) affected, the alleged perpetrator(s) and witness(es) are pro-vided with the support and assistance to which they are entitled under the policy and pro-cedures

• Interview the individual(s) affected and/or the third party reporting the complaint• Inform the alleged perpetrator(s) of the allegations and provide an opportunity for re-

sponse• Interview witness(es) if necessary• Come to conclusions about whether a specific incident did or did not occur based on a

balance of probabilities• Provide an opportunity for the individual(s) affected and the alleged perpetrator(s) to re-

spond to the findings and to the conclusions• Take appropriate corrective action to resolve the situation



Formal Complaint Process

(a) General

The formal complaint process provides for a full investigation of allegations of discrimination andharassment resulting from a written complaint. Although the investigative procedures refer to anindividual complainant and respondent, the procedures also apply to group complainants andgroup respondents.

The Human Rights Office in consultation with the Executive Officer, Human Resources may de-cide to postpone, suspend, or cancel any process under investigation if the continuance of theinvestigation would duplicate or prejudice another proceeding. In coming to a decision, the Hu-man Rights Office in consultation with the Executive Officer, Human Resources will considersuch factors as:

• the Board’s responsibility to resolve human rights complaints• the recognition that grievances may be filed simultaneously with complaints in order to

comply with timelines• other legal procedures that may be initiated in order to protect statutory rights.

The filing of a grievance by a respondent under any collective agreement will not necessarilyhalt the investigation of a complaint filed under these procedures.

Subject to the discretion of the Executive Officer, Human Resources to postpone, suspend, orcancel a process under investigation as stated above, the filing of a counter-complaint by a re-spondent against a complainant regarding matters subject to an investigation under these pro-cedures will not result in a separate investigation. The allegations raised by the respondent willbe investigated within the scope of the original investigation.

(b) Reporting a Formal Complaint

For a complaint to be made under these procedures, the complainant must complete the pre-scribed Human Rights Formal Complaint Form*. Usually a complaint will be filed by the actualindividual affected by the alleged discrimination or harassment. Complaints may also be madeby persons representing the complainant or by persons witnessing the behaviour. In all cases,the Human Rights Formal Complaint Form shall be forwarded to the Board’s Human Rights Of-fice.

Anonymous complaints against an individual or group will not be accepted as formal complaints.

(c) Assistance and Representation for Complainants, Respondents and Witnesses

A student, employee or other user who is party to a formal investigation or a witness whose as-sistance is requested in a formal investigation may have the assistance of a translator-interpreter, if necessary, and up to two appropriate representatives from the following list:

* The Human rights Formal Complaint Form is available to employees on the Board’s intranet site or from

the Human Rights Office.



• Parent/guardian, other caregiver• Resource person trained by the Human Rights Office• School support staff• Teacher• Student• Union, federation or association representative• Employee or colleague• Health care professional

(d) Initial Actions of the Human Rights Office When in Receipt of a Formal Complaint

Upon receipt of a complaint, the Human Rights Office shall take the following steps:

(i) Student Complainant

Immediately determine whether the parties need to be separated in their current learningor working environment in accordance with the Investigative Procedure (see Section 6).

Within two working days of receipt of the complaint:

• Notify the appropriate supervisory officer and the principal(s) of any written complaint• Notify the complainant in writing of receipt of the complaint and include a copy of the Hu-

man Rights policy and procedures• Notify the respondent in writing of receipt of the complaint and include a copy of the pol-

icy and procedures and the completed complaint form with any attachments• In the case of student complainants or respondents under the age of 18, the parent or

guardian will receive the same items as above.

Within ten working days of receipt of a complaint form, commence the investigation of theformal complaint.

(ii) Employee or Other User Complainant

Immediately determine whether the parties need to be separated in their current learningor working environment in accordance with the Investigative Procedure (see Section 6).Within two working days of receipt of the complaint:

• Notify the appropriate supervisory and managerial personnel of any written complaint• Notify the complainant in writing of receipt of the complaint and include a copy of the

Human Rights policy and procedures• Notify the respondent in writing of receipt of the complaint and include a copy of the

policy and procedures and the completed complaint form with any attachments• In the case of student respondents under the age of 18, the parent, guardian or other

caregiver will receive the same items as above.

Within ten working days of receipt of the complaint form, commence the investigation ofthe formal complaint.

(e) Scheduling Meetings

Meetings required under these procedures should be scheduled as soon as possible on a bal-ance of convenience for the complainant, the respondent, and the Human Rights Office.



(f) Investigative Procedure

(i) Responsibility for Investigations

Responsibility for investigating formal complaints in compliance with the Board's HumanRights policy and procedures rests with the Board’s Human Rights Office. In exceptionalsituations, upon the recommendation of the Human Rights Office and the approval of theExecutive Officer, Human Resources, an outside investigator may be retained who willfollow the investigative procedure herein.

(ii) Investigative Team

In all cases where a formal complaint has been filed, the Human Rights Office shall con-duct an investigation and may, where appropriate, establish a team composed of a Hu-man Rights Officer and resource staff who have received appropriate training in conduct-ing human rights investigations.

(iii) Timelines

Investigations shall be completed from the initiation of the investigation to the issuing of aninvestigation report to the parties within sixty working days, if possible.

(iv) Separation of the Parties

Immediately after the formal complaint is filed, the Human Rights Office in consultationwith the appropriate supervisory and managerial personnel shall, on a balance of prob-abilities, determine:

• Whether the continued presence of the respondent will impair the complainant's abilityto function at school or work

• Whether there has been a reprisal or whether the threat of reprisal exists• Whether the respondent poses a risk to the complainant or others.

Where the Human Rights Office has determined that one or more of the above threepoints has been established, the respondent shall be transferred to another school orworkplace without loss of wages and benefits pending final disposition of the complaint. Ifthis is not possible, or it can be shown that the respondent poses a risk to persons otherthan the complainant, pending final disposition of the complaint, an employee respondentshall be placed on home assignment without loss of wages and benefits and a student re-spondent shall be excluded from her/his school in accordance with Board procedure gov-erning student behaviour. To the extent practicable, complainants and respondents usingBoard premises or premises where Board programs take place, shall be required to haveno contact either direct or indirect with each other until the investigation has been con-cluded and its recommendations acted upon. Respondents may be transferred back orrestored to their previous position as soon as the Human Rights Office determines in con-sultation with the complainant and respondent that separation is no longer necessary.

A separation pursuant to these procedures does not constitute “discipline" or a “transfer"within the meaning of any collective agreement.



Notwithstanding the provisions of the Human Rights policy and procedures, the Board re-tains the right to discipline its employees for violations of this policy, including all the rightsprovided in any applicable collective agreements and at law, which steps may includetermination in appropriate cases.

(v) The Investigation Plan

When a complaint has been filed, the Human Rights Office will make an initial investiga-tion to determine whether the allegation has merit on grounds covered by this policy.

If it does, it shall be formally investigated. If it does not, the Office will recommend otheravenues of redress to deal with the issues.

The following investigative steps are suggested:

• interview the complainant• interview the respondent• interview witnesses identified by the investigator(s) as having useful information• consider relevant evidence in any form• if necessary reinterview complainant and/or respondent prior to release of investiga-

tion report.

Note: If the respondent declines to participate in the formal investigative process, the in-vestigation shall proceed. The respondent should be encouraged to participate, in the in-terest of a balanced and fair process.

(vi) Standard of Proof

The standard of proof to be applied is the balance of probabilities.

(vii) Investigation Report

Once the investigation is complete, the investigator(s) will give the written investigationreport to the complainant and respondent detailing:

• Facts giving rise to the complaint• Allegations• Response• Findings• Conclusions• Proposed outcomes based on those set out in these procedures and any additional

measures necessary in order to address the situation.

Investigation reports will be presented without the names of witnesses whenever deemedappropriate by the investigator.

(viii) Right to Respond

The complainant and respondent have the right to comment in writing on the investigationreport before a final decision is reached. Comments must be submitted to the investiga-tor(s) within twenty working days of receipt of the written investigation report. The com-plainant and respondent, on written request and subject to supervision, shall have access



to all evidence gathered in the course of, and pertaining to the investigation. Evidence willbe presented without the names of witnesses whenever deemed appropriate by the in-vestigator.

(ix) Final Decision

Based on the results of the investigation and the responses to the report, the investiga-tor(s) will issue a final decision and recommendations to the complainant and respondent.

The final decision and recommendations are to be made within twenty working days of thereceipt of comments on the investigative report from the complainant and respondent. Forthe final decision, timelines can only be extended upon request to and approval by theExecutive Officer, Human Resources.

Only the recommendations of the investigation will be given to the supervisory or manage-rial personnel responsible for their implementation.

(g) Review of a Final Decision

In the event a complainant or respondent to a formal complaint has one or both of the specificconcerns listed below, within twenty working days of receipt of the final decision, a request maybe made to the Executive Officer, Human Resources to convene a Review Committee. A Re-view Committee under these procedures shall be appointed by the Executive Officer, HumanResources.

The grounds for review are:

• The investigators did not comply with these procedures• New evidence has become known after the final decision but before the expiry of the

twenty working days limitation period for requesting a review.

No review of the final decision will be undertaken with regard to the claim that the conclusionsdrawn by the investigator(s) based on findings of fact were incorrect.

A review will affirm or amend a final decision or require that a new investigation be undertaken.

(h) Outcomes In Formal Complaints Investigations

Note: The outcomes in this section also serve as guidelines for outcomes arising under theManagerial Resolution process.

In the event a complaint is not substantiated, no further action will be taken, subject to the sec-tion on maintaining records. However, if there is a need to restore a positive learning or workingenvironment or if the complainant and/or respondent require counselling, appropriate steps shallbe put in place to meet such needs.



(i) Disciplinary Actions

A substantiated complaint under these procedures will result in discipline as follows:

Student Respondents

The Principal will follow the appropriate procedures for addressing student misconduct, asoutlined in the Education Act and other specific Board policies and procedures.

Employee Respondents

The appropriate supervisory and managerial personnel shall impose formal discipline asrecommended by the investigator(s) and as outlined below:

• On the first substantiated incident, at least a written reprimand• On the second substantiated incident, at least suspension without pay• On the third substantiated incident, a longer suspension or dismissal from employment

with the Board may result.

Notwithstanding the provisions of the Human Rights policy and procedures, the Board re-tains the right to discipline its employees for violations of this policy, including all the rightsprovided in any applicable collective agreements and at law, which steps may includetermination in appropriate cases.

In all circumstances where a complaint has been substantiated, the appropriate supervi-sory and managerial personnel shall ensure that a record of the disciplinary action beplaced in the employee respondent’s official personnel file.

Other User Respondents

Actions must be determined as appropriate for the individual situation and may includesuch responses as a letter of disapproval and warning, a revoking of permits or contracts,or an issuing of a no trespassing warning.

(ii) Non-disciplinary Actions

In addition to disciplinary actions, there may be other responses recommended by the in-vestigator(s); for example:

• Counselling for the parties• Application of strategies to restore a positive learning or working environment• Mediation• Specific training for the respondent• Workshops for the staff and/or students in the school or workplace regarding their

rights and responsibilities• Permanent separation of respondent and complainant from each other• Restorative measures.

It may be necessary to take additional appropriate measures to restore conditions to thelearning or working environment that would have existed had the discrimination and har-assment not occurred.



In cases where systemic discrimination is substantiated, pro-active steps shall be taken toameliorate such conditions by:

• Conducting employment systems reviews• Undertaking departmental reorganizations• Applying employment equity goals and timetables in specific areas• Replacing school learning materials• Providing in-service training for appropriate staff• Reconsidering the assessment and placement procedures for students.

280

Attachment H

R

OFaci

resolubeh

G04(\\tdsbexeshr\Exec_silo\secretariat\staff\archive2000\g04\004.doc)sec.1530

DirectObservation

DirectComplaint

Third PartyReportMANAGER

• Fact Finding• Informing (if appropriate)• Choice of Procedure

Informalesolution

utcome:litate conflicttion and ensureaviour stops

MediatedResolution

Outcome:Facilitate mediation

through third party andensure behaviour stops

ManagerialResolution

Outcome:Take appropriate ac-tion and ensure be-

haviour stops

FormalComplaint

Process

Human Rights Office may be consulted at any time.

Minutes of the Toronto District School Board May 3, 2000Safe Schools Policy


Safe Schools Policy

(As approved, see pages 213 and 252)

Statement (formerly Safe Schools Foundation, approved June 23, 1999)

The mission of the Toronto District School Board is to provide “learning environments that aresafe, nurturing, positive and respectful.”

Such learning environments are peaceful and welcoming for all. They must be free of negativefactors such as abuse, bullying, discrimination, intimidation, hateful words and deeds and physi-cal violence in any form. They must also clearly demonstrate respect for human rights and so-cial justice and promote the values needed to develop responsible members of a democraticsociety.

The Toronto District School Board:• • is committed to providing a safe learning and working environment for all students, staff

and visitors to our schools;• will include in its Safe Schools Policy clear expectations for all students, parents and

staff, which will be communicated on a regular and ongoing basis;• will ensure that each school establishes a safe schools committee and develops a code

of behaviour and a safe school plan;• will continue to incorporate violence prevention and peaceful problem solving into the cur-

riculum beginning in kindergarten;• expects its students, parents/guardians, employees, and community members to actively

participate as partners in maintaining a safe learning and work environment in its schools,offices, work sites and at all Board sponsored activities;

• will not tolerate on Board property, on school contracted transportation, or at Board spon-sored events:

• violence of any kind;• the possession or presence of weapons;• harmful, threatening or actual acts of violence or other unlawful acts;• verbal abuse in any form;• the presence of any intruder or any activity which places the safety of students, staff or

visitors at risk;• the possession of, use of, or trafficking in alcohol, illegal drugs or unauthorized prescrip-

tion drugs;• will ensure that school officials and staff respond appropriately, without delay and in a

consistent fashion when violent incidents threaten the safety and security of our schoolsand the well-being of our students, staff and larger community;

• will ensure that there are serious consequences to any student who commits a violentact, up to and including expulsions as outlined in the Education Act;

• acknowledges its responsibility to educate all students, including those who commit vio-lent acts, and to provide these students with opportunities to attend programs and accessservices appropriate to their academic and social-emotional needs;

• will offer support for victims of school-related violence, their families and school commu-nities.



Policy Components

The mission of the Toronto District School Board (TDSB) is to provide "learning environmentsthat are safe, nurturing, positive and respectful." The TDSB is committed to providing learningenvironments that are safe, nurturing, positive and respectful. The Safe Schools Policy and Ad-ministrative Procedures offer a comprehensive, proactive and responsive approach to buildinga safe and caring school community.

The purpose of the Safe Schools Policy is to:

• Reduce the incidence of violence in schools;• Provide opportunities for students and staff to develop the skills necessary to handle vio-

lent and potentially violent situations;• Promote the long-term prevention of violence by preparing students to manage their lives

and relationships in non-violent ways.•

(a) Zero Tolerance

The Toronto District School Board does not tolerate any anti-social or violent behaviour, whichimpacts on learning environments. The Toronto District School Board’s commitment to zero tol-erance is central to the Safe Schools Policy. Through the development of early and ongoingstrategies for intervention and prevention, supported by a Code of Behaviour, the TDSB pro-vides a framework for dealing with violent incidents that includes due process in delivering arange of appropriate consequences for inappropriate behaviour.

(b) Partnerships

The successful implementation of the Safe Schools Policy relies on the partnerships createdwith the school community, through the involvement of, and communication among students,staff, parents or guardians, schools, police services, community agencies and local govern-ments. Each is a key partner in establishing a positive school environment. Through the devel-opment of procedures for dealing with violent incidents and their aftermath, the TDSB throughthe Safe Schools Policy provides students who commit violent acts, with opportunities to attendprograms and access services appropriate to their academic and social-emotional needs.

(c) Co-ordination

To ensure a co-ordinated system to address the issue of violence prevention, the developmentof the Safe Schools Policy and plans for implementation are linked to existing policies such as:TDSB Policy B.03: Equity Foundation Statement;

• TDSB Policy C.07: Dealing with Neglect and Abuse of Students;• the TDSB’s Human Rights Policy currently under consideration;• expectations as outlined in the new Ontario curriculum and in the Ontario Secondary

School policy;• drug education policies;• policies that have arisen from addressing the various discriminatory categories outlined in

the Ontario Human Rights Code.



(d) TDSB Values

Building safe and caring school communities begins with a strong vision that encompasses aset of values and beliefs. In April 1998, the Toronto District School Board adopted its Missionand Values Statement which included the following two values:

• a partnership of students, schools, family, and community;• learning environments that are safe, nurturing, positive and respectful

The Board’s beliefs surrounding safe and caring school communities are identified in the PolicyStatement and form the basis for developing meaningful safe schools practices for the im-provement of student learning and achievement.

Most important, the Safe Schools Policy is proactive by focusing on both preventative programsand services, early identification of abuse, bullying, discrimination, intimidation, hateful wordsand of course physical violence in any form.

Students, teachers and school administrators must have a clear and thorough understanding ofthe Code of Behaviour (included in the following Administrative Procedures) and the conse-quences for failure to meet the code’s expectations for behaviour.

Administrative Procedure

(a) School Environment

The school environment is both physical and social. It includes the school building, its sur-roundings, the people in it and the way they interact, the material resources, and the extensionsof this environment that are necessary for the delivery of the program, e.g., field trips, schoolbuses, and extracurricular activities.

The school culture is the collection of assumptions, expectations and knowledge that students,parents, and staff have about how a school should function and how individuals in the schoolshould act. It is made up of the beliefs and values that govern the day-to-day behaviours ofeveryone involved with the school, and it defines what is acceptable behaviour. The TDSBholds individuals accountable for any behaviour that impacts on the learning environment.

The Toronto District School Board considers the following elements essential for a safe, wel-coming, violence-free environment that promotes a sense of belonging and assures that:

• the Board upholds and supports the right to equal treatment without discrimination basedon the following prohibited grounds: age, ancestry, citizenship, colour, creed (faith), dis-ability, ethnic origin, family status, gender, gender identity, marital status, place of origin,race, sexual orientation, socio-economic status [proposed TDSB Human Rights Policy]

• differing learning abilities and exceptionalities are recognized;• achievement and wellness are fostered for all students;• a sense of responsibility, empowerment, and ownership is encouraged by all members of

the school community;• parental involvement and community participation is fostered;• positive behaviour is acknowledged, rewarded, and modeled by all staff;• discipline strategies are fair and consistent and focus on teaching students about appro-

priate behaviours while maintaining their self-respect;



• wide participation in extracurricular activities by all students is encouraged;• physical--plant aspects such as proper lighting; the security of unsafe areas; safe storage

of dangerous objects is achieved;• comprehensive safety and security reviews will be conducted during which input is gath-

ered from staff, the school council and students with particular focus on the concerns ofthose who may feel most vulnerable;

• procedures for dealing with visitors and strangers in the school are established;• safe school committees are established with strong emphasis on student participation;• participation in community activities, extra-curricular activities and student organizations

not only keeps students constructively and creatively occupied but also builds leadershipand collaboration skills and promotes mutual respect and understanding of personal, ra-cial and cultural differences;

• assures that as a community of learners we will make every effort to further our under-standing for building a safe and caring school community.

• (b) Early and Ongoing Identification for Prevention

The Toronto District School Board is committed to promoting the involvement of parents orguardians and school personnel to assure early and ongoing identification of students at risk forviolent anti-social behaviour and victimization. The social, emotional and intellectual growth anddevelopment of students must be taken into account when identifying students at risk. Carefuland consistent observation is essential for the early identification of students who are at risk ofbeing bullies or victims.

Good communication among staff, students, and families can help to identify stressful times instudents’ lives during which additional support may be needed. Changes in students’ lives mayresult in changes in academic, social, emotional, or physical behaviours. It is essential that staffbe afforded in-service opportunities in order to become more alert to potential difficulties and thestudents’ need for formal or informal support.

The TDSB needs to build on its early-identification practices by ensuring that children at risk ofbeing bullies or victims are identified and helped at the earliest possible stage. Identificationshould be followed as soon as possible by intervention. The focus must be on helping childrento develop appropriate skills, rather than on labeling them. As much as possible, this assistanceshould take place within the classroom and with the involvement of parents or guardians. Pro-grams should capitalize on students’ strengths, enabling them to develop a healthy self-conceptand appropriate interpersonal skills.

(c) Safe Schools Initiative

The Board has created the Safe Schools Department of the Student and Community ServicesDepartment to ensure that our schools are safe and caring communities. A team of adminis-trators, co-ordinators, advisors and consultants provides direction and support to administrators,staff and community. The Safe Schools Department impacts on schools in four primary functionareas:

(i) Building Safe and Caring School Communities

Building safe and caring school communities begins with a strong vision that encom-passes a set of values and beliefs about what constitutes safe and caring school commu-nities.



The values and beliefs of the Toronto District School focus on:

• a partnership of students, schools, family and community;• creating learning environments that are safe, nurturing, positive and respectful.

The Board’s values and beliefs are critical to the achievement of a safe, welcoming, vio-lence free school environment, which supports learning. Actions that threaten the schoolenvironment, such as intimidation by groups or the distribution of hate literature, must beaddressed by schools and the school board to avoid creating a climate of fear and vio-lence.

(ii) Understanding Violence and Violence Prevention

In order to achieve safe and caring school communities across the TDSB, schools musttake a proactive approach to understanding and addressing the causes and effects ofviolence in both the physical and social environments.To prevent violence, schools need to adopt a broad and inclusive understanding of vio-lence, which incorporates not only physical aggression, verbal and psychological abuse(e.g., put downs, threats, name-calling) as well as incidents of racism, sexism and homo-phobia. Perpetrators of violence may be male or female, students or staff, parents,guardians or visitors to the school. Incidents can happen on or off school property, andthey can occur before, during or after normal school hours. Victims are not only those withphysical injuries and hurt feelings but also those who observe violence at home, at schoolor in the community.This broad and inclusive understanding of violence may encourage school staff to focusefforts on behaviours previously unreported and unrecognized. Violent actions thatthreaten safe school environments should be viewed as points along a continuum. All in-cidents including intimidation by individuals and groups or the distribution and displayingof materials and symbols, promoting hate and discrimination, must be addressed byschools and school communities.The achievement of a positive and healthy school climate, which provides the foundationthat best promotes academic achievement and personal growth is reflective of the effec-tive integration of violence prevention initiatives that are incorporated into the daily func-tioning of the school. The Safe Schools Advisory Committee has developed Guiding Prin-ciples Related to Building Communities that provide a common language and under-standing, which will be embedded into everyday practice across the TDSB.

(iii) Safe Schools Advisory Committee

Established in September 1999, the purpose of the Safe Schools Advisory Committee isto act as a central co-ordinating body responsible for all safe schools initiatives across theTDSB. The Committee is chaired by the Central Co-ordinating Principal, Student Serv-ices, and is composed of the Safe Schools Co-ordinators, Safe Schools Advisors, SafeSchools Project Office Advisors, the Manager of Records Management/Information andthe Central Project Manager, Student and Community Services.To help facilitate the effective and efficient review, development and implementation of allsafe schools initiatives, the Committee sought the assistance of the Toronto School Ad-ministrators’ Association to offer the Committee ongoing advice and guidance on variousinitiatives. The roles and responsibilities of the Safe Schools Advisory Committee include:

• strategic planning related to safe schools;• review of all safe schools initiatives and proposals;



• establishment and application of funding formula criteria for Board programs related tosafe schools;

• delivery of pilot programs to determine effectiveness;• collection and review of relevant literature and resource materials pertaining to best

practices related to safe schools;• communication of key information to schools and Board personnel;• co-ordination of activities with Guidance and Attendance Counselling Services;• the continued collection, tracking and analysis of data related to all incidents in

schools to determine the effectiveness of existing practice.

(iv) Safe Schools Committee

Each school within the Toronto District School Board is required to have a Safe SchoolsCommittee. The Safe Schools Committee is responsible for co-ordinating the planning,implementation and evaluation of violence prevention, intervention and safety initiatives. Itshould review the physical, cultural and interpersonal climate of the school and makesuggestions and recommendations on issues of personal safety and violence prevention.The work of the Safe Schools Committee includes the development of a Safe SchoolsPlan and its ongoing implementation and review.

(v) District Safe Schools Council

The purpose of the District Safe Schools Council, chaired by the Superintendent of Stu-dent and Community Services, is to provide a forum for community partners and seniorleaders to meet three to four times per year to discuss matters related to safe schools andsafe communities. Representation could include the following: Parent-Community Net-work, Student Super Council, trustees, Toronto School Administrators’ Association, Com-munication and Public Affairs, Occupational Health and Safety, teachers’ federations,CUPE, Local 4400, the Toronto Policy Service, City of Toronto’s Recreational and ParksDivision, Medical Officer of Health, City Council staff from City Emergency Planning andappropriate social service agencies.

(d) Home, School and Community Involvement

Integral to the success of the Safe Schools Plan is the encouragement of the whole community(including students, parents or guardians, staff, community organizations, agencies and serv-ices, business and labour and other groups) to support violence prevention initiatives and toplay an active role in promoting violence prevention.

Every member of the school community should have the opportunity to be involved in formulat-ing and planning a safe school environment, with committee participation reflective of the diver-sity of the school community. Safe School Committees are to include:

• students;• parent representatives from School Councils and other organizations;• representatives of school community groups;• Continuing Education representatives from programs that are offered in the school;• community representation.



(i) Safe Schools Plans

Safe schools planning involves the development and implementation of a set of cleargoals and expectations designed to enhance and improve safety and security in each ofour schools. The safe schools plan is built on solid information that identifies bothstrengths and weaknesses. The plan will address safety and security measures by iden-tifying specific actions to move toward desired expectations. This kind of proactive planemphasizes the TDSB's commitment toward accountability and the system's emphasis onprevention. Refer to page 300: Safe School Review, Development and ImplementationProcess. Refer to page 301 for Critical Elements of a Safe Schools Plan.

Safe Schools Plans are to be submitted as part of the school based plan to the school su-perintendent and kept on file in the education office. (See page 300, Safe School Review,Development and Implementation Process, and page 301, Critical Elements of a SafeSchools Plan.

(e) Code of Behaviour

The Ministry of Education’s Violence-Free Schools Policy, 1994, requires that every school de-velop a code of behaviour that provides clear expectations with regard to acceptable and non-acceptable behaviour applicable to all members of school communities, including students, staffand visitors. page 302: Developing a Code of Behaviour.

Developing prosocial behaviour in students is a shared responsibility of the home, the schooland the community and the students themselves to provide positive support and encourage-ment to enable students to become responsible, self-disciplined individuals. Every student isexpected to participate in the creation and maintenance of a safe and secure learning environ-ment and to resolve conflict in an appropriate manner. This goal requires every student, parentor guardian, school staff and community to be actively involved.

The Ministry of Education’s Violence-Free Schools Policy, 1994, states:

The Code will:• be developed with students, staff, parents or guardians, and the community;• state unequivocally that physical, verbal (oral or written), sexual, or psy-

chological abuse; bullying; or discrimination on the basis of race, culture,religion, gender, language, disability, sexual orientation, or any other at-tribute is unacceptable;

• state that damage to property in the school environment (including schoolgrounds, school buses) is unacceptable;

• establish clear and fair consequences for unacceptable behaviour (where staffviolate the Code of Behaviour, consequences will derive from boards’ existingpersonnel policies and procedures);

• be prominently displayed in the school; effectively communicated to all and un-derstood by students, staff, parents or guardians, and the community.

(i) Communicating the Code of Behaviour (page 302)

The code of behaviour shall be effectively communicated to all students. Parents andguardians should be aware of the contents of the code of behaviour and every effortshould be made by the school and the home to explain what is expected of students, staffand parents or guardians. All Board employees, students, parents or guardians and mem-



bers of the school community should be committed to supporting the code of behaviour.The code of behaviour should incorporate a dress code and appropriate use of computerequipment and internet access.

(ii) Dress Code

In consultation with students, parents and staff, each school community should adopt adress code, which may include a school uniform. In doing so, schools should recognizethat:

• style of dress is an important expression of identity for young people;• some forms of expression may intimidate or offend others;• some styles of dress which conceal identity should be considered a safety concern;• styles of dress may distract others from their focus on learning.

(iii) Computer Use and Internet Access

The Toronto District School Board and schools should develop an agreement with stu-dents regarding appropriate use of computers and the internet.

(iv) Reviewing the Code of Behaviour

Ministry and TDSB policy requires that codes of behaviour be reviewed regularly (at leastevery three years) by students, staff, parents or guardians, and the community, and re-vised where necessary.

(v) Police and School Partnerships

In recent years the amount of time police officers spend in schools has increased dramati-cally. For the most part police services are delivered at the local divisional level. Theemphasis is on community policing, which stresses the creation of partnerships to solveproblems. Many schools already have ongoing partnerships with local police officers.Schools are encouraged to contact the local police division to create new partnershipsand enhance ones that exist. These partnerships between police and schools have be-come increasingly important in today’s society and are effective in maintaining a safelearning and working environment for schools and communities.

Some examples of the policing functions that affect the operation of schools include FrontLine-Emergency Response, Community Response Units, Street Crime Units and YouthBureau, Hate Crime Units and Community School Liaison Officers. Officers, in non-crisissituations, may also provide a variety of services in support of safe school initiatives.

(f) Promoting Safe Schools Through Curricula

The promotion of safe schools must incorporate the principles of equity throughout the entireacademic curriculum in order to help all students acquire the knowledge, skills, attitudes andsense of belonging that they need to become effective, participating members of society. Cur-riculum must be free of bias and stereotyping and must reflect the diverse groups that make upour society.



The provision of a curriculum that incorporates the principles of equity, requires that a variety ofteaching and learning strategies be used so that a wide range of student backgrounds, needs,interests and abilities is accommodated.

"The curriculum of our schools must accurately reflect and use the variety of knowledge of allpeoples as the basis for instruction; that it actively provides opportunities for all students to un-derstand the factors that cause inequity in society and to understand the similarities, differencesand the connections between different forms of discrimination." [Policy Statement] Students,staff, parents, and school communities need to understand that any form of discrimination is un-acceptable.

All curricula must be developed to teach students:

• to value the diversity of people and differing points of view in society;• to acquire the ability to understand, respect and care for others;• to develop self-confidence and enhance self-esteem;• to be alert and prudent about personal safety;• to develop, practice, and reflect on interpersonal communication, and problem-solving

skills such as negotiation, mediation, management of conflict, assertiveness, and theability to cope with change and frustration;

• that there are consequences for inappropriate behaviour;• that retaliation in kind is an inappropriate response to physical and verbal aggression;• to acquire skills that will be useful in their existing and future relationships;• to demonstrate responsible citizenship.

(i) Preventative Programs and Strategies

In addition to the broad-based, school-wide programs, there are numerous related andmore specific programs that can be considered as excellent supports for schools. Stu-dents need to be trained in the skills and behaviours necessary to avoid dangerous andanti-social conduct and to adopt healthy lifestyles and learn non-violent, constructive ap-proaches to problem solving. These may include:

Conflict Resolution

Various forms of conflict resolution programs currently operate in the TDSB at both theelementary and secondary levels. Conflict resolution involves a number of strategies: ne-gotiation, conciliation, arbitration and mediation. While it is not a panacea for all types ofdisagreements and disputes among students, conflict resolution can improve the schoolclimate by placing a positive value on dispute resolution skills in appropriate situations.

Parent Involvement

Parent curricula helps parents, grandparents, and other caregivers to create closer home-school collaboration, providing assistance in developing parenting skills, family conflictresolution and support for students.

Social Problem Solving

Social problem solving consists primarily of two skills: (1) the ability to label emotions andcommunicate them effectively and (2) the ability to control oneself when being teased,



taunted, or physically or emotionally hurt by others. Once children develop emotionalawareness and self-control they can then be taught the other steps to problem solving.

Youth Gang Awareness

Youth gangs are a reality of our society. Many gangs, in whatever form they take or what-ever their configuration or composition, are involved in anti-social, violent behaviour eitheras a group or individually. Students and staff need to be aware of youth gangs and needto learn what affiliations are safe and healthy.

Adolescents generally are much more likely than adults to be crime victims, particularlyviolent, gang-related crime. Schools and parks frequently provide the setting for much ofthe anti-social behaviour and criminal activity associated with the gang subculture. Re-porting gang-related crime occurring in or near the school community is crucial to main-taining a safe school environment. The environment of fear in a community controlled bystreet gangs is difficult to overcome. Successful gang prevention and intervention effortsdepend on improved crime reporting and an increased awareness of gang subcultures byparents, staff and students. Students must be encouraged to report crime. By empoweringvictims, a sense of order may be restored within schools and communities.

Equity Awareness

These programs seek to increase awareness, sensitivities and skills so that young peopleare prepared to take positive action with their peers. By building positive peer influences,students begin to change negative attitudes, perceptions and behaviours about all formsof diversity.

Anti-harassment

Anti-harassment programs are designed to teach staff and students how to maintain anenvironment free from any form of harassment. Participants are taught to identify the vari-ous forms of harassment. Teachers are trained in ways to deal with the victims of har-assment and the appropriate actions to deal with aggressors.

Peer Mediation, Conflict Management

Peer mediation is a process in which trained students help other students resolve con-flicts. The student mediators help other students to help themselves by talking throughtheir problems.

Decision Making, Problem Solving

Problem solving strategies provide ways for students to act effectively without harmingthemselves or others. Students learn to solve their own problems as well as problemsothers try to give them. Students also learn positive independence by not relying on othersto give them solutions to problems.

Team Building, Group Work

Learning how to behave appropriately in a group is an essential life skill. Students need tolearn how to maintain their own integrity and values when they conflict with group norms.They need to learn positive ways to impress others, how to walk away from trouble andhow to withdraw from the group when necessary. Active listening, leadership, or staying



on task during classroom group activities are important and students can learn a lot aboutgroup behaviour through cooperative activities.

Anti-bullying Programs

Schools have a primary responsibility in the socialization of children. If bullying occurs atschool without consequences it is likely to interfere not only with children’s academic de-velopment, but also with their social and personal development. Bullying is a form of ag-gressive behaviour in which there is a combination of power and aggression. The powerdifferentiation between bullies and victims can be a function of physical size and strength,reputation within the peer group, and/or an imbalance in numbers of children, as in groupbullying. It can comprise either physically or verbally aggressive behaviour. Anti-bullyingprograms contain a collection of non-violent teaching and counseling models. School-widestaff and student involvement is a necessary component of these programs.

Advisor/Mentoring Programs

Staff advisors and mentors support students on an individual and group basis through thedirect involvement of a sensitive and caring adult within the school environment. This canreduce the possibilities of youth alienation and dropping out of school. Issues related toviolence prevention, discrimination and positive personal relationships could be importanttopics for students and their staff advisors and mentors.

(ii) Crisis Prevention and Intervention Strategies

Despite preventative efforts, there are times when violence occurs in schools. The To-ronto District School Board is committed to training school staff in non-violent crisis inter-vention, which emphasizes non-physical methods of preventing or controlling disruptivebehaviour. A range of strategies for students should be available to provide opportunitiesfor reintegration and to assist students in understanding what is expected of them. Tech-niques for personal safety are included in these programs.

Reintegration Strategies

Trained staff facilitators provide services to schools, families and communities who wish toresolve conflicts involving an offence, through a formal offender-victim family groupconferencing process. The conference provides a vehicle which enables offenders, vic-tims and school communities to come together and process the offence and the impactthat it has had on everyone affected. Together, the participants work toward repairing theharm that has been done.

(g) Staff Development

All school staff play a key role in the prevention of violence and in the reintegration of studentswho have been involved in violent incidents. Teachers should also be skilled in the delivery ofan integrated social-skills curriculum and, where appropriate, should be able to train students toparticipate in peer-counseling or peacemaker programs.

When determining staff-development priorities and implementation plans, the following elementsshould be considered:



(i) For All Staff

• recognizing signs of physical, sexual, or mental abuse, and knowing what to do;• applying school board policies and school procedures in a fair, consistent and respectful

manner;• identifying and eliminating bias and discrimination on the basis of race, culture, religion,

gender, language, disability, sexual orientation, or other factors such as income or ap-pearance;

• modelling positive behaviour (e.g., treating everyone with respect, interacting peace-fully, avoiding stereotypes);

• developing a welcoming and safe school environment;• mediating and managing conflicts with due regard to personal safety (including those

occurring in large-group situations) in order to diffuse them.

(ii) For Teachers and Administrators

• liaising with community agencies to prevent or deal with problems;• incorporating instructional strategies such as co-operative learning and role playing to

help students develop interpersonal skills;• further developing skills in early identification and intervention;• supporting the safety and welfare of victims and the reintegration of perpetrators;• supporting the unique learning styles of all students;• learning about the exceptionalities in order to increase understanding and sensitivity

when dealing with exceptional students;• using fair, respectful and consistent discipline strategies that focus on teaching the stu-

dent about appropriate behaviours while maintaining his or her self-respect.

(h) Consequences of Inappropriate Student Behaviour

(i) Role of School Principals in Determining Consequences for Inappropriate StudentBehaviour

Range of Consequences

When rules are broken, principals may select the most appropriate sanction from a rangeof consequences that include verbal reprimands and warnings, detentions, voluntary with-drawals, in-school withdrawals, school transfer, alternative counselling, restitution, sus-pensions, and recommendations for expulsions. The management of serious disciplinaryincidents and the determination of an appropriate consequence requires significant con-sultation, collaboration and teamwork involving the principal and Superintendent ofSchools.

Factors to be Considered

In selecting the most appropriate consequence, principals will take into account factorssuch as:

• nature and circumstances of the incident;• number of individuals involved;• degree of harm caused to the victim and the school community (both people and

property);• intent to cause harm;



• age of the individuals involved;• history of offences;• consistency of application across the TDSB;• willingness of the individual to undertake a program of restitution or rehabilitation.

Students With Exceptionalities

When a student with exceptionalities is involved, principals will also consider:

• the nature of the exceptionality;• extenuating circumstances (parental input to be sought);• level of understanding and communication of the student;• degree of intention;• environmental triggers;• the student's Individual Educational Plan;• appropriateness of negative consequences in relation to the exceptionality.

(ii) Inappropriate Student Behaviour

Schools of the Toronto District School Board are committed to the provision of a safe andorderly environment in which staff and students can learn and work effectively.The Toronto District School Board will not tolerate for any anti-social or violent behaviour,which impacts on learning environments. Therefore, through its curriculum, policies andadministrative procedures, the Board:

• prohibits the possession or presence of weapons on Board property, on school-contracted transportation or at Board-sponsored events;

• will not tolerate harmful, threatening or actual acts of violence or other unlawful acts;• will not tolerate verbal abuse in any form;• will not tolerate the presence of any intruder or any activity which places the safety of

its students, visitors or employees at risk;• prohibits the possession or use of alcohol on Board property, on school-contracted

transportation or at school-sponsored events;• prohibits the possession or use of, or trafficking of any controlled or harmful sub-

stances on Board property, on school-contracted transportation or at school-sponsored events.

Suspension or Expulsion

The Education Act and its regulations indicate that the principal, subject to the authority ofthe appropriate supervisory officer, is in charge of the discipline of students in the school.The duties of principals, Boards, teachers and students are set out in various statues andregulations, as well as in ministry and school board policies and procedures.

Should suspension or expulsion become necessary, the TDSB Suspension and ExpulsionProcess, Appeals and Readmissions Administrative Procedures Manual should be used.The following suspension and expulsion provisions, which are found in section 23 of theEducation Act (as amended by Bill 4) are provided for information purposes only. Itshould be noted that, while principals may suspend students, only school boards have theauthority to expel students or to readmit students who have been expelled.



Suspension of Pupil [Subsection 23(1)]

A principal may suspend a pupil because of persistent truancy, persistent opposition toauthority, habitual neglect of duty, the wilful destruction of school property, the use ofprofane or improper language, or conduct injurious to the moral tome of the school or thephysical or mental well-being of others in the school.

In general, a suspension is implemented because of inappropriate behaviour by the stu-dent. The primary purpose underlying the implementation of a suspension is to result in apositive consequence for the student. This may be achieved through a self-reassessmentby the student or a greater awareness on the part of the parent or guardian, leading to ei-ther a modification in management of the student or a realization that intervention by a re-source outside the school system is needed.

Expulsion of Pupil [Subsection 23(3)]

A board may expel a pupil from its schools on the ground that the pupil's conduct is so re-fractory that the pupil's presence is injurious to other pupils or persons, if:

• the principal and the appropriate supervisory officer so recommend;• the pupil and the pupil's parent or guardian have been notified in writing of:• the recommendation of the principal and the supervisory officer, and• the right of the pupil (if an adult) or the pupil's parent or guardian to make representa-

tion at a hearing to be conducted by the board;• the teacher(s) of the pupil have been notified;• such hearing has been conducted.

Because expulsion is such an extraordinary procedure, only the Board has the legalpower to expel a pupil from school and then only after an expulsion hearing. The prin-cipal and Superintendent of Schools must consult with the Expulsion RecommendationReview Committee (ERRC) prior to making a recommendation for the expulsion of a stu-dent. Each Education Office (EO) is responsible for the establishment of an ERRC for thepurpose of determining recommendations for expulsion or re-admittance from expulsion.

The Expulsion Recommendation Review Committee shall include the following:

• Chair—Senior Administrator;• Principal and Superintendent of Schools recommending the expulsion;• Education Office—Co-ordinator of Safe Schools;• Guidance Co-ordinator;• Education Office—Advisor of Safe Schools

The senior administrator shall convene an Expulsion Recommendation Review Commit-tee (ERRC). The ERRC will decide if the recommendation for expulsion is supported.

If the expulsion is not recommended, the principal shall advise the parent or guardian oradult student in writing of the decision not to proceed with the recommendation for expul-sion.

Where the expulsion is recommended, the principal shall inform the parent or guardian oradult student in writing.



Due Process

One of the fundamental legal premises under English Common Law is that no one can bepunished without being given a fair and impartial hearing. The principles of "fundamentaljustice" require that the disciplinary consequences to a student be administered by aschool administrator who is free of bias with respect to both the student and the incident.The school administrator needs to follow a form of due process, which involves giving thestudent reasonable notice of the rule, the opportunity to be heard and the right to know thecase against him/her.

The manual, TDSB Suspension and Expulsion Process, Appeals and Readmissions Ad-ministrative Procedures, developed in keeping with the English Common Law, the Charterof Rights and Freedoms and section 23 of the Education Act, incorporates the elements ofdue process, procedural fairness and a fair and impartial hearing.

Consequences for Inappropriate Student Behaviour

The grid on pages 297-8 provides a framework to be utilized by principals for dealing witha range of violent incidents that could occur in the school environment. Definitions to beused in the interpretation of consequences for inappropriate student behaviour may befound on page 299.

(i) Procedure for Dealing With Violent Incidents

(i) Reporting of Violent Incidents

When violent incidents threaten the safety and security of our schools and the well beingof our students, staff and the larger community, it is the duty of school officials and staff torespond appropriately, without delay and in a consistent fashion. Procedures that providespecific guidelines for dealing with a range of violent incidents that could occur in theschool environment have been developed to ensure that incidents are dealt with effec-tively, consistently and fairly. The following serious violent incidents must be reported tothe police, and a Ministry of Education’s Violent Incident Form completed (TDSB FormB.003A):

• possession of weapons (e.g., guns, knives)• threats of serious physical injury• physical assaults causing serious bodily harm• sexual assault• robbery and extortion• any hate-motivated violence (e.g., violence involving racism, homophobia)• vandalism causing extensive damage to school property or property located on school

premises• other offences as identified in the Consequences of Inappropriate Student Behav-

iour.(Ministry of Education’s Violence-Free Schools Policy, 1994.)

When considering responses to violent incidents, the school in which the incident oc-curred must examine the causes and underlying issues that may exist to prevent furtheroccurrences. Fairness, firmness, sensitivity and consistency should be the criteria usedwhen applying the procedures.



(ii) Follow up to a Violent Incident

All students, parents, guardians and staff of a school are valued members of both aschool community and a larger, civic community. Inappropriate or violent behaviour affectsand offends not only those individuals directly involved, but also the wider school commu-nity and, ultimately, the community at large. School related incidents of violence call for afair, equitable, co-operative community response.

When dealing with students’ unacceptable behaviour, it may be necessary to separateone or more individual students from their school community for a period of time, in orderto safeguard the other students and staff and the learning environment in the school.

Individuals must work together to learn from the incident and to facilitate the successfulreintegration of such students into a safe and positive school community, preferably in theschool in which they are enrolled. If this is not practical or possible, the student’s schoolshould facilitate entry to a school that suits the student’s needs.

The Toronto District School Board, with the assistance from the broader community, willprovide both short-term and long-term strategies to follow up on violent occurrences thattake into account the individual needs of students and those affected by an incident.These Board strategies shall involve the provision of programs and services designed to:

• provide for the protection and healing of victims;• support the well-being of witnesses and the broader school community;• assist the perpetrator by providing opportunities for rehabilitation and ongoing educa-

tion;• address problems that may have contributed to the violent incident, for example, sex-

ism, racism, abuse in the home, gang-related activities, substance abuse, or behav-ioural difficulties;

• facilitate the ongoing involvement of social agencies and the community to address is-sues that may have contributed to the incident.

(iii) Educational Options for Suspended and Expelled Students

Program for Suspended Students

The Toronto District School Board provides programs for students or those on suspensionfor acts of violence. The aim of these programs is to provide short-term support andstrategies to assist in the reintegration of students with the view to returning these stu-dents to an appropriate Toronto District School Board education setting.

Special Program for Expelled Students

This program, totally funded by the Toronto District School Board, is a partnership be-tween the Toronto District School Board and the Hincks/Dellcrest Treatment Centre. Thisvoluntary program for expelled students is individualized to address each student’s edu-cational-learning and psychosocial needs. The aim of this program is to allow the studentto understand and correct behaviour leading to the expulsion, to develop positive behav-iours that allow academic and social success in school and society and to support thestudent’s successful return to school.



Grid Of Consequences For Inappropriate Student Behaviour

Notify PolicePrincipal

RecommendationFor Expulsion

Violation as per the EDUCATION ACT,Section 23, (1) * AND

Other Specific InappropriateStudent Behaviour

PrincipalMAY

Issue Suspension May Shall May Shall

Violent IncidentReport Form

Required

A Persistent Truancy 1 – 20 daysB Persistent Opposition to Authority 1 – 20 daysC Habitual Neglect of Duty 1 – 20 days

D

Wilful Destruction of School PropertyVandalism causing damage to school orBoard property or property located onschool or Board premises

1 – 20 days X X

E Use of Profane or Improper Language 1 – 20 days

FConduct injurious to the Moral Tone ofthe School or to the Physical or MentalWell-being of Others

1 – 20 days X X

1. Use of Tobacco 1 – 20 days2. Theft 1 – 20 days X

3. Aid or Incite Harmful Behaviour 1 – 20 days X X

* A principal may suspend a pupil because of persistent truancy, persistent opposition to authority, habitual neglect of duty, the wilful destruction ofschool property, the use of profane or improper language, or conduct injurious to the moral tone of the school or to the physical or mental well-being of others in the school.



Notify PolicePrincipal

RecommendationFor Expulsion

PrincipalSHALL

Issue Suspension May Shall May Shall

Violent IncidentReport Form

Required

4. Possession or Use of Alcohol 1 day (minimum) X5. Fighting 1 day ( minimum) X6. Bullying, Intimidation, Threatening 3 days (minimum) X

7.Physical Assault 5 days (minimum) X X X

8. Threats of Serious Physical Injury 10 days (minimum) X X X9. Physical Assault Causing Serious Injury 20 days X X X

10. Extortion or Robbery 10 days (minimum) X X X11 Sexual Harassment 3 days (minimum) X12. Sexual Assault: Please refer to Administrative and Operational Procedure D.001: Dealing with Abuse and Neglect of Students (Oct. 6, 1999)13. Racial Harassment 3 days (minimum) X14. Distribution of Hate Material 5 days (minimum) X X X15. Hate Motivated Violence 10 days (minimum) X X X16. Vandalism causing extensive damage 5 days (minimum) X X X17. Inappropriate Use of Electronic Com-

munications or Media1 – 20 days X X

18. Possession or Misuse of Any HarmfulSubstances

5 days (minimum) X X

19. Trafficking or Possession for the Pur-pose of Trafficking of any Harmful Sub-stances

20 days X X

20. Possession of a Weapon other than aFirearm

10 days (minimum) X X X

21. Possession of, or assault with a Firearmor replica Firearm

20 days X X X

22. Possession of an Explosive Substance 20 days X X X



Definitions to be Used in the Interpretation ofConsequences for Inappropriate Student Behaviour

TERMINOLOGY DEFINITION

Possession Occurs when a person has anything in their actual possession or jointly with others, including knowinglypossessing something elsewhere.

FightingIs when two parties consent to apply force to each other without excessive one-sidedness involved. Aschool yard scuffle or fight that breaks out between two students that has no aggravating circumstances andno power imbalance is an example of fighting.

Bullying or Intimidation Is a combination of power and aggression. It occurs when a student maliciously and repeatedly oppresses,harasses or intimidates another student verbally, physically or psychologically.

Physical Assault Is the intentional application of force, directly or indirectly in any degree at all, to a person without that per-son’s consent.

Physical Assault Causing Serious Injury

Is the intentional application of force (in any degree at all) to a person without that person’s consent. Bodilyharm refers to any hurt or injury that is more than merely transient or trifling in nature which interferes withthe health or comfort of the person, and includes (but is not limited to) injuries that receive medical attention.Any cut that requires stitches or any broken bone or fracture should be considered a serious injury. Seriousinjury could also include multiple minor injuries.

Threats of Serious Physical Injury Are any threats to cause death or serious bodily harm to a person. The term threat as used here does notapply to situations in which no real threat was intended.

Extortion Is using threats, accusations or violence to induce any person to do anything or cause anything to be done.

Robbery Is stealing with the use of violence or threats of violence, or assaulting with the intent to steal. Robbery canbe described as theft with violence.

HarassmentIs a single or ongoing communication or expression in any form (i.e. verbal or physical abuse, jokes, slurs,symbols, graffiti etc.). It involves negative attitudes, beliefs, or actions toward an individual or group that areor ought to be known to be unwanted and unwelcome.

Hate Material Includes literature, leaflets, posters, graffiti distributed (or sent by electronic means) to incite violence or ha-tred towards people and/or their property based solely on race, religion, nationality or sexual orientation.

Possession of Harmful Substances Is the possession of any illicit drug or narcotic as set out in the Controlled Drugs and Substances Act (1996)and any other harmful substance (e.g. airplane glue).

Trafficking of any Harmful Substance Means to sell, administer, give, transfer, send or deliver the substance (or offer to do any of the above) andincludes possession of the substance for the purpose of trafficking.

Explosive Substance Includes anything used to create an explosive device or capable of causing an explosion.

Firearm Is any barrelled weapon from which any shot, bullet or other projectile can be discharged and that is capableof causing serious bodily injury or death to a person.

Replica Firearm Is any device that is designed or intended to exactly resemble or to resemble with near precision a firearm.

Possession of a Weapon Other Than a Fire-arm

Means anything used, designed to be used, or intended for use in causing death or injury to any person orto threaten or intimidate any person. It can include objects, which can be used as weapons. Objects suchas a pen or screwdriver, for example, if displayed to threaten or intimidate, become weapons under thisdefinition.



Safe School Review, Development and Implementation Process

Review, development and implementation of a safe schools plan is critical to ensuring the safetyand security within the school. The process for developing a safe schools plan involves:

From Reviewing, Developing and Implementing a Safe Schools Plan, February 2000

School PlanAttendanceOffice ReferralsIncident ReportsSafety -ecurity AuditsSchool Climate Surveys

Suspension-ExpulsionIncidentsSchool Self-Review Process

Examples of School DataExamples of District

Step 3: Set Measurable Goals and Expectations

Step 4: Develop and Revise the Safe Schools Plan

Step 5: Implement the Comprehensive Plan

Step 6 Evaluate the Plan

Step 7: Revise the Plan on the Basis of the Evaluation

Step 1: Establish Safe Schools Committee

Step 2: Review Data and Information Sources Related to School Safety and Secu-rity



Critical Elements of a Safe Schools Plan

Information Programs Communications

Absence ReportingBehavioural Programs(e.g., anger management, conflictresolution, peer mediation)

Media Plan

Office Referrals Academic Remediation Emergency PreparednessPlan

Incident Reporting(e.g., assault, weapons, drugs,harassment, bullying)

Community Partnership Programs(e.g., Police-Youth Forums,S.W.A.T, Drama Troupes)

Emergency Evacuation Pro-cedures

Abuse and Neglect

Leadership Programs(e.g., social skills development,cultural awareness and accep-tance)

Code of Behaviour

Student, Staff and Parent Per-ceptions About School Safety

Involvement With Community So-cial Service Agencies and Services Crisis Management

Safety and Security Audit Parent and Community Co-operation and Collaboration School Newsletters

Physical Plant Safety and Secu-rity Reviews

Fire Safety and BombThreats

School Climate Surveys

A Safety Audit

An important step in developing a safe schools plan is conducting an assessment of the schoolclimate, environment and facilities. Safety audits can provide a means to measure safety andsecurity in a school and help identify issues and needs that can be addressed in the of a safeschools plan.

From Reviewing, Developing and Implementing a Safe Schools Plan, February 2000



Developing a Code of Behaviour

It is important that the code of behaviour be developed co-operatively in each school commu-nity. Schools are encouraged to use creative means to reach out to communities to encouragethose generally not heard from to participate in policy development. Although the code providesa focal point for common values and community expectations within a school, a valuable part ofthe exercise may be the process of development which brings the community together to evalu-ate, discuss and commit to shared standards and expectations.

Codes of behaviour should be consistent with Ministry and Board Policies and typically include:

Rationale: a statement of why a code is needed and the principles that underlie the code.

Rights and Responsibilities: A range of expected behaviour, such as respect and appreciationof others and care for the school environment.

Routines: Day-to-day procedures that are required to provide a sense of order and security.

Rules: Parameters to ensure the safety and welfare of members of the school community.

Responses: A range of acceptable consequences to violations of the code of behaviour. Ingeneral the range of consequences should be tied to the frequency and severity of infractions.

Recognition: How positive behaviour is identified and celebrated in the school and community.

Communicating the Code of Behaviour

In order to be effective, the code of behaviour must be prominently displayed in the school, ef-fectively communicated to all, and understood by all members of the school community. Schoolsshould consider displaying their codes in a variety of formats and locations. Schools may wantto consider the use of illustrations, graphics, or posters and include the code in publicationssuch as student agendas, course calendars, program descriptions and information for parents.

To emphasize its importance, the code of behaviour should be explained and reviewed with theschool community on an annual basis and to all new students upon entry to the school. Stu-dents and parents should be encouraged to play a significant role in determining how the codeis communicated.

Consideration may also be given to introducing the code at school assemblies or activity daysand planning follow-up discussions, such as classroom debates or role-playing.

To ensure that the code is widely read and observed, consider having parents and students ac-knowledge their support in some tangible way.

Ministry of Education (MET) Violent Incident Procedure

The Ministry of Education’s Violence-Free Schools Policy, 1994, states:



The information relating to serious incidents leading to reports to the police, as well as the in-formation relating to serious incidents leading to suspension or expulsion must be maintained inthe Ontario Student Record (OSR). This information is to be recorded on the MET Violent Inci-dent Form.

Boards shall report to the Ministry of Education incidents of violence resulting in suspension orexpulsion and those reported to police, on an annual basis in the September Report.

Principals must complete a MET Violent Incident Form when police are called and a suspensionis given or expulsion is recommended as a result of the occurrence of one of the categories ofviolent incidents listed in the MET Violence-Free Schools Policy, 1994, as follows:

• possession of weapons (e.g. guns, knives)• threats of serious physical injury• physical assaults causing serious bodily harm• sexual assault• robbery and extortion• any hate-motivated violence (e.g. incidents involving racism, homophobia)• vandalism causing extensive damage to school property or property located on school

premises• additional offences as identified in the Consequences of Inappropriate Student Behaviour

The Violent Incident Form and any documentation related to suspensions and expulsions will beincluded in the OSR. The Violent Incident Form is separate from documentation related to sus-pensions and expulsions.

In the case of a suspension, the Violent Incident Form shall not be removed from the OSR untilthree years have passed since the last incident. In the case of expulsion the form shall be re-moved five years after the date of the expulsion. In cases involving neither a suspension norexpulsion, the form shall be removed after three years if no further serious violent incident hasbeen reported to the police.



Safe Schools Communication Plan

It is recommended that the following actions be taken to facilitate an understanding of the SafeSchools Policy and Administrative Procedures:

TDSB

• Post the Safe Schools Policy on the Web-site• Post on the Intranet• Highlight in:• Director’s Bulletin• Direct Line• The Exchange• Up-to-Date• Trustees newsletters• Develop a brochure outlining the Safe Schools Policy and Administrative Procedures• All trustees to receive sufficient copies of the Safe Schools brochure to distribute to their

parent communities.

Student And Community Services Depepartment

Central Co-ordinating Principal, Student Services, and Safe School Advisors to conduct in-service sessions for all principals and vice-principals in the TDSB on the role of the SafeSchools Department and the delivery and administration of the Safe Schools Policy andAdministrative Procedures.

All Principals and Vice-Principals to receive a copy of the Safe Schools Policy and Adminis-trative Procedures

Principals

• All staff (teaching and non-teaching) to receive a copy of the Safe Schools brochure• Principals to in-service all staff (teaching and non-teaching) of their schools• Principals to in-service Student Council members• Principals to in-service School Parent Councils• To highlight the Safe Schools Policy and Administrative Procedures in their school

newsletter• To include School Code of Behaviour in their school newsletter, course calendar and

agenda planners• Principals to in-service students and where feasible in conjunction with Student Councils

Parents

• All parents of students in the TDSB to receive a copy of the Safe Schools brochure

Students

• All students (Grades 6-OAC) to receive a copy of the Safe Schools brochure

School Community

Distribute Safe Schools brochure to all police divisions, libraries, child care centres, recreationcentres and any other locations as appropriate

Minutes of the Toronto District School Board May 3, 2000Budget Committee, Report No. 4


Report No. 4, Budget Committee

April 17, 2000


The Budget Committee met this day at 155 College Street, Toronto, from 1:35 p.m. to 5:05 p.m.The following Budget Committee members were present: Trustees Cansfield (Chair), Atkinson,Gershon, Hall, Laskin and Nash. Trustee Hill was also present. Trustees Schaeffer and Ferreirasent their regrets.

The Budget Committee decided to report as follows:

1. Delegations

The Committee heard the following delegations:

(a) Status of Before and After School Programs, Former City of York Board

Joe Mihevc, City Councilor York EglintonGary Shaul, Before and After Care Parents' Action Committee (BACPAC)

10. Adult and Continuing Education

Terri Preston, Vice-President, Unit B, CUPE 4400

2. Status of Before and After School Programs: Former City of York Board

The Committee considered a report of the officials, dated April 17, 2000, proposing a one yearcash contribution up to $400,000 to assist in the transition of the former City of York Board ofEducation before and after school programs in a replacement program.

On April 14, 1999 and again on June 4, the Budget Process Group reviewed the issue of con-tinued Board involvement in the York before and after school programs and Board staff initiateddiscussions with City staff to seek alternative program support. On June 4, 1999 the committeerecommended and the Board approved, a one-year extension to the Board’s involvement in theprogram.

Discussions have continued with City staff, Board employees have been given notice of thetermination of the Board program and parents were notified of the Board’s decision. The netcost of the Board program is $1 million in 1999-2000. No board support has been built into the2000 – 2001 budget.

Analysis

Councilor Mihevc, with the support of Trustee Hill, has requested consideration of a proposalthat the Board support the continuation of the program by a third party operator through a cashcontribution of up to $400,000. This would be support for one year only, for 2000 – 2001.Board support would cease for future years. It is staff’s understanding that the City has securedits portion of the cost.



Conclusion

City staff have known for at least a year of the Board’s direction to cease to operate the Boardprogram. Parents were formally notified in December 1999 as discussions with the City did notappear to generate a funding solution. Budget needs for the TDSB are not finalized for 2000 –2001 however, funds could be directed to this request for one year.

The Committee RECOMMENDS:

(a) That the Toronto District School Board provide up to $400,000, on the condition that theCity of Toronto match with the same amount, to assist in the transition of the former City ofYork Board's Before and After School Program to a replacement program;

(b) That the funding be provided for the 2000 – 2001 school year only;

(c) That, if the above funding is approved by the Board, a letter to that effect be forwarded tothe City Clerk, with the request that the appropriate Committee of City Council be advisedpromptly of this decision and a copy of the letter be forwarded to City Council; and

(d) That parents of the former City of York Board of Education be informed of the decision ofthe TDSB and be provided with explanations on the process, timing and matched fundingissues involved in this decision.

3. Hand Dryers

The Committee considered the following report of the officials on warm air hand dryers, datedApril 17, 2000, provided in response to a request arising out of the February 16, 2000, BudgetCommittee meeting.

At the February 16, 2000, Budget Committee meeting, information was requested on the care-takers’ input, cost analysis of hand dryers versus paper towels, vandalism and health issuesand effectiveness in schools where presently installed.

Warm air hand dryers have been installed in a large number of schools and centres in the To-ronto District School Board (TDSB) for the two primary purposes of reducing operations’ expen-ditures and enhancing the environment by waste reduction.

The current distribution of schools with hand dryers in washrooms is 50 (West), 72 (North), 20(East) and 10 (South) for a total of 152 schools.

Benefits

Caretakers have been providing custodial services to schools in which warm air hand dryers areused in washrooms and change rooms for several years, and the following observations havebeen made:

(a) Cost Savings – The operating cost of warm air dryers is 90% less than the cost of papertowels.

(b) Budget Considerations – A hand dryer program will save the TDSB considerable moneyover time. Hand dryers will also eliminate the significantly fluctuating cost of paper towels.



(c) Labour Savings – The average time a caretaker spends to handle a case of paper towels issignificant. Freedom from paper maintenance gives caretakers more time for other tasks.

(d) Vandalism – In most schools, paper towels are a source of mess and vandalism. Papertowels end up on the floor, clogging toilets, on the ceiling and sometimes, even on fire.Maintenance free hand dryers that come with vandal proof cast iron covers, are safe andmess free solutions to these problems.

(e) Better Drying – Paper towel cabinets need to be filled and refilled throughout the day. Dry-ers provide a method of hand drying that is always available. Hand dryers are hygienic andhandicap accessible.

Health Concerns

Some people have expressed concern in the past about the safety of hand dryers. Most re-searchers have stated that warm air dryers are more hygienic than paper towels.

Paper Towel System

The TDSB currently uses 24715 cases of paper towel @ $15.50 per case for a total cost of$383,083 per year. The estimated expenditure on garbage bags per year is $59,469.00. TDSBis also currently spending $17,680.00 annually on paper towel disposal. In addition, the labourrequired per year to administer the paper towel system has been calculated to be $373,698(based on $18.00 per hour labour for caretakers).

Summary of TDSB current yearly costs:

*Paper Towel Cost (24715cs @ $15.50/cs) $383,083.00

*Garbage Bag Cost (6007 washrooms X 1 garbagebag/day/washroom X 20 days/month X 9 months/school term di-vided by 200 bags per case X $11.00/case)

$59,469.00

* Disposal (272 ton(s) X $65.00/ton) $17,680.00

*Labour Cost (takes 50.4 minutes of labour for every case of papertowel. 24715 cases X 50.4 minutes/60 minutes (per hour) = 20761hours of labour X $18.00/hr. labour rate.

$373,698.00

TDSB TOTAL CURRENT ANNUAL COSTS: $833,930.00

Note: No costs have been included for vandalism, plumber’s bills to unplug toilets or for replace-ment of waste receptacles.

Environmental Analysis

The TDSB is one of Canada’s largest consumers of paper towels.

The environmental impact of switching to warm air hand dryers in TDSB is significant. Ifschools stopped using paper towels and used warm air dryers exclusively, the TDSB wouldhave the following yearly environmental impact on the community through a ten-year program:



2,720 Tons of paper waste would NOT go to landfill sites

8,160 Cubic meters of landfill would be saved

46,240* Fully grown trees would NOT be destroyed

54,400,000** Gallons of water would NOT be contaminated

It takes 17 fully-grown trees to make one ton of paper

** 20,000 gallons of water are contaminated each time one ton of paper is produced.

NB: These sources were taken from the Ministry of the Environment & Energy

The TDSB’s use of paper towels consumes 4,624 trees annually (that is approximately 7 treesper school/per year).

Hand Dryer Proposal

It has been estimated that 6007 hand dryers would be required to replace the current TDSBwashroom-change room paper towel system. This would allow Facility Services to cease sup-plying paper towels to facilities.

The approximate cost of installation, using unionized electrical tradespersons, is $500.00 each.

The total cost for purchase and installation of 6007 hand dryers would be approximately $4.8million.

The annual cost of electricity required to operate 6007 hand dryers has been calculated to beapproximately $52,000.

The net payback for the investment would be less than six years, and an ongoing operationalsaving of approximately $800,000 per year may be expected.

Conclusion

The TDSB can obtain both financial and environmental benefits by replacing the current handdrying system with warm air hand dryers.

The Committee RECOMMENDS that the installation and the use of hand dryers, as outlined inthe above report, be approved.

4. Adult and Continuing Education

The Committee considered a report of the officials, dated April 17, 2000, provided to outlineproposed changes to the Adult and Continuing Education programs in order that targeted re-ductions can be achieved.

The Adult and Continuing Education department provides programs and services to more than240,000 learners in day, night, weekend and summer programs.

The Board’s multi-year budget process has identified an annual reduction of approximately $5Mper year over the next three years. As a result, the following areas will be affected.



It is important to note that the proposed changes are so framed as to provide a minimum of dis-ruption to programs and services in the first year of implementation. The proposed changes for2000-01 represents actions to harmonize program offerings across the District, streamline theadministration of Adult and Continuing Education and implement efficiencies that for 2000-01maintain availability of services all but for some programs, in fewer locations.

(a) Adult Day Credit

Currently there are seven (7) centres that provide daytime credit programs in TDSB: Adult DaySchool, Burnhamthorpe Adult Day School, City Adult Learning Centre, Emery C.I., MaplewoodH.S., Scarborough Centre for Alternative Studies and Yorkdale S.S.

Proposed changes include:

Year 1 Approximate

Cost Savings Loss of principal at Adult Day school 96,400 Increase class size from 20 to 25 360,000 Vacancies in Program Leader positions not filled (1 BCALC, 1

SCAS)140,000

Develop plan to reconfigure Program Leader model In Year 2 Develop plan to reconfigure secretarial allocation to schools In Year 2 Consolidate program offerings to maximize class size In Year 2 Reduce instructional supply budget 200,000 Develop strategies to increase retention rates 40,000

Subtotal Year 1836,400

Year 2 Implement new Program Leader model (31 to 20) 770,000 Implement new secretarial model (37.5 to 27) 350,000 Reduce number of centres from 7 to 5 860,000 Increase class size from 25 to 28 210,000

Subtotal Year 22,190,000

Year 3 Reconfigure program delivery model to align with funding model. TBD

Total $3,026,400

Impact Analysis

In the first two years of the planned reductions, the following staff reductions are anticipated:(i) 1 principal; 1.5 vice principals(ii) 13 Program Leaders(iii) 12.5 secretaries(iv) 102 teaching assignments (the equivalent of 17 FTE instructors)



Further, with the reduction from 7 to 5 adult day sites, adult learners may experience disruptionsin respect to relocation, transportation and accessibility to programs.

School resources will also be impacted by reductions to instructional supply budgets.

(b) Night and Summer Credit Programs


Year 1ApproximateCost Savings

Reduce number of night sites from 20 to 17 100,000 Reduce number of summer sites from 23 to 20 100,000 Increase class size from 20 to 25 96,000 Change one site from 2 nights/week to 4 nights/week (7 ½ week pilot) 2,500 Rationalize the use of guidance personnel 50,000 Liaise with Adult Day Centres to establish assessment centres at day

sites for night-time learners 20,000 Develop a transition night school model to accommodate senior day

school students and community adults only In Year 2Review summer school delivery model In Year 2


Year 2 Implement model as proposed in Year 1:

Reduce the number of night sites from 17 to 10 Increase class size from 25 to 28

500,00045,000


Year 3 Review and revise delivery model as necessary to meet funding avail-

ableTBD

Total $913,500

Impact Analysis

As a result of the consolidation of sites and the implementation of a new night school deliverymodel, it is anticipated there will be staff reductions of 13 principals, 7 vice-principals, 30 clericalsupport and approximately 160 teaching assignments. The emphasis on expanded scheduledremedial time in secondary schools will afford day school students more assistance and there-fore success. This may impact on future demands on this area.

Class size increases from 20 to eventually 28, will result in 39 fewer teaching assignments.

(c) Community Programs

These programs include general interest courses, seniors’ programs, after school programs andsummer enrichment.Proposed changes include:



Year 1Approximate

Cost Savings Establish a minimum number of classes to open or close a General

Interest site at 15 classes/evening: Reduce operating nights from 2 to 1 night in 5 sites Close 6 sites due to low numbers of classes/evening

180,000290,000

All after school and enrichment programs to be fully cost recovery 250,000


Year 2 Review all daytime General Interest and Seniors sites to ensure

that: There are a minimum number of single section locations, Minimum enrolment standards are addressed, and Continue the process of consolidation in a number of sites

100,000

Seek alternative sources of funding for After School programs TBD Increase user fees to ensure the delivery of revenue neutral pro-

gramsTBD


Year 3All General Interest and Seniors’ programs to be revenue neutral TBDTotal $820,000

Impact Analysis

Strict adherence to opening class size and consolidation of sites with fewer than 15 classes persite will result in 6-10 site closures. As a result, learners may experience reduced course offer-ings and less scheduling flexibility and increased distance and travel times. It is anticipated thatthe proposed changes will result in a reduction of 6 – 10 site supervisors, 6 – 10 clerical supportand approximately 370 teaching assignments.

It may also be necessary to raise user fees to ensure a cost recovery program.

(d) Elementary Programs

These programs include International Language programs, Parenting Centres and summeracademic programs.




Year 1Approximate

Cost Savings Implement the new delivery model in Integrated/Extended Day schools 350,000 Consolidate After School and weekend sites 50,000 Rationalize role of site supervision 25,000 Seek alternative sources of funding for parenting programs TBD Provide elementary academic summer school for grades 3, 6, 7 and 8

only2,700,000

Subtotal Year 1 3,125,000Year 2

Implement a revenue neutral model for Integrated/Extended Day pro-grams

600,000

Reduce the number of weekend International Language classes –move towards an After School model

130,000

Provide elementary academic summer school for grades 7 and 8 only 1,100,000


Year 3Ensure an elementary delivery model that is revenue neutral TBDTotal $4,955,000

Impact Analysis

(i) International Languages

The implementation of the new delivery model for Integrated/Extended Day schools in2000-01 will result in the loss of 119 concurrent teaching assignments and 27 languageand Black Culture teaching assignments. Further alignment to the funding model may re-sult in an additional reduction of 175 teaching assignments in the second year.

Currently, there are 128 after school sites and 73 weekend sites offering InternationalLanguage programs. Significant caretaking costs for the weekend program will necessi-tate a move towards an after school delivery model. This move will facilitate the consoli-dation of up to 40 sites in an after school model and may result in the loss of 50 teachingassignments.

(ii) Academic/Remedial Programs

Elementary summer school programs are funded at the grades 7 and 8 level only. Pro-posed changes will result in anticipated staff reductions of 750 teachers, 45 sites supervi-sors and 10 cluster principals in the first year and staff reductions of 350 teachers, 20 sitesupervisors and 5 cluster principals in the second year.

(e) Non-Credit Programs

These programs include ESL, ESL for non-residents, LINC, LBS and Native Language instruc-tion for adults. Note that LINC, LBS and non-resident programs are fully cost recovery.




Year 1

Approximate

Cost Savings Review and rationalize the role of program leads 200,000 Consolidate the number of off-site locations 150,000 Review administrative supports at the major stand-alone sites in-

cluding: Jones, Bickford, Overland, Flemington and Mimico AdultCentre

100,000

Establish class sizes consistent with the funding model200,000

Establish strategies to minimize attrition rates50,000


Year 2 Further consolidation of off-site locations 150,000 Investigate the possibility of integrating ESL, LINC and LBS in

stand-alone sites750,000


Year 3 Delivery of program is revenue neutral TBD

Total $1,600,000

Impact Analysis

Rationalization of program leads and strict adherence to the class size numbers may result in areduction of approximately 30 instructors.

A feasibility study will be undertaken to assess the viability, accessibility and cost effectivenessof stand-alone, fully integrated non-credit sites. Consolidation of off-site locations into stand-alone sites may result in approximately 25-30 fewer teaching assignments.

(f) Central Administration

The proposed model for central administration includes: 4 Central Co-ordinating Principals, 13Program Managers, 1 Publications and Marketing Officer, 16 clerical and 4 secretaries.



Year 1Approximate

Cost Savings Restructuring of central administration 1,700,000 Redirecting training centres from Continuing Education to Business

Services300,000


Year 2 Reduce school allocation allowances 200,000


Year 3 Review and align administrative structures to the funding model TBD

Total 2,200,000

Impact Analysis

The most recent figures based on the 1998-1999 consolidated summary figures for ContinuingEducation indicated expenditure for central administration of approximately $4.5M.

The proposed configuration for central administration has been costed at approximately $2.8M.This represents savings of $1.7M or a reduction of approximately 30 staff.

It is also proposed that the training centre at 2944 Danforth Ave. and the Microtron programs atBurnhamthorpe City Adult Learning Centre (from Eva Road) and Vaughan Road C.I., be redi-rected to Business Services to align with other similar existing programs.

At present, Continuing Education reimburses schools $100 per class for credit, ESL and Inter-national Language programs, $50 per class for upgrading credit and elementary academic pro-grams and $1 per hour for general interest courses. These school allowances will be reducedby approximately $200,000.

Summary

The following chart provides an overview of anticipated cost savings.

Area Year 1Year 2 Year 3 Total

Adult Day Credit 836,400 2,190,000 TBD $3,026,400Nigh and Summer CreditPrograms

368,500 545,000 TBD $913,500

Community Programs 720,000 100,000 TBD $820,000Elementary Programs 3,125,000 1,830,000 TBD $4,955,000Non-Credit Programs 700,000 900,000 TBD $1,600,000Central Administration 2,000,000 200,000 TBD $2,200,000TOTAL $7,749,900 $5,765,000 -- $13,514,900



Conclusion

Staff will proceed to implement the 2000-01 changes. Future years proposed actions will bereported to the Budget Committee with specific details and changes as warranted.

The Committee RECOMMENDS that the report be received.


Donna CansfieldChair of the Committee

Adopted May 3, 2000

Minutes of the Toronto District School Board May 3, 2000Special Education Advisory Committee, Report No. 4


Report No. 4, Special Education Advisory Committee

April 10, 2000

A meeting of the Special Education Advisory Committee convened this day at 7:10 p.m. in theBoard Room, 155 College Street, Toronto, Ontario, with Chair, Sandra Dell presiding.

Members Present:Sandra Dell (Chair), The Easter Seal Society of OntarioMerle Fedirchuk, Brain Injury Association of TorontoDerryn Gill, Spina Bifida and Hydrocephalus Association of OntarioSuzan Hall (Vice-Chair), Trustee (Ward 19)Elizabeth Hill, Trustee (Ward 6)Dianne Hooper, Epilepsy TorontoAnna Leppik, VOICE for Hearing Impaired ChildrenAnne McCauley, Autism Society of OntarioBarbara Nash, Trustee (Ward 10)Janice Owen, CommunityDebbie Philips, Down Syndrome Association of TorontoCandice Potter, Tourette Syndrome Foundation of OntarioCatherine Stewart, Toronto Association for Community LivingPatricia Sullivan, Learning Disabilities AssociationMichelle Worley, Association for Bright Children of Ontario

Regrets:Terry Lustig, VIEWS for the Visually ImpairedGordon McClure, CommunityCay Shedden, Toronto Association for Community Living

Alternates Present:Nancy Figueroa, Epilepsy TorontoSusan Kelsall, Association for Bright Children of OntarioMara Meikle, Spina Bifida and Hydrocephalus Association of OntarioFrieda Morden, Learning Disabilities AssociationRobert Perkins, Down Syndrome Association of Toronto

The Special Education Advisory Committee reports as follows:

1. Student Transportation Review Committee

For the information of the Board, the SEAC representative on the Student Transportation Re-view Committee will be presenting the following comments and/or observations or concerns atthe next Student Transportation Review Committee meeting:

Special education students, placed by the TDSB into programs not in their home school, requirethe provision of accessible safe transportation. Therefore:

1. Special education staff should make the appropriate recommendations on transportation forspecial education students. Special education staff should be able to advise transportationstaff on the transportation needs of special education students.



2. Training for bus drivers regarding various students’ needs are necessary, particularly forspecial education students who are being transported to school by bus.

3. Smaller vehicles that travel direct routes should be mandatory for many special educationstudents.

4. The provision of door-to-door service is necessary for many special education students.

5. The cost of TTC tickets for students placed in special education programs should be cov-ered by the Toronto District School Board.

2. Presentations

For the information of the Board, SEAC received presentations as follows:

(a) Safe Schools Policy and Administrative Procedures

A comprehensive presentation on the proposed Safe Schools Policy and Administrative Proce-dures for the TDSB was presented by Fran Pavkovic, Superintendent – Opera-tions/Administration, Academic Accountability. The components of the proposed policy andprocedures were reviewed and the rationale and philosophy upon which the policy and proce-dures are based was explained.

Members of SEAC expressed appreciation for the emphasis on prevention that has been in-cluded in the policy. However, they highlighted some concerns and undertook to forward anyadditional comments and/or concerns to Fran Pavkovic prior to the Standing Committee meet-ing on April 12, 2000, after they have had an opportunity to review the policy and administrativeprocedures more fully. A major concern that was raised pertained to the issue of staff develop-ment with respect to dealing with inappropriate behaviour from students with exceptionalities. Inorder to address this concern, SEAC requested that the following statement be added to thecomponent of the report on “staff development” for teachers and administrators:

Education, including an overview of the exceptionalities in order to increase un-derstanding and sensitivity when dealing with exceptional pupils.

Note: With reference to the above request, the following motion put forward by Trustee Hallwas approved by the Board on April 12, 2000:

That the following item be added to the list of elements for staff development onthe agenda: “Learning about the exceptionalities in order to increase under-standing and sensitivity when dealing with exceptional students”.

(b) Administering Medications to Exceptional Students

An update on the development of draft procedures for administering medications to exceptionalstudents within the TDSB including details about the consultation process that will be imple-mented to obtain feedback on the document, was presented, for information purposes, byDarlene Leaver, Superintendent. SEAC was invited to participate in the consultation process.



(c) School Closures, Phase Two

Gary Parkinson, Executive Officer, Facility Services, presented an oral report on the processthat has been implemented within the Board to address the funding shortfall in school facilitiesbrought about by the new provincial government’s funding formula.

Highlights of the presentation included the following:

• an overview of the reasons for, as well as the plan to guide school closures, phase one;• an update on the implementation of school closures, phase one;• the plan to guide school closures, phase two including the timelines involved;• the plan to guide program rationalization, phase two including the rationale for the proc-

ess and possible outcomes.

In conjunction with the presentation, Dave Rowan, Superintendent – Student and CommunityServices, presented a report on the work of the Project Team for the rationalization of specialeducation: low incidence sites.

During discussion of this matter, SEAC expressed concern about the vulnerability of specialeducation programs in the review committees’ process and requested that these programs beprotected. Staff assured SEAC that if recommendations pertaining to special education emergefrom the review committees’ process, a response would be formulated in collaboration with thesuperintendent of special education.

3. Delegation re Attention Deficit Disorder (ADD)

For the information of the Board, SEAC heard a delegation from Roslyn Harris, Director of theAttention Deficit Disorder of Ontario (ADDO) Foundation, highlighting some of the key manifes-tations of the attentional differences of children with Attention Deficit Disorder, which requirespecial considerations in the educational management and learning programs.

Roslyn Harris informed SEAC that the Ministry of Education has not included Attention DeficitDisorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) in their categories and defini-tions of exceptionalities. As a result, she asked SEAC and the Superintendent of Student andCommunity Services to support the association in advocating for change. Staff undertook totake the request under advisement and asked the association to provide SEAC with informationon their defining characteristics of the disorder and research on the exceptionality, with respectto techniques used to serve the needs of these children.

4. Correspondence Received by the Chair of SEAC

The Chair of SEAC received the following communications:

(a) A memo from Allan Waters dated April 10, 2000, regarding information from the EducationQuality Assessment Office on examination exemptions.

For the information of the Board, the Chair of SEAC sent Allan Waters an email advisinghim that SEAC has declined his offer to make another presentation to the committee andhas decided to let the appropriate executive officer investigate any possible changes withrespect to this matter.



(b) A letter from Dave Tomczak, Manager, Senior Administrative Services, dated March 30,2000, forwarding a copy of a letter from the Minister of Education concerning new initiativesin special education, as was recommended by the Board on March 29, 2000.

(c) A letter to the Director of Education dated March 23, 2000, from the Ministry of Education,presenting a summary of the Ministry’s findings regarding the TDSB 1999 Special Educa-tion Plan.

For the information of the Board, staff presented an overview of the ISA Validation processwithin the Board including plans that will be put in place to address the areas of concernwithin the Special Education Plan, which were highlighted by the Ministry of Education. Anupdate on the assignment of staff to special education classes in family of schools was pre-sented as well.

5. Events and Activities of Local SEAC Associations

Representatives of the local SEAC Associations highlighted below, presented the following re-ports:

Epilepsy Toronto

The Association’s Child and Youth Co-ordinator, Camille de Haney, will be presenting a work-shop entitled Children with Neurodevelopmental Issues at the Youthdale Treatment Centre’sAnnual Spring Conference on April 15, 2000. For further information call (416) 363-3751.

Brain Injury Association of Toronto

June is Brain Injury Awareness Month. Watch for the new public service announcement createdto publicize this month-long campaign. Related posters will also be available for distribution.Local associations are planning special events to coincide with this month-long push to raiseawareness and give this invisible disability a higher profile.Canadian Airlines International Education Bursary, which is sponsored by Canadian Airlinesemployees for students with disabilities, is intended to help Ontario students enrolling in the firstyear of a full-time program at a College of Applied Arts and Technology in September 2000.The deadline for applications is May 1, 2000. Additional information and applications are avail-able through Linda LaRoque at the Bloorview-MacMillan School Authority. Call (416) 424-3831or Fax: (416) 425-2981.


Sandra Dell,Chair of the Committee

Received May 3, 2000

Minutes of the Toronto District School Board May 3, 2000Committee of the Whole (Private), Report No. 9


Report No. 9, Committee of the Whole(Private Session)

May 3, 2000


A meeting of the Committee of the Whole (Private Session) convened at 4:55 p.m. on Wednes-day, May 3, 2000, in the Board Room at 155 College Street, Toronto, Ontario, with Shelley La-skin, Vice-Chair of the Board, presiding.

The following members were present: Trustees Irene Atkinson, Diane Cleary, Judi Codd, Chris-tine Ferreira, Gerri Gershon, Elizabeth Hill, Shelley Laskin, Sheine Mankovsky, Carol McDon-ald, David Moll, Elizebeth Moyer, Barbara D. Nash, Gail Nyberg, Stephnie Payne, and SheilaWard.

Regrets were received from Trustees Donna Cansfield, Suzan Hall, Jeff Kendall, RonMcNaughton, Lilein Schaeffer, Doug Stephens and Mike Thomas.

1. Staff Changes for Approval

The Committee considered reports from the officials dated April 26 and May 3, 2000, (on file inthe Director’s Office), presenting lists of staff changes for approval.

The Committee of the Whole RECOMMENDS that the lists of staff changes, as presented, beapproved.

2. Termination of Employment: Support Staff

The Committee of the Whole RECOMMENDS that the employment of the following staff be ter-minated effective May 3, 2000, (unless otherwise noted) for reasons outlined in the private min-utes of the Committee of the Whole.

Santina Ramsay Health Care AssistantJerry MacLean Head CaretakerDirk McNaughton Educational AssistantSean McVey Security Officer (effective March 17, 2000)Andrew Moorhead CaretakerSteve Terashita CaretakerJohn Little CaretakerKevin Moe Caretaker

Minutes of the Toronto District School Board May 3, 2000Committee of the Whole (Private), Report No. 9


3. Report No. 4, Budget Committee (Private Session), April 17, 2000

The Committee considered Report No. 4 of the Budget Committee, Private Session, April 17,2000, advising on matters impacting labour negotiations.

The Committee of the Whole RECOMMENDS that Report No. 4 of the Budget Committee (Pri-vate Session), April 17, 2000, be received.


Shelley LaskinVice-Chair of the Board

Adopted May 3, 2000



Blank Page

minutes (yy-mm-dd) 00-04-05 - toronto district school board gerri gershon, suzan hall, elizabeth...

Documents