HomeMy WebLinkAbout8.1 Memo 24-046 Minor Policy Revisions (Tier 1).pdfMemo No.24-046
TO:Trustees
Student Trustees
FROM:Pino Buffone,Director of Education and Secretary of the Board
Jesse Mark,Executive Officer,Corporate Services
DATE:01 November 2024
RE:Minor Policy Revisions (Tier 1)
On 31 May 2022,the Board approved revisions to Policy P.001.GOV Policy
Development and Management,which included the delegation of authority to the
Director of Education for minor revisions (known as Tier 1 Policy Review)to policies
(section 3.3)that do not alter any substantive provision,term,intent,or right contained
within a policy.
Minor revisions (Tier 1)specifically include:
●correcting inconsistencies;
●modernizing and using gender-neutral language;
●harmonizing definitions;
●establishing consistency in reference to spelling,capitalization,and
punctuation;
●revisions to ensure alignment with,and references to language in statutes,
regulations,policy memorandums,or other regulatory directives,and/or
●inserting,adding,or deleting reference documents.
In accordance with Policy P.001.GOV Policy Development and Management,the
following policies fall under the purview of Tier 1 revisions and have been amended as
set out below.
Policy Summary of Revisions
P.021.FIN Admission of
International Students
●Applying the new Policy Template.
●Replacing “Foreign”and “section 49(6)”with
“International”throughout the policy.
P.041.SCO Decision Making,
Parenting Time,and Access to
Students by Parents/Guardians
●Applying the new Policy Template.
●Replacing “custody and access”with
“decision making and parenting time”to
Memo 24-046 Minor Policy Revisions (Tier 1)Page 1
align with the language of the Children's Law
Reform Act.
P.088.FIN Admission of Students to
Schools
●Applying the new Policy Template.
●Adding the definitions of Board and District.
P.103.HR Alleged Employee
Misconduct Toward A Student
●Applying the new Policy Template.
●Improving the language used throughout the
policy.
●Using “misconduct toward a student”
consistently throughout the policy.
●Aligning the use of “District”and “Board”
with the recent writing convention.
●Removing the definition of “Child Abuse”as
it is not mentioned in this policy.
●Improving the definition of “Misconduct
Toward a Student”to align with the
proposed changes to the procedures.
P.129.CUR Environmental Education ●Applying the new Policy Template.
●Improving the language used,removing any
existing redundancies.
It is worth noting that the authorization to the Director of Education to make minor
revisions to a policy does not preclude the Board from recommending future Tier 2 or 3
reviews within the five-year policy review cycle.If you have any questions about the
changes made to these policies,please contact Jesse Mark,Executive Officer,
Corporate Services.
Attachment
cc Manager of Board Services
Director ’s Executive Council
Corporate Records
Appendix A:P.021.FIN Admission of International Students (Marked up)
Appendix B:P.041.SCO Decision Making,Parenting Time,and Access to Students by
Parents/Guardians (Marked up)
Appendix C:P.088.FIN Admission of Students to Schools (Marked up)
Appendix D:P.103.HR Alleged Employee Misconduct Toward A Student (Marked up)
Appendix E:P.129.CUR Environmental Education (Marked up)
Memo 24-046 Minor Policy Revisions (Tier 1)Page 2
POLICY P.021.FIN
TITLE: ADMISSION OF FOREIGN INTERNATIONAL STUDENTS
Date Authorized: 17 April 1998
Last Revised: XXXXX
Last Reviewed: XXXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity. The Board will strive to address and
eliminate discrimination and structural and systemic barriers for students, staff, and community.
1.0 OBJECTIVE RATIONALE
To provide for the admission of International Students into the Ottawa-Carleton District School
Board (OCDSB).
2.0 POLICY
2.1 The Board shall accept section 49(6) International Students into its schools if space and
staff are available, subject to the following conditions:
a) the students have been referred to the Board by the Ottawa-Carleton Education
Network Inc (OCENET);
b) the payment of tuition fees to the Board is as prescribed under the Education Act
and appropriate Regulations.
2.2 Eligible International Students shall be accepted into the appropriate program where
space and staff are available.
2.3 Where, subsequent to admission, such students require second language instruction
assessment, it shall be made available to them as provided in Policy P.088.FIN:
Admission of Students to Schools, and Procedure PR.601.FIN: Admission of Students
to Schools (please refer to section 5.11, Family Reception Centre, in PR.601.FIN).
2.4 The Board shall accept at its schools exchange students who are part of a reciprocal
arrangement between a Canadian and a foreign organization concerning the
interchange of school students for a period of no more than one year, without payment
of tuition fees, on the understanding that such arrangements will be made through the
Board's Admissions office.
Appendix A to Memo 24-046
3.0 APPENDICES
Appendix A:Policy Definitions
4.0 REFERENCES
The Education Act,2003,§49(6)
Immigration and Refugee Protection Act (Canada)
OCDSB Policy P.015.GOV The Ottawa-Carleton Education Network Inc.(OCENET)
OCDSB Policy P.088.FIN Admission of Students to Schools
OCDSB Procedure PR.601.FIN Admission of Students to Schools
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APPENDIX A:POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees.
District means the Ottawa-Carleton District School Board.
International Students mean visitors temporary residents within the meaning of the
Immigration and Refugee Protection Act (Canada)or who are in possession of a student
authorization study permit issued under that Act,pursuant to section 49(6)of the Education Act
(hereinafter referred to as "section 49(6)students").
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POLICY P.041.SCO
TITLE:DECISION MAKING, PARENTING TIME, CUSTODY AND
ACCESS TO STUDENTS BY PARENTS/GUARDIANS
Date Authorized: August 1998
Last Revised: XXXXXX
Last Reviewed: XXXXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity. The Board will strive to address and
eliminate discrimination and structural and systemic barriers for students, staff, and the community.
1.0 OBJECTIVE RATIONALE
To ensure that the decision-making and parenting time custody and access rights of
parents/guardians of students enrolled at the school are exercised through the schools in
accordance with legal custody and access arrangements.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definitions of terms used in this policy.
3.0 POLICY
3.1 The Board shall:
a) follow the provisions of the Children’s Law Reform Act, the Divorce Act and the
Child and Family Services Act Child, Youth and Family Services Act in matters
relating to decision-making and parenting time custody and access of students
by parents/ guardians;
b) support the documented decisions of the courts in matters relating to
decision-making and parenting time custody and access , which are on file in the
school; and
c) be subject to the provisions of the Education Act, 2000, Section 305, and Ontario
Regulation 474/000 Access to School Premises.
Appendix B to Memo 24-046
3.2 In the event of a situation that is not covered in 2.1 (a),(b)or (c)above,the principal
shall act in the best interest of student safety.
4.0 APPENDICES
Appendix A:Policy Definitions
5.0 REFERENCES
Education Act,2000,Section 305
Ontario Regulation 474/000 Access to School Premises
The Children’s Law Reform Act,R.S.O.1990,c.C.12,as amended
The Child and Family Services Act R.S.O.1990,c.C.11,as amended Child,Youth and Family
Services Act,2017,S.O.2017
The Divorce Act R.S.O.1985 (2nd Supp.),c.3,as amended
OCDSB Procedure PR.531.SCO:Custody and Access to Students by Parents/Guardians
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APPENDIX A:POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees.
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POLICY P.088.FIN
TITLE: ADMISSION OF STUDENTS TO SCHOOLS
Date Authorized: 18 February 2000
Last Revised: XXXXX
Last Reviewed: XXXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity. The Board will strive to address and
eliminate discrimination and structural and systemic barriers for students, staff, and community.
1.0 OBJECTIVE RATIONALE
To provide for the admission of students into the Ottawa-Carleton District School Board in
accordance with the Education Act.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definition of terms used in this policy.
3.0 POLICY
3.1 The Ottawa-Carleton District School Board shall admit students to its schools without
fees in accordance with entitlements specifically set out in accompanying Board
Procedure PR.601.FIN, with the exception of students who fall within certain categories
defined in the Education Act, as summarized in 3.2 and 3.3 below.
3.2 The Director of Education shall recommend annually to the Board the tuition fees to be
charged by the Board, in compliance with the regulations, for students applying for
admission to its schools as non-resident fee-paying students in the following categories:
a) Out-of-Province;
b) Native students under tuition agreement with a Native Education Authority;
c) Government of Canada (i.e., DND); and
d) Visa Students (OCENET).
Appendix C to Memo 24-046
3.3 The Director of Education shall also recommend annually to the Board the tuition fees to
be charged by the Board District,in compliance with the regulations,for students
applying for admission to its schools as resident fee-paying students in the following
category:who reside in Tax Exempt Property.
4.0 APPENDICES
Appendix A:Policy Definitions
5.0 REFERENCE DOCUMENTS
Education Act,2003,ss.33,36,42,43,46,49
Immunization of School Pupils Act
OCDSB Policy P.021.FIN:Admission of Foreign Students
OCDSB Procedure PR.601.FIN:Admission of Students to Schools
OCDSB Policy P.015.GOV:The Ottawa-Carleton Education Network Inc.(OCENET)
OCDSB Admissions &Enrolment Guidelines Manual
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APPENDIX A:POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees.
District means Ottawa-Carleton District School Board.
Resident student -refers to a student who is entitled to attend school without the payment of tuition
fees provided that the parent or guardian resides within the City of Ottawa and is not a separate
school supporter or a French Catholic school supporter.
The new funding model expands the definition of resident elementary student by allowing students
who are resident in the City of Ottawa,with parents/guardians who are separate school supporters or
French Catholic school supporters,to attend school without the payment of tuition fees if the student
can be accommodated in an existing program,grade and class without the requirement for additional
staff.It also allows students who reside with their parents outside of the City of Ottawa,but in
Ontario,to attend school without the payment of tuition fees if the student can be accommodated in
an existing program,grade and class without the requirement for additional staff;however,
transportation will be the responsibility of the parent/guardian.
Resident student –secondary (within City of Ottawa)refers to a student who is entitled to attend
school without the payment of tuition fees provided that the person and the person’s parent or
guardian resides within the City of Ottawa.In addition,a student is entitled to attend school if he/she
owns property or is a tenant separately assessed or is at least 18 years of age and has resided in the
Board’s jurisdiction for 12 months immediately before registering into school.
Resident student –secondary (outside City of Ottawa)The new funding model expands the
definition of resident secondary student by allowing students who reside either with or without their
parents outside of the OCDSB’s jurisdiction,but in Ontario,to attend school without the payment of
tuition fees,if the student can be accommodated in an existing program,grade and class without the
requirement for additional staff;however,transportation will be the responsibility of the
parent/guardian.
The new funding model provides for grants to follow Ontario students.
Immunization -The City of Ottawa Public Health Branch requires that all students provide proof of
immunization.Registration cannot take place without this documentation.
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POLICY P.103.HR
TITLE: ALLEGED EMPLOYEE MISCONDUCT TOWARD A STUDENT
Date Authorized: 30 April 2001
Last Revised: XXXXXXXXX
Last Reviewed: XXXXXXXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity. The Board will strive to address and
eliminate discrimination and structural and systemic barriers for students, staff, and the community.
1.0 OBJECTIVE RATIONALE
To ensure that students and employees have a safe learning and working environment which
is free of any employee interactions or interventions which may be deemed that are
inappropriate, unwanted unwelcome, excessive, or abusive by establishing that:
1.1 employee interventions and interactions which are deemed to be inappropriate,
unwanted, excessive or abusive are not tolerated anywhere within the Board’s
jurisdiction;
1.2 formal procedures are in place to ensure students and employees have timely access to
a process when an allegation of employee misconduct is raised;
1.3 collaborative working relationships be are established with the Children’s Aid Society of
Ottawa and Ottawa Police Services to assist in matters of employee misconduct that fall
within their jurisdiction,
1.4 measures are in place to promote employee awareness of appropriate interactions and
interventions to prevent incidents misconduct toward a student from occurring.
2.0 DEFINITIONS
Please refer to Appendix A for a full list of definitions of terms used in this policy.
3.0 POLICY GUIDING PRINCIPLES
3.1 The Board recognizes the principle that all students shall be able to learn in a safe
environment and acknowledges and accepts that the Board has a responsibility to
prevent incidents of inappropriate employee interactions and interventions in dealing
with students Misconduct Toward a Student.
3.2 The Board further recognizes that a mechanism must be in place that affords all
employees a process that reflects due process, and a full, fair, and timely resolution of
Appendix D to Memo 24-046
allegations of misconduct.
3.3 The Board supports ongoing training for all employees to promote awareness of
effective and appropriate interventions with students.
SPECIFIC DIRECTIVES
3.4 It is the commitment of the Board that This Policy applies applies applies shall apply to
all levels of staff employed by the Board District.
3.5 No staff shall engage in Misconduct Toward a Student.
3.6 The Director of Education is authorized to issue such procedures as may be necessary
to support this policy.
3.7 The Director of Education is responsible for ensuring that all students,staff,and school
councils are aware of:
a)the issues addressed by this policy;
b)the existence of this policy;and
c)the existence of supporting procedures issued under this policy.
4.0 APPENDICES
Appendix A:Policy Definitions
5.0 REFERENCE DOCUMENTS
The Education Act,1998,Section 171
Ontario Regulation 298
Ontario Human Rights Code
OCDSB Preventive Behavioural Intervention Continuum
OCDSB Procedure PR.542.HR:Alleged Employee Misconduct Toward a Student
OCSDB Procedure PR.605.SCO:Reporting Suspected Child Abuse and Neglect of a Student
under 16 Years of Age
APPENDIX A:POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees.
Child abuse means a condition,on the part of a complainant,of physical harm,sexual molestation,
exploitation or assault,and/or emotional harm,including but not limited to verbal or psychological
abuse which causes emotional harm.These serious forms of abuse are reportable to the Children's
Aid Society of Ottawa in compliance with the mandatory reporting requirements as outlined in Board
Procedure PR.605.SCO:Reporting Suspected Child Abuse and Neglect -Student Under 16 Years of
Age.
District means the Ottawa-Carleton District School Board.
Employee misconduct is defined,along a continuum of interactions/interventions that are deemed
by the student/parent or guardian to be inappropriate,unwanted,excessive or abusive and includes,
but not limited to:
a)physical misconduct including grabbing,poking,pushing or pulling with physical contact,
other forms of physical contact,within disciplinary sequences,not covered within the
guidelines contained in the OCDSB Preventative Behavioural Intervention Continuum,and
also including more serious allegations of physical contact that causes bruising and injury and
falls within the definition of Child Abuse as defined in 2.2 below;
b)sexual misconduct,including advances,requests for sexual favours,actual sexual contact,or
other conduct of a sexual nature including personally offensive behaviour,comments and/or
gestures which might reasonably be expected to cause insecurity,discomfort,offence or
humiliation to another person or group and interferes with a student’s safe learning
environment;
emotional misconduct means emotional harm or neglect based on power and control.Emotional
abuse involves an attack on the child’s sense of self and usually co-exists with other types of abuse.
Insulting,humiliating or rejecting a child or saying a child is “stupid”or “bad”,can harm a child’s sense
of self-worth and confidence.Other forms of emotional abuse include social isolation,intimidation,
and exploitation.
Misconduct Toward a Student is an umbrella term for an interaction or intervention by an employee
that causes harm to a student or creates a risk of harm to a student or creates a risk of harm to a
student and that the employee knows or should know is inappropriate,unwelcome,excessive,or
abusive.This includes,but is not limited to:
a.Physical harm,which includes actions like grabbing,poking,pushing,or pulling.For clarity,
physical harm can occur even if a student is not bruised or injured.This is conduct that is not
contained in the OCDSB Preventative Behavioral Intervention Continuum guidelines.This also
includes serious allegations of physical contact causing bruising or injury,meeting the
definition of child abuse as outlined below.For clarity,physical harm can occur even if a student
is not bruised or injured.
b.Sexual harm,which includes advances,requests for sexual favouurs,actual sexual contact,or
any other sexual behavior impacting a studentbehaviour impacting a student.For clarity,this
also includes For clarity,other sexual behaviour includes,but is not limited to,For clarity,this
also includes sexualized comments,gestures,or actions.that could reasonably make
someone feel insecure,uncomfortable,offended,or humiliated,or that disrupts a student's
safe learning environment..
c.Emotional harm,which includes behaviour that damages a student’s mental well-being,
psychological state,or self-esteem,such as insulting,humiliating,rejecting,isolating,
intimidating,or exploiting a student.For clarity,inappropriate personal relationships with
students are included within the scope of emotional harm.
d.Academic harm,which includes unwarranted negative impacts on a student's academic
progress,performance,or learning experience.
e.Where an employee is a Teacher or an Early Childhood Educator,any conduct impacting one
or more students in a manner that would constitute professional misconduct under the Ontario
College of Teachers Act or the Early Childhood Educators Act respectively.
POLICY P.129.CUR
TITLE:ENVIRONMENTAL EDUCATION
Date Authorized: 24 June 2010
Last Revised: XXXXX
Last Reviewed: XXXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that OCDSB policies and procedures promote and
protect Indigenous, equity, and human rights and to seek to address and eliminate racism and
structural and systemic barriers for students, staff, and community.
1.0 OBJECTIVE RATIONALE
The Ottawa-Carleton District School Board (the “District”) is committed To delivering effective
environmental education and modeling environmentally responsible practices. The Board and
the District will encourage staff, students and the school community to learn about, advocate
for and follow environmentally sustainable practices.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definitions used in this Policy.
3.0 POLICY GUIDING PRINCIPLES
3.1 The Board will supports district staff, students, and school communities to become
informed about, advocate for, and follow environmentally responsible practices through
its commitment to teaching and learning, student engagement, community connections,
and environmental leadership.
3.2 By exercising environmental responsibility in its operations decisions, the District Board
can serve as a model of corporate citizenship for students and the broader community
and can ensuring coherence with the environmental messages conveyed by the
curriculum.
3.3 The Board believes environmental education enables students to develop the
knowledge and skills they need to become environmentally active and responsible
citizens and to apply their knowledge and skills cooperatively to effect who can affect
long-term change.
Appendix E to Memo 24-046
4.0 SPECIFIC DIRECTIVES
4.1 The District will shall integrate sustainable environmental practices into relevant policies
and procedures as well as academic and operational services,and recognize this policy
with respect to the implementation of existing policies and procedures.
4.2 To achieve this,The District shall provide students will be provided with learning
opportunities in the classroom and the community and the natural world to acquire
knowledge,skills,and perspectives that foster understanding of their fundamental
connections to each other,to the world around them,and to all living things.
4.3 In support of Teaching and Learning,the District shall:
a)use relevant curriculum resource documents to support implementation of
revised curricula,as appropriate;
b)support staff and students in linking environmental knowledge and related skills
and activities to the teachings of diverse communities,including First Nation,
Métis,and Inuit peoples,and to principles of responsible citizenship;
c)foster collaborative opportunities for educators to develop and share activities,
integrated approaches,and action research projects related to environmental
education;and
d)encourage innovative interdisciplinary programs that focus on the environment
and include field components.
4.4 To foster student engagement,the District shall enable students must be to become
active participants in shaping their future through:
a)Student engagement involves the active participation of all students in
sustainable environmental practices;
b)a strong student voice in decision making,and involvement in the school and
community in meaningful ways;and
c)To achieve this,students will be encouraged to engaging students in
environmental projects that build links between schools and communities.
4.5 In support of Student Engagement and Community Connections,the District shall:
a)engage student leaders in the design and delivery of environmental education
projects at the district level,as well as communicate and share school and
student projects across the district that demonstrate engagement in
environmental stewardship;
b)encourage environmental learning for all students inside and outside the
classroom,and support students,on a system-wide basis,as they develop skills
and act as decision makers to effect positive environmental change;
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c)offer community-linked experiences and programs,such as a Specialist High
Skills Major focused on the environment,or cooperative education and work
experience opportunities that are relevant to environmental education;
d)encourage district stakeholders to provide advice on the implementation of
environmental education;
e)share information about local resources that support environmental awareness
and protection,energy conservation,waste management,protection of the
biosphere,and outdoor education;and
f)share links and partnerships with community organizations (such as nonprofit
organizations,businesses,farms,and industries)to help extend engagement in
and responsibility for environmental education to the broader community.
4.6 In support of Environmental Leadership,the District shall,
a)strive to increase the capacity of system leaders to implement evidence-based
environmental education programming,practices,and operations;
b)embed the importance of sustainable environmental education and
environmental protection into the district’s planning processes,and operations as
required,including the Board’s strategic plan and/or operational practices (action
plans);
c)review existing district recognition programs for opportunities to include
recognition and communication of responsible environmental leadership;
d)integrate in-service opportunities related to environmental education into staff
development for all employee groups;
e)encourage all district personnel,district stakeholders,students and
parents/guardians to adopt and promote environmentally appropriate practices;
and
f)implement programs,procedures,strategies and practices to reflect the
directions of this policy and protect and conserve the environment,while
ensuring that schools and workplace environments are safe and healthy.
Examples include but are not limited to environmentally responsible practices
with respect to capital planning,construction and facility renovations,and
purchasing,while considering fiscal constraints,quality,price and service.
5.0 APPENDICES
Appendix A:Policy Definitions
6.0 REFERENCE DOCUMENTS
Acting Today,Shaping Tomorrow:A Policy Framework for Environmental Education in Ontario
Schools,Ontario Ministry of Education,2009
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Environmental Education:Scope and Sequence of Expectations,The Ontario Curriculum,
Grades 1 to 8,Ontario Ministry of Education,2008 2017
Environmental Education:Scope and Sequence of Expectations,The Ontario Curriculum,
Grades 9 to 12,Ontario Ministry of Education,2008 2017
Shaping Our Schools,Shaping Our Future:Environmental Education in Ontario -Report of the
Working Group on Environmental Education,Ontario Ministry of Education,June 2007
Ready,Set,Green!Tips,Techniques,and Resources from Ontario Educators,Ontario Ministry
of Education,2007
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APPENDIX A:POLICY DFEINITIONS
In this policy,
Board means the Board of Trustees.
District means Ottawa-Carleton District School Board.
Environmental education means education about the environment,for the environment,and in the
environment that promotes an understanding of,rich and active experience in,and an appreciation
for the dynamic interactions of:
a)the Earth’s physical and biological systems;
b)the dependency of our social and economic systems on these natural systems;
c)the scientific and human dimensions of environmental issues;
d)the positive and negative consequences,both intended and unintended,of the interactions
between human-created and natural systems.
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