administrative procedures manual - Langley School District

ADMINISTRATIVE PROCEDURES MANUAL

School District No. 35 (Langley)

November 17, 2020

PREFACE This Administrative Procedures Manual is designed to be the primary written source of administrative direction for the Division. It is designed to be entirely consistent with the Board Policy Handbook, and is an extension of policy in the form of procedures. This Manual may make further reference to other detailed administrative documents that have been developed to provide specific guidelines on selected matters. There are five categories in which administrative procedures are placed in the Manual. The categories are:

100 General Administration 200 Instructional Programs and Materials 300 Students 400 Personnel and Employee Relations 500 Business Administration

Procedures placed in the 100 section are those of a general administrative nature or those which have applicability to at least two other categories in the Manual. The procedures in 200, 300, and 400 are specific to each of the titles. The Business Administration procedures include finance, facilities, and student transportation matters. A logical flow of procedures is attempted in the categories. For example, criteria for student admission is followed by attendance area requirements, by various safety considerations, by the maintenance of records, by daily attendance, by supervision and discipline, and lastly, by evaluation procedures. Gaps in the numbering sequence facilitate the insertion of additional administrative procedures that may be developed at a future time. It is to be noted that the electronic versions of both the Board Policy Handbook and the Administrative Procedures Manual as well as any handbooks/manuals referenced are always the most current documents available.

TABLE OF CONTENTS 100 – General Administration

AP 100 – Strategic Plan

AP 101 – Annual Reports

AP 102 – School Improvement Plans and Results Reports

AP 105 – Decision Making Process

AP 110 – Parents’ Advisory Councils

AP 111 – District Parents’ Advisory Council

AP 112 – Parent Involvement in Education

AP 120 – Policy and Procedures Dissemination

AP 121 – Development and Review of Administrative Procedures

AP 130 – School Calendar

AP 131 – Variation of School Day

AP 132 – Emergency Closure of Schools

AP 140 – Computer Access to Electronic Information

AP 140 Appendix A – Information Technology Systems - Appropriate Use

AP 140 Appendix B – Next Generation Network (NGN) Acceptable Use Standards

AP 141 – Protection of District Records

AP 145 – Use of Personal Communication Devices (PCDs)

AP 146 – Use of Social Media

AP 147 – Commercial Electronic Messages (Anti-Spam)

AP 148 – Self/Peer Media Exploitation

AP 150 – Communications with the Public

AP 151 – Media Relations

AP 152 – Parental Complaints

AP 153 – External Organization Access to Students

AP 154 – Political Electioneering

AP 155 – Event Protocol

AP 156 – Visit Protocol

AP 156 Appendix – Maintenance of Order

AP 157 – Flying of Flags by Schools

AP 158 – Corporate Identity

AP 160 – Occupational Health and Safety

AP 161 – Communicable Diseases

AP 161 Appendix A –Students Infected with Blood-Bourne Pathogens

AP 161 Appendix B – List of Communicable Diseases

AP 162 – Smoke or Vape Free Environment

AP 162 Appendix – Smudging / Pipe Ceremonies

AP 163 – Consumption of Alcoholic Beverages or Impairing Substances

AP 164 – Nutrition

AP 164 Appendix – Health Promoting Schools

AP 165 – Emergency Preparedness

AP 165 Appendix A – Fire Drills

AP 165 Appendix B – Bomb Threats

AP 165 Appendix C – Earthquake Drills

AP 165 Appendix D – Violent Threat Risk Assessment

AP 166 – Pandemic Response

AP 170 – Anti-Harassment and Anti-Discrimination

AP 180 – Freedom of Information and Protection of Privacy

AP 180 Appendix – Schedule of Responsibilities Specific to the Act

AP 181 – Video Surveillance

AP 182 – School Bus Video Surveillance

AP 185 – Records Management

AP 185 Appendix – Schedule of Retention Periods

AP 190 – Use of Copyrighted Materials

AP 190 Appendix – Fair Dealing Guidelines

AP 191 – Software Licensing

AP 192 – Patents, Copyrights and Royalties

200 – Instructional Programs & Materials

AP 200 – Organization for Instruction

AP 202 – Multicultural Recognition

AP 205 – Controversial Issues and Materials

AP 206 – Alternate Deliver of Curriculum

AP 207 – Conduct Related to Secular and Non-Sectarian Principles

AP 208 – National Anthem

AP 211 – English Language Learner Program

AP 212 – French Immersion

AP 213 – Inclusive Education

AP 216 – Career Preparation Programs

AP 219 – Courses: Non-Ministry

AP 220 – Alternate Programs or Schools

AP 221 – Specialty Academies

AP 222 – Independent Directed Studies (IDS)

AP 230 – Distance Learning

AP 235 – Adult Education

AP 240 – Student Counselling Services

AP 250 – School Library/Learning Commons

AP 251 – Learning Resources

AP 260 – Student Field Trips

AP 263 – High School Bracket Racing

AP 263 Appendix – BCSSMA Rules and Regulations

AP 270 – Home Schooling

AP 290 – Research Studies

300 – Students

AP 300 – Entry to an Educational Program

AP 302 – Canadian Students – Out-of-Province Fee

AP 303 – Admission of International Students

AP 305 – Student Registration – Boundary Process

AP 306 – Admission to Choice Programs

AP 307 – Student Information System

AP 310 – Supervision of Students

AP 311 – School Traffic Patrols

AP 312 – Vaccination Records

AP 313 – Provision of Menstrual Products to Students

AP 315 – Student Illness and Injury

AP 316 – Administration of Medication to Students at School

AP 317 – Care of Students with Severe Allergies (Anaphylaxis)

AP 317 Appendix – Care of Students with Life Threatening Conditions (Excluding Anaphylaxis)

AP 318 – Head Lice

AP 318 Appendix – Fraser Health Recommended Head Lice Management

AP 320 – Student Records

AP 321 – Young Offender Records

AP 322 – Legal Custody of Children

AP 325 – Reporting Suspected Cases of Child Abuse

AP 330 – Student Attendance

AP 350 – District Student Code of Conduct

AP 350 Appendix – School Codes of Conduct

AP 351 – Student Conduct on School Buses

AP 352 – RCMP Interview Process

AP 353 – Searches of Students

AP 354 – Physical Restraint and Seclusion

AP 355 – Student Discipline

AP 356 – (Drugs)??? New

AP 359 – Student Vandalism

AP 360 – The Assessment, Evaluation and Reporting of Student Achievement

AP 361 – Placement of Students: Elementary Schools

AP 362 – British Columbia School Completion Certificate

AP 365 – Course Challenge

AP 366 – Course Equivalency

AP 370 – Student Awards

AP 375 – Graduation Celebrations

AP 380 – Students’ Councils

AP 390 - Review of Final Grades

400 – Personnel & Employee Relations

AP 400 – Recruitment, Selection, Assignment and Transfer of Staff

AP 400 Appendix A – Criminal Records Search

AP 401 – Employment Equity

AP 402 – Personnel Records

AP 402 Appendix – Employee Health Information Privacy and Confidentiality

AP 403 – Whistle-blower Protection

AP 404 – Employee Conflict of Interest

AP 405 – Working Alone

AP 406 – Employee and Family Assistance Program (EFAP)

AP 407 – Delegation of Authority for the Protection of Students and Maintenance of Order

AP 408 – Employee Substance Use and Related Conduct

AP 409 – Workplace Discrimination Bullying and Harassment

AP 410 – Professional Development

AP 411 – Staff Participation in Political Activities

AP 413 – Annual Employee Evaluation Program

AP 415 – Employee Recognition

AP 417 – Employee Resignations

AP 419 – Exempt Staff

AP 420 – Code of Professional Relationships

AP 421 – Teacher Recruitment

AP 427 – Tutoring

AP 429 – Pre-Service Teaching

AP 430 – Role of the Principal

AP 431 – Principal and Vice-Principal Appointments

AP 432 – Supervision and Evaluation of School Administrators

AP 434 – Administrative Staff – Professional Development

AP 440 – Support Staff

AP 441 – Support Staff Recruitment

AP 442 – Evaluation of Support Staff

AP 450 – Organizational Structure

AP 450 Appendix – Organizational Chart

AP 451 – Administrative Positions Duties and Responsibilities

AP 452 – Role of Director of Learning Services

AP 452.1 – Role of Director of Instructional Services

AP 452.2 – Role of District Principal of Aboriginal Education

AP 453 – Role of Assistant Superintendent, Student Services

AP 453.1 – Role of Assistant Superintendent

AP 453.2 – Role of District Principal: Student Support Services

AP 454 – Role of Assistant Superintendent - Human Resources

AP 455 – Role of the Secretary-Treasurer

AP 455.2 – Role of Chief Officer of Information and Technology

AP 455.3 – Role of Director of Facilities, Transportation and Capital Projects

AP 456 – Role of Manager of Communications

AP 457 – Role of District Principal – English Learners and Settlement Workers in Schools

AP 458 – Administrative Committees

AP 458 Appendix B – Emergency Preparedness Administrative Committee

AP 458 Appendix C – Aboriginal Administrative Committee

AP 458 Appendix D – LGBTQ + Administrative Committee

AP 458 Appendix E – Inclusive Education Administrative Committee

AP 460 – Teachers Teaching-On-Call (TTOC)

AP 461 – Substitute Service for Support Staff

AP 470 – Position Descriptions

AP 490 – Community Volunteer

AP 490 Appendix – Respect in Sport – Coach/Activity Leader Program

500 – Business Administration

AP 500 – Financial Management

AP 501 – Management of School Budgets

AP 505 – Student Fees

AP 506 – Hardship

AP 510 – Financial Accountability and Audits

AP 511 – School Bank Accounts

AP 512 – Cash Management

AP 513 – Travel Expenses

AP 514 – Signing Authority

AP 515 – Purchasing

AP 516 – Corporate Credit Cards

AP 518 – School Assets Disposal

AP 519 – Disposal of Real Property

AP 519 Appendix – Rental/Lease of Vacant District Facilities

AP 520 – Fund-Raising

AP 525 – Revenue Generation

AP 525 Appendix A – Ethical Guidelines for Business-Education Partnerships

AP 526 – Public Gifts to Schools

AP 530 – Insurance Management

AP 531 – Student Accident Insurance

AP 535 – Investments

AP 540 – Facilities Planning

AP 540 Appendix A – New School Sites

AP 540 Appendix B – Enrolment Projections

AP 542 – Capital Project Construction

AP 542 Appendix A – Construction Projects

AP 542 Appendix B – Use of Scaffolding in Schools

AP 543 – School Security – Key Control

AP 543 Appendix – Accessibility

AP 544 – Facilities Maintenance

AP 545 – Chemical and Hazardous Waste Management

AP 546 – Energy and Environment

AP 546 Appendix – Use of Environmentally Friendly Matters

AP 547 – Integrated Pest Management

AP 549 – Use of District Equipment, Tools and Supplies

AP 550 – Community Use of School Buildings and Grounds

AP 550 Appendix A – User Group Classification

AP 550 Appendix B – Community Use of School Grounds

AP 552 – Community Use of District Office Building

AP 555 – Acquisition and Installation of Playground Equipment

AP 561 – Transportation of Special Needs Students

AP 562 – Transportation of Students – Travel for Field Trips and Extracurricular Trips

AP 568 – School Bus Accident

AP 570 – White Fleet Management

AP 571 – Yellow Fleet Management

AP 580 – Use of District Owned Vehicles

Langley School District No. 35 Page 1 of 1 Administrative Procedures Manual

Administrative Procedure 100

STRATEGIC PLAN

Background Planning in public education is an essential part of ensuring that all students have equitable opportunities to acquire the knowledge, skills and attitudes they need to be self-reliant, responsible, caring and contributing citizens. Planning ensures resources for public education are used for optimal results. Procedures 1. System Planning Guidelines

1.1 The mission, vision, values and key goals of the District will provide strategic direction for system planning.

1.2 The planning process will recognize priorities identified by the province and the Board.

1.3 The actions and endeavors of the District and its schools must be guided by sound planning processes.

2. Strategic Plan

2.1 A strategic plan that meets local needs and fulfils accountability requirements will be developed and implemented.

2.2 The strategic plan shall be kept current to ensure focused, efficient and effective change and improvements.

2.3 Progress reports on the strategic plan will be presented to the Board as deemed necessary.

3. The Superintendent shall:

3.1 Provide administrative support to the Board to develop the plan. 3.2 Develop a communications strategy advertising the key actions to be

undertaken during the upcoming school year. 3.3 Make provision for distribution of the strategic plan and its placement on the

District website. Reference: Sections 7, 8, 8.4, 8.5, 22, 65, 75, 85 School Act

Statement of Education Policy OIC 1280/89 Adopted: November 17, 2020



ANNUAL REPORTS

Background

Accountability is the obligation to be answerable for the performance and results of one’s assigned responsibilities. The District recognizes its responsibility to keep stakeholders informed about accomplishments and progress towards goals.

The District will keep its school communities and public informed of the overall results achieved in the District through its Annual Reports. Procedures

1. Annually, the Superintendent will report on, at minimum: 1.1 Student enrollments 1.2 Staffing 1.3 Programs 1.4 Goals, targets and results identified in the:

1.4.1 Strategic Plan 1.4.2 Aboriginal Educational Enhancement Agreement

1.5 Facilities, maintenance and business services 2. The Superintendent will develop Annual Reports in accordance with Ministry expectations. 3. The Annual Reports will contain information regarding progress toward meeting goals and

objectives established by the District. 4. The Annual Reports will be posted on the District website. 5. The District shall use the Annual Reports for information in the planning cycle and make

adjustments to its goals as necessary. Reference: Sections 8, 22, 65, 76.1, 81, 115.2, 168.01 School Act

Class Size and Compensation Regulation 52/12 Adopted: November 17, 2020



ACTION PLANS FOR LEARNING

Background Action Plans for Learning (APfL) are integral components of District planning and reporting. Procedures 1. All APfL’s must satisfy the requirements outlined in the District’s criteria for approval of

school plans.

2. The principal must ensure that APfL are prepared in collaboration with staff, and where appropriate, students.

3. APfL inclusive of results achieved, are to be updated regularly and submitted in electronic form to the superintendent based on timelines provided.

4. APfL must be made available to the parents of students attending that school and will be

posted on the school website. Reference: Sections 7, 8, 8.3, 20, 22, 65, 85 School Act

School Regulation 265/89

Adopted: November 17, 2020



DECISION MAKING PROCESS

Background The District, on behalf of the community, is mandated to provide schooling which supports the intellectual, personal and social needs of its students as they strive to reach their potential. In fulfilling this responsibility, the District is accountable to its community. The District will collaborate, consult and seek advice from a wide cross-section of the school community, including individuals, groups and organizations. The District values attitudes and practices that encourage integrity, respect and trust in all relationships. To this end, the District expects co-operative models of decision-making to be used at the District and school levels. These models are normally collaborative, consultative or advisory in nature, and seek involvement from students, staff, parents and the community as appropriate. Procedures 1. Collaborative Model (working jointly)

1.1 There is an inference that this process leads to a mutually agreed-upon final decision. A collaborative committee or working group would expect to make the final decision. Such decisions would have to be consistent with the School Act and regulations, Ministry orders, Board policy and administrative procedures.

2. Advisory Model (offering advice or making recommendations)

2.1 Although not a decision-making group, there is an expectation that significant weight is placed on this advice. If the advice were not acted upon, the person or persons with the decision-making authority would be expected to provide a rationale for the decision.

3. Consultative Model (taking into consideration)

3.1 A consultative committee or working group provides expertise but is not a decision-making body. Their input is taken into consideration by a person or persons who have decision-making authority.

4. Under the School Act, the Superintendent, appointed by the Board and under the general

direction of the Board, is accountable for the general operation of the District. Similarly, principals and directors are accountable for the operation of schools and programs.

5. To be accountable, as per the School Act, the Superintendent, principals and directors will normally use the consultative and advisory model of decision-making, although all three models will be utilized where appropriate.


6. Representatives involved in the decision-making process are expected to represent their organization fairly and to report to their organization on a timely basis. The organization's responsibility is to provide clear direction to its representative and to make sure its representative is informed in the areas under review. It is equally important that the District or school clearly define the mandate of every committee. Terms of reference, representative expectations, and the co-operative decision-making model being used need to be clearly articulated to all parties involved in and affected by the process.

7. The District derives its strength and integrity from mutually supportive student, parent, staff

and community relationships. These positive partnerships result in responsible and accountable decisions that serve to ensure quality learning opportunities for students of all ages.

Reference: Section 7, 8, 8.4, 8.5, 20, 22, 65, 85 School Act

School Regulation 265/89 Adopted: November 17, 2020



PARENTS’ ADVISORY COUNCILS

Background The District values the input of parents, and supports the establishment of parent organizations, which promote open, two-way communication and cooperation between parents, schools, the District and the Board. Procedures 1. The District supports the establishment of a Parents’ Advisory Council at each school, as

defined in the School Act.

2. All parents of children attending a school in the District are eligible to be members of the Parents’ Advisory Council, to attend Parents’ Advisory Council meetings, and to vote on decisions made by the Parents’ Advisory Council, including the election of executive officers.

3. A Parents' Advisory Council, through its elected officers, may advise the Board and the principal and the staff of the school respecting any matter relating to the school.

4. Parameters 4.1. There shall be only one Parents’ Advisory Council for each school. 4.2. The Parents’ Advisory Council, in consultation with the principal, shall make bylaws

governing its meetings and the business and conduct of its affairs. Reference: Section 8, 20, 22, 23, 65, 85 School Act Societies Act

Statement of Education Policy Order OIC 1280/89 Adopted: April 9, 1991 Revised: February 6, 2011; August 10, 2014; November 17, 2020



DISTRICT PARENTS’ ADVISORY COUNCIL

Background The District supports the establishment of a District Parents’ Advisory Council (DPAC), as defined in the School Act. The District Parents’ Advisory Council may advise the Board on any matter relating to education in the District. Procedures

1. The DPAC is to be made up of one elected representative from each school Parents’

Advisory Council. 2. The Superintendent will meet monthly with the DPAC President to review their agenda. 3. A member of the District Leadership Team will attend monthly DPAC Meetings. Reference: Section 8, 20, 22, 23, 65, 85 School Act Societies Act

Statement of Education Policy Order OIC 1280/89 Adopted: April 9, 1991 Revised: February 6, 2011; August 10, 2014; November 17, 2020



PARENT INVOLVEMENT IN EDUCATION

Background The District recognizes that the most effective education for students occurs when parents are active partners in the learning process. The District values the needs, interests and perspectives expressed by parents. The District supports parental involvement and encourages parents to participate in opportunities that will foster a positive school climate and enrich students’ learning experiences. School staff and parents must work together as knowledgeable partners. Such collaborative partnerships, provide an atmosphere of teamwork which, motivates, supports and encourages children to become lifelong learners and valuable contributors to society. Continued parental involvement in the education of children/youth, throughout all grade levels, contributes greatly to student achievement and a positive school environment. “Parents have the right and responsibility to participate in the process of determining the educational goals, policies and services provided for their children. They have the primary responsibility to ensure that children are provided with the healthy and supportive environment necessary for learning. They have a responsibility to help shape and support the goals of the school system and to share in the tasks of educating their young.” Statement of Education Policy Order Definition Parent refers to any caregiver who assumes the responsibility for nurturing and caring for the child. Procedures 1. The District believes that active parent involvement is not limited to, but includes:

1.1. Serving as responsible advocates for their child’s educational needs. 1.2. Participating in classroom activities and school-related activities, functions and events. 1.3. Participating in the activities of Parents’ Advisory Councils and other school-related

advisory and governance activities. 1.4. Working cooperatively with the school to solve problems and to create positive,

productive learning environments both at home and at school. 1.5. Supporting the school in instilling an appreciation for the value of education and a sense

of individual responsibility for learning and achievement.


1.6. Preparing a child for school and monitoring and responding to school-related responsibilities.

2. The District will encourage, support and promote parent involvement through:

2.1. Providing a welcoming and open atmosphere at all schools. 2.2. Promoting effective communication between school and home. 2.3. Providing opportunities for parent involvement in their child’s education, and in the life of

the school community, in a variety of ways – before, during and after school. 2.4. Developing, implementing and assessing parent involvement programs at all grade

levels. 2.5. Supporting parent education opportunities to promote effective parenting.

3. Effective parent involvement is based on good practice. Long lasting gains for students

occur when parent involvement activities are well-planned, inclusive and comprehensive, at all grade levels. The Parent Involvement Handbook sets out a variety of good practice and activities which can be utilized by school staff at all grade levels.

Reference: Section 8, 20, 22, 23, 65, 85 School Act Adopted: May 15, 2001 Revised: November 17, 2020



POLICY AND PROCEDURES DISSEMINATION

Background The Superintendent has been given the responsibility for implementing policy and procedures, which includes maintaining the Board Policy Handbook and the Administrative Procedures Manual and their dissemination to the appropriate members of the District. Procedures 1. The Superintendent will ensure that the Board Policy Handbook and the Administrative

Procedures Manual will be available on the District website so that all trustees, staff members, students, parents and the general public have ready access to all Board Policies and Administrative Procedures.

2. When updates to the Board Policy Handbook and the Administrative Procedures Manual are made, the Superintendent will ensure that department supervisors, principals and partner groups are advised in a timely manner. These individuals are responsible to advise the appropriate education stakeholders as required.

3. It shall be the responsibility of the principal, and district office supervisors to convey to and

interpret policy and administrative procedures to their respective staffs. Reference: Sections 20, 22, 65, 85 School Act School Regulation 265/89




DEVELOPMENT AND REVIEW OF ADMINISTRATIVE PROCEDURES

Background The Superintendent has been given responsibility for implementation and review of the Administrative Procedures Manual. Regular review of administrative procedures, with opportunities for input from appropriate stakeholders, leads to effective operations with the District. Procedures 1. A review of all administrative procedures shall be conducted through the Office of The

Superintendent.

2. This review will provide opportunities for input from stakeholders as appropriate.

3. Reviews shall ensure that each administrative procedure meets the following criteria: 3.1 Each procedure is the responsibility of administration as delegated by the Board or as

defined by legislation. 3.2 Each procedure is consistent with Board Policy. 3.3 Each procedure is consistent with other Administrative Procedures. 3.4 Each procedure is consistent with the District’s strategic direction as outlined in the

Strategic Plan. 3.5 Each procedure ensures clear and consistent direction for the District.

4. Development or review of a specific administrative procedure may be initiated by any stakeholder at any time through a formal request to the Superintendent. 4.1 The request will be expected to detail the issues and concerns associated with the

Administrative Procedure and if possible, offer suggestions for revision.

5. All newly developed administrative procedures and changes based on reviews of current administrative procedures shall be communicated expeditiously to all stakeholders.

6. Upon receiving a formal request for review, the Superintendent will determine the appropriate process for developing and reviewing the specific Administrative Procedure to ensure that reasonable consideration is given to the request.


6.1 It is expected that in most instances such a review will be carried out by the

Superintendent, a district office administrator with direct responsibility in that area, and a school-based administrator selected by the Superintendent.

Reference: Sections 8, 22, 65, 85 School Act School Regulation 265/89




SCHOOL CALENDAR Background On or before May 31 of each year, and in consultation with our education partners, the Board will establish an annual District and local school calendar as per the School Act and School Calendar Regulation. Alternatives to the standard school calendar or the local school calendar where those alternatives support enhanced student learning/achievement, may be approved by the Board. Procedures 1. Requests for alternative school calendar options shall be developed and presented by

families of schools. 2. Requests for alternate school calendars shall be considered by the Board only after

extensive consultation by all partner groups and the communities affected. 3. Requests for alternate school calendars shall be supported by evidence illustrating the

positive impact of any proposed change on student learning/achievement. 4. Amendments to existing school calendars and alternatives to the standard school

calendar or the local school calendar must meet the requirements of the School Calendar Regulation.

5. The Board will consider special circumstances for schools. Reference: Sections 8, 22, 23, 65, 85, 87.01, 87.02, 87.03, 168.02, 175 School Act

School Calendar Regulation 033/2018 Ministerial Order M194/08 Collective Agreements


http://www.bclaws.ca/civix/document/id/complete/statreg/314_2012




VARIATION OF SCHOOL DAY

Background Any variation of school days approved by the Assistant Superintendent of Human Resources must be consistent with the school calendar approved by the Board and must accommodate the minimum number of hours prescribed by the Ministry. Procedures 1. The hours of instruction as prescribed by the School Act and Regulation comprises the

minimum that schools will offer. 2. Annually, on or before April 15 of each school year, the Principal will inform the Assistant

Superintendent of Human Resources of the school’s proposed schedule for the subsequent school year if a change is contemplated.

3. Requests for variation in school days will be adjudicated by the Assistant Superintendent of

Human Resources as and when submitted. Such requests must address potential impacts on: 3.1 Collective agreements. 3.2 Bus schedules. 3.3 Parent expectations. 3.4 Staff member expectations. 3.5 Any other related items specific to the school community.

Reference: Sections 8, 20, 22, 23, 65, 85, 87.01, 87.02, 87.03, 168.02, 175 School Act

School Calendar Regulation 314/12 Collective Agreements




EMERGENCY CLOSURE OF SCHOOLS

Background The Superintendent may close schools by reason of weather emergencies, or as ordered by the school medical officer, or for other causes that might endanger the health or safety of the students. Procedures 1. School Closures to Students

Schools and/or other facilities in the District may be closed to students by the Superintendent for weather related emergencies or for other causes that might endanger the health or safety of students. The closure of schools will generally fall into the following categories: 1.1. Some Schools Closed

1.1.1. Closure due to localized power outage or failure. 1.1.2. Closure due to localized weather conditions. 1.1.3. Closure due to the structural integrity of the building.

1.2. All Schools Closed 1.2.1. Closure due to power outage or failure. 1.2.2. Closure due to extreme weather conditions. 1.2.3. Closure due to severe emergency such as an earthquake.

2. Process for Closing Schools

2.1. As early as possible before 6:30 a.m. and after consulting with the Grounds/Transportation and Maintenance Managers, the Superintendent shall: 2.1.1. Have the Communications Manager update District website and advise local

media outlets of any school or District building closures for students and/or employees and

2.1.2. Initiate an email to advise principals. 2.1.3. Assistant Superintendent of Human Resources will contact CUPE and LTA

Presidents. 2.2. Official statements and notification of closures may only be issued by the

Superintendent. 2.3. Once announced, decisions will not be changed except by the Superintendent. 2.4. Principals are responsible for assisting students in arranging for a safe destination.


3. Personnel Procedures/Expectations 3.1. Unless specified, it is the expectation of the District that employees will make every

effort to attend their work site. 3.2. In some instances, principals with permission of the Superintendent may close schools

to staff; staff would in such instances be paid in accordance with Collective Agreements.

3.3. The Superintendent may deploy employees of a closed facility to another location. Reference: Section 20, 22, 65, 73, 85, 90 School Act

School Regulation 265/89 Collective Agreements

Adopted: January 1, 1983 Revised: March 14, 1994; January 25, 2002; January 6, 2005; May 1, 2006; November 17, 2020



COMPUTER ACCESS TO ELECTRONIC INFORMATION

Background Students and staff are to be given the skills and the opportunity to access educationally appropriate electronic information. Electronic information may be used for a wide variety of purposes such as commercial, entertainment, personal views or research. Within a public education system, computer access to electronic information is to selectively focus on the skills, knowledge and attitudes expected from the curricular and Graduate Profile outcomes for students. Procedures 1. The Selection of Electronic Network Access Providers

1.1. The Chief Officer of Information and Technology responsible shall have the final say in the selection of a service provider and shall sign any agreement with respect to service or access.

2. Selection of Resources, Directed Learning and Progressive Access

2.1. Electronic resources will be selected that support the objectives of the curriculum and Graduate Profile Outcomes for students.

2.2. As much as possible, information resources will be designed in ways which point students to those sources which have been reviewed and evaluated prior to use. While students may be able to move beyond those resources to others that have not been evaluated by staff, they shall be provided with guidelines and lists of resources particularly suited to the learning objectives.

2.3. The general principle will be that increased, independent access by students will occur with increased maturity (age appropriate) and demonstrated awareness of appropriate use.

2.4. Fully independent access by a student (e.g. a student account number) will be given only if the student has demonstrated an understanding of appropriate, responsible use to his or her teacher, and has been granted parental permission through the required forms (Form 140-1; Form 140-2).

2.5. The District will provide principals with a basic consent form for parents and students to sign before computer access is allowed. Principals are to add to the basic form, those requirements that reflect their specific sites.


3. Responsibility of the Principal It is the responsibility of the Principal to: 3.1. Inform parents of the educational benefits as well as the potential risks involved in

communications with persons and information outside of the jurisdiction of the school. 3.2. Ensure that parents have signed a consent form (Form 140-2) that meets District and

school requirements before any computer access is granted to his or her child. 3.3. Provide parents, staff and students with a statement about the school's expectation for

appropriate use of computer and electronic information access, including the consequences of inappropriate use such as loss of computer privileges and other disciplinary action.

4. Responsibility of the Teacher

It is the responsibility of the teacher to: 4.1. Review and comply with the District and the school's electronic information and

computer use administrative procedures. 4.2. Instruct students in the nature of the risks involved in communicating with others

through this medium. 4.3. Give students guidelines for minimizing personal risks, e.g. the release of personal

information, telephone, etc. 4.4. Provide and ensure compliance with the parental consent form (Form 140-2). 4.5. Monitor student use of the computer and electronic networked information.

5. Responsibility of the Parent It is the responsibility of the parent to: 5.1. Be aware of the consequences set out by the school and the District for unacceptable

and inappropriate use. 5.2. Be aware of the risks inherent in that access, while encouraging safe and acceptable

practices of use. 5.3. Read the acceptable use school and District Administrative Procedures as they apply

to computer and electronic networked information access before permitting their son/daughter access by signing the consent form (Form 140-2).

6. Responsibility of the Student

It is the responsibility of the student to: 6.1. Sign the consent form(s) (Form 140-1) and understand compliance with this is a

condition of access to school or District computer systems. (Access to specific networks may require completion of their forms as well, e.g. CLN)

6.2. Understand the consequences of non-compliance. 6.3. Conduct all of his/her activities in accordance with the administrative procedures set

out for the use of computer and electronic information as specified by the school and District.


6.4. Conduct all activities in a responsible, ethical, legal and courteous manner, especially when contacting others on an electronic network, or using copyrighted software.

Reference: Sections 17, 20, 22, 65, 85 School Act Freedom of Information and Protection of Privacy Act School Regulation 265/89

Canadian Charter of Rights and Freedoms Canadian Criminal Code Copyright Act Introduction to British Columbia’s Redesigned Curriculum, 2015

Adopted: March 4, 1996 Revised: November 17, 2020


Administrative Procedure 140 – Appendix A

INFORMATION TECHNOLOGY SYSTEMS - APPROPRIATE USE

Background The District recognizes the importance of information technology hardware, software and related infrastructure as part of the District's operations and recognizes the increasing importance of technology tools as a part of the classroom and curriculum. The District provides on-line systems and on-line resources (Information Technology Systems (ITS) in supporting the delivery of educational programs and the business operations of the District. The District is committed, within available resources, to providing accessible, reliable and secure on-line systems and resources to students, staff and approved guests for the purpose of learning, teaching, and management and administration of District operations. Conditions of Use Definition On-line resources include all material that is accessed through a District computer or via the District telecommunications network through a personal device. Procedures 1. All Board policies, administrative procedures and codes of conduct apply to those using online

systems and resources provided by or on behalf of the District and all users are expected to comply with them and any applicable laws and restrictions that the District establishes.

2. Users may use the ITS for incidental personal use, provided such use is not characterized as misconduct or does not violate any provision in this Administrative Procedure or any other Administrative Procedure of the District.

3. Users are responsible for all activities carried out through their user accounts. All activities must be professional, respectful and factual.

4. Users bear the sole responsibility for the material they choose to access, send or display. Users are to be aware that District technology automatically generates a record of use including date, time and type of access.

5. Users shall not engage in any activities harmful to the ITS, such as disrupting services, intentionally damaging equipment, software or data belonging to the District or other users.

6. Users will respect the privacy of others and not tamper with, open or read other users’ files, passwords, and/or accounts.

7. Users will not use the ITS to view or display material that contravenes Board policy, or District administrative procedures, the BC Human Rights Act, Criminal Code, Freedom of Information and Protection of Privacy Act (FOIPPA) or any other Federal or Provincial law including but not limited to material such as sexually explicit material, obscene or lewd material, or material

https://www.bclaws.ca/civix/document/id/complete/statreg/00_96210_01

https://laws-lois.justice.gc.ca/eng/acts/c-46/

https://www.bclaws.ca/civix/document/id/complete/statreg/96165_00



promoting hate towards individuals or groups based on colour, race, religion, sex, sexual orientation, and ethnic origin or place of origin, unless for authorized academic purposes.

8. The Superintendent may from time to time exempt a user or department from compliance with

this Administrative Procedure where a valid business reason exists.

9. Any breach violation of this Administrative Procedure and associated procedures may result in disciplinary action up to and including termination of employment.

10. The District recognizes the great potential social networking services may provide to enhance education, communication, and learning. However, it also recognizes the potential dangers of such services if used inappropriately.

11. The authority to develop, communicate and implement procedures related to this Administrative Procedure is delegated to the Chief Officer of Information and Technology.

Reference: Sections 17, 20, 22, 65, 85 School Act Freedom of Information and Protection of Privacy Act School Regulation 265/89 Adopted: November 17, 2020


Administrative Procedure 140 – Appendix B

NEXT GENERATION NETWORK (NGN) ACCEPTABLE USE STANDARDS

Background District Internet use procedures require responsible and appropriate use of network resources. Because the Next Generation Network (NGN) is part of the provincial government network, similar standards of use apply. The purpose of this administrative procedure is to clarify acceptable use standards and appropriate educational uses of the NGN. 1. To manage network capacity and ensure optimal performance of the network, please

consider: 1.1. Rich multimedia websites, including radio stations and video services, can enhance the

classroom. Similarly, multi-player network games such as Minecraft and others can enrich the learning experience for students. However, the use of such services is to be education related.

1.2. Limit the download of large files, such as movie or music files, unless they are education related. Downloading large files impacts network performance. Consider providing a link to these resources hosted on storage sites such as YouTube instead of downloading. In addition, be wary of copyright laws that may prohibit the downloading and distribution of the content.

2. To safeguard the security of the network for all students, staff and guests:

2.1. Be suspicious of all emails particularly if they contain attachments. Avoid opening attachments whose origin appears questionable. Delete such emails immediately. These emails often contain viruses that can disrupt or seriously damage the target computer. Do not respond to emails asking for your login credentials (i.e. username/password) as these emails are intended to steal your identity. The District employs anti-virus/spam software to protect users but occasionally these malicious emails do get through. The exercise of caution and a little skepticism is the best defense.

2.2. Avoid downloading any files from non-reputable sites. As in clause 2.1 above, exercise caution and skepticism as downloaded files may contain malicious payload disguised as a useful program (Trojan horse). If unsure of the legitimacy of a website or its content, please contact the IT Service Desk for assistance.

2.3. District staff and students are expected to use their District-provided email accounts when corresponding with other staff and/or students. The use of this service and the content therein are governed under Administrative Procedure 140 – Computer Access to Electronic Information and Administrative Procedures 146 – Use of Social Media.

3. For more information, questions, or assistance contact:

IT Service Desk at 250-377-HELP Reference: Sections 17, 20, 22, 65, 85 School Act Freedom of Information and Protection of Privacy Act School Regulation 265/89 Adopted: November 17, 2020



PROTECTION OF DISTRICT RECORDS Background The District recognizes that there may be circumstances in which it is necessary or reasonable for employees to perform employment responsibilities from locations outside of their assigned workplace. However, where the performance of such responsibilities requires employees to access or use personal information about students, staff, parents or other individuals from outside of the workplace or confidential information of the District, this poses increased risks to the security, privacy and confidentiality of this information. The purpose of these procedures are to establish consistent and appropriate standards with respect to the use of remote technology by employees to access or store personal information related to District operations and to any other access, storage or removal of records containing personal or confidential information outside of the workplace. Definitions

“Act” means the Freedom of Information and Protection of Privacy Act, and regulations thereto, as amended from time to time.

“Confidential Information” means all records containing information about the District that is not generally known, used or available to the public.

“Information Security Classification System” means a framework for classifying data

adopted by the District from time to time.

“Information Technology Department” means the District’s Information Technology Department.

“Mobile Storage Devices” means any portable electronic device that is used to store personal information, including lap top computers, flash drives, USB drives, external hard drives, smart phones and other similar devices.

“Personal Information” means “personal information” as defined in the Act that staff obtain or access in connection with their employment or engagement. The Act defines “personal information” as any information pertaining to an identifiable individual, excluding business contact information.

“Sensitive Personal Information” means personal information pertaining to: a student’s educational performance; any person’s medical or mental health or treatment; educational or employment history or discipline records; financial and identity information (social insurance number, date of birth, driver’s license number), and any other categories of information the inadvertent disclosure of which may give rise to a reasonable prospect of harm to the individual about whom the information pertains or information that has otherwise been designated as sensitive or requiring higher levels of


security in accordance with the District’s Information Security Classification System.

“Records” has the meaning set out in the Act, including all paper records, electronic records, photographs, recordings, or any other media or device upon which confidential information and/or personal information is recorded or stored.

“Manager” means the principal, manager or other supervisor who is responsible for the management of the operation or administration of a workplace.

“Staff” means the employees of the District and includes any independent contractors who have access to personal information in the course of carrying out their employment or contracted responsibilities.

“Systems” means the electronic information management system or network maintained and operated by the District for the purpose of storing and managing information collected, used or retained by it for the purposes of carrying out its duties and responsibilities as a Board under the School Act (BC).

“Workplace” or “Worksite” means the school, office or other District owned or operated site(s) at which the member of staff ordinarily carries out his/her employment responsibilities.

1. Procedures

1.1 The District recognizes that staff may from time to time carry out work related tasks

outside of school hours and from locations outside of the workplace. Staff are expected to follow these procedures to ensure that they take reasonable precautions to ensure that such activities do not give rise to preventable risks of breaches of privacy occurring.

1.2 All staff are to be aware that the removal of District records from the workplace gives rise to risks that such information may be lost, stolen or accessed by unauthorized persons. Before materials containing personal information or confidential information are removed from the workplace, staff are to consider:

1.2.1 The purpose for doing so and whether the purpose could be achieved

without taking such materials out of the workplace. 1.2.2 The safeguards that are in place to protect the information from

unauthorized access, loss or theft. 1.2.3 The sensitivity of the information involved.

1.3 If it is necessary for staff to remove District records from the worksite, only the

minimum amount of confidential and/or personal information required is to be removed.

1.4 If District records are removed from the workplace, staff members are to be conscious of what has been removed, and in appropriate cases, it may even be prudent for staff members to maintain a written record or inventory of what has been removed.



1.5 Staff are expected, wherever possible, to access District records through the secure

use of the Systems rather than by saving such information to mobile storage devices, where it is prone to loss or theft or other unauthorized access.

1.6 Staff shall comply with the directives and standards issued from time to time by the

Chief Officer of Information and Technology regarding the secure access and storage of District records on mobile storage devices and other devices, including in respect of the creation of secure passwords, encryption, storage and destruction.

1.7 The Chief Officer of Information and Technology shall review on at least an annual

basis the information security systems in use within the District to ensure that District records are protected from loss, theft and unauthorized access, use or disclosure.

1.8 The manager at each workplace shall review these procedures with all members of

staff at the commencement of each school year.

2. Physical Records

2.1 Consideration is to be given to whether copies rather than original records are to be

used if they are to be removed from the workplace. 2.2 Records removed from the worksite are to remain in the possession of the staff

member with the care and control of them and are not to be left unattended in a public location (including a parked vehicle). When not in the actual possession of the staff member, they are to be maintained in a secure location (e.g. a locked office or drawer within the staff member’s home with limited access by persons other than the staff member) access to which is limited to the staff member.

2.3 It is important that staff members are conscious of any physical records that they

remove from the workplace and ensure that they are returned to the workplace in a timely way.

2.4 Upon returning to the office, staff shall return original records to their original storage

place as soon as possible and destroy copies securely.

3. Mobile Storage Devices 3.1 All staff are to be conscious that mobile storage devices can be easily lost, stolen or

misplaced. The storage of District records on such devices therefore gives rise to an increased risk of harm and unauthorized access to confidential and/or personal information.

3.2 Mobile storage devices must be kept physically secure at all times, including by

ensuring they are never left unattended in public locations (including a parked vehicle).

3.3 Mobile storage devices are to ordinarily be kept in the physical possession of the

staff member having their care and control, and when not directly in that person’s


possession, are to be stored in a secure location (e.g. locked office or drawer in the staff member’s home) access to which is limited to the staff member.

3.4 All mobile storage devices that are used to store District records, including laptops,

flash drives, external hard drives, smart phones and other such technologies, must be protected at all times through the use of a secure password and, where possible, through the use of encryption.

3.5 Mobile storage devices containing District records are not to be shared with others,

including family members or friends.

3.6 All files containing confidential and/or personal information that are saved to a mobile storage device must be encrypted.

3.7 Files containing sensitive personal information are not to be saved to a mobile

storage device except as necessary to fulfill a specific identified purpose and are to be permanently deleted from the mobile storage device once that purpose has been satisfied.

3.8 Staff are expected to refrain generally from viewing confidential and/or personal

information on a mobile storage device within public places, but if it is necessary to do so, staff are to ensure that the information cannot be viewed by unauthorized parties by taking appropriate precautions.

4. Remote Access to Systems and Email 4.1 Staff may not use personal email accounts as a means of transferring District

records containing confidential and/or personal information.

4.2 Where personal information is transferred by facsimile, staff members shall ensure that any facsimile machine used to transmit the information is not in a public place and that access to it is limited. In the event that non-District personnel have access to such machines, the staff member shall ensure that any images of the documents transmitted that may be stored by the machine are permanently and securely destroyed.

4.3 The District maintains systems through which staff may be granted access privileges permitting remote access to District records. All staff members with such privileges shall comply with the directives issued from time to time by the Chief Officer of Information and Technology concerning securely accessing and using the Systems.

4.4 Staff wishing to utilize District Systems at home are to only do so using secure devices issued by the Information Systems and Technology Department.

4.5 At a minimum, staff members using the systems, shall ensure that they:

4.5.1 Log off the systems or shut down computers when not in use.

4.5.2 Follow the Chief Officer of Information and Technology defined protocol(s)

for accessing the District systems through unsecured WIFI networks.


4.5.3 Set an automatic logoff to run after a minimum period of idleness.

4.5.4 Do not share the password for the systems with any other person, including

coworkers.

4.6 Staff members may not save any files containing District collected personal information to their home or personal computers.

5. Loss, Theft and Unauthorized Access

5.1 All staff members are responsible to immediately make a report to “immediate supervisor/principal, supervisor/principal to report to immediate supervisor” in the event that they become aware of any loss, theft or other unauthorized access to District records.




USE OF PERSONAL COMMUNICATION DEVICES (PCDs) Background Openness to new and future technologies and their educated use create opportunities for many constructive and positive uses that can aid the instructional process. Further, regulated use of some personal communication devices in the school and community may contribute to the safety and security of students and staff. However, unregulated use of such devices may pose a risk to personal safety, may disrupt instruction, may invade personal privacy and may compromise academic integrity. Procedures 1. Personal Communication Devices (PCDs) i.e. smart phones, are not to be operated during

regularly scheduled instructional time, or during any school sponsored activity, such as an assembly or talk by a guest speaker, unless such use facilitates the learning activity as permitted by the teacher. 1.1 Normally, PCDs are to be stored in silent mode during instructional and school

sponsored activities.

2. PCDs are not to be taken into test or examination settings, unless students have been given permission to do so.

3. PCDs are not to be used in settings such as change rooms, washrooms, private counseling rooms, that have the potential to violate a person’s reasonable expectation of privacy.

4. No images of students or staff in schools or at associated facilities or activities are to be uploaded to school, public or private websites without the written consent of the person or persons and/or their parents, in the photograph or video.

5. Students who bring PCDs to the school are expected to comply with all parts of Administrative Procedure 350 – District Student Code of Conduct. Students who consistently refuse to comply with the District’s procedures for use of PCDs in the school setting may be subject to disciplinary measures detailed in the school’s rules, as well as the steps outlined in Administrative Procedure 350. 5.1 Principals will use progressive discipline reflective of the age and maturity of the

student, any special needs, and the severity and frequency of the unacceptable conduct.

6. Principals, in consultation with staff and appropriate stakeholders (including the parents’

advisory councils), are to formulate and implement specific procedures at each school site.

7. In the event of an emergency, such as a lockdown or an evacuation, the principal will develop and inform the school community of the acceptable use of PCDs in that emergency situation.


8. PCDs are valuable electronic devices. The security and storage of these items is the sole responsibility of the owner/user. The District assumes no responsibility for the safety, security, loss, repair or replacement of PCDs. 8.1 PCDs which are taken temporarily from students by teachers or administrators must

be securely stored. Reference: Sections 6, 8, 17, 20, 22, 65, 85 School Act School Regulation 265/89 Adopted: November 17, 2020



USE OF SOCIAL MEDIA

Background Social media technology can serve as a powerful tool to enhance education, communication, and learning. This technology can provide both educational and professional benefits, including preparing District students to succeed in their educational and career endeavors. The District is committed to ensuring that all students and staff, who utilize social media technology for professional purposes, do so in a safe and responsible manner. The District strives to create professional social media environments that mirror the academically supportive environments of our schools. These procedures provide direction regarding recommended practices for professional social media communication between District employees, as well as social media communication between District employees and District students. In recognition of the public and pervasive nature of social media communications, as well as the fact that in this digital era, the lines between professional and personal endeavors are sometimes blurred, these procedures also address caveats for use of personal social media by staff. These procedures do not address student-to-student communication via social media. Each principal will provide instructions that are specific to student use of technology and social media. These procedures apply to all District employees at all locations. Definition Social media is defined as any form of online publication or presence that allows interactive communication, including, but not limited to, social networks, blogs, internet websites, internet forums, and wikis. Examples of social media include, but are not limited to, Facebook, Twitter, YouTube, Instagram, and Snapchat.

• Professional social media is a work-related social media activity that is either support services based or school based (e.g., a District principal establishing a Facebook page for his/her school or a District teacher establishing a blog for his/her class).

• Personal social media use is a non-work-related social media activity (e.g., a District employee establishing a Facebook page or a Twitter account for his/her own personal use).


Procedures

1. Professional Social Media Use 1.1. Maintenance of Separate Professional and Personal E-mail Accounts

1.1.1. District employees who decide to engage in professional social media activities must maintain separate professional (District email) and personal email addresses (gmail etc). As such, District employees must not use their personal email address for professional social media activities. The professional social media presence will utilize a District email address and must be completely separate from any personal social media presence maintained by the District employee.

1.2. Communication with District Students District employees who work with students and communicate with students through professional social media sites will follow these procedures: 1.2.1. Professional social media sites that are school based will be designed to

address reasonable instructional, educational or extra-curricular program matters: 1.2.1.1. On school-based professional social media sites that involve District

students, District employees will use the sites for professional purposes only. District employees are not to review any personal social media accounts created by their students.

1.2.2. Professional social media sites that are non-school based will have a reasonable relationship to the mission and function of the District organization creating the site.

1.2.3. District employees will inform their supervisor before setting up a professional social media presence and acknowledge they have read and understood Administrative Procedure 146 – Use of Social Media.

1.2.4. Professional District social media sites are to include language identifying the sites as professional social media District sites. For example, the professional sites can identify the District school, department or particular grade that is utilizing the site and be linked to the school website.

1.3. Guidance Regarding Professional Social Media Sites 1.3.1. District employees will treat professional social media space and

communication like a classroom and/or a professional workplace. The same standards expected in District professional settings are expected on professional social media sites.

1.3.2. District employees will exercise caution, sound judgment, and common sense when using professional social media sites.

1.3.3. District employees will use privacy settings to control access to their professional social media sites to ensure that professional social media communications only reach the employees’ intended audience. However, District employees are to be aware that there are limitations to privacy settings. Private communication published on the internet can easily become public. Furthermore, social media sites can change their current default privacy


settings and other functions. Employees are responsible for understanding the rules of the social media site being utilized prior to utilizing the site.

1.3.4. Professional social media communication must be in compliance with existing District administrative procedures, Board policies and applicable laws, including, but not limited to, prohibitions on the disclosure of confidential information and prohibitions on the use of harassing, obscene, discriminatory, defamatory or threatening language.

1.3.5. No personally identifiable student information may be posted by District employees on professional social media sites, including student photographs, without the consent of the students. If students are under the age of consent, their parents must consent.

1.3.6. Monitoring of Professional Social Media Sites 1.3.7. Employees using professional social media have no expectation of privacy with

regard to their use of such media. 1.3.8. Department/Program/District/Building administrators reserve the right to

remove, disable, and provide feedback regarding professional social media sites that do not adhere to the law or do not reasonably align with these procedures.

1.3.9. To assist in monitoring, as a recommended practice to the extent possible, the default setting for comments on professional social media sites is to be turned off or moderated regularly. If the default setting for comments is turned on, the comments on the site must be monitored on a daily basis by the user.

1.3.10. When establishing professional social media sites, staff will consider the intended audience for the site and consider the level of privacy assigned to the site, specifically, whether the site is to be a private network (for example, it is limited to a particular class or particular grade within a school) or a public network (for example, anyone within the school or a larger group within the District community can participate). It is a recommended practice for professional social media sites to be private networks, unless there is a specific educational need for the site to be a public network.

1.3.11. District administrators will maintain documentation of all reported non-compliant communications as well as any violations that are otherwise brought to the supervisor’s attention.

1.3.12. The Building Administrator/Department/Program/District shall maintain an up to date list of social media accounts created including administrative access, username and passwords.

1.3.13. Employees shall receive Building/Administrator/Department/Program/ District approval prior to setting up a social media accounts and platforms.

1.3.14. Building Administrator/Department/Program/District shall follow the District guidelines on acceptable District approved online applications.

1.4. Media Inquiries 1.4.1. Any media inquiries received via professional social media sites are to be

referred to the District Communications Manager.


2. Personal Social Media Use 2.1. Communication with District Students

2.1.1. In order to maintain a professional and appropriate relationship with students, District employees are not to communicate with students who are currently enrolled in District schools on personal social media sites.

2.2. Guidance Regarding Personal Social Media Sites Employees are to exercise caution and common sense when using personal social media sites: 2.2.1. As a recommended practice, employees are encouraged to use appropriate

privacy settings to control access to their personal social media sites. However, be aware that there are limitations to privacy settings. Private communication published on the internet can easily become public. Furthermore, social media sites can change their current default privacy settings and other functions. As a result, employees have a personal responsibility to understand the rules of the social media site being utilized.

2.2.2. District employees will not “tag” photos of other employees without the prior permission of the individuals being tagged.

2.2.3. Personal social media use, including off-hours use, has the potential to result in disruption at school and/or the workplace, and can be in violation of the Administrative Procedure 140 – Computer Access to Electronic Information.

2.2.4. The posting or disclosure of personally identifiable student information or confidential information via personal social media sites is prohibited.

3. Applicability of Board policies, District administrative procedures and other laws

3.1. These procedures provide direction intended to supplement, not supersede, existing Board policies and District procedures. Users of professional social media sites are responsible for complying with all applicable federal, provincial and local legislation.

3.2. These procedures are not designed to serve as a code of conduct for social media use. However, all existing Board policies and District procedures, and legislation that cover employee conduct may be applicable in the social media environment.

4. Additional Inquiries

4.1. This document is meant to provide general guidance and not cover every potential social media situation. Should any questions arise, please contact the Chief Officer of Information and Technology. As these procedures address rapidly changing technology, the District will regularly revisit these procedures and will update them as needed.

Reference: Sections 8, 17, 20, 22, 65, 85 School Act Freedom of Information and Protection of Privacy Act

School Regulation 265/89 Canadian Charter of Rights and Freedoms Canadian Criminal Code Copyright Act




COMMERCIAL ELECTRONIC MESSAGES (ANTI-SPAM)

Background Electronic messaging is one of the ways the District regularly communicates with parents, students, and staff. Generally, communications are limited to information sharing but occasionally, communication may encourage participation of a commercial nature including an expectation of profit, such as fund raising. Both email and website postings, and occasionally voice messages to telephones, are the electronic means for the District or a school to send and receive messages. Procedures 1. The principal will advise parents through the student registration form and a posting to the

website that the District and school communicates essential information electronically to parents and students. 1.1 Parents will be asked to provide an email address, which the District will understand,

is express consent to send Commercial Electronic Messages (CEMs). 1.2 Parents will be provided with an email address, school phone number and contact

name, to unsubscribe at any time. 1.3 The student registration form will also state that explicit consent to send CEMs

continues until the parent unsubscribes, or two (2) years after the student graduates – whichever comes first.

2. The principal will advise staff that the use of emails is primarily to share information where

there is no expectation of profit. When the CEMs have an expectation of profit, the principal must approve staff access to the email lists of parents, vendors, donors and supporters.

3. Only those persons or businesses with whom the District has explicit consent or implied consent through an ongoing relationship may be contacted by email when the expectation is for profit. Fund-raising is an example of a for-profit CEM.

4. The District does not share its email lists with external organizations or persons.

5. All CEMs from staff, or on behalf of the District, and/or using the District email system, must contain the unsubscribe notice. I would like to unsubscribe from receiving: 5.1 All messages from the Langley School District. 5.2 All promotional messages from the Langley School District. I will continue to receive

notification consisting of information about the programs, events and activities. Reference: Sections 17, 20, 22, 65, 85 School Act

School Regulation 265/89 Canada Anti-Spam Act


https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2019/01/Student-Registration-Form-Jan-11-2019.pdf

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2019/01/Student-Registration-Form-Jan-11-2019.pdf

Langley School District No. 35 Administrative Procedures Manual Page 1 of 4


SELF/PEER MEDIA EXPLOITATION

Background Student safety and the development of social responsibility is a priority in the District. Standards and guidelines are important to assist students navigating their way through internet and social media sites that contain inappropriate and illegal media usage. The District is committed to reducing and repairing harm, and to ensuring school safety. Possession, creation and/or distribution of pornography (self/peer media exploitation) is to be treated as a serious matter that could potentially result in escalating consequences that may include suspension or expulsion from the District. Possession, creation and/or distribution of child pornography may also result in criminal charges. Definitions Age of Consent (Sexual Activity): In Canada, anyone under the age of 16 cannot consent to sexual activity with an adult who is five (5) years older or more. For youth 12 and 13 years of age, the “close in age exemption” means the individual must be less than two (2) years older than the child. In addition, there can be no consent where one of the parties is in a position of trust or authority towards the child, or the relationship is otherwise exploitative of the child. Affected Youth: Youth whose image/video has been taken and/or distributed whether by themselves or others. Bystander: Youth who receive the distributed image/video and/or youth who are aware of the exploitative images/video. Child Pornography (as defined by the Criminal Code): A photograph, film, video or other visual representation that shows a person who is or is depicted as being under the age of 18 years and is engaged in or is depicted as engaged in explicit sexual activity, or the dominant characteristic of which is the depiction, for a sexual purpose, of a sexual organ or the anal region of a person under the age of 18 years. Distribution: The transmitting, publishing, making available, distributing, selling, advertising or the sharing of images/videos in any way. Exploitative Media: A photograph, film, video or other visual representation, whether or not it was made by electronic or mechanical means. Extent: This refers to breadth of distribution of an explicit image/video on a continuum; not distributed, limited distribution versus widespread distribution. Consideration for the number of people who have viewed the image, the number of people involved in the dissemination of the image as well as the extent of dissemination and overall implications and consequences.


Intent: Intent refers to the motivations behind the creation and/or sharing of explicit images/videos on a continuum; impulsive/no malicious intent, malicious intent may be present or clear malicious intent. Offending Youth: Youth who have taken and/or distributed an image/video of someone other than themselves. Nature: Nature refers to the seriousness of sexual explicitness of the images/videos on a continuum; images depict a child (under 18) partially clothed or clothed in undergarments, images depict a child (under 18) semi-nude, or involved in a sexual act, or images depict a child (under 18) semi-nude, or involved in a sexual act; OR the offending youth has multiple offences of this kind. Peer Media Exploitation: Often coined in the media as “sexting”, it is generally defined as youth creating, sending or sharing sexual images and/or videos with peers via the internet and/or electronic devices. Self/Peer exploitation usually involves exchanging images/videos through cell phone messaging, messaging apps, social networking.

Procedures 1. The principal is responsible for ensuring the District’s procedure regarding accessing,

possession and distribution of pornographic images and peer/media exploitation is followed consistently in all cases.

2. The principal is responsible for ensuring students and parents are advised that social media devices (eg. Cell phones, ipods, computers) may be subject to search and seizure at any time there are reasonable grounds to believe that self/peer media exploitation has occurred. This notification will be done annually through school agendas and posted on school websites. District documentation includes the District Code of Conduct and Fair Notice.

3. Regardless of where the information comes from (students, parents, RCMP, community agencies or an anonymous report etc.) it is the principal’s responsibility to investigate the allegations that a student may be in possession of or have been in the act of distributing child pornography.

4. If such allegations are brought forward after school hours (evenings, weekends, non-

instructional periods such as holidays), the principal should encourage the reporter to report the matter directly to the RCMP non-emergency line: 604-532-3200. If there is immediate danger to a child, the reporter should call 911.

5. For possession of adult pornography (possession of pornographic images of someone over

18 years), the principal is to:

5.1. Assess the nature of the images.

5.2. Have the student delete the images.

5.3. Notify parents.

5.4. Depending on the nature and intent of the offense the student may be subject to escalating interventions and consequences.

https://www.sd35.bc.ca/students-parents/district-code-of-conduct-dress-guidelines/

https://www.sd35.bc.ca/students-parents/safe-inclusive-schools/fair-notice/


6. For possession of child pornography (possession of pornographic images of someone under

18 years), the principal shall:

6.1. Secure the device.

6.2. Do not view or copy images/videos from devices.

6.3. Contact the school liaison officer/police.

6.4. In conjunction with the police, assess the nature of the images, the intent behind the creation/sharing of the images, and the extent of distribution. Identify relationships between parties. Remain objective and focus on the facts. Is this non-consensual picture sharing? Remember not to blame the affected youth or minimize the impact of the events. Consider if extortion, sextorion or threat related behavior is involved and whether to activate a Violent Risk Threat Assessment (VTRA).

6.5. If the police determine that an image is child pornography they will undertake further investigations and seize the device in question.

6.6. Notify parents of the affected and offending youth(s). Remember to consider any unique safety concerns before informing parents (for example, violence already in the home).

6.7. Notify and consult with the appropriate Assistant Superintendent.

6.8. After the police and school have determined criminal intent, an action plan is created by the principal or vice-principal and police.

6.9. Depending on the nature and intent of the offense, the student may be subject to escalating interventions and consequences.

6.10. Ensure the safety and emotional state of the affected youth. Continue to check in to see how they are doing throughout the process. Counselling supports should be offered to all parties (affected youth, offending youth and bystanders).

7. The primary intention of the consequence(s) is for the well-being of the students and school

culture. Where appropriate given the circumstances, harm reduction and restoration rather than punishment is advised. Nature, intent and extent will be considered when issuing consequences. If the actions are criminal in nature, the police will undertake investigations and liaise with school and District staff in regards to school responses.

8. Suspensions and other consequences require consultation with the Assistant Superintendent and are intended to reflect District Code of Conduct. Threat assessments, safety plans and other preliminary assessments may be used to assist in understanding both the offense and appropriate consequences and interventions.

9. Safety of affected youth impacted by the offense will be considered a priority in

consideration of consequences and interventions.

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/08/WVRA-Fillable-Langley-PDF.pdf



10. Determination of the consequence shall be determined by the nature (images depict a child

clothed or partially clothed in undergarments, nudity, sexuality depicted), intent (impulsive or malicious behaviour evident) and extent (level of distribution).

Reference: Sections 6, 8, 20, 22, 65, 85 School Act

Youth Justice Act Criminal Code of Canada Youth Criminal Justice Act (Canada)




COMMUNICATION WITH THE PUBLIC

Background Schools are only as strong as the support of the people of the community. To this end, the District shall keep the public informed regarding the District and school purposes, procedures, goals, objectives, and actions taken. The communication process is a two-way process and the District will make every effort to involve the community in discussions leading to decision making and will actively encourage community input and reaction at all times. Procedures 1. In the event that representatives of the news media are unable to attend a meeting of the

Board, they may, upon request, be provided with a summary of important Board actions. 2. The Superintendent shall make arrangements for reporting on news-worthy educational

matters and make releases to the news media of suitable material from time to time. 3. Individual schools are encouraged to inform the public, through various means, of events

and programs at the school level. 4. The Superintendent shall make arrangements to have a summary of the decisions and

reports from each board meeting to be posted on the District website. 6. Principals are encouraged to promote the formation of a Parents’ Advisory Council at their

schools. 7. Principals are encouraged to promote parental contact with their school by telephone or in

person. Reference: Section 8, 20, 22, 65, 85 School Act Freedom of Information and Protection of Privacy Act

Adopted: November 20, 1979 Revised: October 17, 1983; November 17, 2020


technology Administrative Procedure 151

MEDIA RELATIONS

Background The Superintendent has been given the responsibility to ensure positive internal and external communications are developed and maintained. The news media are an important vehicle through which the District keeps the electorate accurately informed and increases public awareness of education. Notwithstanding this, the District has an obligation to protect its students and staff from unwelcome intrusions into the operation of its schools. Procedures 1. Information releases, which accurately communicate the Board’s business to the public and

which may have potential political implications, may only be issued by persons authorized by the Board as per Policy 5 – Role of the Board Chair.

2. The Superintendent shall approve all District administrative information released to the media.

3. All media requests received at a school shall be directed to the Communications Manager.

3.1 This measure ensures the District is fairly represented given local, regional, provincial and national events and issues. It further builds awareness among media outlets that their first point of contact is the Communications Manager when covering stories of a contentious or sensitive nature.

4. The Communications Manager may contact local media to request coverage of special

events. 4.1 Principals wishing to gain coverage for special school events are to contact the

Communications Manager 5. Media representatives shall not be allowed to disrupt the normal operation of District Office,

a school or a class for the sole purpose of information gathering. This includes the interviewing of District employees and/or students during the regular school day.

5.1 Media representatives may be asked by the principal or District staff to leave the

premises or grounds where it is deemed to be in the best interests of the students and staff to do so.

Reference: Section 8, 20, 22, 65, 85, 177 School Act

Freedom of Information and Protection of Privacy Act Adopted: November 17, 2020



PARENTAL COMPLAINTS

Background The District is committed to the establishment of productive partnerships between parents and school staff members in support of student learning. School and District administrators are expected to work effectively with parents to respond to expressed concerns and to deal with complaints in a fair, just and timely manner. Procedures 1. When a complaint arises, the parent is requested to speak first with the employee involved

in an attempt to resolve the issue.

2. If satisfactory resolution to the concern is not achieved, the next step is to meet the employee's immediate supervisor.

3. If the parent is reluctant to speak first to the employee affected, the parent may contact a school or District office administrator to help resolve the issue. 3.1 Advice and support will be given to ensure that the concerns of all parties are

reviewed in an appropriate fashion. 3.2 The parent will be informed that the employee will be advised of the parent's

concern.

4. If the situation continues to be unresolved, the parent can raise the concern with an assistant Superintendent and, if unsatisfied with this response, the parent can appeal to the Superintendent.

5. Complete confidentiality respecting complaints cannot be guaranteed. Investigation and resolution of complaints will be disclosed to the employee or an agent of the District on a need-to-know basis.

6. The District will not respond to anonymous complaints except in instances where there are allegations associated with child welfare issues or criminal activities.

7. Parents who wish to initiate a formal appeal are to be referred to Board Policy 13 –Appeals Bylaw.

Reference: Sections 6, 11, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 11.8, 22, 26, 85, 91 School Act

Appeals Regulation 24/08 Administrative Tribunals Act Collective Agreements




EXTERNAL ORGANIZATION ACCESS TO STUDENTS

Background Numerous requests are made to the District to permit direct access to students in school or to approve the distribution of promotional information to students. Outside organizations' access to students is to be strictly controlled by allowing only material and information deemed appropriate to be circulated. Recognized charitable organizations and other organizations having educational or community service attributes may be allowed access to schools under this Administrative Procedure.

Procedures 1. Assemblies

1.1. Principals shall utilize the following considerations in determining speakers and other resources for assemblies during the instructional day. Whenever possible assemblies are to be part of a planned program involving consultation to ensure: 1.1.1. The activity is age-appropriate to the student audience. 1.1.2. There is sufficient lead time for staff awareness. 1.1.3. There is recognition of the disruption to the regular curricular program. 1.1.4. That if topics are of a sensitive nature, students and parents have the

opportunity for alternate activities. 1.1.5. That if topics are of a sensitive or political nature, there is a balance of

perspectives presented wherever and whenever possible. 1.1.6. Material or information is provided in an appropriate manner.

1.2. The Parents’ Advisory Council (PAC) and school staff are to be consulted regarding a general program of assemblies.

2. General Materials and Activities

2.1. These materials and activities include newsletters, posters, displays in hallways, displays and/or booths in hallways and foyers, and meetings and presentations before school, at lunch, after school or in the evening.

2.2. Displays, posters and newsletter information shall not promote: 2.2.1. Physical/emotional abuse, violence, or any other behaviour contrary to general

community values. 2.2.2. Utilization of narcotics, alcohol or tobacco products. 2.2.3. Material that utilizes profanity or racist or sexist language, symbols or images.

2.3. It is the District’s intent to strive to safeguard the students and their parents from money raising plans of outside organizations, commercial enterprises and individuals.


2.3.1. Outside organizations shall not be permitted to advertise events through the school or use the children to sell tickets except those jointly school-sponsored or school-approved parent-teacher activities. 2.3.1.1. This applies particularly to ticket sales and sales of articles or services

except those directly sponsored or handled by the school authorities. 3. Non-Profit Community Agencies

3.1. The following agencies or activities may approach individual principals to request dissemination of information:

3.1.1. Activities sponsored by municipal or regional governments. 3.1.2. Activities sponsored by public recreation associations. 3.1.3. Activities sponsored by the school or District PAC. 3.1.4. Activities/information provided by public post-secondary institutions. 3.1.5. Activities sponsored by recognized and established youth groups, fine arts

associations, athletic clubs and service organizations and cultural groups. 3.2. Principals may choose to include such information in newsletters or posters and

displays where time and space permit and/or when it is age-appropriate or appropriate to the school community in general and must align with District Mission, Vision and Values.

3.3. Principals shall not allow schools to act as registration locations during the school day. 4. Commercial Enterprises

The District recognizes that commercial organizations may offer many materials for use by teachers in the classroom. Some of these materials are of high educational value with little or no advertising emphasis. Other materials are primarily advertising and have only limited educational value. 4.1. In general, the District approves of the use of print or non-print materials from

commercial, political, religious, or other non-school sources which are of obvious educational quality, which supplement and enrich text and reference book materials for definite school courses.

4.2. Advertising materials of commercial, political, or religious nature are not to be displayed or distributed in the schools or on the school grounds or through District information distribution processes.

4.3. Program materials of the Langley City or Langley Township Recreation Commissions may be distributed to homes through students.

5. Organizations/Associations Related to Contemporary Social/Political Causes

5.1. Promotion of special interest and/or political causes shall not be included in school newsletters.

5.2. Displays, presentations and information booths regarding contemporary social and political issues shall only be permitted, at the principals’ discretion, at senior secondary schools during non-instructional time. Principals shall utilize the following procedures in addition to those listed in general procedures above.

https://www.sd35.bc.ca/our-district/vision-mission/

https://www.sd35.bc.ca/our-district/vision-mission/


5.2.1. There is recognition that students have less choice to be exposed to material that is in a public area of the school such as hallways, foyers and libraries. Generally, the higher the level of potential controversy surrounding a particular topic, the greater level of choice is to be given to the student to attend or view the material or presentation. In these cases, a specified classroom is preferable to a “public” area. If a classroom is chosen, an employee shall be present.

5.2.2. A balance of alternative viewpoints shall be provided wherever and whenever possible.

6. Charities

6.1. Charities may approach individual schools for access to students at non-instructional times. However, principals are to exercise discretion in the number of fund-raising charities permitted in any one school year, and are encouraged to consult with staff and PAC.

7. Media

7.1. Video, print, television and/or film access during non-instructional time shall be in a manner determined by the Principal in accordance with District direction.

8. District-Wide Access

8.1. Organizations requesting access over and above that provided in these procedures shall write to the Superintendent.

Reference: Sections 8, 17, 20, 22, 65, 85 School Act Freedom of Information and Protection of Privacy Act Adopted: December 3, 1973 Revised: July 5, 1979; October 17, 1983; November 17, 2020

Langley School District No. 35 November 17, 2020 Administrative Procedures Manual


POLITICAL ELECTIONEERING Background The political election process in British Columbia and Canada normally occurs every three to five (3 to 5) years. Schools are sometimes subject to solicitations from politicians and aspiring politicians. Procedures 1. Campaigning in District schools by individual candidates or parties for municipal, school

board, provincial, or federal elections is prohibited except that: 1.1 Principals may organize all-candidate forums or assemblies for educational purposes,

provided the attendance is by invitation and voluntary and all parties are given equal opportunity; and

1.2 School space may be rented after hours by a candidate or party on a commercial use basis.

2. The posting or distribution of campaign materials associated with elections on lands or

within buildings owned by the District is prohibited, except that campaign materials may be: 2.1 Posted and distributed in that portion of a school rented for a campaign meeting or

being used for an all-candidates forum; however, all political materials must be removed from school premises at the end of any such meeting.

2.2 Used as classroom teaching resources on the condition that support for an individual candidate or political party is not solicited.

2.3 Posted regarding school board elections as directed by the Board.

3. Political campaign materials and political literature in general may not be distributed through the school or sent home to parents although it may be used directly with those students attending meetings described in section 1 above.

4. The principal shall report to the Superintendent any unusual circumstances that may originate from these procedures.

5. The Superintendent may be requested to rule on extraordinary requests within the parameters of this administrative procedure. Any such occurrence will be reported to the Board as information.

Reference: Sections 17, 20, 22, 65, 85 School Act Local Government Act Adopted: November 17, 2020



EVENT PROTOCOL

Background The Superintendent has been given the responsibility to ensure positive external and internal communications are developed and maintained. Proper protocol is to be followed for events organized by schools. The Superintendent is to be informed whenever elected officials or dignitaries are involved in District or school events. The success of a District or school event depends largely on good planning, as well as having a defined agenda and purpose for the event. If the event is well planned protocols normally flow smoothly. Protocols will vary from one situation to another, depending on who is involved in the particular event. Accordingly, in the planning for an event, the order of introductions and speakers must be given special attention. Procedures 1. When organizing a public event at which dignitaries are present, introduce the most senior

dignitaries first: 1.1 Members of the Senate representing British Columbia 1.2 MPs (cabinet members first) 1.3 MLAs (cabinet members first) 1.4 Board Chair and Vice-Chair 1.5 Mayor 1.6 Other trustees and civic councilors 1.7 Senior administrators and heads of other organizations 1.8 Prominent community members

2. When organizing an event within the District schools, the introductions will take place in the following order: 2.1 Board Chair 2.2 Vice-Chair 2.3 Trustees in attendance 2.4 Superintendent, Assistant Superintendents, Secretary-Treasurer 2.5 Principal, Vice-Principal


3. When organizing the order of speakers, protocols dictate that the most senior dignitary speaks last.

4. Seating is to be arranged so that the most senior dignitary is closest to the podium at all times.

5. Trustees are to be introduced at all times.

6. Provision is to be made for trustees and other important guests to be greeted by staff or students.

7. As audience members, dignitaries are to be provided with reserved seating in the front row.

8. Provisions for parking are to be made for dignitaries and trustees.

8.1 When extending an invitation to Dignitaries for attending events. 8.2 Use your discretion. Typically extend an invitation for more significant events. 8.3 If the event is significant enough to invite the media, trustees should be invited. 8.4 If the event involves any “outside” dignitaries (Mayor, MLA, MPs), trustees must be

invited to attend. Similarly, if outside dignitaries are invited to speak, the Board Chair (or designate) must also be invited to speak.

8.5 If you are unsure whether to invite trustees, please discuss with your Assistant Superintendent or the Superintendent’s Executive Assistant.

9. The Office of the Superintendent is to be contacted if a representative of senior staff is

requested to attend a school event.

10. The trustee invitation and District Office notice is to indicate who will serve as the Master of Ceremonies (MC).

11. When no trustee is available to attend, the MC will be advised to express regrets on behalf

of the Board.

12. The Office of the Superintendent is to be contacted for further assistance. Reference: Sections 20, 22, 65, 85 School Act Provincial Government Protocol Federal Government Protocol Adopted: November 17, 2020



VISIT PROTOCOL

Background The Superintendent has been given the responsibility to ensure positive internal and external communications are developed and maintained. Proper protocol is to be followed for visits that occur within the District. Persons authorized to be on school premises include:

• District employees, trustees and persons on District business.

• Students regularly enrolled at the school (i.e. students who are not currently under suspension or expulsion from the school or District).

• Students and staff from other schools who are participating in school sponsored or sanctioned activities.

• Students, parents, and members of the public who are observing or participating in school-sponsored or sanctioned activities or events that are open to the public (including after-hours community use of facilities and grounds).

• Law enforcement officers in exercise of their duties. Procedures

1. Royal and Other Dignitary Visits

1.1 While rare, school boards or schools occasionally may be included in royal visits (including those of Canada’s Governor-General and/or British Columbia’s Lieutenant Governor); visits by the Prime Minister or Premier; senior cabinet ministers; ambassadors; or other prominent dignitaries. In such circumstances, the formal protocol of either the Government of Canada or Province of British Columbia takes precedent. Information on proper protocol in these special circumstances can be obtained from the Government of British Columbia. The Superintendent must be contacted in these instances.

1.2 In these circumstances, it is expected local event organizers will ensure trustees are properly recognized and included in the event whenever possible.

2. Special Visits

2.1 The District, in recognizing its responsibilities to share educational experiences, welcomes visitors to the school system.

2.2 Visits to schools by persons from outside the school system shall be arranged by such officials as the Superintendent may appoint. Such visits will be arranged in consultation with the principals and teachers concerned.

2.3 The Superintendent will extend to visitors, at District expense, such courtesies as they may deem desirable.


3. General Visits 3.1 All persons with legitimate business at the school are to proceed directly to the

school's main office and secure permission from the principal to remain on the premises. 3.1.1 Each principal shall post, at each main entryway to the school, a notice

summarizing this expectation and warning of possible criminal prosecution for the violation thereof.

3.2 The principal determines right of access to the school. Principals may have to restrict or refuse permission for an individual or group to visit the school.

3.3 Visitors must display some form of identification. Reference: Sections 20, 22, 65, 85, 177 School Act Provincial Government Protocol Federal Government Protocol Adopted: December 3, 1973 Revised: March 18, 1991; June 26, 2001; October 14, 2008; November 17, 2020


Administrative Procedure 156 Appendix

MAINTENANCE OF ORDER

Background The District encourages the appropriate use of its grounds and facilities by the public. Any person who disturbs or interrupts the proceedings of a school or official school function may be directed by a principal, vice-principal, or their designate, to leave the school premises. Any refusal to comply with such a directive may result in the principal, vice-principal, or their designate, requesting the assistance of the Langley RCMP to enforce compliance with such a directive. Access to school grounds or District property for purposes other than participating in a school-sponsored or community event, is prohibited to anyone from dusk to dawn. The District authorizes the RCMP to direct any person in violation of this prohibition to leave the school grounds or District property. Procedures

1. Trespassing on School Property

1.1. Trespassers must first be warned that they are trespassing on District property, and then asked to leave.

1.2. When a trespasser who has been warned refuses to leave the school grounds or building, the police is to be called to remove him/her.

1.3. The principal may, at his or her discretion, lay charges against the person(s) who refuses to leave the school property, or who returns to the school property after being warned.

1.4. Any trespass which results in the police being called or in charges being laid shall be reported to the Assistant Superintendent.

2. Disturbing or Interrupting School

2.1. The principal shall determine whether the proceedings of the school or school function are being disturbed or interrupted in accordance of Section 177 of the School Act.

2.2. If this is the case, the principal shall either attempt to bring the disturbance to an end or call the police to do so.

2.3. The decision whether or not to lay charges shall be that of the principal. 2.4. Any incident in which the police are called to a school or charges laid shall be reported

to the Assistant Superintendent. 3. Refusal to Comply

3.1. A person who does not comply with the request to leave by the principal may be issued an order under Section 177 of the School Act.

Reference: Sections 20, 22, 65, 85, 177 School Act Adopted: March 18, 1991 Revised: March 12, 2002; February 18, 2003; November 17, 2020






FLYING OF FLAGS BY SCHOOLS

Background All schools are required to fly the National Flag of Canada and the Provincial Flag of British Columbia from either exterior permanent poles or permanently attached horizontal or angled poles. Interior poles may be installed at the discretion of the principal. The District will follow the federal guidelines for displaying the National Flag as published by the Canadian Heritage Ministry of the Government of Canada. The District will adopt the Provincial Guidelines of the Protocol and Events Branch of the Government of British Columbia for the lowering (half-masting) of flags. Procedures

1. Flying the Flag

1.1. “The manner in which flags may be displayed in Canada is not governed by any legislation but by established practice. The rules applied by the federal government are in no way mandatory for individuals or organizations; they may serve as guidelines for all persons who wish to display the Canadian Flag and other flags in Canada.” From Protocol and Events Branch (Provincial)

1.2. Technical description 1.2.1. The National Flag of Canada is a red flag of the proportions two by length and

one by width containing in its centre a white square the width of the flag, with a single red maple leaf centred therein.

1.3. Dignity of the Flag 1.3.1. The National Flag of Canada is to be displayed only in a manner befitting this

important national symbol; it is not to be subjected to indignity or displayed in a position inferior to any other flag or ensign. The National Flag always takes precedence over all other national flags when flown in Canada. The only flags to which precedence is given over the Canadian flag are the personal standards of members of the Royal Family and of Her Majesty's eleven representatives in Canada (i.e. The Governor General and 10 Lieutenant Governors).

1.3.2. The National Flag of Canada is always to be flown on its own mast - flag protocol dictating that it is improper to fly two or more flags on the same mast (e.g. one beneath the other).

1.3.3. When the National Flag of Canada is raised or lowered, or when it is carried past in a parade or review, all present are to face the flag, men are to remove their hats, and all are to remain silent. Those in uniform are to salute.

1.4. Disposal of Flags 1.4.1. When a flag becomes tattered and is no longer in a suitable condition for use, it

is to be destroyed in a dignified way by burning it privately.

https://www.canada.ca/en/canadian-heritage/services/flag-canada-etiquette/flying-rules.html

https://www2.gov.bc.ca/gov/content/governments/organizational-structure/office-of-the-premier/intergovernmental-relations-secretariat/protocol

http://www.pch.gc.ca/progs/cpsc-ccsp/etiquette/2_e.cfm#precedence

http://www.pch.gc.ca/progs/cpsc-ccsp/etiquette/2_e.cfm#precedence


1.5. Obtaining Flags 1.5.1. National and Provincial Flags may be ordered through the Manager,

Purchasing and Logistics. The cost of the flag is paid from school funds. 1.6. Flagpoles

1.6.1. Flagpoles are divided into three categories: exterior permanent poles (located on buildings or on the adjacent grounds); exterior portable poles; and interior poles. Exterior permanent poles are to be fitted with a hoisting device such as a halyard and pulley arrangement to allow for flags to be easily changed and half-masted as required.

1.7. Obtaining Flagpoles 1.7.1. The Director, Facilities, Transportation and Capital Projects will manage the

supply and installation of flagpoles. The cost of the flagpole is paid from District funds.

2. Notification of when to lower flags

2.1. The Superintendent will notify schools when flags are to be lowered and when they are to be raised again.

2.2. Principals and Managers will advise their custodian when the flag is to be lowered and raised.

3. Procedure for flying flags at half-mast or during periods of mourning

3.1. The Federal Government and the provinces have established policies for flying flags at half-mast. This practice is not mandatory for individuals or organizations but is an adaptation of international usage and reflects long-standing custom in Canada. 3.1.1. Flags are automatically half-masted upon the death of an immediate member

of the Royal Family, and a current or former Governor General or Prime Minister.

3.1.2. Flags are automatically half-masted in British Columbia upon the death of a current or former British Columbia Lieutenant Governor or British Columbia Premier.

3.1.3. Flags are automatically half-masted on the following days: 3.1.3.1. April 28, Workers' Mourning Day. 3.1.3.2. Last Sunday in September, Police and Peace Officers' National

Memorial Day. 3.1.3.3. November 11, Remembrance Day. 3.1.3.4. December 6, National Day of Remembrance and Action on Violence

Against Women. 3.1.4. Flags may also be half-masted at the request of the Prime Minister and/or

Premier, for certain significant tragic events (at International, National or Regional levels).

3.1.5. Flags may also be half-masted (either District-wide or by Site) at the discretion of the Superintendent for significant local tragic events.


3.2. Half-masting for Mourning 3.2.1. Flags are flown at the half-mast position as a sign of mourning. The flag is

brought to the half-mast position by first raising it to the top of the mast then immediately lowering it slowly to the half-mast position.

3.2.2. The position of the flag when flying at half-mast will depend on the size of the flag and the length of the flagstaff. It must be lowered at least to a position recognizably "half-mast" to avoid the appearance of a flag which has accidentally fallen away from the top of the mast owing to a loose flag rope. A satisfactory position for half-masting is to place the centre of the flag exactly halfway down the staff.

3.2.3. On occasions requiring that one flag be flown at half-mast, all flags flown together are to also be flown at half-mast. Flags will only be half-masted on those flagpoles fitted with halyards and pulleys. Flags hung on buildings by horizontal or angled poles, without halyards, do not have to be half-masted or removed.

4. Current ‘Rules for Flying the Flag’ can be found at: https://www.canada.ca/en/canadian-

heritage/services/flag-canada-etiquette/flying-rules.html Reference: Sections 20, 22, 65, 85 School Act School Regulation 265/89

Provincial Protocol Federal Protocol

Adopted: March 28, 2006 Revised: November 17, 2020





OCCUPATIONAL HEALTH AND SAFETY (OHS) Background The District is committed to maintaining a safe working environment for all its employees by implementing and maintaining a comprehensive Occupational Health and Safety program which complies with the Workers Compensation Act and Occupational Health and Safety Regulation. Procedures 1. The Occupational Health and Safety Manager is responsible for:

1.1. Establishing and maintaining the District OHS Program. 1.2. Supporting administrators, managers and workers with carrying out their roles and

responsibilities in workplace health and safety. 1.3. Developing health and safety programs, education and training material to provide to

workers. 1.4. Ensuring the District Health and Safety Committee and Worksite Health and Safety

Committees are established and functioning. 1.5. Ensuring regular Joint Health and Safety Committee meetings and safety inspections

occur throughout the District, including buildings, grounds and equipment. 1.6. Maintaining workplace accident and incident reports, statistics and records.

2. Principals and Managers shall be responsible for:

2.1. Ensuring compliance with the Workers Compensation Act and WorkSafeBC Occupational Health and Safety Regulation.

2.2. Implementing the District OHS Program at their school/facility. 2.3. Ensuring employees are knowledgeable about and comply with the policies, work

practices and procedures in accordance with the Workers Compensation Act and Occupational Health and Safety Regulation.

2.4. Providing employees with the information, instruction, training and supervision necessary to ensure the health and safety of those employees in carrying out their work, and to ensure the health and safety of other employees at the workplace.

2.5. Establishing and maintaining appropriate procedures and work practices in compliance with the Workers Compensation Act and Occupational Health and Safety Regulation.

2.6. Providing any required Personal Protective Equipment (PPE) or clothing and ensuring employees are trained in the use, care and maintenance of PPE.

2.7. Ensuring that the building, facilities and equipment are maintained in a safe manner. 2.8. Ensuring unsafe acts and/or conditions are remedied without undue delay. 2.9. Ensuring investigations of workplace accidents and incidents are conducted without

undue delay and ensuring causes are identified and corresponding corrective

https://www.worksafebc.com/en/law-policy/workers-compensation-law/workers-compensation-act

https://www.worksafebc.com/en/law-policy/occupational-health-safety/searchable-ohs-regulation/ohs-regulation


measures are implemented and are effective in preventing a recurrence of a similar nature.

2.10. Ensuring adequate First Aid Attendant coverage, facilities and equipment at their school/facilities.

2.11. Responding to health and safety concerns identified by employees, worksite Health and Safety committees, or the District Health and Safety committee.

2.12. Consulting and cooperating with the Site-Based Committee. 2.13. Cooperating with WorkSafeBC Officers as they carry out a duty under the Act and/or

OHS Regulation. 2.14. Ensuring the Site Joint Health and Safety Committee meets monthly and that minutes

are posted for a minimum of 3 months. 3. Supervisors are responsible for:

3.1. Ensuring the health and safety of all employees under the direct supervision of the supervisor.

3.2. Correcting and/or reporting unsafe work practices and/or conditions. 3.3. Ensuring Personal Protective Equipment (PPE) or clothing is being used as required

and ensuring employees are trained in the use, care and maintenance of PPE. 3.4. Being aware of all known or reasonable foreseeable health or safety hazards in the

area where they work. 3.5. Consulting and cooperating with the Site-Based Committee. 3.6. Cooperating with WorkSafeBC Officers as they carry out a duty under the Act and/or

OH&S Regulation. 4. Employees are responsible for:

4.1. Complying with the District's safety policies, procedures and work practices. 4.2. Taking reasonable care to protect the employee’s health and safety and the health and

safety of other persons who may be affected by the employee’s acts or omissions at work.

4.3. Not entering or remaining at any workplace while their ability to work is affected by alcohol, a drug or other substance so as to endanger the person or anyone else.

4.4. Performing their duties in a manner that will not cause injury to themselves or endanger fellow employees, students and/or the general public.

4.5. Reporting or correcting any unsafe acts and conditions that they observe. 4.6. Using and maintaining approved personal protective equipment where required. 4.7. Reporting all work-related injuries to their supervisor and First Aid Attendant (where

applicable). 4.8. Promptly notifying their supervisor when equipment needs repair or replacement. 4.9. Complying with the Act and OHS Regulations.

5. Worksite Health and Safety Committees are responsible for:


5.1. Identifying situations that may be unhealthy or unsafe for workers and advise on effective systems for responding to those situations.

5.2. Considering and expeditiously dealing with complaints relating to the health and safety of workers.

5.3. Consulting with workers and the employer on issues related to occupational health and safety and occupational environment.

5.4. Making recommendations to the employer and the workers for the improvement of the occupational health and safety and occupational environment of workers.

5.5. Making recommendations to the employer on educational programs promoting the health and safety of workers and compliance with the OHS provisions and the regulations and to monitor their effectiveness.

5.6. Advising the employer on programs and policies required under the regulations for the workplace and to monitor their effectiveness.

5.7. Advising the employer on proposed changes to the workplace, including significant proposed changes to equipment and machinery, or the work processes that may affect the health or safety of workers.

5.8. Ensuring that accident investigations and regular inspections are carried out as required by the OHS provisions and the regulations.

5.9. Participating in inspections, investigations and inquiries as provided in the OHS provisions and the regulations.

5.10. Holding regular meetings at least once a month, keeping minutes and forwarding minutes to the District Health and Safety Department.

5.11. Carrying out any other duties and functions prescribed by OHS Regulation. 6. District Health and Safety Committee is responsible for:

6.1. Holding regular meetings at least once a month and keeping minutes. 6.2. Reviewing reports from Worksite Health and Safety committees. 6.3. Providing guidance and support to Worksite Health and Safety Committees and school

administrators. 6.4. Making recommendations to the District on educational programs promoting the health

and safety of workers.

Reference: Workers’ Compensation Act

Occupational Health and Safety Regulation

Adopted: June 7, 1974 Revised: October 15, 1984; April 25, 2006; November 17, 2020



SMOKE AND VAPE FREE ENVIRONMENT

Background Each employee, school visitor and student is to have the opportunity for full participation in employment, District activities and instruction, in an environment free of smoke or vapor from any substance. Definitions E‐cigarette means the following: A product or device, whether or not it resembles a cigarette, containing an electronic or battery‐powered heating element capable of vaporizing an e‐substance for inhalation or release into the air; or, a prescribed product or device similar in nature or use to a product or device described as above. E‐substance means a solid, liquid or gas: That, on being heated, produces a vapor for use in an e‐cigarette, regardless of whether the solid, liquid or gas contains nicotine; and, that is not a controlled substance within the meaning of the Controlled Drugs and Substances Act (Canada). School Property means property that is owned or leased by, or operated under the authority of the District, and is used for the purpose of delivering educational programs or other learning programs and includes real property and improvements, personal property and areas consisting of a sidewalk, boulevard or similar components that abuts school property. Vape/Vaping to inhale vapor from e-cigarettes or other devices that let you breathe in nicotine or other drugs as vapor rather than smoke. These devices heat up and vaporize liquids or solids so it can be inhaled by the user. Vapor Product means the following: An e‐cigarette; an e‐substance; or, a cartridge for, or a component of, an e‐cigarette. Procedures 1. Consistent with the Tobacco and Vapor Products Control Act and the Tobacco and Vapor

Products Control Regulation, the District prohibits the smoking of any substance (including the smoking of cannabis) and the use of vapor products (including cannabis vapor products) at any time or in any place on school property or used for school purposes, including in vehicles in parking lots or in any District buildings or vehicles.

https://laws-lois.justice.gc.ca/eng/acts/c-38.8/


2. All elementary, middle and secondary schools will develop an implementation plan for smoking prevention education based on existing Ministry of Education curriculum and support materials with the desired goals of preventing students from starting to smoke/vape and of reducing the number of established smokers among District students.

Reference: Sections 6, 17, 20, 22, 26, 65, 85 School Act Tobacco and Vapour Products Control Act

Tobacco Damages and Health Care Costs Act School Regulation 265/89 Controlled Drugs and Substances Act

Tobacco and Vapour Products Control Regulation

Adopted: June 5, 1986 Revised: March 18, 1991; April 21, 1998; May 18, 1999; March 12, 2002; March 12, 2019; November 17, 2020


Administrative Procedure 162 – Appendix

SMUDGING / PIPE CEREMONIES

Background The District recognizes the spiritual needs of the Indigenous community. The District recognizes that smudging and the use of herbs and tobacco are a part of the Indigenous traditional way of life and are, therefore, permitted in District schools, subject to proper safety measures. Definition Smudging is a common Indigenous cultural practice which involves the burning of sage, sweetgrass and/or cedar. Smudge produces a distinct odour, but the smoke associated with it is minimal and lasts a very short time. A smudge is burned to cleanse the body, mind and spirit. Procedures 1. If smudging is to take place in a District building, principals/supervisors must ensure staff

understand the associated protocols and importance of smudging and pipe ceremonies as part of the Indigenous traditional way of life.

2. If smudging is to take place in a District building it will be in a designated area.

3. Any areas designated as smudging areas are to be in a well-ventilated area. 4. When smudging ceremonies are completed, the materials must be fully extinguished and

disposed of in an appropriate manner. Smudge remnants shall not be placed in trash receptacle.

5. Tobacco is used in pipe ceremonies and only by a pipe carrier. Reference: Sections 6, 17, 20, 22, 26, 65, 85 School Act Tobacco and Vapour Products Control Act Tobacco Damages and Health Care Costs Recovery Act Controlled Drugs and Substances Act School Regulation 265/89 Tobacco and Vapour Products Control Regulation

Truth and Reconciliation Commission Report Calls to Action Adopted: November 17, 2020



CONSUMPTION OF ALCOHOLIC BEVERAGES OR IMPAIRING SUBSTANCES

Background The District supports the philosophy that schools are primarily for the use of children and that this use is incompatible with the consumption of alcohol or impairing substances on District property. Accordingly, the District strictly prohibits all persons from possessing, manufacturing, offering for sale, selling, distributing, consuming, or using alcohol or impairing substances while on school property. Definitions: Impairing substance(s) means any substance that is ingested, consumed or otherwise taken, that changes or adversely affects the way a person thinks, feels or acts. The definition of impairing substances includes, but is not limited to, alcohol, cannabis, illicit drugs and medications with impairing effects. School property means property that is owned or leased by, or operated under the authority of the District, and is used for the purpose of delivering educational programs or other learning programs, and includes real property and improvements, personal property and areas consisting of a sidewalk, boulevard or similar components, that abuts school property. Procedures 1. The serving of alcohol is not approved by the District in school buildings or on school

grounds. Requests to use school buildings and/or grounds for social purposes may be approved in accordance with normal procedures only if the serving of alcohol is not involved.

2. To assist students to realize that alcohol is neither a healthy nor necessary part of social activities, requests for the rental of space within schools or school grounds shall be routinely refused if the activities in that space will involve the serving of alcohol.

Reference: Sections 6, 17, 20, 22, 26, 65, 76, 85 School Act Liquor Control and Licensing Act School Regulation 265/89

Adopted: January 3, 1980 Revised: January 23, 1984; March 12, 2019, November 17, 2020



NUTRITION

Background The Langley School District recognizes the important role nutrition plays in student development and recognizes the responsibility of the school to encourage healthy lifestyles in cooperation with the home and community. The purpose of this administrative procedure is to establish guidelines for food sales and distribution in schools. Procedures 1. Administrators need to be aware of the classification of the three foods and promote those

foods in the green category. • Green – “Choose most” • Amber – “Choose sometimes” • Red – “Choose Least”

2. Schools will be provided with guidelines containing the classifications with examples of commonly sold or consumed foods and beverages and other healthy alternatives. Schools can refer to the guidelines to assist them with the implementation of this administrative procedure.

3. It is the principal’s responsibility to ensure that a plan is in place to eliminate all foods in the red category during school operational hours. Foods at school: 3.1. Parents should be encouraged to provide a recess snack and lunch for their children,

following Canada’s Food Guide to Eating Well. 3.2. When foods are provided as a reward or for a celebration, foods from the “Choose

Sometimes” or the “Choose Most” categories of the Guidelines for Food and Beverage Sales in BC Schools issued by the Ministries of Education and Health should generally be served to students, at the discretion of the principal.

3.3. School fund-raising efforts should avoid the sale of foods listed in the “Not Recommended” or “Choose Least” categories of the Guidelines for Food and Beverage Sales in BC Schools.

3.4. Parent Advisory Committees, when holding events that offer food at schools, are encouraged to follow the Guidelines for Food and Beverage Sales in BC Schools Administrative Procedures Manual | Section 100 | General Administration 164 – Nutritional Foods in Schools – Last Revised: June 2018 3.5 Schools will make every effort to comply with the Guidelines for Food and Beverage Sales in BC Schools for all foods and beverages available to students through:

• Cafeterias

• Instructional programs such as the Career Preparation Programs in Food Services. Curriculum requirements may take precedence over the Guidelines for Food and Beverage Sales in BC Schools.

https://food-guide.canada.ca/en/

https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/healthyschools/2015_food_guidelines.pdf


• Beverage and snack vending machines

• School stores

• Other events or locations where food is served 4. School Meal Programs

4.1. Lunch (snacks) Meal Programs will follow the standards established by the Ministry of Education, Canada’s Food Guide to Healthy Eating.

4.2. Breakfast Programs provided by various community organizations will follow the standards established by the Ministry of Education, Canada’s Food Guide to Healthy Eating






EMERGENCY PREPAREDNESS

Background Emergencies effecting school facilities, school buses and/or District transport that may prohibit the intended use for an unspecified period of time, may include:

• Earthquake • Fire • Hazardous material accident/spills • Threats to schools (e.g. bomb threat) • Violent physical incident or threat • School bus accident • Weather

The District recognizes the importance of being prepared for various types of emergencies, both natural and human caused, that could occur while school is in session, necessitating the need to develop appropriate plans and procedures to deal with such emergencies at school facilities or involving school buses/District transport. To this end it is important that students, employees and parents be knowledgeable about the various emergency plans and procedures and to be prepared if such an emergency occurs. In developing and carrying out emergency plans, concern for human life and safety must prevail over concern for property. The emphasis must always lie on prevention and forethought; not merely on procedures for coping with emergencies that do occur. Definition An emergency is a sudden, unexpected occurrence requiring immediate action to stabilize a situation. Procedures 1. The Superintendent directs that emergency plans and procedures be developed,

implemented and maintained for all school facilities, the District office complex and school buses, and that: 1.1 All employees shall be informed about the emergency plans and procedures to be

followed at their work site, to ensure their safety and the safety of others. 1.2 Students and employees shall practice the emergency procedures implemented at

their school or work site. 1.3 Parents’ Advisory Councils shall be advised of the emergency procedures developed

at the school(s) where their child(ren) are attending.


1.4 If materials and supplies beyond those normally provided by the District are to be kept on hand to augment the school emergency procedures, then it shall be the responsibility of each principal to obtain and maintain such supplies in good order.

1.5 This administrative procedure shall be reviewed annually. 2. Emergency

2.1 In the event of an emergency, employees are expected to remain at their worksite to ensure the safety and security of students under their care and/or the school’s care until otherwise directed by the principal (or person in charge); those employees who have a child(ren) in other schools are to have arrangements in place for the care of their child(ren) by others until they can be released from their duties.

2.2 All emergencies impacting on the normal operation of a school facility or a school bus transporting students are to be immediately reported to the superintendent, indicating the nature and location of the emergency and people involved, including type and severity of possible injuries and if assistance of District staff is required.

2.3 The superintendent will: 2.3.1 Provide appropriate direction regarding the specific emergency, from a

command centre located at the District Office, as required. 2.3.2 Liaise with local government agencies according to the type of emergency,

including the police, local fire departments, hospital officials, social services and if the severity of the emergency warrants, the City or Township Emergency Program Coordinator.

2.3.3 Appoint the Communications Manager as the media liaison to ensure prompt and accurate information is released when appropriate, rather than District employees making isolated comments or opinions that might cause unnecessary anxiety concerning the particular incident.

3. Planning

3.1 The principal shall be responsible for the administration and maintenance of the Emergency Preparedness Plan at their school.

3.2 The Secretary-Treasurer shall be responsible for the administration and maintenance of a school bus emergency preparedness plan.

3.3 An emergency preparedness plan is to be developed and maintained for each facility and as part of the plan, the following must be considered for each type of occurrence: 3.3.1 Method of evacuation, primary and secondary routes of egress. 3.3.2 Number of physically challenged people requiring assistance to evacuate

the facility/school bus including wheelchair bound students, employee(s) and visitors.

3.3.3 First aid treatment, including qualified first aid attendants and supplies.


3.3.4 Personal care, including appropriate supervision, psychological counselling as required, arrangements to provide nourishment, alternate washroom facilities.

3.3.5 Time of day. 3.3.6 Potential for inclement weather conditions. 3.3.7 Potential facility site, interior and exterior hazards, including:

3.3.7.1 Natural gas and propane service lines and shut off valves. 3.3.7.2 Storage of chemicals and flammable materials. 3.3.7.3 Power lines, to building facilities. 3.3.7.4 Water mains, septic systems to building. 3.3.7.5 Location and height of interior storage, including size and

materials stored. 3.3.7.6 Location of combustible artwork displays and teaching materials

that are attached to classroom and school hall walls. (must not exceed 20% of the area of the wall)

3.3.8 Method of accounting for whereabouts of students, staff and visitors. 3.3.9 Inventory of neighborhood hazards, resources and temporary shelter sites.

(available for District schools from the Manager, Health and Wellness) 3.3.10 Release of employees from their work responsibilities after an emergency

occurs to attend to personal affairs. 3.3.11 Emergency communication in the event of a power failure, including the use

of a “power fail” telephone connection in the school office. 3.3.12 Accessing school-based emergency supply kits.

3.4 Practice emergency drills are to be conducted on a regular basis for students and employees to implement their evacuation from the facility/bus without difficulty.

3.5 Principals/supervisors are to ensure each employee under their direction, i.e. teachers, teacher assistants, clerical staff, custodians, maintenance employees, transportation employees, are aware of the emergency preparedness plans for each identified emergency that could affect their work and work site.

3.6 Emergency preparedness plans are to be filed with the superintendent and reviewed annually to ensure the readiness of plans.

3.7 At the commencement of each school year, principals of each school shall direct parents to the school-based website which outlines the school's emergency preparedness plan and procedures.

3.8 An emergency evacuation drawing shall be posted at the entrance/exit of each District building and room, displaying the primary evacuation route to the outside assembly area.


3.9 The school emergency preparedness plan is to be easily identifiable and located in

the school office for access by all school employees, as well as any other location(s) deemed necessary, identifying and outlining each school staff’s particular responsibility(s) in an emergency.

Reference: Sections 17, 20, 22, 65, 85 School Act

Emergency Program Act School Regulation 265/89 School Earthquake Safety Guidebook Adopted: February 5, 1990 Revised: November 17, 2020



FIRE DRILLS

Background The Fire Services Act requires that a system of fire drills be adopted and practiced by all persons in every school. Procedures 1. Inspections

1.1. Fire safety inspections shall occur twice in each school year at each school/site. This is to be completed by the principal or site supervisor in conjunction with the fire marshall. The Manager, Health and Wellness shall assist when requested.

2. Fire Drill Procedures

2.1. Fire drill and evacuation procedures shall be established in each school/site. 2.2. Drill procedures at schools shall include:

2.2.1. A first aid kit being taken to the command post. Emergency medical forms and supplies shall be kept close to or within the emergency first aid kit.

2.2.2. Classroom doors and windows being closed. 2.2.3. Quiet, orderly and purposeful evacuation. 2.2.4. Reporting procedures to the command post.

3. Fire Drills – Times

3.1. As per the BC Fire Code, fire drills shall be held as follows: 3.1.1. Three (3) drills between September and January 31, with the first being no later

than September 30. 3.1.2. Three (3) drills between January 31 and June 30.

Reference: Sections 17, 20, 22, 65, 85 School Act B.C. Fire Code Fire Services Act School Regulation 265/89 Adopted: November 17, 2020




BOMB THREATS

Background The District has a responsibility to ensure the safety of students, staff and visitors in all District facilities. All bomb threats are to be taken seriously and appropriate action taken. Procedures 1. The principal is to sound the alarm and evacuate the building upon receipt of an immediate

bomb threat to the school. The R.C.M.P., the Fire Department and the Superintendent's office are to be notified immediately thereafter.

2. The principal may choose not to evacuate the school upon receipt of a delayed bomb threat.

The R.C.M.P., the fire department and the Superintendent's office are to be notified immediately.

3. The R.C.M.P. is responsible for the search of the building. No suspicious objects are to be

touched by anyone until investigated by the R.C.M.P. 4. The school is not be entered after evacuation until clearance has been given by the R.C.M.P. Reference: Sections 17, 20, 22, 65, 85 School Act School Regulation 265/89 Adopted: November 17, 2020


Administrative Procedure 165 – Appendix C

EARTHQUAKE DRILLS

Background Federal, provincial and local emergency management experts and other official preparedness organizations all agree that “Drop, Cover and Hold On” is the appropriate action to reduce injury and death during earthquakes. Procedures 1. Classroom earthquake drills shall be held at least twice each year, once in September and

once in January.

2. Full evacuation earthquake drills shall be held at least annually, during Emergency Awareness Week (first week in May).

3. The DROP, COVER AND HOLD method will be immediately deployed when earthquake drills are announced over the public address system or at the onset of a seismic event.

4. Upon completion of each earthquake drill, an evaluation of the drill through debriefing of staff, including students and/or parents as appropriate, is to be conducted, with any improvements needed documented for future reference.


Emergency Program Act School Regulation 265/89 Adopted: November 17, 2020


Administrative Procedure 165 – Appendix D

VIOLENCE THREAT RISK ASSESSMENT

Background The District is committed to creating and maintaining an environment in schools where students, staff, parents, and others feel safe. The District has established a protocol for responding to student threats and associated high risk behaviours.

Definitions High Risk Behaviours: High Risk Behaviours express an intent to do harm or act out violently against someone or something. They may be, but are not limited to, possession of weapons, bomb threats, fire setting, and threats to kill or injure others. Threats may be written, verbal, posted on the Internet, or made by gesture. They may be direct, indirect, conditional, or veiled. Immediate Risk Situations: Immediate Risk Situations are those situations that present immediate danger and require immediate police intervention, such as when a student is making a threat and is in possession of a weapon. Stage One:

• Immediate risk reducing interventions • Incident screening • Data collection • Formation of the school based VTRA team • Consult with District Principal Student Support Services

Stage Two (often combined with Stage One):

• School based VTRA team, in coordination with any community partners, continue data collection, interviews and further risk reducing interventions.

• Completion of VTRA documentation.

Stage Three: • Long term intervention plan (within the school and the community) • Thirty day follow-up meeting, continue monitoring and adjusting supports and services

as needed.

Procedures 1. Reporting

1.1. Any person in a school having knowledge of high risk student behaviour or having reasonable grounds to believe there is a potential for high risk behaviour shall immediately report the information to the principal.


1.2. In consultation with the school’s VTRA Team (trained administrator, police officer and counsellor) and the District Principal of Student Support Services, the principal will activate the Violence Threat Risk Assessment Protocol.

1.3. No action shall be taken against a person who makes a report unless it is made maliciously or without reasonable grounds.

1.4. In cases where a report is made maliciously, the person shall be dealt with according to District administrative procedures and the law, where applicable.

2. Fair Notice

2.1. Prior to any Violence Threat Risk Assessment Protocol being implemented, all students, staff, and parents shall be provided with information about the protocol and procedures so that "fair notice" is given that threat behaviour will not be tolerated.

2.2. The principal shall take the lead to ensure that students, staff, and parents are aware of the Violence Threat Risk Assessment Protocol and that a consistent message is given regarding the use of the protocol.

3. Duty to Respond

3.1. Principals shall respond to all high risk/threat related behaviours. All high risk behaviours shall be taken seriously and assessed accordingly.

4. Immediate Risk Procedures

4.1. These are matters for immediate police intervention. 4.2. The principal shall contact the police immediately and take steps to ensure the safety

of all those in the school by activating established procedures such as school evacuation or school security (such as lock down or hold and secure).

4.3. The principal shall notify the Superintendent or designate following initial police contact.

5. High Risk Behaviours

5.1. In consultation with the school’s VTRA Team (trained administrator, police officer and counsellor) and the District Principal of Student Support Services, the principal may activate the Violence Threat Risk Assessment Protocol.

5.2. The District Principal, Student Support Services, will initiate the Community VTRA Protocol, which includes ascertaining whether or not the student who made the threat is already connected through current services or past contact. If a community partner is connected to the individual or their family, they may be able to share pertinent information with the VTRA Team and/or be invited to participate in the formal VTRA process as well.

5.3. The principal shall notify the parents of the student making the threat at the earliest opportunity as well as the parents of those students against whom the threat was made. Parents may become an integral part of the initial risk assessment process.

5.4. Stages one and two (stages one and two are often combined) of the Violence Threat Risk Assessment Protocol will guide the process from initial assessment, to planning interventions to decrease risk, to plans for re-entry to school if a suspension has occurred.

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/08/WVRA-Fillable-Langley-PDF.pdf

http://bcsd73.fileprosite.com/contentengine/Link.aspx?ID=3735


5.5. During the VTRA process, if the data suggests that a student who has made a threat poses a medium to high risk, the team will continue on to Stage Three of the Violence Threat Risk Assessment.

6. Duty to Victims and Others

6.1. The principal shall ensure that appropriate support is provided to those against whom threats have been made.

6.2. The principal shall notify school staff, and the wider community, where appropriate, and if deemed necessary, within a reasonable time period, when the protocol has been activated as a result of high risk behaviour.

7. Students Requiring Special Consideration

7.1. When dealing with students under twelve years of age, students with special needs, or other exceptional students, accountability/maturation issues and cognitive abilities shall be taken into consideration.

7.2. Since these students can still pose a risk, Worrisome Behaviour Planning or the Stage One Violence Threat Risk Assessment Protocol will still be activated.

7.3. The principal and the District Principal, Student Support Services shall determine police involvement.

8. Threat Assessment Incident Report

8.1. Following the completion of any Violence Threat Risk Assessment Protocol (and any subsequent data, assessment and intervention planning documents) are to be sent to the District Principal, Student Support Service. A copy of the assessment should remain in the school in the principal’s confidential files. Completed assessments should not be placed in the student’s file. Instead, the place holder page found in the assessment shall be completed and put in the student’s file.

Reference: Sections 17, 20, 22, 65, 85 School Act School Regulation 265/89 Adopted: November 17, 2020



PANDEMIC RESPONSE

Background The District, in cooperation with the provincial government and the Fraser Health Authority, supports efforts to minimize a pandemic and its disruption to the operational activities of the District. Administrators and staff are expected to ensure the most effective and efficient use of resources for the maximum benefit and protection of students, staff and facilities. Procedures 1. In the event that the Fraser Health Authority identifies evidence of a significant infectious

disease outbreak in the region, the Superintendent has the authority to make final decisions regarding crisis response. When a state of emergency is declared by a Ministry of the Government, that particular Ministry will have such authority.

2. The Superintendent will communicate the District’s Pandemic Response Plan to ensure that members of administration and staff are familiar with roles and processes in the event of an outbreak.

3. In accordance with directives emanating from federal and provincial authorities and the consequent circumstances that may prevail, the Superintendent may temporarily suspend the District’s current practices and operating guidelines.

Reference: Sections 17, 20, 22, 65, 85 School Act School Regulation 265/89 Adopted: November 17, 2020

https://www.fraserhealth.ca/



ANTI-HARASSMENT AND ANTI-DISCRIMINATION Background The District is committed to providing an educational environment that is safe, welcoming, respectful and affirming for all students, families and staff. The District recognizes and values diversity within the community and all schools foster and promote inclusive and accepting cultures throughout the District. For these reasons the District will strive to promote safe environments, free from fear, harassment and discrimination by engaging in pro-active strategies, procedures and education to ensure that all students, employees and families are equally welcomed and included in all aspects of education and school life, and treated with respect and dignity. The purpose of this Administrative Procedure is to define inappropriate behaviours and actions in order to prevent discrimination and harassment. Procedures 1. Any communication or behaviour (which may include but is not limited to assault, bullying or

harassment) that deliberately degrades, denigrates, labels, stereotypes, incites hatred, prejudice and discrimination towards students on the basis of one’s real or perceived sexual or gender orientation, appearance, capacity, disability, ethnicity or religion, or for any other reason, will not be tolerated. This also includes making gestures, publishing or displaying anything that would indicate an intention to discriminate against an individual or group, or expose them to contempt or ridicule.

2. The District recognizes that students who are facing gender and sexual diversity issues

(Lesbian, Gay, Bi-Sexual, Transgender, Questioning) face a unique set of challenges within our schools and communities. Individuals who are dealing with, or those perceived to be dealing with, issues of gender identity, gender expression, inter-sexuality or sexual orientation, as well as their families, are frequently the targets of homophobic, trans-phobic and/or heterosexist behaviours. This may have profound social consequences including discrimination, harassment, physical and sexual violence, social and emotional isolation, substance abuse, homelessness, school truancy and drop-out, self-harm and suicide.

3. The District and all schools shall specifically include the prohibition of any derogatory

language and behavior in their Codes of Conduct. Behavioural expectations and Codes of Conduct shall be communicated and distributed to all students, staff and parents in written form at the beginning of each school year.

4. Each member of the school community is to share the responsibility of modeling respectful

conduct regardless of perceived differences and is to refuse to tolerate any form of discrimination. All members of the community shall have the individual and collective responsibility to identify and act upon discriminatory attitudes and behaviours and strive to eliminate systemic inequities and barriers. Any staff member who violates or does not follow


this Administrative Procedure may also be subject to remedial or disciplinary action, up to and including termination.

5. All members of the school community, including students, staff, parents and volunteers are

expected to uphold this Administrative Procedure in the interest of student safety and well-being.

6. The right to confidentiality will be respected in accordance with the Freedom of Information

and Protection of Privacy Act, S.B.C. 7. The District vision encompasses the principles of an inclusive and accepting culture where

every child belongs and there is respect for diversity. 7.1. In order to attain this vision, all members of the school community are encouraged to

model respectful and inclusive conduct and to refuse to tolerate any form of discrimination and/or harassment.

7.2. The District will promote practical strategies and guidelines to ensure that all students, staff and families feel welcomed and included in all aspects of education and school life and are treated with respect and dignity.

8. District, Principal and Staff Responsibilities:

8.1. The District will provide opportunities for school communities to increase awareness of the impact of harassment and discrimination on individuals.

8.2. The District will provide opportunities for staff to increase their knowledge and skills in promoting respect for human rights, supporting diversity and addressing harassment and discrimination in schools.

8.3. The District and all schools will include in Codes of Conduct, specific statements that prohibit language or behavior that degrades or incites hatred, prejudice, discrimination or harassment towards any individual or group. Such language or behavior will not be tolerated and may be subject to disciplinary action.

8.4. The District will take action when there is evidence of, or an actual complaint, of discrimination and/or harassment.

8.5. The District will distribute procedures for investigating and addressing incidents of harassment and/or discrimination.

8.6. The District will build greater awareness of, and responsiveness to, the harmful effects of isolation resulting from homophobic and/or trans-phobic discrimination.

8.7. Principals will inform students on how and when to report incidents of harassment and/or discrimination.

8.8. Principals will support formal and/or informal Gay/Straight Alliance (GSAs) groups in schools.

8.9. Staff have an obligation to intervene in any interaction involving the use of harassing, discriminatory or homophobic statements, comments and behaviours, regardless of the speaker’s intentions and to convey that such comments are against policy and will not be tolerated. Education about the harmful impact of such language and behavior will be emphasized and encouraged, alongside any discipline deemed necessary.




8.10. Staff will support any student or groups of students that request help and support for any issues of harassment or discrimination.

9. Education and Awareness:

9.1. The District will work continuously to educate all members of the school community (including students, staff and parents) to prevent discrimination based on any real or perceived differences.

9.2. The District will support multi-cultural, anti-racist, anti-homophobic and human rights education infused into all curricula.

9.3. School staff will support developmentally appropriate activities and provide resources that promote knowledge and skills developing respect for, as well as eliminating racism, discrimination and homophobia, for all people.

9.4. Learning and library resources will affirm human diversity as a fundamental component in our society.

Reference: Sections 8, 8.4, 8.5, 20, 22, 65, 85, 177 School Act

Human Rights Code Multiculturalism Act Canadian Charter of Rights and Freedoms Canadian Human Rights Act Criminal Code of Canada Collective Agreements Freedom of information and Protection of Privacy Act

Adopted: June 6, 2000 Revised: October 28, 2014; April 14, 2015; November 17, 2020



FREEDOM OF INFORMATION AND PROTECTION OF PRIVACY REQUESTS

Background The District recognizes that all procedures for the collection and storing of information by District staff in the course of affairs and procedures regulating the release of information to other parties must comply with the requirements of the Freedom of Information and Protection of Privacy Act (FOIPPA). The purposes of FOIPPA and this Administrative Procedure are to:

• Allow any person a right of access to the records in the custody or under the control of the District, subject to limited and specific exceptions as set out in the Act.

• Control the manner in which a public body may collect personal information from

individuals, to control the use of that information, protect the privacy of that information, and to control the disclosure of that information by the District.

• Allow individuals, subject to limited and specific exceptions as set out in the Act, a right

of access to personal information about themselves that is held by the District. • Allow individuals a right to request corrections to personal information about

themselves that is held by the District.

• Provide for independent reviews of decisions made by the District under the Act and the resolution of complaints under the Act.

The Board of Education has designated the Superintendent as the official head of the District for the purpose of the Freedom of Information and Protection of Privacy Act. Procedures 1. The Secretary-Treasurer is designated the coordinator for the purposes of the Freedom of

Information and Protection of Privacy Act and is responsible for ensuring that the District complies with the provisions of the Act. 1.1. The Secretary-Treasurer shall maintain a chronological log of all FOIPPA requests

which shall include: 1.1.1. The date requested, name of requester, information sought, date of response

and the information given. 2. The coordinator is hereby empowered to fulfill the duties described in the Freedom of

Information and Protection of Privacy Act which include the establishing of procedures and practices to ensure compliance with the legislation. The Secretary-Treasurer shall:



2.1.1. Conduct orientation and training sessions on the legislation and related District practices.

2.1.2. Establish standards for administrative, technical and physical safeguards to ensure the confidentiality of records and personal information under District control.

2.1.3. Administer all requests and reports under the Act. 3. When fees are to be levied under the Freedom of Information and Protection of Privacy Act,

the rates adopted by the Government of British Columbia, as specified in the Freedom of Information and Protection of Privacy Act Regulation shall be confirmed as the rates used by the District.

4. All persons making requests for the release of information shall be notified as to any appeal

provisions under the Act. 5. A monthly report on the general nature of inquiries will be produced by the Secretary-

Treasurer. 6. Reference to FOIPPA legislation:

http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/96165_00 Reference: Sections 22, 65, 85 School Act

Freedom of Information and Protection of Privacy Act Freedom of Information and Protection of Privacy Regulation

Adopted: December 5, 1994 Revised: March 24, 1998; March 12, 2002; October 28, 2014; November 17, 2020

http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/96165_00

http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/96165_00

Langley School District No. 35 March 2020 Administrative Procedures Manual


SCHEDULE OF RESPONSIBILITIES SPECIFIC TO THE ACT The following schedule outlines the responsibilities of the Superintendent (Head) and Secretary-Treasurer (Coordinator) in regards to the Freedom of Information and Protection of Privacy Act. Transaction Section(s) Decision-

Making Implementation

INFORMATION RIGHTS Decide on severing a record 4 Head Coordinator Decide on duty to create a record 6 Head Coordinator Decide on content of response 8 Head Coordinator Decide how access will be given 9 Coordinator Coordinator Extend time limit up to 30 days 10 Coordinator Coordinator Request Commissioner's approval of extension

10 Head Coordinator

Transferring a request 11 Coordinator Coordinator Decide to apply exceptions 12-22 Head Coordinator NOTICE TO THIRD PARTIES Third Party Notices 23 Coordinator Coordinator Notice of Decision 24 Head Coordinator Other Notices 22, 33, 25 Head Coordinator PUBLIC INTEREST PARAMOUNT Disclosure in the Public Interest 25 Head Coordinator PROTECTION OF PRIVACY Purpose for which personal information may be collected

26 Coordinator Coordinator

How personal information is to be collected 27 Coordinator Coordinator Correction of personal information 29 Coordinator Coordinator Accuracy, protection and retention of personal information

28, 30, 31 Coordinator Coordinator

Uses of personal information 32 Coordinator Coordinator Disclosure of personal information 33 Coordinator Coordinator


Approve disclosure of personal information for research or statistical purposes

35 Head Coordinator

REVIEWS & COMPLAINTS Make representations to Commissioner 56 Coordinator Coordinator Burden of Proof 57 Head Coordinator Disclosure on order of Commissioner 59 Head Coordinator REPORTS Annual Statistical report to Information and Privacy Branch


Maintain School District #35's information in FOI directory


Make copies of directory available 69 Coordinator Coordinator Make policy manuals available 70 Coordinator Coordinator Maintain School District #35's Directory of Personal Information Banks


Prescribe categories of records available without requests


FEES Assess fees, give fee estimate, require fee deposit


Approve waiver of fees 75 Head Coordinator Reference: Sections 22, 65, 85 School Act


Adopted: December 5, 1994 Revised: March 24, 1998; March 12, 2002; October 28, 2014; March XX, 2020



VIDEO SURVEILLANCE Background The District supports a variety of programs and practices to improve student safety and the protection of school property. The District is aware that each year, significant funds from the District operation budget are spent to repair school property damaged from vandalism. The need to reduce and prevent damage to property and hazard to personnel is to be balanced with a commitment to providing a learning environment for students and a working environment for staff and others that recognizes the right to assemble and associate without undue intrusion on personal privacy. For reasons of enhancing the safety of students and others on school premises and deterring destructive acts, the District authorizes the use of video surveillance equipment on District property, where circumstances have shown that it is necessary for these purposes and its benefit outweighs its impact on the privacy of those observed. This Administrative Procedure does not apply to student digital recording for educational purposes. In dealing with surveillance of students, the District recognizes both its legal obligation to provide appropriate levels of supervision in the interests of student safety and the fact that students have privacy rights that are reduced but not eliminated while the students are under the supervision of school staff. Thus video surveillance, like other forms of student supervision, must be carried out in a way that respects student privacy rights. A digital recording is recognized to be subject to the provisions of the Freedom of Information and Protection of Privacy Act. Procedures 1. Use

1.1. Video cameras may be used to monitor and/or record external areas of the school site. The permanent use of covert internal video surveillance at school or site is not permitted.

1.2. Video surveillance camera locations must be authorized by the building administrator (Principal or site Supervisor), or the officers of the District. Any change in camera location must be authorized in the same manner.

1.3. Before video surveillance is introduced at a new site, a report must be provided to the Superintendent describing the circumstances that indicate the necessity of having surveillance at that site, including a discussion of less invasive alternatives.

1.4. The periods of surveillance of public areas are to be minimized. 1.5. Public notification signs, clearly written and prominently displayed, must be in place in

areas that are subject to video surveillance. Notice must include contact information of the building administrator or designated staff person who is responsible for answering questions about the surveillance system. Any exception to this, such as for a time-




limited specific investigation into criminal conduct, must be authorized by the Superintendent on the grounds that covert surveillance is essential to the success of the investigation and the need outweighs the privacy interest of the persons likely to be observed. Covert surveillance may not be authorized on an ongoing basis.

2. Security

2.1. Video cameras will be installed only by a designated employee or agent of the District. Only designated employees or agents and the building administrator shall have access to the key that opens the camera boxes. Only these employees shall handle the camera or digital recordings.

2.2. Digital recordings shall be stored on computers with restricted access. 2.3. Digital recordings may never be sold, publicly viewed or distributed in any other

fashion except as provided for by this Administrative Procedure and appropriate legislation.

3. Viewing of Digital Recordings

3.1. Video monitors used to view digital recordings are not to be located in a position that enables public viewing. Recordings may only be viewed by the building administrator or individual authorizing camera installation, by parents and students (clause 3.2 below), or by District staff with a direct involvement with the recorded contents of the specific digital recording, or employees or agents responsible for the technical operations of the system (for technical purposes only). If an employee or student is facing any disciplinary action, they may authorize their union representative or other advocate to also view the digital recording.

3.2. Parents requesting to view a segment of digital recording that includes their child/children may do so. Students may view segments of the digital recording relating to themselves if they are capable of exercising their own access to information rights under the Freedom of Information and Protection of Privacy Act. Student/parent viewing must be done in the presence of an administrator. A student or parent has the right to request an advocate to be present. Viewing may be refused or limited where viewing would be an unreasonable invasion of a third party’s personal privacy, would give rise to a concern for a third party’s safety, or on any other ground recognized in the Freedom of Information and Protection of Privacy Act.

4. Retention of Digital Recordings

4.1. Where an incident raises a prospect of a legal claim against the District, the recording, or a copy of it, shall be sent to the District’s insurers.

4.2. Digital recordings shall be erased within one month unless they are being retained at the request of the building administrator, District officer, employee, parent or student for documentation related to a specific incident or are being transferred to the District’s insurers.

4.3. Digital recordings retained under clause 4.2 shall be erased as soon as the incident in question has been resolved, except that if the digital recording has been used in the making of a decision about an individual, the digital recording must be kept for a minimum of one year as required by the Freedom of Information and Protection of Privacy Act unless earlier erasure is authorized by or on behalf of the individual.


5. Review 5.1. Each building administrator is responsible for the proper implementation and control of

the video surveillance system. 5.2. Video monitoring is to be carried out in accordance with this Administrative Procedure.

The District will not accept the improper use of video surveillance and will take appropriate action in any cases of wrongful use of this Administrative Procedure.

Reference: Sections 22, 65, 85 School Act


Adopted: September 24, 2002 Revised: November 17, 2020

Langley School District No. 35 November 17 Administrative Procedures Manual


SCHOOL BUS VIDEO SURVEILLANCE Background The District recognizes that the video surveillance of students and drivers on District school buses can be useful in promoting safety and minimizing disputes. The District also recognizes that the video surveillance of students and drivers is a matter of sensitivity, therefore, the District believes the use of video surveillance cameras on District school buses is to be governed by strict procedures and is only to be carried out where circumstances have shown that it is necessary to ensure safety, order and discipline, including prevention of vandalism. On board video surveillance is to be conducted only for the purpose of promoting bus safety and discipline. Video surveillance is not to be conducted for any other purpose. Procedures 1. Notice to Students and Parents

1.1. The District will advise students and parents that a video surveillance system is in place in the District’s school buses. On any bus equipped for video surveillance operation, one or more decals advising that a camera system is in place will be prominently displayed on the interior of the bus. On any route where the regularly assigned bus has been equipped for video surveillance operation, parents will be advised by bulletin prior to the camera being utilized. Notices will include contact information for the Manager of Facilities, Information and Security to answer questions about the operation of the surveillance system.

2. Access to Cameras

2.1. Only supervisory staff and designated mechanical staff shall have access to the key that opens the camera boxes. Only these employees shall handle the camera or digital recordings.

3. Storage of Digital Recordings

3.1. Storage and digital recordings will be removed as per Freedom of Information and Protection of Privacy Act (FOIPPA) legislation.

4. Viewing of Digital Recordings

4.1. Monitors for viewing Digital recordings shall not be located in a position that enables public viewing.



Langley School District No. 35 November 17 Administrative Procedures Manual

4.2. Any parent is entitled to view a digital recording which includes their child/children. Students may view segments of the digital recording relating to themselves if they are capable of exercising their own access to information rights under the Freedom of Information and Protection of Privacy Act. A student or parent has the right to request an advocate to be present. Viewing may be refused or limited where viewing would be an unreasonable invasion of a third party’s personal privacy, would give rise to a concern for a third party’s safety, or on any other ground recognized in the Freedom of Information and Protection of Privacy Act.

4.3. Viewing will take place only at the Maintenance Facility or at the school by appointment with appropriate District officials.

4.4. Digital recordings shall not be shown to anyone other than District staff, or the parents of the students involved, or the students themselves. Among District staff only those employees with a direct involvement with the recorded contents of the specific digital recording shall be permitted to view it.

5. Retention of Digital Recordings

5.1. Storage and digital recordings will be retained as per Freedom of Information and Protection of Privacy Act (FOIPPA) legislation.

5.2. Where an incident raises a prospect of a legal claim against the District, the digital recording, or a copy of it, shall be sent to the District’s insurers.

6. Review

6.1. The transportation contractor is responsible for the proper implementation and control of the video surveillance system.

7. Improper Use

7.1. Video monitoring is to be restricted to the uses indicated in this Administrative Procedure. The District will not accept the improper use of video surveillance and will take appropriate action in any cases of wrongful use of this Administrative Procedure.






RECORDS MANAGEMENT Background A Records Management program will be maintained to provide control over the quality and quantity of information produced by the District, from its creation until its disposal, for legal, fiscal and historical purposes. Proper custody, storage and disposal of records shall comply with statutory requirements. Records are the property of the District. Procedures 1. Records management covers a broad spectrum of records such as accounting, purchasing,

corporate, insurance, personnel, property and student records. 2. The Secretary-Treasurer is responsible for the District Records Management program.

3. The Records Management program shall consist of a Subject File Classification document

and a Retention and Disposal Schedule. 4. The Retention and Disposal Schedule shall be consistent with federal and provincial

legislation. 5. District and school personnel shall be responsible for the filing of records according to the

Classification document, and for the disposal of records in accordance with the Retention and Disposal Schedule.

6. Electronic records must conform in the same manner as hard copy records. Reference: Sections 22, 23, 65, 85 School Act

Document Disposal Act Freedom of Information and Protection of Privacy Act



Administrative Procedure 185 - Appendix

SCHEDULE OF RETENTION PERIODS

1. Board Records Subject Minimum Retention Period

Annual Report Indefinite Board policy Indefinite Committee reports Indefinite Minutes Indefinite Notice of meeting and agenda 5 years Oaths and declarations of trustees For term of office

2. Financial Records

Accounting: ( District Office) Minimum Retention Period

Accounts payable and receivable 6 years Annual budget and supporting documents Indefinite Auditor's reports Indefinite Cancelled cheques 6 years Cheque duplicates 2 years Debenture and bylaw register Indefinite Debenture and coupons redeemed resolution required prior to destruction)

3 years after audit

Financial and statistical statements Indefinite Ledgers, synoptics, subsidiary ledgers, journals Indefinite Purchase orders and invoices 7 years Quotations and relative correspondence 1 year Receipts issued 6 years

3. Banking

District Office and School Minimum Retention Period

Bank statements 6 years Deposit books 6 years Loans – authorization of 1 year or term of loan cancelled notes 6 years Stop orders 1 year


4. Personnel/Payroll: (District Office)

Subject Minimum Retention Period All records and data relating to any employee (application, appointment, TD1, etc. – any records)

Indefinite

Applications and job competitions 1 year after position filled

Complaints or investigations of personnel Indefinite or as per personnel collective agreement

Payroll sheets Indefinite Records of payroll remittances (garnishees, superann., UIC, Inc. Tax)

3 years

Salary agreements Indefinite Time cards 3 years TD-4 and Summary 3 years W.C.B. Claims Indefinite

5. Buildings and Property: (District Office)

Subject Minimum Retention Period Appraisal and inventory records Indefinite Authorization for expenditure of capital funds Indefinite building plans and specifications (with related changes, guarantees, bonds, liens and valuable correspondence)

Indefinite

Land titles, deeds and plans Indefinite Records of payroll remittances (garnishees, superann., UIC, Inc. Tax)

3 years

Mortgages and leases 1 year after expiration of term Capital expenditure plans, OICs 10 years

6. General Administration: (District Office)

Subject Minimum Retention Period

Administrative circulars While in effect Complaints or allegations with possible future repercussions

5 years

FOIPOP requests 3 years FOIPOP requests to review decisions 5 years after review or adjudication

complete general correspondence (not departmental) 2 years Insurance – accident reports 1 year or until finalized Insurance – claims Indefinite Insurance – policies While in effect Manual of the school law and regulations While in effect Transportation data While applicable


7. School Records

Subject Minimum Retention Period Permanent student records 55 years from the date

the student withdraws or graduates from school

Other student records Refer to Administrative Procedure 320 – Student Records

Reference: Sections 22, 23, 65, 85 School Act

Document Disposal Act Freedom of Information and Protection of Privacy Act




USE OF COPYRIGHTED MATERIALS Background Copyright rules for educators have changed significantly in recent years. While teachers have new opportunities to use copyright-protected materials in their lessons, they also have responsibilities. There are limits to what can be copied and communicated in the classroom. Teachers must know what they can and cannot do with the copyright-protected works of others. Failure to comply with copyright law can result in a teacher, school, or school board being sued for copyright infringement. The fair dealing provision in Canada’s copyright law permits teachers to copy and communicate short excerpts from copyright-protected works provided the dealing is “fair.” These guidelines apply to fair dealing in non-profit K–12 schools and postsecondary educational institutions and provide reasonable safeguards for the owners of copyright-protected works in accordance with the Copyright Act and the Supreme Court decisions. Procedures 1. The fair dealing provision in the Copyright Act permits use of a copyright-protected work

without permission from the copyright owner or the payment of copyright royalties. To qualify for fair dealing, two tests must be passed. 1.1 First, the “dealing” must be for a purpose stated in the Copyright Act: research,

private study, criticism, review, news reporting, education, satire, and parody. Educational use of a copyright-protected work passes the first test.

1.2 The second test is that the dealing must be “fair.” In landmark decisions in 2004 and 2012, the Supreme Court of Canada provided guidance as to what this test means in schools and postsecondary educational institutions.

2. Fair Dealing Guidelines

2.1 Teachers, instructors, professors, and staff members in non-profit educational institutions may communicate and reproduce, in paper or electronic form, short excerpts from a copyright-protected work for the purposes of research, private study, criticism, review, news reporting, education, satire, and parody.

2.2 Copying or communicating short excerpts from a copyright-protected work under these Fair Dealing Guidelines for the purpose of news reporting, criticism, or review should mention the source and, if given in the source, the name of the author or creator of the work.

2.3 A single copy of a short excerpt from a copyright protected work may be provided or communicated to each student enrolled in a class or course

2.3.1 As a class handout.

https://laws-lois.justice.gc.ca/eng/acts/C-42/FullText.html

http://www.fairdealingdecisiontool.ca/fdg/default.aspx


2.3.2 As a posting to a learning or course-management system that is password protected or otherwise restricted to students of a school or postsecondary educational institution.

2.3.3 As part of a course pack.

2.4 A short excerpt means:

2.4.1 Up to 10 per cent of a copyright-protected work (including a literary work, musical score, sound recording, and an audiovisual work).

2.4.2 One chapter from a book.

2.4.3 A single article from a periodical.

2.4.4 An entire artistic work (including a painting, print, photograph, diagram, drawing, map, chart, and plan) from a copyright-protected work containing other artistic works.

2.4.5 An entire newspaper article or page.

2.4.6 An entire single poem or musical score from a copyright-protected work containing other poems or musical scores.

2.4.7 An entire entry from an encyclopedia, annotated bibliography, dictionary, or similar reference work.

2.5 Copying or communicating multiple short excerpts from the same copyright-protected work with the intention of copying or communicating substantially the entire work is prohibited.

2.6 Copying or communicating that exceeds the limits in these Fair Dealing Guidelines may be referred to a supervisor or other person designated by the educational institution for evaluation. An evaluation of whether the proposed copying or communication is permitted under fair dealing will be made based on all relevant circumstances.

2.7 Any fee charged by the educational institution for communicating or copying a short excerpt from a copyright-protected work must be intended to cover only the costs of the institution, including overhead costs.

3. Posters outlining Fair Dealing Guidelines shall be provided by the Secretary-Treasurer and

are to be posted above each multi-function or photocopying device. 4. Use of copyrighted materials that do not fall under the Fair Dealing Guidelines is not

permitted without the approval of the Superintendent. Where school staff or students wish to use copyrighted materials they must:

4.1 Obtain permission to copy from the copyright holder, and 4.2 Where requested, a royalty must be paid to the copyright holder.

https://cmec.ca/466/Programs-and-Initiatives/Copyright/Copyright-Information-for-Teachers/index.html


5. All staff and students that are expected to use copyrighted materials must be aware of the procedures and the guidelines for fair dealing. Teachers are to have knowledge of and be familiar with the Web site to assist teachers in complying with the copyright law: www.fairdealingdecisiontool.ca. This Web site features a fair dealing decision tool that enables teachers to quickly determine whether they can use specific materials in their lessons.

Reference: Section 17, 20, 22, 65, 85 School Act Copyright Act

Copyright Modernization Act Council of Ministers of Education (CMEC) Copyright Consortium Guidelines Copyright Decision Tool


http://www.fairdealingdecisiontool.ca/



Reference: Copyright Act

Copyright Modernization Act Council of Ministers of Education (CMEC) Copyright Consortium Guidelines Copyright Decision Tool

Adopted:November 17, 2020



SOFTWARE LICENSING Background District adheres to vendor software licensing agreements for the use of software in schools and District departments and acknowledges the licensing of software as copyright intellectual property. Procedures 1. The Chief Officer of the Information and Technology Department (IT) has the sole

responsibility for purchasing and licensing of software for the District.

2. Software placed on school computers must be done so in accordance with the vendor's licensing conditions. Principals and District department heads must have a copy of the license for each corresponding software application.

3. Software purchased under an educational license must be used only on school and District

computers or as defined by the license agreement. 4. Principals and District department heads must keep a current record of all software licenses. 5. Where software is purchased by the District for distribution to schools/departments, licensing

information will be kept centrally in the District. 6. Where software is upgraded on the original license and placed into use, the original

software must not be sold, given away or continued in use unless specifically stated in the licensing agreement.

7. Software no longer in use by schools or departments is to be disposed through removal

from all computers. 8. Software disposal may include destruction, selling or giving away the original copy and

documentation provided this does not contravene the original licensing agreement. 9. Software licensing documentation must be held securely in the main office and made

available to enforcement authorities upon request. 10. “Open Source” or software available under the General Public License (GPL) may be used

freely as defined under the GPL. Reference: Sections 17, 20, 22, 65, 85 School Act

Copyright Act Copyright Modernization Act

Approved: November 17, 2020



PATENTS, COPYRIGHTS AND ROYALTIES

Background The District encourages employees, volunteers and students to develop materials, processes and inventions for use within and outside of the District. Protecting the legal and financial interests of the District and avoiding the potential of conflict ensures accountability and fiscal responsibility within the District. Procedures 1. The Superintendent delegates to the Secretary-Treasurer the responsibility for protecting

the legal and financial interests of the District for materials, processes or inventions developed for use within and outside of the District.

2. Only the Secretary-Treasurer is authorized to sign patents, copyright and royalty

agreements on behalf of the District. 3. To encourage the development of materials and programs by employees, volunteers or

students, for use within and outside of the District, royalty agreements may be initiated between the creators of the materials and the District.

4. The ownership of materials (including computer software programs), processes, or

inventions produced solely for the District and at District expense shall be vested in the District and shall be copyrighted or patented, if at all, in its name unless otherwise authorized in writing by the Secretary-Treasurer.


inventions produced solely through the effort, personal time, and expense of an employee, student or volunteer may be vested in the creator and be copyrighted or patented, if at all, in the creator’s name unless otherwise agreed by the parties.


inventions produced by an employee, student or volunteer with District support, by way of use of significant time, facilities, or other District resources, may be vested in the creator if authorized by written agreement between the parties and if entered into prior to the production. Agreements entered into after production will be at the discretion of the Secretary-Treasurer. In the event there is no such agreement entered into, the ownership shall be vested in the District.

Reference: Section 17, 20, 22, 65, 85 School Act

Copyright Act Copyright Modernization Act Council of Ministers of Education (CMEC) Copyright Consortium Guidelines Copyright Matters! Fact Sheet: What the Copyright Modernization Act means for Teachers and Students




ORGANIZATION FOR INSTRUCTION

Background The basic structure of the District for instruction consists of three main divisions: elementary, middle and secondary schools. The elementary schools include schools with kindergarten through grade 5 and kindergarten through grade 7. The middle schools are designed for grade 6 to 8 students. The secondary schools include schools with grades 8 through 12 and grades 9 through 12. The principal is responsible for the organization of the plan for instruction at their school. Procedures 1. The instructional program is arranged in units commonly designated as grades, each grade

approximating a year's work. However, multi-level offerings may be established to meet the needs of individual students whose continuous progress may be better served in that way.

2. The principal, in consultation with staff, shall develop a school plan which shall clearly outline the: 2.1 Organization of classes. 2.2 Organization of teacher assignments. 2.3 Course offerings of the school.

3. The function of assigning students to classes and teacher assignments is the responsibility of the principal, pursuant to the School Act and relevant legislation, in consultation with staff members affected at that instructional level.

4. It is recognized that there may be a need to group students in different grades or different

courses in the same class. Reference: Sections 17, 20, 22, 65, 76.1, 85 School Act School Regulation 268/89 Collective Agreement Adopted: November 3, 1973 Revised: April 2, 1984; April 9, 1991; November 17, 2020




MULTICULTURAL RECOGNITION Background The District recognizes, respects and honours the multicultural diversity of its community and believes that this diversity enriches the lives of the school community and all learners. The District is committed to promoting respect and understanding of multicultural diversity throughout the District’s school community and affirms the importance of providing educational programs and services that will assist and support students from all multicultural backgrounds to achieve their full potential. The District supports the provision of active and positive multicultural experiences and learning activities which contribute to an understanding and appreciation of Canada's diverse multicultural heritage. The District is committed to supporting a learning environment that affirms a learner’s inherent right to dignity, security, self-worth and sense of belonging. Definition Multiculturalism is defined as including ethnic, racial, religious, spiritual and cultural diversity. Procedures 1. The Superintendent will:

1.1. Support expanded use of learning resources that reflect the diversity of heritage, custom and culture in British Columbia and Canada, and contribute to students developing positive attitudes with respect to multiculturalism, diversity and human rights.

1.2. Promote opportunities for awareness and training in human relations, human rights and diversity as a means of furthering knowledge and sensitivity in relating with a diverse and changing community.

2. The Principal shall:

2.1. Convey recognition of that school community’s multicultural nature and rich heritage through respectful practices that foster a sense of belonging and being welcomed.

2.2. Promote and encourage opportunities that assist students in developing a strong sense of self-esteem and pride in their own heritage as well as an appreciation of and respect for the backgrounds of others in the school.

2.3. Foster aspects of the curriculum which celebrate the uniqueness of our cultures, teach social responsibility and encourage positive choices that enhance physical, mental and spiritual well-being.


2.4. Acknowledge cultural events, festivals and celebrations in a respectful manner that promotes understanding of diversity.

2.5. Encourage communication with parents and the school community to foster appreciation and understanding of our multicultural heritage.

2.6. Ensure that staff are aware of information and procedures regarding discriminatory behaviour.


Human Rights Code Multiculturalism Act Canadian Charter of Rights and Freedoms, Constitution Act, 1982




CONTROVERSIAL ISSUES AND MATERIALS Background The District recognizes that the prescribed and authorized curricula includes issues and materials which may be viewed as controversial. It supports the concept that students are to be able to study ideas of political, economic or social significance and to formulate opinions. With this intent, students are to have the opportunity to study under competent instruction in an atmosphere free from bias, prejudice, indoctrination or propaganda. Students are also to have access to relevant information through the school or public libraries. Procedures 1. No teacher shall attempt to indoctrinate students with his/her personal political, sexual,

racial, or social beliefs. 2. No teacher shall present any material (books, films, speakers) or programs of a

controversial or questionable nature (political, sexual, racial, social) which might be offensive to any segment of the school community, without first obtaining approval from the principal.

3. The teaching of controversial issues will be productive when:

3.1. The teacher keeps the principal and parents informed when they perceive that sensitive issues will be involved.

3.2. The issues have relevance and therefore, interest for the student. 3.3. The topic and materials used are appropriate to the age group. 3.4. The topic is related to school programs. 3.5. Alternative points of view are properly and fairly presented. 3.6. The students have free access to appropriate materials and information for analysis

and evaluation of the issues. 3.7. The teacher is able to create an atmosphere of mutual respect and thoughtful

consideration, where discussion of a variety of viewpoints is encouraged. Reference: Sections 7, 8, 17, 20, 22, 65, 76, 85 School Act Civil Rights Protection Act Human Rights Code Canadian Charter of Rights and Freedoms Evaluating, Selecting, and Managing Learning Resources: A Guide (2002) Adopted: December 3, 1973 Revised: April 2, 1984; November 17, 2020



ALTERNATE DELIVERY OF CURRICULUM

Background The purpose of this administrative procedure is to explain how students and their parents may, in consultation with their principal, arrange for alternative delivery of instruction with regard to specific curricular competencies pertaining to reproduction and human sexuality within the Physical Health Education (PHE) curriculum. This administrative procedure does not apply to any other BC Curriculum. The PHE curriculum include curricular competencies that some students and their parents may feel more comfortable addressing by means other than instruction by a teacher in a regular classroom setting. In such instances, students with their parents’ consent and in consultation with their principal may arrange to address the curricular competencies by agreed upon alternative means. Procedures 1. It is expected that students will, in consultation with their principal, demonstrate their

knowledge of the specific prescribed learning outcome(s) they have arranged to address by alternative means.

2. There are several ways in which principals can accommodate student and/or parent preference to address curricular competencies in the PHE curriculum by alternative means. Some examples include: 2.1. Home instruction using a school-determined package of materials or other agreed

upon materials. 2.2. Distributed learning (formerly distance education/distance electronic learning). 2.3. Self-directed studies, using the curricular competencies for this curriculum on the BC

Ministry of Education website. Website: https://curriculum.gov.bc.ca/curriculum/physical-health-education

3. Principals may also invite parents to propose means for alternative delivery. 4. The administrative procedure applies only to the curricular competencies in the PHE

curriculum relating to human sexuality, body parts, healthy relationships and mental well- being. The administrative procedure does not apply to any other curricular competencies.

Reference: Sections 7, 8, 17, 20, 22, 65, 76, 85 School Act Civil Rights Protection Act Human Rights Code Canadian Charter of Rights and Freedoms

School Regulation 265/89 Educational Program Guide Order M333/99


https://curriculum.gov.bc.ca/curriculum/physical-health-education



CONDUCT RELATED TO SECULAR AND NON-SECTARIAN PRINCIPLES

Background The School Act states that schools "must be conducted on strictly secular and non-sectarian principles. The highest morality must be inculcated, but no religious dogma or creed is to be taught." However, the District believes it must not prevent teachers from exploring with students the contribution that religious values and beliefs have made to the social, cultural and historical development of civilizations. While religious writings provided by outside groups shall neither be advertised nor distributed to students, objective discussion of world religions as they relate to aspects of prescribed, authorized and locally developed curriculum are permitted in District schools. Procedures 1. Comparative religious studies, guest speakers or multi-cultural field trips and school

activities approved by the principal are acceptable as part of the program of learning activities.

2. Copies of religious works are deemed appropriate for school library reference collections. 3. No endorsement or diminution of any one belief or religious tenet over another shall be

made by staff members in educating students to be tolerant and respectful of religious diversity.

4. Events and activities determined by the principal to be of interest to students and families

but which are sponsored or organized by religious groups may be reported in school announcements. Thereby activities such as brownies, guides, cubs, scouts, summer camps, or daycare/preschools are drawn to the attention of families as a public service.

5. Voluntarily attended activities which inform, but do not recruit or indoctrinate students may

be held on school premises outside of regular instructional hours, as determined by the principal.

6. The District will rent school facilities to religious groups for use outside of school hours

according to District procedures. Reference: Sections 17, 20, 22, 65, 76, 85 School Act Adopted: November 17, 2020




NATIONAL ANTHEM

Background The principal, in consultation with staff, is to develop a school plan for the singing or signing of our National Anthem. Procedures 1. Staff in all elementary and middle schools shall lead all students at the commencement of all

appropriate school assemblies, in the singing or signing of our National Anthem. 2. Staff in all secondary schools and all other student programs shall lead all students in the

singing or signing of our National Anthem regularly, at times determined by the principal and at the commencement of appropriate assemblies and all graduation and awards ceremonies.

3. District staff shall encourage students to participate in the singing or signing of our National

Anthem at major school events. Reference: Sections 17, 20, 22, 65, 85, School Act Adopted: March 23, 1999 Revised: November 17, 2020



ENGLISH LANGUAGE LEARNER PROGRAM

Background The District provides English Language Learner (ELL) services to those students who do not have a communicative and/or an academic working knowledge of the English language. The District provides staff, facilities, and resources to meet the needs of ELL learners in the neighbourhood schools. Procedures 1. Initial assessment is conducted by District personnel, with continuing assessment being

done by District school staff and/or District ELL staff. 1.1. ELL students have the same access as other students to school programs and

resources, counsellors’ services for timetabling and programming, as well as access to specialists and specialized programming opportunities.

2. District staff will monitor the need for specific ELL programs and will facilitate the creation of such programs to meet the unique needs of some ELL learners.

3. Age and Grade Qualifications. 3.1. Students who have completed grade 12 or its equivalent are not eligible for further

education in the secondary schools in the District. 3.2. Students who have not completed grade 12 or its equivalent but who have attained the

age of 19 years on or before June 30 shall be directed to an adult learning centre or institution.

Reference: Sections 8.2, 17, 20, 22, 65, 75, 85 School Act School Regulation 265/89 Education Program Guide M333/99 Adopted: November 17, 2020



FRENCH IMMERSION

Background French Immersion is a program of choice in the District; programs offered in the District reflect Ministry of Education Policy. The District recognizes that French Immersion programming benefits the cognitive and social development of students, as well as their opportunities for career advancement. Procedures 1. Program Objectives

1.1 French Immersion is a separate program where instruction is offered in the French language for second language learners.

1.2 Instruction in the Immersion program will parallel the regular English program in structure, content and academic standards.

1.3 The major goal of French Immersion is to provide the opportunity for non-Francophone students to become functionally bilingual in English and French.

1.4 Upon successful completion of the French Immersion program, it is expected that the students will be able to: 1.4.1 Participate easily in conversations in French and English; 1.4.2 Take post-secondary courses with French as the language of instruction;

and/or 1.4.3 Accept employment with French as the language of the workplace.

. 2. Availability

2.1 French Immersion program establishment and/or expansion will be considered when there is sufficient demand, dependent on the availability of classroom space, and qualified professional staff.

2.2 In an attempt to make equitable provision for entry into French Immersion programs within the District, the concepts of regional access and equal opportunity will be considered when selecting locations.

2.3 The choice of school is based on determining a convenient location, in a school where sufficient space is available, and where it is evident that space for future needs is available.

2.4 Attendance areas shall be established for each school hosting a French Immersion program. These attendance areas shall be defined in terms of regular program elementary school attendance areas.


3. Student Eligibility 3.1 Children five years of age between January 1 and December 31 in any one year may

enter immersion kindergarten in September of that same year. 3.2 Openings which occur during immersion kindergarten will be filled as they occur from

the waiting list. 3.3 Students entering grade 6 may enroll in late French Immersion.

4. Student Transfers

4.1 Students without previous French Immersion exposure will not be admitted beyond September 30 of grade 1 unless they are able to demonstrate the required skills and abilities.

5. Promotion and Assessment

5.1 Students who wish to leave French Immersion may be able to receive some credits for core French through a challenge process.

Reference: Sections 8.2, 17, 20, 22, 65, 75, 85 School Act School Regulation 265/89 Education Program Guide M333/99

Section 23 Canadian Charter of Rights and Freedom Adopted: February 16, 1982 Revised: April 2, 1984; November 17, 2020



INCLUSIVE EDUCATION

Background The District celebrates the diverse abilities of each student and is committed to nurturing those abilities through quality education. The District believes in the inclusive delivery of education services that provide opportunities for all students to develop personal and District goals in all aspects of their education. The District supports early identification and intervention, promotes equitable access to appropriate educational assessments, programming and resources, and recognizes that all students benefit from universally designed curriculum, instruction and environments. Some students will benefit from modified programming. The District acknowledges the important role of parents/guardians/caregivers in their child’s education and will provide information and opportunities for ongoing consultation regarding their child’s educational program. Definitions

Inclusion - British Columbia promotes an inclusive education system in which students with special needs are fully participating members of a community of learners. Inclusion describes the principle that all students are entitled to equitable access to learning, achievement, and the pursuit of excellence in all aspects of their educational programs.

The practice of inclusion is not necessarily synonymous with full integration in regular classrooms and goes beyond placement to include meaningful participation and the promotion of interaction with others.

Special Needs - Students with special needs have disabilities of an intellectual, physical, sensory, emotional or behavioural nature, or have a learning disability or have exceptional gifts or talents. Procedures 1. Services/Supports

1.1. The District provides a range of services and programs in a variety of settings which reflect the diversity of special needs. All students with special needs will have equitable access to support services and programs.

1.2. Special education services are primarily delivered at the school level. Principals can access specialized support services and programs available at the District level when necessary.


2. Assessment 2.1. The purpose of an assessment, conducted by school or District personnel, is to

determine the student’s strengths and stretches and to assist in the development of an educational program.

2.2. Principals shall carry out assessment for the purpose of screening students whose achievement and/or performance may suggest the need for specialized services. 2.2.1. Assessment by District Learning Support Services personnel will only be

completed with the consent of the parents. 2.2.2. Results of the assessments will be communicated and interpreted to the

parents and the findings will be outlined in a written report. 2.2.3. It is the responsibility of the Director, Learning Support Services to determine

whether the student meets Ministry of Education criteria in order to be formally identified as having a special need.

3. Individual Education Plans (IEP)

3.1. Principals will ensure the development of Individual Education Plans for all students identified as having special needs in accordance with the Individual Education Plan Order (M638/95).

3.2. School staff will collaborate with parents and, where appropriate, students to develop an IEP. The IEP will identify goals and objectives relevant to the specific identified strengths of the student.

3.3. School staff may collaborate with District personnel, as part of a multi-disciplinary team, to develop an IEP. The IEP will identify goals and objectives relevant to the specific identified strengths of the student.

4. Reporting Student Progress 4.1. Parents of students with special needs will receive progress reports in accordance with

the regularly scheduled reporting periods (M295/95). 4.1.1. For students who are expected to achieve or surpass the learning outcomes

set out in the provincial curriculum, regular letter-grading and report procedures will be followed.

4.1.2. Student progress reports must contain (a) a statement that the progress of the student is in relation to the expected goals and objectives in the IEP and (b) where deemed to be appropriate, written comments describing (i) ways to enable the student to demonstrate their learning in relation to expected learning outcomes set out in the curriculum for the course or subject and grade, and (ii) the time period required to enable the student to demonstrate their learning.

5. Modified Programming

5.1. Modified Programming has learning standards that are substantially different from the prescribed curriculum and specifically selected to meet the student’s special needs. A student on a modified program is assessed in relation to the goals and objectives established in the student’s IEP.

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/special-education

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/special-education

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/manual-of-school-law/school-act-ministerial-orders


5.2. Modified programming shall be made with the knowledge, understanding and informed consent of parents.

6. Transition Planning 6.1. Principals ensure the development of transition plans for students with diverse abilities

moving from preschool to elementary school, elementary to middle school, elementary to secondary school, middle school to secondary school and, at times, secondary to post-secondary programs.

7. Collaboration with Other Ministries and Community Agencies

7.1. Where appropriate, principals will consult and collaborate with other ministries and/or community agencies to develop a cohesive, consistent plan that supports the student and the family.

8. Accountability

8.1. The District is accountable for providing opportunities for student achievement and success. The District will monitor and review expenditures, services and programming which support students with diverse abilities.

9. Appeal Process

9.1. A student or a parent of the student has a right to appeal decisions made by District staff as per Board Policy 13: Appeals Bylaw.

Reference: Sections 6, 11, 17, 20, 22, 26, 75, 85, 88, 89, 91 School Act

School Regulation 265/89 Individual Education Plan Order M638/95 Special Needs Students Order M150/89 Support Services for Schools Order 149/89 Special Education Services: A Manual of Policy, Procedures and Guidelines B.C. Ministry of Education: Diversity in BC Schools

Revised: November 17, 2020



CAREER PREPARATION PROGRAMS

Background As an innovative and inspiring learning community, the Langley School District has a solid history of offering Career Preparation Programs for its students. Career Preparation Programs include but are not limited to: Work And Volunteer Experience (WAVE), Youth WORK in Trades and Youth Train in Trades Practicum. Opportunities for students continue to grow and evolve with strong community partners. We continue to develop our programs to meet the passions and diverse ability of our students. School districts are obligated to have administrative procedures for these programs with an emphasis on student conduct, supervision, evaluation and participation. Procedures 1. All Career Preparation Programs:

1.1. Student Conduct:

1.1.1. Students must abide by the Langley School District’s and their school’s Code of Conduct.

1.2. Supervision:

1.2.1. Student monitoring on their placements must occur at least every:

• Twice a month during their placement.

Ensure monitoring is conducted during the last working week before school breaks (winter, spring and summer).

1.2.2. Acceptable methods of monitoring include in person, video conferencing, text messages, email.

1.2.3. The following for each contact must be documented:

• Date/time.

• Contact communication method. (in-person, phone, email, text message, etc.)

• Any important notes/details.

1.2.4. Should there by an accident/incident, report to the school’s principal immediately:

• Instructional Services Principal to coordinate and delegate.

• Outside of school/days and hours, employers have been advised to contact Instructional Services Principal or designate.




• During school days/hours, employers contact the WAVE/Youth WORK in Trades teacher.

1.2.5. WAVE/Youth WORK in Trades teacher will prepare contact information of the student and employer to pass on to the designated staff member assigned to monitor students during the summer.

1.3. Evaluation:

1.3.1. Evaluation is to be determined by an educator with a teaching certificate, incorporate clear criteria and utilize a variety of assessment strategies.

1.3.2. A student must be evaluated by educators with valid teaching certificates and a final grade must be assigned.

1.3.3. Course evaluations are based on assessment of student learning of the provincial curriculum.

1.3.4. Employer/Sponsor feedback and observations are integral components of work experience and may be included as part of any discussions or formative assessment activities that educators and/or District staff may have with students before, during, and/or after their placement. Employer feedback and observations may also inform instruction. However, they may not be considered as part of a student’s formal evaluation or final course grade.

1.3.5. Students who do not complete the coursework or required hours by the end of the school year should be withdrawn (W) from the course and will have the opportunity to complete course requirements at a later time.

2. For Work and Volunteer Experience (WAVE):

2.1. Participation – Employers:

2.1.1. Must have an “Active” status on WorkSafe BC Clearance Letter.

2.1.2. WorkSafe Student Work Placement document completed within the last three years by an educator with a teaching certificate.

2.1.3. Must be a true employer (has employees beyond the company owner).

2.1.4. Must be vetted to ensure employer policies align with district policies. (bullying, discrimination, hate, gender, race, identity/orientation, diverse abilities, etc.)

2.1.5. Other requirements as per Work And Volunteer Experience (WAVE) Staff Guide.

2.2. Participation – Students:

2.2.1. All Work and Volunteer Experience placements should be related to a student’s career focus and shall include hands-on work or volunteer experience, job shadowing and/or career mentoring at a standard work site or a non-standard community site created specifically for work experience or a career simulation.

2.2.2. Students with special needs are to have access to all career education opportunities available to other students in the school they attend.


2.2.3. Minimum age to participate is 14 as per Work Experience Order – M237/11 September 2018.

2.2.4. Will be covered by the Workers Compensation Act.

2.2.5. A Work And Volunteer Experience (WAVE) Agreement must be generated using myWEX.ca and signed by all parties.

2.2.6. Other requirements as per SD35 Work And Volunteer Experience (WAVE) Staff Guide.

2.3. Standard Work Site – Paid and Unpaid

2.3.1. "Standard Work Site" means a location, other than a work site created specifically for work experience by a school or board.

• At which a worker performs the tasks and responsibilities related to an occupation or career under the general supervision of an Employer, or

• At which a self-employed person performs the tasks and responsibilities related to that person’s self employment.

2.4. Non-standard Worksite (Career Stimulation)

2.4.1. Career simulation placements take place in non-standard worksites. Boards of Education and Independent School Authorities may offer WEX courses that use career simulation activities rather than placements at standard worksites. Career simulations consist of hands-on activities that are directly related to the work performed in a given occupation. These placements are only organized by the SBO Career Ed Department. More details on non-standard placements can be found in the Ministry of Education’s Work Experience Program Guide.

2.4.2. Minimum age to participate is 14 as per Work Experience Order – M237/11 September 2018.

2.4.3. A Non-standard Work And Volunteer Experience (WAVE) Agreement must be generated using myWEX.ca and signed by all parties.

2.4.4. A signed Informed Consent is required.

• Recommendation for Student Accident Insurance is purchased.

• Parent orientation meeting (recommended).

2.4.5. Other requirements as per SD35 Work And Volunteer Experience (WAVE) Staff Guide.

3. For Youth WORK in Trades

3.1. Participation – Employers:

3.1.1. Must be have “Active” status on WorkSafe BC Clearance Letter.

3.1.2. WorkSafe Student Work Placement document completed within the last three years by an educator with a teaching certificate.

3.1.3. Must be a true employer (has employees beyond the company owner).

https://mywex.ca/


3.1.4. Must be vetted to ensure employer policies align with district policies (bullying, discrimination, hate, gender, race, identity/orientation, diverse abilities, etc.).

3.1.5. Other requirements as per SD35 Youth WORK in Trades Staff Guide.

3.2. Participation – Students:

3.2.1. Minimum age to participate is 14.

3.2.2. Signed ITA Youth Apprentice & Sponsor Registration Form.

3.2.3. Student Training Plan in place that articulates the skills and areas of knowledge to be developed.

3.2.4. Other requirements as per SD35 Youth WORK in Trades Staff Guide.

Reference: Graduation Program Ministerial Order 302/04

Work Experience Order Ministerial Order 237/11 (M033/09) Work Experience 2018 Program Guide for Ministry Authorized-Work Experience Courses 2019 B. C. Human Rights Code B.C. Ministry of Education: Safe, Caring and Orderly Schools A Guide (Nov. 2008) and Developing and Reviewing Codes of Conduct: A Companion (Aug. 2007), both found at The Langley School District Fair Notice Protocol School District No. 35 – Code of Conduct http://bit.ly/2K8tGtm


http://bit.ly/2K8tGtm



COURSES: NON-MINISTRY Background Not all student needs and interests can be met by provincial curricula, and local needs and priorities are to be reflected in educational services. The District may, therefore, offer board/authority authorized courses. Board/Authority authorized courses are offered to meet student needs and interests. They are authorized by the Board according to requirements set by the Ministry of Education. There is no limit to the number of Board/Authority authorized courses that students may use as part of the 28 credits of electives needed to fulfil the graduation requirements for the Graduation Program. Procedures 1. All Board/Authority authorized courses must be authorized by the Board. 2. Submission

2.1. Proposals for courses, not intended for graduation credit, shall be submitted on the District’s Proposal: Locally Developed/Non-Ministry Course form (Form 219-1). Those courses at the grade 10 - 12 level intended to be used for graduation credit shall be submitted on the Board/Authority Authorized Courses Course Description form.

2.2. Course program submissions will describe: 2.2.1. The procedures utilized in creating the submission, including teacher

involvement. 2.2.2. The educational rationale for such a course, including the need for a

Board/Authority authorized (BA/A) designation. 2.2.3. The course content; the procedures for selection of learning resources, which must

comply with this administrative procedure; the anticipated methodology to be utilized; the student evaluation criteria; and the link, if any, to other school or District programs.

2.2.4. The anticipated budget equipment and facility requirements, including a listing of proposed course fees and the anticipated amount and type of travel, and

2.2.5. The impact of the course or program on existing courses or programs; on the school’s operating, learning resources and equipment budgets, and on the school’s facilities.

https://instructionalservices.sd35.bc.ca/curriculum/board-authorized-courses-revised-for-redesigned-curriculum/

https://instructionalservices.sd35.bc.ca/curriculum/board-authorized-courses-revised-for-redesigned-curriculum/


3. Review 3.1. There will be a periodic review of existing non-ministry and Board/Authority authorized

courses. Reference: Sections 6, 11, 17, 20, 22, 26, 75, 85, 88, 89, 91 School Act

School Regulation 265/89 Individual Education Plan Order M638/95 Special Needs Students Order M150/89 Support Services for Schools Order 149/89 Special Education Services: A Manual of Policy, Procedures and Guidelines




ALTERNATE PROGRAMS AND SCHOOLS Background The District has a history of providing educational choices for students. These choices include many locally developed courses and programs. Public education must serve the needs of students who represent a broad spectrum of interests and beliefs. The District believes its role is to build capacity within the entire District to provide options for students through a variety of programs of emphasis. Therefore, the District supports the provision of educational programs for students based on specialized curriculum, pedagogy or philosophy if:

• The program meets the requirements of the School Act and Regulations.

• Instruction is consistent with Provincially Authorized or Board/Authority Authorized courses.

• The program is consistent with the Ministry curriculum direction. To ensure the underlying principles of public education and the quality of educational programming are not compromised, all locally developed courses and programs must go through a process of approval by the Board Procedures 1. The Board will consider the establishment of alternate programs or schools when the

following criteria have been met: 1.1. The proposed program or school will have a statement of philosophy and objectives. 1.2. The proposed program or school must be based on a demonstrated need. 1.3. The proposed program or school will be open to application by any student in the

District if it is a District program. If selection of students is required because of the nature of the program or limitations of space, criteria and a process will be approved as part of the program or school proposal.

1.4. The proposed program or school can be accommodated in suitable facilities. The District may locate such a program in a classroom, a school within a school, a designated school, or at more than one site.

1.5. The proposed program or school will be reviewed for issues of equity. 1.6. Final permission for the program will be subject to Board approval of funding and a

suitable location.


2. For the purpose of this administrative procedure, an educational program is defined as a set of individual courses and activities with a common sense of purpose. It may be a District program, accessible to all students from within the District and have no defined catchment area or it may be unique to one particular school.

Reference: Sections 2, 3, 4, 7, 8, 8.4, 8.5, 20, 22, 23, 65, 74.1, 75, 75.1, 85 School Act Specialty Academy Criteria Regulation 219/08 Collective Agreements Adopted: December 16, 1985 Revised: May 29, 2002; November 17, 2020



SPECIALTY ACADEMIES Background Districts are permitted to establish specialty academies under Section 82.1 of the School Act. A specialty academy is an educational program that emphasizes a particular sport, activity or subject area and meets the prescribed criteria set out in the regulations to the School Act. Procedures 1. Students enrolled in a specialty academy must have available sufficient instruction to meet

the general requirements for graduation. Students enrolled in specialty academies take a course or courses as a part of their graduation program that require additional learning outcomes beyond the learning outcomes required by the standard educational program.

2. The Board may levy fees to students enrolled in specialty academies. The fees will offset

the costs incurred by the District that are in addition to the costs of providing a standard educational program.

3. The request to the Board for approval of a specialty academy must include:

3.1. A description of the specialty academy. 3.2. The course(s) required to complete the academic requirements of the specialty

academy. 3.3. The course hours of any specialty academy courses required in the Specialty

Academy Regulation. 3.4. Confirmation of the approval of the specialty academy by the Parents’ Advisory

Council. 3.5. The approved schedule of fees.

4. Prior to May 31 of each school year, the Board must approve each new specialty academy

and approve a schedule of fees for each specialty academy offered in the District and must make the schedule of fees available to the public.

5. An annual review is conducted on the sustainability of all academies. Reference: Sections 2, 3, 4, 7, 8, 8.4, 8.5, 20, 22, 23, 65, 74.1, 75, 75.1, 85 School Act Specialty Academy Criteria Regulation 219/08 Collective Agreements Adopted: November 17, 2020




INDEPENDENT DIRECTED STUDIES (IDS) Background Independent Directed Studies are important learning opportunities for students who wish to pursue learning outcomes beyond those normally taught in the classroom, and for use as partial credit for students who did not or could not meet the learning outcomes of an entire course. IDS is governed by the Educational Program Guide Order (Ministerial Order 333/99) and is defined as an area of study in an educational program undertaken by a student that is:

• Related to or an extension of one or more of the learning outcomes established in an educational program guide listed in Ministerial Order 333/99, the Educational Program Guide Order, or in a Board Authorized Course,

• Undertaken pursuant to a plan developed by a teacher and a student and approved by a Principal, Vice Principal or Director of Instruction, and

• Carried out by the student under the general supervision of a teacher as outlined in the Graduation Program Order (M302/04).

Procedures 1. In accordance with Ministry of Education policies, principals may award credits to students

who have successfully completed independent work based on a subset of learning outcomes of Grade 10, 11, or 12 Ministry developed courses or Board Authorized courses.

2. A student may study one or more learning outcomes in depth, or study more broadly a wide variety of learning outcomes from a single course.

3. Students must apply for IDS using the Independent Directed Studies (IDS) Student Plan (Form 222-1) approved by the District.

4. Documentation must be kept in the student file that includes the Student Plan approved by the principal, the hours of successful study completed by the student, and the credits awarded.

5. The number of credits a student earns for IDS will be set out in the IDS Student Plan (Form 222-1) developed by that student and a teacher and approved by a Principal.

6. IDS credits may only be used to satisfy elective requirements.

7. The maximum value for a single IDS course is four credits, but there is no limit to the total number of IDS credits a student may earn. Grade 12 IDS credits may count toward the minimum of 16 grade 12 credits required for graduation.

8. For reporting and transcript purposes, principals must assign a letter grade and percentage.

http://m302/04

https://instructionalservices.sd35.bc.ca/curriculum/independent-directed-studies/

https://instructionalservices.sd35.bc.ca/wp-content/uploads/sites/76/2020/07/Independent-Directed-Studies-Application-Form-222-1.pdf


9. IDS must be reported on report cards with the IDS code identifying the related Ministry or BAA course.

Reference: Sections 2, 3, 4, 7, 8, 8.4, 8.5, 20, 22, 23, 65, 74.1, 75, 75.1, 85 School Act Educational Program Guide Order (M333/99)

Graduation Program Order (M302/04) BC Ministry of Education IDS Policy: http://www.bced.gov.bc.ca/policy/policies/earning_credit_through.htm Handbook of Procedures for the Graduation Program pages 59-60 for IDS Collective Agreements


http://www.bced.gov.bc.ca/policy/policies/earning_credit_through.htm

http://www.bced.gov.bc.ca/exams/handbook/1415/handbook_of_procedures.pdf



DISTANCE LEARNING Background The District operates a comprehensive distributed learning program. The program offers government funded courses and programs for students who are ordinarily resident in British Columbia. Our programs include elementary, secondary, and adult graduation. Procedures 1. Distributed learning takes place outside of the traditional school classroom when a learner is

primarily at a distance from the educator and school.

2. Students often choose distributed learning because a particular course is not available to them or because of a learning preference.

3. Distributed learning is primarily offered online using a variety of software tools such as

Moodle to allow students to access the curriculum and to interact with teachers. Reference: Sections 2, 3, 4, 7, 20, 22, 23, 65, 74.1, 75, 85 School Act Collective Agreements Adopted: November 17, 2020



ADULT EDUCATION Background The District recognizes that the general objectives of post-secondary, adult, general interest, and community education are the same as those of other levels of public education: preparing individuals for democratic, participatory citizenship; giving individuals the means to advance in their profession and improve their income; giving individuals cultural knowledge and enjoyment; and enriching the personal lives of all who participate. For the purpose of funding, administrating, charging fees and similar considerations, certain distinctions must be made among the various types of programs for adults and young people over the age of 15 in the District. Under the School Act, the District is empowered to provide school accommodation and tuition to persons over school age. This accommodation and tuition may be free of charge to persons enrolled in a middle or secondary school subject to Ministry guidelines. A person over school age who is enrolled in any other type of program may, at the discretion of the Board, be required to pay a fee. Procedures 1. Districts generally have the responsibility for the following adult education programs:

1.1. Courses for academic upgrading, secondary completion, and special areas of Adult Basic Education, such as basic literacy, English Language Learning, citizenship training, and adult special education.

1.2. Career, basic technical, and vocational education in program areas offered as part of the school curriculum or fields where the schools have unique resources.

1.3. Co-operative delivery of continuing education for professional associations and provincial institutions.

2. The District, in accordance with the above and in keeping with the requirements of the

School Act, provides and maintains day and night schools for persons over school age and shall seek to secure Ministry of Education funding for such programs, in accordance with policy statements issued from time to time by the Ministry.

3. All adult education courses or night courses shall be Ministry approved or Board/Authority

Authorized. 3.1. The Superintendent shall appoint a person to be responsible for the organization,

development, and supervision of such programs and shall hire certified teachers.



4. The following procedures shall apply to adult education and night programs. 4.1. Adult education programs or night classes are subject to the same District policies and

procedures as other District programs. 4.2. The school year for adult classes is as defined in the School Act for the public schools.

Adult classes may be held at any time during the year. 4.3. A register of students shall be kept and regular reports made to the Ministry of

Education as required. Course outlines shall be kept on file and made available to the Ministry upon request.

Reference: Sections 8.4, 8.5, 22, 65, 85 School Act Adopted: November 17, 2020



STUDENT COUNSELLING SERVICES

Background School based counselling services are an important dimension of the education process and that the purpose of this service to support the all-inclusive educational objectives of the District. Counselling services are available to all students from kindergarten to grade 12 as an integral part of school programs and services. Definition Counselling includes a variety of group-oriented activities designed to enhance student attitudes and values and refers to an individualized, small-group or class process that assists students with specific personal/social issues and difficulties, and educational or career issues. Counselling services may be developmental, preventative or crisis-oriented. Procedures 1. Principals shall develop procedures for the provision of school-based counselling services

which are consistent with provincial policy and procedures, subject to the approval of the Superintendent.

1.1 The District Principal of Student Support Services will assign District-based

elementary counsellors as appropriate.

2. Effort will be made to employ professionally trained counsellors who have had successful experience in education.

3. Counselling services provided by the school shall meet identified needs of students in three

key areas: 3.1 Educational 3.2 Personal/social; and 3.3 Career development.

4. School counsellors or individuals providing counselling services in schools shall respect the confidentiality of information received in accordance with professional ethics and the law.

5. Regular monitoring and evaluation of the performance of counsellors and the services provided relative to their role and program description shall occur.


Freedom of Information and Protection of Privacy Act Adopted: November 17, 2020



SCHOOL LIBRARY / LEARNING COMMONS Background The District recognizes the educational value of the school library/learning commons centre in each school. Essential to the success of the school library/learning commons program is a recognition that support is necessary in a number of key areas at both the school and District level. Procedures 1. Personnel

1.1 Staff in the form of a trained teacher-librarian and clerical-secretarial support are to be available to all schools. In addition, volunteers from the school and community provide a valuable service and are welcomed.

2. Scheduling

2.1 The school library/learning commons centre is to be flexibly scheduled so as to be accessible to students and teachers throughout the day. Booking will be based on need and on supporting cooperatively planned curriculum units that have been developed by the teacher-librarian and classroom teachers.

3. Resources

3.1 In order to provide students with opportunities to develop research strategies and information processing skills, they are to have access to a wide range of learning resources and information technology.

3.2 Individual learning resources (non-textbook material) which are to be available to the entire school body are, where possible, to be accessible through the school library/learning commons centre and be of sufficient quantity, currency and scope to support individual needs of the learners. Information technology is to be current and reflect and expand upon that which would be used in business and in the community.

4. School Library/Learning Commons Facilities

4.1 The school library/learning commons centre is to be of a size to provide functional and flexible space for a number of student activities including full class instruction, small group instruction, independent study, reading/viewing/listening space.

4.2 Space is also to be available for learning resource administrative tasks and for producing and storing materials.

4.3 An area for consulting with teachers when involved in cooperative planning is desirable.


5. District Level Support 5.1 The District will provide schools with instructional materials, equipment and technical

support based on cost and demand. 5.2 The Director, Instructional Services provides leadership and support for school

library/learning commons programs through the development of procedures, in-service, consultation and advocacy for school library/learning commons programs.

5.3 District administrators will demonstrate support through procedures development and budget formulation which recognize the importance of school library/learning commons programs.

Reference: Sections 7, 8, 17, 20, 22, 65, 85 School Act

Evaluating, Selecting, and Managing Learning Resources: A Guide (2002) Adopted: November 17, 2020



LEARNING RESOURCES

Background The Ministry of Education’s July 1, 2017 Policy on Learning Resources specifies that school Boards now hold the sole responsibility for determining how learning resources are chosen for use in their local classrooms; the Ministry no longer conducts evaluation on, or recommends, Learning Resources. The term “Learning Resource” refers to any materials, print or digital, selected by teachers to support curricular objectives and student learning. Please note that student-selected free reading materials, such as Library and Silent Reading materials, fall outside the purview of this document. The Langley School District fully supports the Ministry’s Policy statement that “Educators are best suited for determining the resources that are most appropriate for use in their classrooms.” Procedures 1. The primary objectives of selecting learning resources are:

• To provide learners with access to materials that will allow them to engage with and explore the big ideas and curricular competencies of a particular course.

• To recognize and reflect the diverse lives and experiences of our learners and the broader society.

• To seek out and include various perspectives on controversial issues encouraging opportunities to practice critical thinking.

In some cases, biased resources may be intentionally chosen to meet specific learning objectives.

2. Responsibility for Selection

2.1. Educators are responsible for using the Resource Evaluation Criteria Form (251-1) to select appropriate learning resources for their learners.

2.2. The district is responsible for composing a learning resource evaluation team (LRET) including practicing educators to evaluate learning resources in response to (1) an educator request for a formal resource evaluation and/or (2) a community member or educator request for resource reconsideration. The Resource Evaluation Criteria Form (251-1) will be used to evaluate the learning resource.

3. Criteria for Selection of Resources

3.1. Educators are expected to evaluate learning resources using the criteria outlined in the Resource Evaluation Criteria Form (251-1). Learning resources will:

• Support the learning outcomes of the curriculum.

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/learning-resources

https://staffnet.sd35.bc.ca/forms-docs/view/resource-evaluation-criteria-form-form-252-1/


• Assist students in connecting to real life applications.

• Be developmentally and age appropriate.

• Demonstrate effective instructional and technical design.

• Meet the requirement set by copyright and privacy legislation.

• Be suitable based on social considerations.

3.2. Learning resources provide opportunities to develop critical and creative thinking, positive personal and cultural identity, personal awareness and responsibility, social responsibility and/or communication competencies.

4. Process for Teacher Selection of Learning Resources

4.1. Teacher reviews the resource using the Resource Evaluation Criteria Form (251-1), available reviews such as ERAC, and collegial professional judgment. Please note that ERAC and other reviews should not be the sole factor informing professional judgement as to what is appropriate within a specific context.

4.2. When a resource is potentially controversial, the teacher may choose to request a formal evaluation by the Learning Resources Evaluation Team (LRET).

a. The teacher checks the list of learning resources that have already been considered by the LRET on the district website. If the resource is listed, the teacher connects with the LRET contact for further information. If the resource is not listed, the teacher submits a request for evaluation to the LRET.

b. LRET evaluates the resource and communicates a recommendation to the teacher within four weeks of the date of submission.

c. A list of the learning resources that have been evaluated by the LRET will be publicly posted.

5. Process for Reconsideration of a Learning Resource

5.1. Individual(s) discusses concerns with relevant teacher(s).

5.2. If necessary, individual(s) completes Application for Reconsideration of Learning Resources (Form 251-2) and submits it to school administration. The teacher submits Resource Evaluation Criteria Form (251-1).

5.3. Applicant meets with a school-based team to discuss possible solutions.

5.4. If unresolved, the school administration will complete form 251-3 and send it along with form 251-1 and form 251-2 to the Director of Instructional Services.

5.5. The Director of Instruction will forward both forms to the District Learning Resource Evaluation Team (LRET) for reconsideration. The LRET will consist of practicing educators and administrators.

5.6. LRET will review the resource and communicate their decision to the school administration who will communicate the decision to relevant parties.

During the reconsideration process, the teacher has the right to continue using the resource in question though the applicant may request an alternative learning resource be provided for their child. Similarly, if the item is not reconsidered the parent has the right, within reason, to work with the teacher to find an alternative learning resource.

https://staffnet.sd35.bc.ca/forms-docs/view/application-for-reconsideration-of-learning-resources-form-252-2/

https://staffnet.sd35.bc.ca/forms-docs/view/application-for-reconsideration-of-learning-resources-form-252-2/

https://instructionalservices.sd35.bc.ca/wp-content/uploads/sites/76/2020/05/252-3-Reconsideration-of-Learning-Resources-Meeting-Summary-2020May.pdf


Process for Reconsideration of Learning Resources


Reference: Sections 7, 8, 17, 20, 22, 65, 85, 168 School Act Evaluating, Selecting, and Managing Learning Resources: A Guide (2002) Ministerial Order 333/99 – Educational Program Guide Order

Forms: 251-1 Evaluating Learning Resources 252-2 Application for Reconsidering Learning Resource 252-3 Reconsideration Meeting Summary Adopted: November 17, 2020

https://instructionalservices.sd35.bc.ca/wp-content/uploads/sites/76/2020/05/252-1-Resource-Evaluation-Criteria-Form-2020May.pdf

https://instructionalservices.sd35.bc.ca/wp-content/uploads/sites/76/2020/06/252-2-Application-for-Reconsideration-of-Learning-Resources-2020May.pdf

https://instructionalservices.sd35.bc.ca/wp-content/uploads/sites/76/2020/05/252-3-Reconsideration-of-Learning-Resources-Meeting-Summary-2020May.pdf



STUDENT FIELD TRIPS

Background The District recognizes that student field trips enhance and add value to the educational program by offering students additional opportunities for learning to occur with extra-curricular, co-curricular, and curricular activities which support students’ growth in their emotional, social, physical, and mental, development. The District encourages the sponsorship and approval of student field trips which provide a legitimate learning experience for students. The accompanying administrative procedures have been developed to:

• Provide definitions and expectations for various classifications of field trips.

• Provide communication links between parents, teachers, and school administrators.

• Establish procedures for carrying out field trips with students.

• Establish the responsibilities and expectations of the students, parents, teachers, field trip supervisors and school administration for specific types of field trips including the nature of the activities, risks involved and the level of supervision.

The type of employee training required and the guidelines for safety standards for specific activities are outlined in detail in the Field Trip Handbook. This document provides, in considerable detail, guidelines for all types of field trips. Definitions Curricular activities are ones that are directed towards students achieving specific learning outcomes for which students are assessed. (Examples of field trips are golfing in Physical Education 12 on the local golf course, Band, Drama or Science related class trips). Fees are not charged for curricular field trips. Co-curricular activities supplement the instructional program normally occurring during school time. (Examples of this type of involvement include an extension of classroom activities, activity days and special events). Extra-curricular activities are those activities normally held outside of school time. (Inter-school sport activities, club and cultural travel are examples of this type of student participation).

https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-handbook/


Procedures 1. General

1.1. Student participation in a field trip which involves extra-curricular or co-curricular activities is optional and there may be a charge to cover the costs of transportation, accommodation, meals, entrance fees and equipment rentals. However, a field trip shall not be considered optional if it is required for students to complete specified learning outcomes or assessment requirements for a course. 1.1.1. An alternative delivery for the required learning outcomes could be managed

by the parent after discussion with the principal. 1.2. In the case of optional field trips, alternate activities shall be provided to students who

choose not to participate in the field trip. Students attending an optional field trip are not to be charged for the cost of providing a teacher on call for the students who choose not to participate in the field trip. Furthermore, the principal shall facilitate the inclusion of students who might otherwise be excluded due to financial hardship.

1.3. Extended or out of province field trips shall normally be scheduled during vacation breaks in the school year. School field trips need to be managed to minimize the disruption to student learning of those on the trip and for the students at the school level.

1.4. The District Administrative Procedure 355 – Student Discipline, the school’s Code of Conduct and the School Act shall apply to all school organized trips and activities.

1.5. An active cell phone shall be with the group leader(s). 1.6. Volunteer supervisors shall complete a Volunteer’s Safety Check Application, in

compliance with Administrative Procedure 490 – Community Volunteer. 1.7. Transportation shall be in accordance with Board Policy 19 – Conveyance of Students

and the Field Trip Handbook. 1.8. All field trips are to be approved by the principal of the school who shall ensure that the

guidelines laid out in the Field Trip Handbook are followed 1.9. District employees who are involved with field trips are covered for liability through the

School Protection Program. 1.10. For out of province trips, each accident/medical claim is individually evaluated by

WorkSafe BC on its own merit and thus medical expenses may or may not be covered. 1.11. Guidelines for supervision ratios are provided in the Field Trip Handbook, but unique

situations can be discussed with the Assistant Superintendent. 2. Routine Field Trip - Level One: (e.g. parks, farms, museums, concerts, plays, sporting

events, water slides, Parliament Buildings, swimming in supervised pools with certified lifeguards, i.e. Walnut Grove Community Centre, Blair Pool, ice skating with helmets, roller blading with protection.) Level One may include elementary students cycling adjacent to the school depending on the availability of cycling paths/sidewalks. Cycling on roads is a minimum of an outdoor activity. 2.1. These field trips will have the following characteristics:

2.1.1. Of one day or less duration.








2.1.2. Takes place within the general Lower Mainland of B.C. from Squamish to Hope and from Victoria to Nanaimo on Vancouver Island.

2.1.3. Do not involve hiking, snow shoeing, canoeing, kayaking, bicycling, snowboarding, skiing, rock climbing, or residential camping, or other higher risk activities.

2.2. Parents are to be informed of the proposed trip and the teacher is to obtain a signed Field Trip - Parent Permission form (Form 260-1) for each student involved.

2.3. The leader shall: 2.3.1. Obtain signed parental consent forms for each student involved (Low-Risk

Field Trip - Parent Permission Form) (Form 260-1). 2.3.2. Take a copy of a school registration form (Form 300-1) or a Field Trip Medical

form (Form 260-2) along for each student on the trip. 2.3.3. Give consideration to having a male and female supervisor along on coed field

trips. (This could include a parent supervisor). 2.4. The principal shall ensure that the above is completed before giving final approval.

3. Routine Field Trip - Level Two: (e.g. overnight sports tournaments or games, overnight to

Aquarium or Science World, band retreats, music tours within B.C., overnight stays in school gymnasiums or libraries, indoor rock climbing, retreats which do not involve outdoor activities). 3.1. These field trips will have the following characteristics:

3.1.1. May be of more than one day in duration. 3.1.2. Take place within the province of B.C. 3.1.3. Do not involve hiking, snowshoeing, canoeing, kayaking, bicycling, swimming,

back country skiing, wilderness rock climbing, residential camping, or other higher risk activities.

3.2. Parents are to be informed of the proposed trip and the principal is to obtain a signed Parent Permission form (Form 260-1).

3.3. The leader shall: 3.3.1. Obtain signed parental consent forms for each student involved (Low-Risk

Field Trip - Parent Permission Form) (Form 260-1). 3.3.2. Take a copy of a school registration form (Form 300-1) or a Field Trip Medical

form (Form 260-2) along for each student on the trip. 3.3.3. Ensure there are both female and male supervisors on all coed trips. (This

could include a parent supervisor). 3.3.4. Ensure that students and parents are appropriately informed for specific

activities. 3.4. The principal shall ensure that the above is completed before giving final approval.

4. Routine Field Trip - Level Three: (eg. Downhill and Nordic track skiing; snowboarding/ snow

blading programs within controlled ski areas with ski patrols, biking). 4.1. These field trips will have the following characteristics:

https://staffnet.sd35.bc.ca/forms-docs/view/low-risk-field-trip-parent-guardian-permission-form/



https://staffnet.sd35.bc.ca/forms-docs/view/student-registration-form/

https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-medical-form-outdoor-overnight-out-of-province/








4.1.1. may be more than one day in duration 4.1.2. take place within the province of BC

4.2. Parents are to be informed of the proposed trip and the school is to obtain a signed Parental Consent (Form 260-1) and Permission Form and Waiver for Child Participating in Snowboarding/Ski Trip (Form 260-3) that includes the nature of the activities, risks involved and the level of supervision. 4.2.1. Ensure that all relevant information has been communicated to the parents as

outlined in the Ski/Snowboard Trip Permission Form Guidelines and Teacher Instruction Checklist. If the ski area has a waiver printed on the tickets, ensure that a copy of the waiver has been provided to the parents as part of their information package.

4.3. The leader shall: 4.3.1. Obtain signed parental consent and waiver forms for each student involved.

(Parental Consent (Form 260-1) and Permission Form and Waiver for Child Participating in Snowboarding/Ski Trip) (Form 260-3). The information is to clearly state to the parents the specific activities including knowledge of risks involved.

4.3.2. Take a copy of the Field Trip Medical form (Form 260-2) along for each student on the trip.

4.3.3. Ensure there are both female and male supervisors on all coed trips. (This could include a parent supervisor).

4.3.4. Ensure compliance with the Ski/Snow Board Trip Permission Form Guidelines and Teacher Instruction Checklist. Provide the information on the items completed from the Guideline to the principal prior to the final approval of the trip.

4.3.5. All students and adult supervisors shall wear helmets when skiing and snowboarding. In addition, anyone snowboarding is required to wear wrist protectors. Anyone observed not wearing the required protective equipment will have their lift ticket revoked and will not ski/snowboard for the remainder of the trip.

4.3.6. Where feasible, a private vehicle shall also be available to accommodate student incidents.

4.4. The principal shall ensure that the above is completed before giving final approval. 5. Outdoor Field Trips: (e.g. hiking, canoeing, sea kayaking, retreats which involve outdoor

activities, swimming in natural settings, wilderness orienteering, residential camping, cycling). 5.1. These field trips will have the following characteristics:

5.1.1. May be of more than one day in duration. 5.1.2. Take place within the province of B.C. 5.1.3. Involves one of the activities identified above. 5.1.4. Activities not listed above will be considered on an individual basis by the

principal.

https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-snowboarding-ski-permission/



https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-guidelines-for-ski-trips-to-supervised-ski-areas/

https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-checklist-level-3/

https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-checklist-level-3/








5.2. The leader shall: 5.2.1. Ensure there are both female and male supervisors on all coed trips. (This

could include a parent supervisor). 5.2.2. Ensure that at least one supervisor has a current First Aid certification as

detailed in the https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-handbook/Field Trip Handbook.

5.2.3. Ensure that students and parents are appropriately informed for specific activities and that they are aware of all expectations including knowledge of risks involved.

5.2.4. Obtain signed parental consent forms for each student involved (Higher-Risk Field Trip - Parent Permission Form) (Form 260-4). The information shall clearly state to the parents the specific activities including knowledge of risks involved.

5.2.5. Require that parents fill out a Field Trip Medical Form (Form 260-2). (These may be kept on file and updated throughout the year)

5.2.6. Ensure that supervisors meet the requirements for training as detailed in the Field Trip Handbook for any swimming that takes place outside of an area patrolled by lifeguards.

5.2.7. Submit a "Field Trip Application Form" (Form 260-5) to the principal at least two weeks before the excursion. (Timeline could be longer or shorter at discretion of the principal)

5.3. All field trips are to be approved by the principal of the school who shall ensure that the guidelines laid out in the Field Trip Handbook are followed.

6. Out Of Province Field Trips: (e.g. any field trip for any length of time which takes place

outside the province of British Columbia including International travel) The following procedures shall be followed: 6.1. The leader shall:

6.1.1. Ensure there are both female and male supervisors on all coed trips. (This could include a parent supervisor)

6.1.2. Ensure that students and parents are appropriately informed for specific activities and that they are aware of all expectations including knowledge of risks involved.

6.1.3. Inform parents of the specific nature of the activity and its place in the school curriculum.

6.1.4. Obtain signed parental consent forms for each student involved (use Higher-Risk Field Trip - Parent Permission Form (Form 260-4) for trips in Canada and Waiver of Liability for International Travel) (Form 260-6) The information shall clearly state to the parents the specific activities including knowledge of risks involved.

6.1.5. Require that parents fill out a Field Trip Medical Form (Form 260-2). (These shall be kept on file and updated throughout the year)




https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-higher-risk-non-skiing/




https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-application/




https://staffnet.sd35.bc.ca/forms-docs/view/field-trip-international-travel-permission-waiver/



6.1.6. Confirm that adequate out-of-country medical coverage is obtained for all staff, students and supervisors.

6.1.7. For travel within Canada, submit a "Field Trip Application Form" (Form 260-5) to the principal for approval, at least two weeks before the excursion. (Timeline could be longer or shorter at discretion of the principal)

6.1.8. Submit a “Field Trip Application Form” (Form 260-7) for International Travel to the principal, at least five months before the trip.

6.2. For travel inside of Canada, all field trips are to be approved by the principal of the school who will ensure that the guidelines laid out in the Field Trip Handbook are followed. 6.2.1. International travel, including trips to the United States, is to be approved by

the appropriate Assistant Superintendent. The principal shall send a copy of the Field Trip Approval form (Form 260-7) to the appropriate Assistant Superintendent at least five months prior to the commencement of the trip. Copies of related lists and consent forms need to be forwarded to the Assistant Superintendent eight (8) weeks prior to the start of the trip.

7. Supervision Responsibilities - All Trips

7.1. Supervisors shall ensure there are both male and female supervisors on all coed field trips. (This could include a parent supervisor) An exception to this may be considered on certain Level One field trips.

7.2. Where funds are required for non-curricular field trips to provide adequate supervision, participants shall be informed of the costs of the trip including supervision.

7.3. Supervisors are considered to be on supervision throughout a field trip and are expected to provide reasonable supervision. Reasonable supervision is that which would be provided by a careful and prudent parent.

7.4. Supervisors shall ensure that students understand that school rules for conduct and behaviour are to be maintained throughout the field trip.

7.5. Supervisors shall make students aware of procedures by which supervisors can be contacted if necessary.

7.6. The responsibility for organizing adequate supervision belongs to the teacher(s) in charge of the field trip. These teacher(s) may not relinquish responsibility, but they may schedule specific times when they are free of supervision duties and able to pursue meeting individual or personal needs.

7.7. The consumption of alcohol by supervisors for the duration of the field trip is strictly prohibited. This includes cases in which students are billeted.

8. Specific procedures are outlined in the book entitled "Field Trip Handbook". Reference: Sections 8, 17, 20, 22, 65, 85, 177 School Act Adopted: September 4, 1981 Revised: September 19, 1988; November 7, 1994; October 23, 2003; June 17, 2008; November 17, 2020








HIGH SCHOOL BRACKET RACING

Background The District is not the sponsor, organizer, operator or supervisor of high school bracket racing or race-related events or activities. Procedures 1. General

1.1. All events must be organized and sponsored by the British Columbia Secondary School Motorsport Association (BCSSMA).

1.2. Participation must be in compliance with all BCSSMA regulations and expectations. School and District expectations will also apply through the duration of these activities.

1.3. Principals wanting to participate must make a formal written application to the Superintendent for approval.

1.4. All school bracket racing teams/clubs must have a teacher sponsor who is willing and able to attend all competitions in person. The sponsor must be identified in the letter to the Superintendent.

1.5. Organization of bracket racing activities for secondary school students is only permitted for events: 1.5.1. At motorsport racetracks, operated pursuant to National Hot Rod Association

(NHRA) certification, insurance and safety arrangements; and, 1.5.2. Promoted by the BCSSMA for high school students involving races limited to

elapsed times in the one quarter mile of not less than twelve (12) seconds. 2. Requirements for Establishment of a Bracket Racing Team/Club at Secondary Schools.

2.1. Meetings must be organized in the fall of each year for parents and students at which: 2.1.1. Information on the rules and regulations of the sport will be provided and

reviewed. 2.1.2. Students and parents will be advised that the District is not responsible or liable

for loss or damage regarding vehicles while being transported to or from, or being operated in motorsport events and that motor vehicle insurance is generally null and void while vehicles are participating in motorsport activities.

2.1.3. Providers of vehicles utilized in bracket racing activities will be advised of the responsibility for the provision of a safe, appropriately equipped, vehicle for the event and of the requirement that they provide written authorization for the use of the vehicle, at their entire risk, for the event.


2.1.4. Students and parents will be advised that the District is not the organizer, sponsor, operator or supervisor of any motorsport events and that participants are assuming all risks for injuries/damages; and

2.1.5. Parents and students complete the District Higher Risk Field Trip form (Form 260-4) and all related BCSSMA forms (see Item 2).

3. Requirements for Student Participation

3.1. Only those students for whom the following forms are fully completed and signed by their parents will be permitted to participate. Forms must be completed yearly, on file and witnessed by the Principal. Forms to be completed include: 3.1.1. Higher Risk Field Trip Form (Form 260-4) 3.1.2. Minor Participant – Assumption and Acknowledgment of Risk (in BCSSMA

package) 3.1.3. Release of Liability, Waiver of Claims Assumption of Risks and Indemnity

Agreement (in BCSSMA package) 3.1.4. Any other relevant BCSSMA or District forms requested.

3.2. Vehicles may only be operated by persons with a valid driver’s license. 3.3. The sponsor teacher who accompanies students to high school bracket racing events

organized and directed by motorsport race tracks is to be familiar with the safety rules and regulations of high school bracket racing in order to be supportive of event operations being directed by the race track operator.

3.4. The sponsor teacher will also ensure that all safety equipment used in the events meet current CSA and/or industry standards.

3.5. “School” vehicles to be utilized in high school bracket racing must be prepared to NHRA standards under the supervision of a teacher sponsor with recognized automotive skills who is familiar with the NHRA standard.

3.6. All vehicles must be inspected by an independent NHRA certified inspector before each race.

3.7. All participating students must have read and be familiar with all the rules and regulations specified by the BCSSMA as well as this Administrative Procedure.

Reference: Sections 8, 17, 20, 22, 65, 85, 177 School Act Adopted: October 6, 2015 Revised: November 17, 2020





BCSSMA RULES AND REGULATIONS


Reference: Sections 8, 17, 20, 22, 65, 85, 177 School Act Adopted: October 6, 2015 Revised: November 17, 2020



HOME SCHOOLING

Background The District recognizes the right of a parent to educate his or her child at home in accordance with the School Act. Procedures 1. Parents who wish to educate their child at home must register the child at any of the

District's schools, prior to September 30 of each year. 2. Evaluation and Assessment

2.1. Home school parents are eligible for:

2.1.1. Assessment normally provided by the District following standard procedures. 2.1.2. Standardized testing and/or provincial assessment in accordance with

established District and/or provincial procedures. 3. Access to Materials

3.1. Home school parents are eligible for:

3.1.1. Textbooks provided on loan to the student in a manner to be determined by the Principal.

3.1.2. Library books provided on loan to the student in a manner consistent with District practice.

3.1.3. Some material provided on loan through the District Learning Commons in a manner determined by the Superintendent; and

3.1.4. Materials not returned or continually returned in damaged condition may result in certain privileges being denied with the exception of materials that are authorized and recommended by the Minister.

3.1.5. Equipment may not be rented or loaned. Reference: Sections 2, 3, 12, 13, 22, 65, 85 School Act

School Regulation 265/89 Adopted: June 17, 1991 Revised: November 17, 2020




RESEARCH STUDIES

Background The District recognizes the value of educational research and encourages the pursuit of well-designed educational research which will be of benefit to students, employees and the community at large. Requests for research will be considered on the basis of quality, merit, relevance, and whether the research and methodology are in the best interests of the District's students, staff, and community. The Superintendent will keep the Board informed of research studies approved and other research requests where appropriate. Procedures 1. Individuals or agencies who wish to conduct research requiring access to students,

schools, staff, records, data and other information must complete the Request to Conduct Research form (Form 290-1) and submit it to the Director of Instruction.

2. Research requests will be evaluated by the Director of Instruction based on the following

criteria: 2.1. Validity and Reliability

2.1.1. The research design, research questions, instrumentation, and data collection are appropriate for the analysis of the problem.

2.2. Efficiency 2.2.1. The collection of data is not available from other sources and the method of

collection is reasonable and practical. If similar data have been collected in another District, the researcher will include a rationale for why new data need to be collected. There is to be a minimum of disruption to District, school and classroom operations and minimum of time required of staff and students. Time of year, duration of research, number of participants and schools or District offices involved, and number of research studies in progress will be important factors in determining whether the research is feasible.

2.3. Cost/Benefit 2.3.1. The cost of the research in terms of school and District staff involvement and

impact on delivery of educational services is justified with respect to the potential benefits to students. The study is to contribute something useful and of value to the District or toward the improvement of education and/or student knowledge of student learning.

https://staffnet.sd35.bc.ca/forms-docs/view/form-290-1-research-studies-in-the-langley-school-district/



2.4. Confidentiality 2.4.1. The research must comply with legal requirements under the School Act and

Freedom of Information and Protection of Privacy Act. Researchers are reminded that videotaped or tape-recorded information containing personal information gathered in relation to the research also is subject to the privacy and confidentiality provisions of the Freedom of Information and Protection of Privacy Act. The requirements include the process of data collection, and storage, disclosure and disposal of data. The study must respect the rights and privacy of students, staff, and parents involved.

2.5. Ethics 2.5.1. Participants will not be exposed to unnecessary risks of harm. The research

design is to reflect a careful assessment of predictable risks in comparison with foreseeable benefits to the participants or to others. The District will not support offering monetary inducements for participating in research. Research proposals must include proof that ethics approval has been granted by the supporting university or corporation.

3. Research Request Process

3.1. Consultation 3.1.1. After the request for research has been evaluated by the Director of

Instruction, it will be referred to the relevant principal and District staff for their review of the educational value of the research.

3.2. Criminal Record Search 3.2.1. Prior to commencing a research study, an individual who is not an employee

of the District must undergo a criminal record search and submit the report to the Director of Instruction.

3.2.2. Approval for the research is conditional on the results of the criminal record search. If an individual is employed in another District and has undergone a criminal record search in that District within the last month prior to submitting a research request, the District may accept a copy of the search in fulfillment of this requirement.

3.3. Informed Consent 3.3.1. Prior to commencement of the research, written consent must be obtained

from participants and parents of students involved in research involving identified students or access to student records. Copies of any consent letters or forms to be used must be included along with the Request to Conduct Research (Form 290-1).

3.3.2. District personnel, including teachers, who participate in the research, must also give their consent.

3.3.3. All prospective participants must be given adequate and comprehensible information that allows them to make informed decisions regarding participation in a proposed research study.

3.3.4. Participating students must be informed that they may withdraw from participation in the research at any time.






3.3.5. Students are to have an opportunity to raise any issues of concern. 3.3.6. It is to be clear to students that a refusal to participate will not lead to any

adverse consequences. 3.4. Consent letters and forms are to include the following information:

3.4.1. An introduction that includes the purpose of the study, the objective of the study, and any anticipated outcomes of the study.

3.4.2. Procedure and criteria for selecting participants. 3.4.3. Procedure to be followed, including a description of the participant's

involvement. 3.4.4. Length of study. 3.4.5. Description of how the participant’s privacy rights will be protected. 3.4.6. To whom results will be available, and for what purposes. 3.4.7. Anticipated benefits and potential risks to the participant. 3.4.8. The person to whom inquiries are to be addressed before, during, and after

the research is completed. 3.4.9. The participant's right to withdraw consent at any time. 3.4.10. Parent's right to withdraw consent at any time. 3.4.11. There are no adverse consequences for students, parents not participating in

the stud. 3.5. Approval

3.5.1. The Superintendent in consultation with the Director of Instruction and the principal(s) involved will determine whether the request meets the research criteria and complies with this Administrative Procedure.

3.6. Results 3.6.1. A complete report on the results of the research undertaken in the District

must be submitted to the Director of Instruction. Copies of reports will be available to all participants and other interested persons on request.

3.6.2. Researchers are to be prepared to discuss or present their findings to school or District staff and parents to assist the participants in realizing the value of the educational research.

Reference: Sections 22, 65, 85 School Act Freedom of Information and Protection of Privacy Act Adopted: December 15, 1980 Revised: October 17, 1983; October 18, 2005; January 17, 2006; November 17, 2020



ENTRY TO AN EDUCATIONAL PROGRAM

Background A student who resides in British Columbia shall be eligible to enroll in an educational program provided by the District in keeping with the provisions of Section 82 of the School Act without payment of fees if the student and the student’s parent are ordinarily resident in the province. The term ordinarily resident is defined as residence in the daily life of the student, as opposed to special or occasional residence. It requires that the parent makes or intends to make his/her permanent home in British Columbia. The courts have interpreted the term “ordinarily resident” in this context by assessing whether the parent has: • A ‘settled purpose’ for taking up residence in the community; and, • There is sufficient continuity of residence, despite temporary absences. For acceptance into an educational program and upon registration, the parent will be required to provide proof of their citizenship status and their British Columbia residence address, as well as the child’s age. While a single indicator alone is not enough to establish residency for the purposes of Section 82 of the School Act, the larger the number of positive indicators as listed below, the more likely it is that the parent qualifies as a resident of British Columbia for the purpose of receiving Ministry funded public education: • Ownership of dwelling or long-term lease or rental of dwelling. • Residence of spouse, children and other dependent family members in the dwelling. • Legal documents indicating British Columbia residence. • Provincial driver’s license. • Employment within the community. • Parent filing income tax returns as a British Columbia resident. • Provincial registration of automobile. • Canadian bank accounts or credit cards. • Links to community through religious organizations, recreational and social clubs, unions

and professional organizations. • Subscriptions for life or health insurance, such as MSP coverage. • Business relationships within the community. Likewise, while none of the factors alone are sufficient, the larger the number of negative indicators as set out in the following list, the more likely it is that the parent will not meet the qualifications to receive Ministry funded public education for their child: • Residence of parent and/or family home in another jurisdiction, even if the student has a BC

legal guardian. • Existence of another dwelling outside of British Columbia where the person and/or their

family regularly resides. • Foreign bank accounts or credit cards. • Parent’s employment in another jurisdiction.




• Parent filing income tax returns in another jurisdiction. • Identification documents from another jurisdiction. • Substantial ties with a former country or place of residence. A student who resides in British Columbia whose parent(s) do not meet the criteria of being ordinarily resident in the province shall still be eligible to enroll in the educational program provided by the District, however, payment of all fees may be required. (See Administrative Procedure 303 – Admission of International Students) Decisions regarding the entry of a student into an educational program are determined by District staff. Should there be any dispute as to whether a student meets criteria for Ministry of Education funding, a parent may appeal the decision to the Superintendent. (See Board Policy 13 – Appeals Bylaw) Procedures 1. The parent of a child wishing to enroll in an educational program for the first time in the

District must present verification of the child’s birthdate from one of the following documents at the time of registration: 1.1. Birth Certificate 1.2. Certificate of Citizenship 1.3. Certificate of Indian Status 1.4. Court Order 1.5. Canada Immigration Documents 1.6. Passport 1.7. Permanent Resident Card 1.8. Driver’s License

2. Parents must provide proof of their citizenship status by producing one of the following documents: 2.1. Birth Certificate 2.2. Certificate of Citizenship 2.3. Certificate of Indian Status 2.4. Canada Immigration Documents 2.5. Passport 2.6. Permanent Resident Card

3. At the time of registration, parents must provide proof of residency by providing one of the following clearly showing the same parent names and residence address as on the registration form: 3.1. British Columbia Driver’s License 3.2. Mortgage Statement 3.3. Municipal Tax Bill 3.4. Utility Bill


3.5. Subject-Free Home Purchase Contract (with a move-in date within six months) Reference: Sections 22, 65, 82, 85 School Act Freedom of Information and Protection of Privacy Act Adopted: March 11, 2014 Revised: June 19, 2018; November 17, 2020



CANADIAN STUDENTS – OUT OF PROVINCE FEE

Background The District recognizes that on occasion, Canadian families not ordinarily resident in British Columbia may wish to have their children attend a District school. Such families do not meet Section 82 (2) of the School Act, which states that a student is resident in a District if the student and the student’s parent is ordinarily resident in the District and the person designated as the guardian of the student is ordinarily resident in British Columbia. Such residency is required in order for the District to receive Ministry of Education funding. Procedures 1. Since funding is not received from the Ministry of Education, a fee will be charged to these

students. The fee will be up to the equivalent of the amount the District would have received if both the student and parent met residency requirements, including any special program funding.

Reference: Sections 22, 65, 82, 85 School Act Freedom of Information and Protection of Privacy Act Adopted: November 20, 2001 Revised: November 17, 2020




ADMISSION OF INTERNATIONAL STUDENTS

Background The District believes that the inclusion of International students in District schools is part of a positive and supportive diversified school culture, which benefits local students and citizens by:

• Increasing intercultural and international understanding. • Generating supplementary revenue which benefits all schools and District programs; and • Increasing enrolment in all areas of the District.

The District will levy fees and charges for the International Student Program. This program is to allow for students to join our schools with the intent to eventually graduate or simply to have a positive, short-term Canadian experience.

The District directs that any provision within schools for International students will not be at the expense of children resident in the District with respect to space or additional structural support. Procedures 1. Application, Fees and Determination of School Placement.

The Superintendent has the sole authority to approve the acceptance and enrolment of international students in District schools. 1.1. All international students new to the District must register through the International

Student Program office. International students cannot register directly at any school site in the District.

1.2. Placement of International students at schools will be determined by the International Student Program staff in consultation with the Superintendent and the principal.

1.3. International students shall only be placed in schools with available space as determined by the District.

1.4. International students shall be required to pay fees. Fees will be determined based on: 1.4.1. Market condition 1.4.2. Fee structures in other BC District International Student Programs 1.4.3. Cost of providing direct educational services and support services; and 1.4.4. Contribution to the overall District budget

1.5. The Superintendent will inform the Board of the International Student Program fee structure once yearly.


2. Tuition Fees – Exemption The following International students receive Ministry of Education funding and therefore are exempt from District tuition fees: 2.1. A student who:

2.1.1. Is a refugee claimant with the appropriate documentation as per Administrative Procedure 300 – Entry to an Educational Program;

2.1.2. Is attending school on a reciprocal and equal exchange for the same length of time, with the exchange completed within two years.

2.2. A student whose parent(s):

2.2.1. Has been admitted for temporary residence in Canada for a term of one year or more and holds a valid, current work permit from Citizenship and Immigration Canada. The work permit must specify an employer and must be accompanied by the Letter of Employment, a copy of the Labour Market Opinion document that was submitted to Citizenship and Immigration Canada to obtain the work permit and a pay receipt issued by the employer. In addition, the authorized work must be a salaried/paid position of no less than 20 hours per week and at least minimum wage in the province of British Columbia. In some cases, the holder of an open work permit will be accepted.

2.2.2. Has been admitted for temporary residence in Canada for a term of one year or more and holds a valid, current study permit from Citizenship and Immigration Canada. The holder must be attending a public post-secondary institution in a degree or diploma program or attending a private post-secondary institution in a degree program.

2.2.3. Has been admitted for temporary residence in Canada for a term of one year or more and holds a valid, current study permit from Citizenship and Immigration Canada. The holder must be attending an accredited public post-secondary institution in a degree or diploma program or attending a private post-secondary institution in a degree program. The parent has been authorized to study for a period of one year or more and all the following conditions apply: 2.2.3.1. The parent is enrolled in an English as a Second Language

(ESL)/English Language Learning (ELL) program of up to one year in duration at an institution that has an Education Quality Assurance Designation (EQA). The ESL/ELL adult student will be deemed resident for up to one year only. Beyond one year, the child of the ESL/ELL parent will be considered a non-Ministry funded student.

2.2.3.2. Acceptance to a public post-secondary institution in a degree or diploma program or a private post-secondary institution in a degree program.

2.2.3.3. Acceptance into the degree or diploma program is contingent upon the completion of an ESL/ELL program.

2.2.4. Has been lawfully admitted to and is authorized to study in Canada and has been awarded a multi-year scholarship that covers the cost of both tuition and living expenses for a post-secondary program that includes both an ESL/ELL component and a degree program component. The ESL/ELL component must


be completed at an institution that has an Education Quality Assurance (EQA) designation.

2.2.5. Has been lawfully admitted to Canada and is participating in an educator exchange program with a public school in British Columbia.

2.2.6. Is carrying out official duties under the authority of the Visiting Forces Act or as an accredited diplomatic agent, pre-clearance officer, consular officer or official representative in Canada of a foreign government with a consular post in British Columbia.

2.3. A student and parent(s) must provide 2 pieces for proof of residency in the District as per Administrative Procedure 300.

3. Recruiting Activities

3.1. The District believes that it is appropriate to conduct active marketing and recruiting activities in markets world-wide to attract fee-paying international students to our District. The District Principal, International Student Program will be responsible for developing a marketing plan for these purposes.

3.2. The District Principal, International Student Program will actively solicit international student registrations. The funds for expenses will be realized from the fees collected for these students. Activities for recruitment will include travel to source countries.

4. Specialized Services

4.1. All students registered in the International Student Program will be eligible for English Language Learner (ELL) support if required. This support is available for international students in elementary, middle and secondary schools.

4.2. In instances where an International student participated in a District program where additional costs are associated to cover school field trips, academy fees, examinations (such as Advanced Placement or International Baccalaureate) or special supply items, additional fees for service will be requested from the student. These fees shall be the same as those requested for local residents.

5. Medical Insurance

All students registered in the International Student Program must have comprehensive health and medical insurance for the duration of their stay in Canada. 5.1. The student will submit to the District Principal, International Student Program, a

premium sufficient to cover the duration of the student’s enrolment. 5.2. International Student Program staff will ensure that medical insurance is in place and

make payment through a recognized provider while the student is in the International Student Program.

5.3. Any sum remaining in the trust account on completion of the student’s enrolment shall revert to the District.

6. Homestay

6.1. All International students in grades 8-12 will reside in living arrangements approved by the District Principal, International Student Program. For the majority of students this will be a homestay arranged by the International Student Program Homestay staff.

6.2. International students in grades K-7 will not reside in homestay placements but must be resident in the Langley community with a parent family member. Acceptance of


International students in this category will not occur unless it is confirmed that they will be residing in the District with a parent.

7. Custodianship 7.1. In compliance with the guidelines of Citizenship and Immigration Canada, all

international students must be under the care of a custodian. This will typically be the District, in which case the designated official will be the Superintendent. In some cases, the custodian will be a private Canadian citizen approved by the District Principal, International Student Program.

Reference: Sections 2, 3, 4, 7, 8.2, 20, 22, 23, 65, 74.1, 75, 75.1, 82, 85 School Act

Child, Family and Community Service Act Divorce Act Family Relations Act Immigration and Refugee Protection Act Infants Act Visiting Forces Act School Regulation 265/89 Ministry of Education Policy Document: International Students

Adopted: September 19, 1988 Revised: October 16, 2001; December 8, 2015; June 19, 2018; September 25, 2018; November 17, 2020



STUDENT REGISTRATION – BOUNDARY PROCESS

Background The District recognizes that a school age resident of British Columbia may enroll in an educational program in any District and attend any school, providing there is space available and an appropriate program can be provided for the student at no extra cost to the District. While supporting school choice for students and parents, the District also believes that educational interests are usually best served by attendance at a local catchment school. Students living within an attendance zone will normally attend the school in that catchment area. Parents may, however, request that their child attend a school or program outside their designated catchment area. All students will be treated in a fair and equitable manner with respect to District placements. Decisions relating to requests for placement will be made in accordance with the following procedures. Definitions Assigned School The school designated by the Board based upon the student’s place of residence subject to space availability. Catchment Area In relation to a school, is the geographical area established under Section 75.1 of the School Act that defines the boundaries of a school to which a student has first priority to attend, as defined by the District’s school boundary descriptions. Catchment Area Child A person who is (a) of school age, and (b) resident in the catchment area of the school. Continuing Student A student who was in attendance at the school during the previous school year. Cross Boundary Student A student wishing to attend a school outside of their District catchment area. Cross boundary students are required to submit an application when moving from one school level to the next if continuing outside of their District catchment area. District Student A catchment area child or a non-catchment area child who resides in the District. District Program The catchment area for a District program is defined to be the entire District. Enrolment A student is enrolled when the school gives permission for the student to attend and enters them into the school’s register. Feeder Schools The catchment “Feeder” schools and their associated “receiving” schools are identified in the District’s established boundary descriptions.



Non-Catchment Area Student A person who is of school age, resident in the District, and not resident in the catchment area of the school. Non- District Student A person who is of school age, resident in British Columbia, and not resident in the District. Previous School Year As defined in the School Act, means the school year previous to the school year for which the person is applying to enroll in the educational program. School Placement List (Catchment Students) A school list identifying newly arriving students who reside in the District and have been placed at a nearby school since available space, facilities or resources are not available at the student’s catchment school. School Wait List (Transfer Students) A school list that identifies and prioritizes the first-time transfer applicants who reside in British Columbia and have not been given permission to attend a requested school due to the lack of available space and facilities at the time of application. Transfer Student A non-catchment or non-District child who applies to attend a school or program other than their catchment school. Procedures 1. Section 74.1 of the School Act establishes priorities for enrolment to apply if the District

determines that space and facilities are available in a school. 1.1. Space and facilities are available in a school for purposes of Section 74.1(6) and (7) of

the School Act if there is excess capacity, taking into account both the physical and instructional resources, after reasonable enrolment projections have been made to allow for the accommodation of new catchment students, students returning from prior years, students enrolling in District programs, students incoming from designated feeder schools and children enrolling in kindergarten who live in the catchment area of the school.

2. The principal shall determine available space within the school, based on program capacity,

including consideration of the following factors: 2.1. The operating capacity of the school as defined by the District. 2.2. The level of staff assigned to a school. 2.3. The physical space in which to operate instructional programs. 2.4. The ability to provide appropriate educational programs for the applicant and other

students; and 2.5. The needs of other programs located in the school.

3. When a parent requests that their child attend a school or program outside of the designated catchment area, the prescribed ‘Cross-Boundary Form’. (Form 305-1) must be used.

4. Parents exercising the option of sending their children to schools other than those normally serving the areas in which they reside shall be wholly responsible for any transportation arrangements and costs.




https://staffnet.sd35.bc.ca/forms-docs/view/cross-boundary-request-form/


5. After enrolment of continuing students, and if the required space and facilities are determined to be available, applications from new students will be accepted in the following order of priority provided that application deadlines and other requirements have been met: 5.1. A catchment area student. 5.2. A non-catchment area student. 5.3. A non-District student.

6. If space and facilities are inadequate to accommodate all continuing students, continuing

students will normally be re-enrolled in the following order of priority: 6.1. A continuing non-catchment area student. 6.2. A continuing non- District student.

7. With reference to Section 74.1(4) of the School Act, the application dates are as follows: 7.1. The first date that new ‘Catchment,’ and ‘Cross-Boundary’ Application forms will be

received at a school will be the third Monday in January of each year. 7.2. Applications for registration are to be received at the catchment school no later than

March 31. 7.3. ‘Cross-Boundary’ and students outside the District must apply for registration at the

requested school no later than May 15. 7.4. In the event that the District may not be able to accommodate a catchment student

within the catchment school, the student will be placed on a ‘School Placement List’ prioritized by date and time of application. The District will accommodate the student at a neighbouring school until such time as space is available.

7.5. If the number of ‘Cross-Boundary’ and students outside the District’s applications warrant, the principal will establish a ‘School Wait List’ for first time transfer applications. The District will inform parents on or before June 15 if their application is accepted, denied, or deferred to a later date. The list will prioritize students in accordance with their category (Cross-Boundary and students outside the District) and the date and time of their application. The principal will maintain this list until September 15 of the upcoming school year. 7.5.1. This rule does not apply to alternate programs.

7.6. During the summer months when schools are closed, parents with questions regarding the registration process are welcome to contact the District Office at:

School District No. 35 (Langley) 4875 - 222nd Street Langley, BC V3A 3Z7 Phone: (604) 534-7891

7.7. Late applications will be prioritized as set out in Section 2.2 of the School Act up until the first day of the school year. Applications will be adjudicated periodically until September 15 to accommodate the maximum number of requests depending upon available space and facilities.

8. When applications made within the appropriate registration periods have the same priority

(after application of any permissible sibling preference) the priority between them will be determined by time and date of application.




9. Continuing students within the same school (except for non-District students) are not required to re-apply. They will be automatically enrolled in the applicable educational program or school, subject to space availability and to meeting program requirements, unless transferred or withdrawn. Continuing non-District students may be required to submit an application form annually.

10. Applicants for enrolment must meet all program requirements for the requested educational program and will be subject to any selection process established for that program.

11. Enrolment applications from non-District students may be refused if the student is under suspension from a B.C. public school or District; or has been refused an educational program by a B.C. public school or District under Section 85(3) of the School Act for refusing to comply with the code of conduct and other rules and policies of the District or has failed to apply themselves to their studies. 11.1. Such applications will be referred to the Superintendent for a decision on admission.

Admissions may be subject to terms and conditions. A student who has been admitted under this section is not entitled to the status of a continuing student in the following year unless approved by the Principal or Superintendent.

12. Subject to the School Act, when one sibling is enrolled in or admitted to an educational

program in a school (other than as a disciplinary transfer), other siblings are given priority within their requested educational programs in the same school. This status does not apply where the siblings will not be attending concurrently.

13. The District recognizes that when District programs exist that are located outside a student’s designated catchment area, the District shall be considered the catchment area for that particular program. Administrative Procedure 306 – Admission to Choice Programs governs application for a District program.

Reference: Sections 1, 2, 3, 3.1, 7, 20, 22, 65, 74, 74.1, 74, 75.1, 85 School Act Adopted: May 20, 2003 Revised: September 24, 2013; November 17, 2020





ADMISSION TO CHOICE PROGRAMS

Background The District is required, under the School Act and in accordance with provincial legislation, to provide an educational program for all students of school age. The District believes that the needs of the majority of students are best served when they attend the school in their catchment area. The District also recognizes that students learn in a variety of different learning environments. In addition to the regular program offered at District catchment schools, the District offers programs of choice at the elementary, middle and secondary school levels. These programs are designed to recognize students’ diverse ways of learning and address a range of interests and abilities. Choice programs are delivered in learning environments that are designed to reflect a variety of different program delivery and philosophical models. The District believes that access and equity are important attributes of public education that must be respected when accepting students into choice programs. Recognizing that enrollment in choice programs is limited, a central application process supporting equity of access will be maintained. This process will allow a parent to make application into a choice program as specified in this Administrative Procedure. Procedures 1. These procedures apply to entry into:

1.1. Early French Immersion 1.2. Late French Immersion 1.3. Langley Fine Arts 1.4. Langley Fundamental Elementary/Middle/Secondary 1.5. Coghlan Fundamental Elementary 1.6. Uplands Montessori Elementary 1.7. U-Connect 1.8. Outdoor Programs

2. The District recognizes that students learn in a variety of different learning environments.

The District provides a number of choice programs at the elementary, middle, and secondary levels that offer students an option from regular school programming. Choice programs provide options to parents who desire a special focus for their child’s learning through different program delivery models.

3. Each choice program is unique, with a distinct identity and approach to curriculum delivery

and philosophy. Each program typically features a specialized focus, a commitment to innovative programs and significant community involvement. While the programs offer



courses approved by the Ministry of Education, they are delivered in learning environments that are flexible and meet the needs of individual students.

4. This Administrative Procedure is created under the guiding principles that entry into a choice

program is to be based on the educational and learning needs of the student. It is the responsibility of the student’s parent to obtain information about the program so that they are able to make an informed decision in the best interest of their child.

5. If parents are interested in a particular choice program, they are invited to contact the school

where that program is offered. Information can also be obtained from the District website. 6. Procedural Considerations for Choice Program Options

6.1. The District allows parents the ability to apply to a maximum of two choice programs for their child. Entry into any choice program is through an application process. The District has established criteria for priority placement into choice programs and the details are listed below.

6.2. Families will be invited to apply to a maximum of two choice programs beginning at noon on the first Monday in October in the year prior to the September start in the program. Families will be required to name their first and second choice program preference on the application. Should families have a strong preference for one particular program, they are not required to choose two.

6.3. The following points listed below outline the procedure for application. 6.3.1. All applications must be completed and submitted online. 6.3.2. Any families who do not have Internet access will be accommodated at the

District Office for two weeks beginning at 12:00 pm noon on the first Monday in October of the year prior to the September start in the program.

6.3.3. This process would apply to all choice programs. 6.3.4. This process would precede the deadline for catchment area registrations that

typically begin on the third Monday in January prior to the September start. 6.3.5. Parents would have to re-apply for a program if they were not successful in one

year. 6.4. Some choice programs have more than one entry point into the program depending on

the specific program and circumstances. In choice programs where there are multiple entry points, parents who are not successful in obtaining a placement in a given year are welcome to make application again in another year.

6.5. Once a parent is invited to register their child in a choice program and accepts the registration, their child’s name will be removed from any other list. They will surrender the opportunity to hold an additional placement option in reserve.

6.6. Information sessions, such as ‘Open House’ evenings, will be offered at the various schools to communicate the unique characteristics of each choice program and to outline the application and registration processes. Links to information on the District website will provide more information to parents and students, and parents are encouraged to take advantage of the information available to learn about the programs.

http://www.sd35.bc.ca/pages/default.aspx


7. Registration Priority Criteria For seats available at choice programs, the following selection criteria will be used to place students who have completed the application process: 7.1. First priority will be given to the siblings of District resident students who are enrolled

at the school choice program or in the same District choice program. 7.2. Second priority will be given to District resident students. 7.3. Third priority will be given to the siblings of District non-resident students who are

enrolled at the school choice program or in the same District choice program. 7.4. Fourth priority will be given to non-resident students in the following sequence:

7.4.1. Students resident in another British Columbia School District. 7.4.2. Other Canadian students who are resident in British Columbia.

8. International Students

8.1. Each year, the District reserves a limited number of seats in certain choice programs at the secondary school level for international students.

9. Random Draw Process

9.1. At times, for certain programs, there may be more applications than seats available for the next year’s intake. Should this be the case, the available seats will be issued to students on a random draw basis following the priority order criteria listed above. The random draw could therefore occur at any point in the priority order criteria depending on the actual choice program. \In order to be considered to participate in the random draw procedure, parents will need to have fully completed the online application with all of their child’s necessary documentation in place.

9.2. The District anticipates holding the draw for each program, if necessary, in November of the year preceding the September entry point into the program. Parents who have successfully completed the application process will be automatically entered into the random draw process should there be one.

10. Acceptance Date

10.1. The Acceptance Date will be defined as the date that the parent is notified that a placement is available for their child and they must in turn either accept or decline the offer. Parents will be notified in advance of the timeline for this part of the process and they will have a maximum timeframe of forty-eight hours in order to formally accept the placement or decline the offer. After that time, if the parent has not declared their intent for placement, the child’s application goes to the bottom of the waitlist.

11. Registration Date

11.1. The ‘Registration Date’ is the date established with an individual parent to formally register their child at the school site of the choice program and to provide all of the necessary registration documentation to the Principal. At this point, all required paperwork would be completed.

12. Waitlists

12.1. The District recognizes that family circumstances can change throughout the course of a year and consequently, placements may become available during the year after the registration processes have been completed. Therefore, waitlists will be maintained for


each choice program for the duration of the year prior to the September entry point into the program. The waitlist will be created from the priority placement and random draw process. Parents who were not successful in obtaining a placement in their preferred choice program each year will be able to indicate that they would like their child’s name to remain on the one-year waitlist. The waitlist will remain in effect for one year only, until the first Monday in October of the entry year into the program, after which time it will be dissolved.

13. Review Process

13.1. If a parent has a concern regarding a placement or lack thereof in any choice program, parents can make an appeal via Board Policy 13 – Appeals Bylaw.

Reference: Sections 1, 2, 3, 3.1, 7, 20, 22, 65, 74, 74.1, 75, 75.1, 85 School Act Adopted: October 16, 2001 Revised: December 8, 2015; November 17, 2020



STUDENT INFORMATION SYSTEM Background The Student Information System (SIS) is a District database used to communicate student information to the Ministry of Education, track academic achievement, attendance, student services supports, student demographics, incident management and to communicate with external partners. The goal of SIS is to provide educational policy makers and administrators at all levels of schools, school authorities and government with accurate information on British Columbia students. This information is crucial to the planning, decision-making, and evaluation of educational programs throughout the province. Procedures 1. The District is the primary contact between the schools and the Ministry of Education for the

data collection.

2. The roles and responsibilities of the Director of Information Technology are as follows: 2.1 To train school personnel in the procedures for collecting and coding student data. 2.2 To help school personnel establish and monitor the data collection and verification

process required by the Ministry of Education. 2.3 To gather and consolidate student data from schools. 2.4 To ensure the accuracy and completeness of student data. 2.5 To transmit the required student information to the Ministry of Education in a timely

fashion to meet provincial processing schedules.

3. Principals must ensure: 3.1 Collection and recording of student data is timely and accurate. 3.2 The validity of all student data for completeness and accuracy. 3.3 The student registration form (Form 300-1) is completed annually. 3.4 That no student receives a timetable until the student registration form has been

received and entered. 3.5 The classroom teacher is entering all attendance daily into the SIS.

Reference: Section 17, 20, 22, 65, 85 School Act Adopted: November 17, 2020




SUPERVISION OF STUDENTS

Background The District has responsibility for the safety and security of students while those students are in its care and custody. Procedures 1. Principals are responsible for effective supervision of students under their care during all

school and school related activities.

2. Principals shall formulate local procedures pertaining to the supervision of students during: 2.1 Times when students begin to assemble for classes until their dismissal from

schools; 2.2 Morning and afternoon breaks and recesses; 2.3 Noon hour when students are present either for lunch or other activities; 2.4 Times or occasions when students are transported by school buses; 2.5 Extra-curricular activities on the school grounds, in school buildings or away from

school but under school sponsorship; and 2.6 During adverse weather conditions.

3. Principals shall co-operate with and assist the community in assuring the orderly and safe conduct of all students on the way to and from school.

4. All school staff, in order to prevent accidents, shall be constant in their attention to unsafe

conditions involving equipment, building and school premises. Care is to be taken to see that unsafe conditions are immediately reported to the principal.

5. During instructional time student supervision is the responsibility of the classroom teacher. Reference: Section 6, 17, 20, 22, 65, 85 School Act

School Regulation 265/89 Collective Agreement




VACCINATION RECORDS

Background The District believes that promoting students’ health is a responsibility shared with parents, the health sector and the community. The District is concerned about the potential spread of communicable diseases to unvaccinated children in schools. The District requests parents provide proof of immunization of their children upon registration in the District. The District will work collaboratively with parents and community health partners to provide information on vaccinations. Procedures 1. When parents first register their children for school, there will be a place on the registration

form (Form 300-1) to indicate whether a child has been vaccinated.

2. School staff will ask for most current immunization records of every child when they first register for school and sign off that they have seen the records. Principals will not keep or copy the records.

3. Should any student NOT be immunized, the school staff will work with parents and the local

health authority to provide information and access to immunization for any family desiring such support.

4. School staff will keep a list of children who are confirmed to have been immunized in a

secure file in the school office to only be accessed should there be the threat of an outbreak or a confirmed case of a communicable disease within the school community.

5. Upon the suspicion of a student being diagnosed with a communicable disease, the

principal will contact District staff immediately, who will in turn contact Fraser Health for advice and ongoing support and direction. The Director, Facilities, Transportation and Capital Plans will take action through the Maintenance Department to deep clean and sanitize the school.

6. Upon confirmation of a diagnosis of a communicable disease within a school, District staff

will collaborate with medical health professionals at Fraser Health on an “as need to know basis” regarding the personal information of the child(ren) affected and others who may have come into contact with the affected child(ren).

7. The principal will directly contact the family of any student who has not been previously

immunized for the disease that causes a potential threat in the school.




8. The principal will notify the school community that there is an active case of a communicable disease within the school and advise parents to contact their own health care professionals should they have concerns. They will also provide their school community with information directly from Fraser Health. Fraser Health will be responsible for any medical intervention communication required.

9. Every effort shall be made at all times to maintain the confidentiality of the affected

student(s). 10. Parents of students who have not been immunized and who could be at risk for contracting

the disease may choose to keep their children home until the risk is eliminated. Should they choose to do so, the principal will make available an educational program for the child(ren) during this temporary time.

Reference: Sections 8, 20, 22, 65, 85 School Act Adopted: March 7, 2017 Revised: September 25, 2018; November 17, 2020



PROVISION OF MENSTRUAL PRODUCTS TO STUDENTS Background The Ministry of Education issued a Ministerial Order amending the Support Services for Schools Order to require Districts to provide free menstrual products to students in school washrooms in a manner that protects student privacy. The Ministerial Order requires that procedures related to the provision of free menstrual products to students be established and communicated. Procedures 1. The Superintendent will ensure that products are made available to students of all gender

identities or expressions in a manner that protects student privacy. 1.1. Menstrual products will be provided in:

1.1.1. Elementary Schools 1.1.1.1. K to grade 7 available in baskets in a designated washroom and

available in the office. 1.1.1.2. K to grade 5 available in the office.

1.1.2. Middle Schools 1.1.2.1. Two dispensers per school in designated washrooms. 1.1.2.2. One basket in the universal washrooms. 1.1.2.3. Counseling staff will have them available.

1.1.3. Secondary Schools 1.1.3.1. Up to 5 dispensers per school based on size of school in

designated washrooms. 1.1.3.2. Counseling staff will have them available.

1.2. Operations staff at each elementary, middle and secondary school will maintain and monitor stock and replenish as needed.

2. The District will provide menstrual products at no cost to students:

2.1. Product will be available in containers or coin-free dispensers.

3. The District will consider student feedback with respect to provision of menstrual products. Reference: Sections 2, 3, 4, 7, 8.2, 20, 22, 23, 65, 74.1, 75, 75.1, 85 School Act

Child, Family and Community Service Act Family Relations Act Infants Act Visiting Forces Act Ministerial Order 149/89

Approved: November 26, 2019 Revised: November 17, 2020

https://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/e/m149_89.pdf

https://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/e/m149_89.pdf



STUDENT ILLNESS AND INJURY Background The District endeavours to ensure the safety and well-being of the students of the District. Therefore, it is District practice to provide sick or injured students with appropriate medical attention. To implement this Administrative Procedure effectively, the following procedures will be followed:

• In the case of emergency treatment being required, the student shall be transported by ambulance to a hospital. The District will not cover the ambulance cost.

• In the case of non-emergency treatment being required, the student will be treated by a

first aid attendant, school administrator or other designated staff person.

• In the event of sickness or accident, the student’s parent shall be notified by an attending adult as soon as possible.

Procedures 1. Every school in the District is required to ensure that at least two staff members possess a

minimum Level 1 current First Aid Training Certification. The District will cover the costs of training and in-service for staff. 1.1. For elementary schools, Level 2 1.2. For middle schools, Level 2 1.3. For secondary schools, Level 2

2. All noon supervisors at all schools shall have a minimum Level 1 current First Aid Training

certification. The District will cover the costs of training and in-service for staff. 3. For field trip first aid requirements, refer to Administrative Procedure 260 – Student Field

Trips. 4. All principals are to ensure that the District Emergency quick reference flipchart (District

Response Manual) is clearly visible and accessible in all designated medical rooms. 5. All principals are required to have a designated inside location where a District approved

first aid kit will be placed. For all outdoor activities including recess and lunch, a portable kit is also to be available.

6. During the first week of each school year, the principal is to review with all staff the school’s

first aid procedures for caring for sick and/or injured students. Reference must be made to this Administrative Procedure. Staff are to be informed of the location of information regarding students who may require “special” medical assistance. Staff members that require and/or possess current first aid training are to be identified at this time.


7. All staff are to be made aware of the District’s monitoring expectations regarding the timely notification of parents in cases of student accidents during the review referred to in section 6 above.

8. By the end of the first full week of October of each year, all schools must register with the

District Health and Safety Officer the names and certificate copies of all Level 1 and Level 2 trained staff, along with the completed District Assessment form (Form 315-2). Each Principal is to keep a copy of this file in their office. Principals are to copy, and file copies (not originals) of certificates.

9. All staff are to be made aware that the Schools Protection Incident Report (Form 315-1) is to

be completed and filed with our District Health and Safety Officer as soon as possible following an accident involving a student. Completion of such forms is the responsibility of the Principal.

Reference: Sections 7, 8, 17, 20, 22, 65, 84, 85, 95 School Act Good Samaritan Act School Regulation 265/89 Approved: March 3, 1975 Revised: April 2, 1984; April 25, 2006; November 17, 2020



ADMINISTRATION OF MEDICATION TO STUDENTS AT SCHOOL Background The District believes that the parent is the primary caregiver to their child and is responsible to administer or supervise the self-administration of medication. The District recognizes that there may be situations where it is necessary that medication must be administered during school hours and where a parent is not available. Therefore where administration or supervision of administration of medication cannot be done by persons other than employees, it is the practice of the District to allow a secretary, a teacher, a teacher assistant or an administrative officer, to administer medication to students, or to supervise the self-administration of the medication. Procedures 1. Except in emergency situations, school personnel are to administer (or supervise the self-

administration of) medication to a student only when absolutely necessary and if all of the following conditions are met: 1.1. The medication is required while the student is attending school. 1.2. A parent has requested the school's assistance and has given their written

authorization (Form 316-1) to have the medication administered. 1.3. A copy of the parent request/authorization (Form 316-1) for medication shall be filed. 1.4. School personnel have received adequate instruction from the parent and assistance

from Public Health Nurse where necessary concerning the administration of the medication. More than one employee at a school shall be adequately instructed in the administration of the medication in order to provide an alternative person in cases of absence or unavailability.

2. In emergency situations, teachers have a duty to render assistance to a student, including

the administration of medication where necessary.

3. When absolutely necessary medication will be administered by personnel to a student in regular attendance at school only upon completion and receipt of a "Request for Administration of Medication" form (Form 316-1) signed by the parent. 3.1. The Principal shall make certain that procedures are in place to ensure that:

3.1.1. The completed form (Form 316-1) is received by the school prior to administration of medication.

3.1.2. The parent is informed of his/her responsibility to update medical information every September and as the need arises.

3.1.3. All forms returned by parents are kept in the student's file and a copy with the medication.

3.1.4. Teachers-on-Call and substitute teacher assistants are informed of the medical problems of students in their classes.

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2019/04/Admin-of-Medication.pdf

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2019/04/Admin-of-Medication.pdf


4. If a school is required to store medication, the principal shall arrange to have medication stored centrally in the school in a safe and appropriate place. 4.1. All medication which is to be administered in accordance with these procedures shall

be provided to the principal by a parent in the original container, which includes the prescription directions and doctor's name.

4.2. In the event that the supply of medication stored at the school is used up, it is the obligation of the parent to renew the supply and keep the school stocked with the medication.

4.3. Only authorized school personnel shall have access to medication which is stored in a central location. Any unused or expired medication shall be returned to the parent.

5. If a parent requests, and when absolutely necessary, the principal shall arrange for the

supervision of a student who leaves a class for the purpose of self-administration of medication.

6. If requested in writing by the physician, a teacher will observe and report any change in a child's behaviour while on medication.

7. A record sheet (Form 316-2) for the administration of medication for each student shall be maintained in the location where medication is stored, such sheet to show date, time and dose of each medication administration, any other pertinent information, and the initials of the administering person.

8. In emergency situations, a parent or the emergency contact if the parent cannot be contacted shall be contacted or the student taken to a hospital/medical clinic.

Reference: Sections 7, 8, 17, 20, 22, 65, 84, 85, 95 School Act Good Samaritan Act School Regulation 265/89 Approved: October 29, 1979 Revised: April 22, 1984; December 17, 1990; October 17, 1994; November 17, 2020



CARE OF STUDENTS WITH SEVERE ALLERGIES (ANAPHYLAXIS) Background The Langley School District recognizes that there are students with diagnosed anaphylaxis and at-risk anaphylaxis. These students require planned care and support on and off school grounds and during school events (e.g. field trips, sporting events). Procedures

1. Definitions: 1.1. Anaphylaxis is a sudden and severe allergic reaction, which can be fatal, requiring

immediate medical emergency measures be taken. 1.1.1. Symptoms - Signs and symptoms of a severe allergic reaction can occur

within minutes of exposure to an offending substance. Reactions usually occur within two hours of exposure, but in rarer cases can develop hours later. Specific warning signs, as well as the severity and intensity of symptoms, can vary from person to person and sometimes from attack to attack in the same person. (Canadian Society of Allergy and Clinical Immunology, Anaphylaxis in Schools and Other Settings).

1.2. At-Risk Anaphylaxis is a condition that is diagnosed and/or stipulated by a Physician and communicated in writing by the physician to the principal of the school that the student attends.

1.2.1. Symptoms – An anaphylactic reaction can involve any of the following symptoms, which may appear alone or in any combination, regardless of the triggering allergen:

• Skin: hives, swelling, itching, warmth, redness, rash.

• Respiratory (breathing): wheezing, shortness of breath, throat tightness, cough, hoarse voice, chest pain/tightness, nasal congestion or hay fever-like symptoms (runny itchy nose and watery eyes, sneezing), trouble swallowing.

• Gastrointestinal (stomach): nausea, pain/cramps, vomiting, diarrhea.

• Cardiovascular (heart): pale/blue colour, weak pulse, passing out, dizzy/lightheaded, shock.

• Other: anxiety, feeling of “impending doom”, headache, uterine cramps in females.

1.2.2. The most dangerous symptoms of an allergic reaction involve (both of these symptoms may lead to death if untreated):

• Breathing difficulties caused by swelling of the airways; and A drop in blood pressure indicated by dizziness, light headedness or feeling faint/weak.

http://csaci.ca/wp-content/uploads/2017/11/Anaphylaxis-in-Schools-Other-Settings-3rd-Edition-Revised_a.pdf

http://csaci.ca/wp-content/uploads/2017/11/Anaphylaxis-in-Schools-Other-Settings-3rd-Edition-Revised_a.pdf


2. All students have the right to access public education. 3. Students at risk of anaphylaxis have a right to a safe, healthy learning environment. 4. Some students suffer from life-threatening allergic reactions and the district expects that

school administrators, teachers and support staff be informed and aware of the threat of allergic shock. They should know measures to reasonably avoid the allergens for affected students and be able to respond to an allergic reaction emergency.

5. Schools can be expected to create an allergy aware environment but it is unrealistic to expect an allergen free environment, however, schools should be aware of the needs of students with at-risk anaphylaxis and diagnosed anaphylaxis.

6. Responsibility: 6.1. Parents/guardians of students are responsible for informing the school about their

student’s potential risk for anaphylaxis and for ensuring the provision of ongoing health support services.

6.2. The safety, health and well-being of students is a shared responsibility among parents/guardians, students, the health care community, school employees and the Langley School District.

6.3. School principals have overall responsibility for student safety in school, including:

• Implementation of anaphylaxis safety plans in accordance with the requirements of the Langley School District procedures.

• Ensuring that all school-based staff are trained by Nursing Support Services on how to respond to an anaphylaxis emergency.

7. Duty to Assist 7.1. Every employee has a duty to render assistance to a student in an emergency situation

to the extent that is reasonable for a person(s) without medical training. 8. Prevention

8.1. The Board of Education will minimize the risk of anaphylaxis due to allergens, without depriving the at-risk student of normal peer relations or placing unreasonable restrictions on other students.

9. Information and Awareness – In order for school personnel to effectively respond to life-threatening allergic shock reactions the following guidelines are recommended. The principal shall communicate to all school community members (students, parents, teachers, volunteers, etc.) the District’s protocol regarding anaphylaxis. 9.1. Record keeping, monitoring and reporting – The school principal has the responsibility

for keeping an accurate record for each student at risk of life threatening allergies. The record shall include the student’s Anaphylaxis Emergency Plan.

9.2. The principal shall:

• Ensure that identified anaphylactic students have an ‘Anaphylaxis Emergency Plan’.

• Ensure all forms are up to date, placed in an appropriate location for all staff to access, and that medication(s) have not expired.

• Record information relating to the specific allergy(s) for each identified anaphylactic student to form part of the student’s permanent student record.

• Report annually all anaphylactic incidents, in aggregate form, to the Board.

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/09/ANAPHYLAXIS-Parent-Information-Letter-Template.pdf

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/09/ANAPHYLAXIS-Student-Emergency-Procedure-Plan.pdf

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/09/ANAPHYLAXIS-Request-for-Adminstration-of-Medication-Form.pdf




9.3. The school district shall report to the Ministry of Education annually, with respect to the anaphylaxis protocols and implementation.

9.4. Parents and/or guardians shall:

• Upon registration, identify children with anaphylaxis to the school principal.

• Complete the ‘Anaphylaxis Emergency Plan’ form.

• Identify allergens that trigger reaction.

• Describe the treatment protocol signed by a physician.

• Provide an adequate and current supply of auto-injectors (or other medications) as per the Emergency Plan.

• Update the child's condition whenever there is a significant change related to the child.

• Authorize permission for the posting and sharing of the child's photographs and medical information normally contained in the medical alert form.

• Provide a medical alert bracelet to be worn by the student at all times. 9.5. School staff – The principal shall ensure that:

• All staff is alerted and the student is identified to the staff.

• All staff is alerted to administrative protocols and emergency response protocol on managing anaphylaxis.

• Completed Anaphylaxis Emergency Plan forms are placed in key locations (i.e. School office, P.E. office, etc.)

• Parents are included in the decision to post information.

• All staff should know the location of the auto-injectors. 9.6. Sharing information with parents and parent organizations:

• Principals should inform parents of the presence of a student with life threatening allergies in their child's classroom and/or school and the measures being taken to protect the student.

• Parents should be asked to cooperate and avoid including the allergen in school lunches and snacks.

• Parents may be informed of alternative foods to the allergen, food labeling, ingredient lists to be provided when food is being brought from home.

10. Avoidance and awareness of allergens in the school setting – The following recommendations should be considered in the context of the anaphylactic student’s age and maturity:

10.1. As a student matures, they should be expected to take increasing personal responsibility for avoidance of their specific allergens.

10.2. The balance to be achieved in allergen avoidance is to find ways to minimize the risk of exposure without depriving the anaphylactic student of normal peer interactions or placing unreasonable restrictions on the activities of other students in the school.

10.3. It is understood that schools and classrooms will exercise discretion in adapting to the needs of individual students and the allergens which trigger reactions.






10.4. Ideas for Providing Allergen-Aware Areas - While it is impossible to eliminate all potential allergens from the school environment, it is expected that the principal will develop realistic strategies with parents and staff to create an allergen-aware environment to minimize risk for all members of the school community. 10.4.1. Where the classroom is used as a lunch room, establish it as an allergen aware

area, using a cooperative approach with students and parents. Discourage the sharing of food, utensils and containers.

10.4.2. Develop strategies for monitoring allergen-aware areas including safe eating areas. Such strategies may include hand and surface washing routines.

10.4.3. Identify high-risk areas for anaphylactic students. 10.4.4. Sources of contamination may exist outside designated eating areas within the

school. 10.4.5. The anaphylactic child, the child’s teacher and the child’s parent should also

consider possible sources of allergens such as:

• Curricular materials such as: play-dough, stuffed toys, science projects, and other manipulatives possibly contaminated in normal use.

• Foods or beverages brought to school for seasonal events including traditional Canadian holidays, celebrations and/or multi-cultural events.

• School equipment, including computer keyboards, musical instruments, locks/lockers, and trash containers.

10.5. Field trips ideas – In addition to the usual school safety precautions applying to field trips, the following procedures should be in place to protect the anaphylactic child:

• Require all supervisors, staff and parents be aware of the identity of the anaphylactic child, the allergens, symptoms and treatment.

• Ensure that the auto-injector is brought on the field trip by the supervisor. 11. Training – The principal will, on an annual basis:

• Ensure that all school-based staff who are reasonably expected to have supervisory responsibility are provided an orientation/in-service on anaphylaxis, including, but not limited to, administrators, clerks, teachers, teacher assistants, noon hour supervisors, bus drivers and volunteers.

• Ensure that all school-based staff is trained on how to respond to an anaphylaxis emergency.

• Ensure that training on anaphylaxis is completed through the Public Health Nurse and includes, but is not be limited to, the following:

o An overview of the emergency plan(s), including emergency protocols to deal with an anaphylaxis episode, and the use of epinephrine auto-injector.

o Information on which students in the school have been diagnosed with anaphylaxis. Signs, symptoms and information about the potential sources of

specified allergens including visible and hidden food sources of allergens such as processed foods.

An overview of avoidance strategies concerning anaphylaxis, emergency protocols, and the use of an epinephrine auto-injector.


• Ensure that any and all staff, including teachers, teacher assistants, school clerical staff and bus drivers who have a student diagnosed with anaphylaxis, receive specific information and training concerning the student. This training should include information, and wherever possible, the participation from the parent and child.

• Ensure the training noted above, has been completed prior to September 15th of each school year. An additional training session could be provided in January of that school year.

12. Emergency Response Protocol – A separate plan should be developed for each

anaphylactic child in collaboration with the Public Health Nurse. It is the parents’ responsibility to provide the Anaphylaxis Emergency Plan form, signed by the family physician, to the school principal on the first day of school or upon the date of registration. The plan is to be signed by the parent and physician (child should sign when age appropriate.)

13. Emergency Plans – Please refer to District forms in the Reference section.

Reference: Sections 7, 17, 20, 22, 65, 84, 85, 95 School Act School Regulation 265/89 Anaphylaxis Protection Order M232/07 Anaphylaxis: A Handbook for School Boards, Canadian School Boards Association British Columbia Anaphylactic and Child Safety Framework Request for Administration of Medication Form Incident Review Form Parent Information Letter Template Student Emergency Procedure Plan Approved: November 17, 2020



https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/09/ANAPHYLAXIS-Incident-Review-Form.pdf

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/09/ANAPHYLAXIS-Parent-Information-Letter-Template.pdf




CARE OF STUDENTS WITH SEVERE ALLERGIES (EXCLUDING ANAPHYLAXIS)

Background The District has a duty of care for the health and safety of all students. The District recognizes students may require emergency care for specific life threatening conditions while at school. It is the responsibility of the parent to inform the Principal and those who work with the student of such medical conditions so that safety measures can be initiated. The District has developed an Implementation Guide for Care of Students with Life Threatening Conditions outlining the District’s responsibilities and procedures for addressing the student’s medical needs. The procedures are designed to help with the implementation of a care plan for the student. For students that have been diagnosed as anaphylactic, please refer to Administrative Procedure 317 for specific procedures for dealing with their medical condition. Procedures 1. Principals must implement the steps outlined in the District’s Implementation Guide for

Students with Life Threatening Conditions which include: 1.1. A process for identifying students with life threatening conditions. 1.2. A process of record keeping relating to the specific life threatening condition for each

identified student, including adding to the Student’s Permanent Record. 1.3. A process for establishing an emergency plan, to be reviewed annually for each

identified student in consultation with the parents and the student’s physician. 1.4. A process to encourage students with life threatening conditions and their parents to

use medical alert identification. 1.5. A process for the storage and administration of medication that includes a procedure

for obtaining preauthorization for employees to administer medication in an emergency.

1.6. A process for training relevant staff on each student’s emergency plan. Reference: Sections 7, 17, 20, 22, 65, 84, 85, 95 School Act School Regulation 265/89 Anaphylaxis Protection Order M232/07 Anaphylaxis: A Handbook for School Boards, Canadian School Boards Association British Columbia Anaphylactic and Child Safety Framework Approved: October 17, 1994 Revised: March 24, 2009; November 17, 2020



HEAD LICE Background The District is committed to working with families and British Columbia Health Services to prevent and control head lice infestation. The following procedures are intended to provide direction to parents, students and staff in the identification, treatment and protocols for dealing with incidents of head lice. This approach will provide consistency and support and ensure the confidentiality of the affected student and family. It is understood that parents have the primary responsibility for this issue. Procedures 1. General

1.1. Information regarding the detection and treatment of lice will be distributed at the beginning of each school year. (Appendix A)

1.2. Parents have the primary responsibility for performing regular lice checks for their children.

1.3. Parents will be informed that lice checks may be performed by a trained group of parents from time to time during the school year. A parent may request that a District employee rather than a parent perform the lice check on their child.

1.4. The principal will publish regular reminders for parents to check their children for lice. 1.5. If lice are found on a child during a home check, the parent must inform the school

secretary and child’s daycare. 1.6. If lice or nits are found on a child at school:

1.6.1. The dignity of the child and family will be protected. 1.6.2. District employees, not parents, will contact the affected child’s parents and

information will be forwarded to them on recommended treatments and school procedures. Principals may choose to send a lice kit home with the child to facilitate treatment.

1.6.3. If a case of lice is discovered, the student(s) is to be returned to class and the teacher must be informed about the situation so any necessary adjustments can be made for group work or play time so students are not working in too close proximity.

1.6.4. Staff and parents will educate and encourage students to limit close contact and the sharing of personal items (e.g. hats, coats, hair accessories).

1.6.5. If lice are found in a class, personal items will be separated. (e.g. hung on backs of chairs, coats kept in bags, etc.).

1.6.6. The principal will send a notice home to all parents of students in the affected child’s class. The notice will inform them of the presence of lice and ask them to check their child.


1.6.7. The affected child is to return to school after appropriate lice treatment has been administered. The principal will determine what further action(s) may be required to support the child and family.

1.6.8. Support for children with chronic lice infestations can include: 1.6.8.1. Purchase a lice kit (lice comb, bottle of conditioner, information and

instructions) and lend it to families. 1.6.8.2. Train a parent to assist other parents with the use of the lice kit. 1.6.8.3. The Principal or PAC can enlist additional professional expertise 1.6.8.4. Families can consult with a public health nurse for information and

resources through Fraser Health. 1.6.9. Children who have been treated successfully for lice are to be checked again

after one week to ensure the infestation has not returned. Additionally, it is recommended that the entire class be checked the following week.

2. Lice Checks

2.1. If the principal deems it necessary, a group of parents will be specially trained to conduct lice checks on a regular basis.

2.2. Lice teams are to be properly equipped and trained. 2.3. Parent volunteers must understand the need for confidentiality. Principals will ensure

the members of the lice team sign a confidentiality agreement. 3. Effective Practice

3.1. Checking for lice is recommended after school breaks (e.g. Summer, Christmas, Spring Break).

3.2. Principals are to consider conducting lice checks on Fridays to allow infected children to be treated over the weekend.

3.3. Confidentiality will be maintained at all times. If a child is found to have lice or nits, school staff are to document it on a class list and maintain the information in a confidential location.

3.4. When lice checks have been completed, class lists are to be submitted to the principal to ensure parents are informed of the presence of lice.

3.5. Information about lice, recommended treatments, and school procedures can be included in school agendas, newsletters, and on school websites. (Appendix A)

3.6. Principals are to encourage all staff to lessen the stigma around contracting lice by communicating to parents and children that anyone can be affected by an infestation of lice. It may be helpful to think about lice as similar to the common cold – it can be a nuisance and when someone has it, it is wise to stay away from others so they will not be affected.

3.7. The focus is to be on having all families check their child for lice and having those affected complete the treatment quickly, thus saving the student embarrassment.

3.8. Parents and families need to know that stopping an infestation of lice in the classroom means that every child will have eliminated the pest. When one child or family does not deal with the issue, many other families can be affected. Principals are to regularly communicate the need for all parents to do their part.


3.9. Should there be any circumstance that prevents the parents purchasing treatment supplies, principals will make every effort to obtain the recommended products on behalf of the family.

3.10. If a parent or family cannot eliminate the infestation on their own, the principal may provide resources to assist. This may include a meeting between the family, school administration and public health to develop an action plan to facilitate successful treatment.

3.11. If it becomes necessary for the student to be absent from school to receive treatment, the principal will ensure that the student’s educational program continues by providing homework as appropriate.

3.12. Before the first lice check, principals may want to organize a demonstration of the lice check process in order to alleviate potential anxiety and normalize the practice.

4. Considerations

4.1. Head lice are not a health hazard and do not cause or spread disease. 4.2. There is the possibility that the scratching could break the skin and lead to infection. 4.3. Principals are to recognize that current research shows that school exclusion, early

dismissal and no-nit policies do not prevent or control head lice infestations. Only 30% of children find lice itchy and without this early warning sign, students may attend school for days or weeks before lice is discovered. Sending affected students home has only a slim chance of preventing its spread.

4.4. Head lice infestations are often misdiagnosed. The presence of fluff or dandruff in the hair is often mistaken for nits. Furthermore, the presence of nits does not indicate a child has an active infestation. It is difficult to differentiate between nits and empty egg casings. Even under ideal conditions, 10-30% of nits do not hatch.

4.5. Head lice are frequently over diagnosed, which leads to overuse of chemical head lice products. Overuse of these products can be hazardous to a child’s health and can decrease the effectiveness of them in treating head lice.

4.6. Poor reactions to head lice can adversely affect children by subjecting them to negative comments and teasing from others.


Child, Family and Community Service Act Island Health Recommended Head Lice Management American Academy of Pediatrics. Clinical Report – Head Lice, July 26, 2010, Pediatrics. http://pediatrics.aappublications.org/content/126/2/392.full.pdf Canadian Pediatric Society, Head Lice, http://www.caringforkids.cps.ca/handouts/head_lice HealthLinkBC, Head Lice, https://www.healthlinkbc.ca/healthfiles/hfile06.stm Interior Health website on head lice management, which includes a power point presentation and video on the treatment of head lice, http://www.interiorhealth.ca/YourHealth/SchoolHealth/HeadLice/Pages/default.aspx

Approved: June 15, 1992 Revised: September 16, 1997; August 31, 2017; November 17, 2020

http://pediatrics.aappublications.org/content/126/2/392.full.pdf

http://www.caringforkids.cps.ca/handouts/head_lice

http://www.healthlinkbc.ca/healthfiles/hfile06.stm

http://www.interiorhealth.ca/YourHealth/SchoolHealth/HeadLice/Pages/default.aspx



FRASER HEALTH RECOMMENDED HEAD LICE MANAGEMENT Appendix Link: Fraser Health Recommended Head Lice Management

http://www.fraserhealth.ca/health-info/health-topics/school-health/head-lice/

Appendix

1. Information about Head Lice (Pediculosis) 2. Option A Chemical Shampoo Treatment 3. Option B Wet Combing Method Treatment 4. Myths and Facts About Head Lice 5. Treatment Options Adapted from Health File 06

http://www.fraserhealth.ca/health-info/health-topics/school-health/head-lice/


1. Information about Head Lice (Pediculosis)


2. Option A – Chemical Shampoo Treatment

Steps to Follow

Do Remember

1. Apply Lice Shampoo to dry hair. Treat all infested family members at the same time. Read directions carefully.

1. Unless you treat all infested family members, head lice can be passed on from one person to another when heads touch.

2. Remove all nits by gently using a metal "nit" comb or use your fingers to pull nits from the single strands of hair.

2. Metal nit combs are available at your local pharmacy. If it tugs the hair, it may be upside down. Place lice/nits in a bowl of hot soapy water. Flush down the toilet when done.

3. If live, active lice are seen 24 to 48 hours after the first treatment, resistance or a heavy infestation should be suspected. Immediate treatment is recommended using a different product, followed by a second treatment seven days later.

3. The medications are to be kept out of the reach of young children. These medications cannot be used for infants. Pregnant or nursing mothers should only use head lice medications following advice from their doctor.

4. Apply Lice Shampoo a second time 7 – 10 days after the first shampoo. Repeat step 2.

4. A second shampoo will make sure that any head lice which hatch after the first shampoo will be killed before they have a chance to lay any eggs. Two shampoos and a follow-up head check with nit removal is the best way to make sure head lice are gone.

5. If live head lice or new nits are found, try Option B. Consult a Public Health Nurse if you have any questions.

5. Wet combing breaks the life cycle of head lice by removing them before they are grown and able to reproduce.


3. Option B – Wet Combing Method Treatment

Remove the Lice Wet combing is based on the life cycle of lice. It focuses on removing the live lice and does not require removing nits from the head. Combing treatments are done every 3 – 4 days over a two-week period – to break the life cycle of the lice by removing them before they are fully grown and able to spread or lay eggs. This option is safe for infants and pregnant women. Re-infestation can occur – consult your local health unit if you need more options.

Steps to Follow

Do Remember

1. Wash hair with ordinary shampoo and rinse. 1. Note: on average, a wet combing session takes about ½ hour per person

2. Apply ½ cup of conditioner (any brand) all over head and scalp. Do not rinse out the conditioner.

2. Untangle hair with a regular wide toothed comb. Wet conditioner will immobilize the lice.

3. Comb sections of hair using a metal nit comb. Divide the hair into small sections and firmly draw the comb from the scalp to the end of the hair. After each stroke rinse the comb in a sink or bowl of warm water and wipe dry. Do the entire head making sure the head stays very wet.

3. Metal nit combs are available at your local pharmacy. If it tugs the hair it may be upside down.

4. Rinse hair. Leave the hair dripping wet. Repeat step 3 combing without conditioner until no lice are found.

4. Check the comb and your fingernails for lice (you don't want to give them a ride back to your head).

5. Repeat steps 1 – 4 every 3 – 4 days for two weeks (For example, wet comb on day 1, day 5, day 9, day 13)

5. Use a wide tooth comb to untangle and then use the fine-tooth metal nit comb again.

6. If you find any lice following treatment, this is a new infestation of lice and you will need to wet comb the hair for another two weeks.

6. This breaks the life cycle of the louse by removing the lice before they are fully grown and able to spread or lay eggs.

After Treatment Checklist • Wash in hot water, all bedding, towels and clothes used in the past 2-3 days including those

worn during treatment. • Launder all washable clothing, bedding, and towels in small loads with hot water and/or put

in hot dryer for 20 minutes. • Wash hair brushes, combs and hair accessories (barrettes, ribbons, etc.) with hot soapy

water. • Anything that can't be washed (i.e.; Blankets, coats, headwear, stuffed toys) can be treated

by: placing in a closed plastic bag for 10 days or putting in a hot dryer for 20 minutes or putting in the freezer for 48 hours or ironing it.

• There is no evidence that a major cleaning of the house is needed to get rid of head lice. Only items that have been in direct contact with the affected person(s) need to be washed.

• Repeat treatment according to option chosen. Notify those in contact with child that lice/nits were found, i.e.; school, Brownies, Scouts, sports teams, friends.

http://www.fraserhealth.ca/Services/FacilitiesSearch


4. Myths and Facts About Head Lice (Head Lice Speak Up)

(Adapted from “Is there Lice in the Class Room?”)

Myth 1: The presence of head lice is a sign of poor personal hygiene Fact: We prefer a clean scalp. It doesn’t matter to us your sex, age, race or how much

money you have. Myth 2: Only children get head lice. Fact: We like adults as much as children, but it is easier to move from one child to another

because of their close contact in daycare, preschools or schools. Myth 3: If your head isn’t itchy, you don’t have lice. Fact: Contrary to common thinking, we may be in your hair for weeks or months without

making you itch. In fact, even though we are in your hair, only 1/3 of you will scratch. Myth 4: Long hair encourages infestation. Fact: We are more interested in your scalp than your hair so cutting your hair will not get

rid of us. Myth 5: Head lice can be “caught” from plants, pets and other animals. Fact: I can live on YOU, but I can’t live on your plants, pets or other animals. Myth 6: Head lice can jump and fly from one person to another. Fact: We don’t have wings. We can’t jump, but we can run quickly from one head to

another “wherever and whenever heads meet.” We may hide in hats and other headgear, scarves, hair accessories, helmets, head phones, etc. We can only survive for 48 hours away from your head.

Myth 7: An itchy scalp following treatments is a sign of treatment failure. Fact: Your scalp may be itchy for up to 10 days after successful treatment. If your head is

itchy past 10 days, it may be a sign I am still there or my friends have moved in. Myth 8: Head lice cause disease. An outbreak of head lice is a public health emergency. Fact: I am a nuisance but I do not carry germs or spread disease. Myth 9: No-nit policies are effective in eliminating head lice. Fact: There is no evidence that shows no-nit policies reduce head lice infestations. Nits

are removed to enhance the effectiveness of treatment, but should not be a reason to keep a child out of school.

Myth 10: The presence of nits means an active infestation. Fact: 10-30% of children with nits never develop an active infestation.


5. Treatment Options Adapted from Health File 06

Treatment is to be considered only if head lice or live nits are found. Head lice will not go away without treatment. If one person in the family has head lice, there is a good chance other family members do as well. Check all family members and treat those who have head lice all at the same time. This will help to make sure head lice are properly treated and will not spread. Chemical treatments Non-prescription medications: Shampoos, creams and rinses that contain an ingredient that kills lice are available at most pharmacies without a prescription. Follow exactly the directions for use on the label. After treatment comb the hair well with your fingers or a special head lice comb to remove all nits or eggs. Thorough combing is just as important as the use of the medication. The treatment may need to be repeated in 7 to 10 days. Itching may last for seven to 10 days, even after successful treatment. Non-Chemical treatments Wet-combing: This method removes live head lice. Wet-combing is cheap and safe but takes time to complete. The combing steps must be followed carefully and completely. Combing treatments are done using generous amounts of hair conditioner and a special lice comb, every three to four days for a two-week period. Any young lice that hatch from eggs after the first session are removed at the second, third and fourth sessions. This is why it is important to do the full four sessions. Treatment methods not recommended Methods and products that is not to be used because they are either not safe or do not work include: insect sprays, motor oil, gasoline, alcohol, flea soap, dyes, bleaches, heat applied to the scalp, garlic, essential oils, and shaving the head. What should be cleaned? Head lice do not survive for long once they are off the scalp. Head lice do not pose a risk to others through contact with furniture or carpets. There is no evidence that a major cleaning of the house or car is necessary. On the day you start the treatment, wash all dirty clothes, bedding, towels, brushes and combs in hot water. Items that cannot be washed, for example pillows or stuffed animals, can be placed in a plastic bag for ten days or in the freezer for 48 hours. A child's car seat may be vacuumed as a precaution. Reference: Sections 7, 17, 20, 22, 65, 85 School Act

Child, Family and Community Service Act Island Health Recommended Head Lice Management American Academy of Pediatrics. Clinical Report – Head Lice, July 26, 2010, Pediatrics. http://pediatrics.aappublications.org/content/126/2/392.full.pdf Canadian Pediatric Society, Head Lice, http://www.caringforkids.cps.ca/handouts/head_lice HealthLinkBC, Head Lice, https://www.healthlinkbc.ca/healthfiles/hfile06.stm Interior Health website on head lice management, which includes a power point presentation and video on the treatment of head lice, http://www.interiorhealth.ca/YourHealth/SchoolHealth/HeadLice/Pages/default.aspx

Approved: June 15, 1992 Revised: September 16, 1997; August 31, 2017; November 17, 2020

http://pediatrics.aappublications.org/content/126/2/392.full.pdf

http://www.caringforkids.cps.ca/handouts/head_lice

http://www.healthlinkbc.ca/healthfiles/hfile06.stm

http://www.interiorhealth.ca/YourHealth/SchoolHealth/HeadLice/Pages/default.aspx



STUDENT RECORDS Background All student records shall be maintained in a manner that ensures the confidentiality of information and the privacy of students and their families and becomes a part of the student’s file. As per the Ministry of Education (Permanent Student Record Instructions / Student Records Order), Permanent Student Records must be retained by Districts for 55 years after a student has withdrawn or graduated from school and stored according to District policies and/or administrative procedures. All student records, either in written and/or electronic form, shall be subject to the following procedures regarding content, access and retention. Definitions

A Permanent Student Record (PSR) consists of the following two parts:

1. Form 1704, and 2. A minimum of the two most recent years of Student Progress Reports (including

documentation to support orally communicated letter grades) or: an official copy of the Transcript of Grades.

A Student File (student record) shall be established and maintained for each student enrolled in the public education system. The student file will contain copies of current records used in the planning and administration of the student’s education program. Procedures 1. Introduction

1.1. The Principal is responsible for the establishment and maintenance of a record for each student registered in his or her school including security of the access to records (School Act Section 79).

1.2. The student record consists of all information collected or maintained by the District pertaining to the student but does not include notes prepared by and for the exclusive use of a teacher or administrator.

2. Contents of student records

2.1. Any information placed on a student's record must be done so with the knowledge: 2.1.1. That the student, and his or her parent, as defined in the School Act, have

access to all information contained in the student record (School Act, section 9) 2.1.2. That the information is considered to be official documentation of the District

2.2. The student's school file shall contain but not be limited to the following: 2.2.1. A copy of school progress and achievement history.

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/assessment/classroom/permanent-student-record

https://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/e/m082-09.pdf

https://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/e/m082-09.pdf


https://www.bclaws.ca/civix/document/id/complete/statreg/96412_06#section79




2.2.2. Individual educational plans. 2.2.3. Medical information. 2.2.4. A summary of interpretive tests and/or interpretive reports based on such tests.

All such entries shall include the name of the person conducting the test and the entry date.

2.2.5. Professional assessment reports from staff and/or from outside agencies. 2.2.6. Demographic information including legal name, birthdate, legal guardianship,

citizenship and visa information if applicable, and other information as required by the Ministry.

2.2.7. Court orders as indicated by the legal alert. 2.2.8. Other legal documents (i.e. name change or immigration document).

2.3. The school file on a student shall contain a reference to the location of any information that is being maintained outside the file.

3. Removal or Correction of Student File Entries

3.1. Persons with access rights according to the School Act, section 9, may request the principal to correct entries in a student's record.

3.2. The principal, on receiving such a request, shall make a ruling. 3.3. If the principal denies the request, the record shall be annotated with a notation of the

proposed correction and that the correction was denied. 3.4. The principal shall be responsible for the periodic culling of information from student

records that have expired or are no longer of use to the school. 3.5. Disposal of student information shall be done in a way that preserves confidentiality,

as for example, shredding or incineration. 4. Confidentiality of Student Information and Access to Records

4.1. A student record is confidential. 4.2. Access to the student record shall be permitted only to the student or a parent as

defined in the School Act. A parent without parental responsibilities for educational decisions respecting the student, may obtain access to the student record only if: 4.2.1. The person with parental responsibilities for educational decisions respecting

the student has consented in writing, or 4.2.2. The parent without parental responsibilities with respect to the student is

granted access to the student's record by a court order, or 4.2.3. There is a written agreement between the parent with parental responsibilities

for educational decisions respecting the student and the parent without such responsibilities that permits access to student information.

4.3. The principal shall determine which school staff shall be authorized to access a student's record. As a guideline, staff access is to be limited to teachers in direct contact with the student or to support staff with direct responsibility for the maintenance of student records. 4.3.1. The Superintendent shall determine and make known to schools, which District

staff have access to student records.


4.4. Any examination of the student record by a student or parent, as defined in the School Act shall occur in the presence of the principal to interpret the records. Prior arrangement shall be required in order to give the principal adequate opportunity to arrange for the examination of the student's record.

5. Transfer of Student Records

5.1. In the event that the student transfers to another school within the District, the entire student record shall be sent directly to the principal of the receiving school upon receipt of the appropriate request for records.

5.2. Where a District receives a request from a District in British Columbia to which a student transfers, the District must transfer the Permanent Student Record for the student, together with all documents required to be listed as inclusions on the form entitled “Permanent Student Record,” together with the student progress reports for the two most recent years, or a copy of the transcript of grades issued by the Ministry of Education, together with, if the student is in grade 4, 5, 6 or 7 and the student progress report does not contain letter grades, a record of those letter grades, and the student’s current IEP. 5.2.1. Release of restricted information to the out-of-District receiving school shall be

upon receipt of written request from the principal of the receiving school to the Assistant Superintendent, and after written receipt of student (see clause 5.7 below) and/or parent, as defined in the School Act, approval.

5.3. When a student transfers to an independent school or an educational institution outside of British Columbia, a copy only of the documents set out in section 2 above will be transferred upon receipt of a request from the principal of the receiving school. The original Student File is to be maintained at the school as set out below.

5.4. No records are to be provided to ‘schools’ that are not public schools or independent schools, as defined in the Independent Schools Act and in British Columbia, listed in the Ministry document Public and Independent Schools Book.

5.5. A log tracking system shall be maintained at each school by the principal for the purpose of recording all student record transfers. The log will contain the date of transfer, student name, date of birth, Personal Education Number (PEN) and destination.

5.6. Principals shall comply with requests for copies of a student record only when such requests are accompanied by written authorization to release the information, signed by the student (see clause 5.7 below), or by the parent, as defined in the School Act. The authorization record shall be placed in the student file.

5.7. Before providing a copy of a student record to an educational institution requesting such copy under clause 5.6 above, the principal must receive written authorization to release the information, signed by the parent, as defined in the School Act, or signed by the student, if the student is of sufficient age and maturity to exercise their own information rights (usually 12 years of age).

6. Retention of Student Records

6.1. The Permanent Student File includes electronic and paper records as mandated by the Ministry of Education (Permanent Student Record Instructions / Student Records Order). Documents include the Permanent Student Record (also known as the 1704 form) and inclusions, and the Official Student Transcript or the two most recent Student Progress Reports.



6.2. The Permanent Student Records and Official Transcripts must be retained by the District for 55 years after a student has withdrawn or graduated from school (Ministry of Education – Permanent Student Records Instructions / Student Records Order) and stored by the school in which the student was last registered. After five years, the principal will scan the Permanent Record Card and the Official Student Transcript to the Office Services Department. 6.2.1. In the case of a student’s death before graduation, the Permanent Student

Record shall be retained for 55 years. 6.3. Inactive student files, including files for students who have successfully completed

Grade 12 that were not transferred, will be retained by the Principal for a period of five years. After five years, the school will scan the Permanent Record Card and inclusions, and the Official Student Transcript to the Office Services Department. The District is required to keep the Permanent Record, a written record of letter grades where such letter grades are not set out in a student progress report for a student in grade 4, 5, 6 or 7, and Official Student Transcript or two most recent years student progress reports for 55 years. The following items must be retained in the student file until the student turns 20 year of age, plus two years for liability purposes: 6.3.1. General Student Information 6.3.2. Withdrawal files – student withdrawal file plus any forwarding correspondence 6.3.3. Legal restraining orders/custody orders 6.3.4. Aboriginal Education Information 6.3.5. ESL core information 6.3.6. Special Education core data (incl. IEP, safety plans, gifted records, psych and

related reports, psych assessment and related reports) 6.4. For International core information, the retention period is until the student turns 20

years old plus two years. In the event of a school closure, files will be stored at a secure District site and accessed through the District office.

6.5. Contact with, or information pertaining to, students or former students for purposes such as school reunions shall be handled exclusively by the school and shall ensure the privacy of the individual student.

Reference: Sections 7, 9, 13, 17, 20, 22, 65, 79, 85, 88 School Act Freedom of Information and Protection of Privacy Act

Divorce Act Family Relations Act Interpretation Act Permanent Student Record Order M082/09 School Records Disclosure Order M14/91 BC Ministry of Education – Permanent Student Record Instruction

Adopted: June 17, 1991 Revised: November 27, 2018; November 17, 2020



YOUNG OFFENDER RECORDS

Background The District recognizes that from time to time students classified as Young Offenders under the Youth Criminal Justice Act may be enrolled in its schools. Information provided to designated officers of the District under the provisions of amendments to the Act in order to address school safety and security issues, and provide a collaborative and coordinated case management approach to the rehabilitation of the young person will be handled by designated officers of the District in accordance with the provisions of the Youth Criminal Justice Act and its amendments, and any other applicable statutes. Procedures 1. Access to information provided under amendments to the Youth Criminal Justice Act is

restricted to designated personnel. 1.1 The principal of the school the young offender attends shall be the custodian of all

information provided by the youth worker (young offenders’ office). 1.2 In the event that the person designated as principal of the school attended by the

young offender is transferred or leaves the school or the District, the individual designated as acting principal shall be the custodian of all information provided by the youth worker until a new principal is designated.

1.3 The principal shall ensure that no persons other than those with a “need to know” have access to the disclosed information. It is not appropriate to provide all staff with some form of a general bulletin in respect of a young offender where safety issues are a concern.

1.4 School personnel, who deal directly with the student, have a right to information to which appropriate responses can be made in order to preserve the safety of other students or the staff.

1.5 Where a student, a parent or guardian, or a professional (e.g. social worker) requests information for the purposes of further counselling or coordinating services in the best interests of the young offender, the request shall be referred to the youth worker.

1.6 The principal, in determining the persons to whom to release information, shall bear in mind that: 1.6.1 Inappropriate disclosure could result in a fine or imprisonment; and 1.6.2 The right of the young offender to confidentiality must be maintained.

2. Information provided under amendments to the Youth Criminal Justice Act is to be filed and

stored under secure conditions. 2.1 Information about a young offender shall be kept separate from the student’s school

record portfolio and from any other record accessible to other staff.

https://www2.gov.bc.ca/gov/content/justice/criminal-justice/bcs-criminal-justice-system/youth-justice/youth-criminal-justice-act-ycja


2.2 A list of the persons to whom the information is to be disclosed shall be appended to the young offender’s file and only those whose names appear on the list shall have access to the file.

2.3 Young offender records shall be kept in a locked cabinet and shall be under the control of the principal.

2.4 Young offender records shall be destroyed when they are no longer required for the purpose for which the information was disclosed.

2.5 When a young offender ceases to be a student at the school to which information was provided the young offender records shall be destroyed.

3. Ongoing communication between youth justice personnel and school and District staff is

encouraged. 3.1 Principals shall inform the youth worker whenever a young offender about whom

they have received information transfers to another school. 3.2 It is the responsibility of the youth worker to advise the receiving school about the

student’s young offender status. The principal of the sending school shall not forward any young offender files or information to the receiving school when a young offender transfers to another school.

3.3 The principal is to meet regularly with the youth worker in order to: 3.3.1 Be advised of any changes regarding probation, conditional supervision or

temporary absence orders, including the expiration of such orders. 3.3.2 Advise the youth worker of attendance or other problems which may result

in the young person being found in violation of a court order regarding bail, probation, conditional supervision or temporary absence.

3.4 The principal, upon written request from a youth worker to provide information for a report ordered by a youth court judge, shall arrange for the release of information from the student record portfolio after first receiving the following information from the youth worker: 3.4.1 Name 3.4.2 Age 3.4.3 The nature of the report to be provided and the section of the Youth

Criminal Justice Act under which such a report is authorized 3.4.4 Timelines with respect to providing information 3.4.5 Specific description of the type of information required such as:

3.4.5.1 Attendance of the student 3.4.5.2 The program or courses in which the student is enrolled 3.4.5.3 The performance of the student 3.4.5.4 The nature of incidents giving rise to discipline and the type of

discipline imposed; and 3.4.5.5 The number of years for which the information is required (for

the current school year or the student’s entire career in the school).


Before any information is released, the principal shall obtain the consent of the parent, or of the student or the parent if the student is sixteen (16) years of age or older.

3.5 The principal is authorized to request the Attorney General, an agent of the Attorney General, a peace officer, or a provincial young offender’s director, to apply on behalf of the District to a youth court relative to: 3.5.1 Disclosing information to the principal when the principal believes that a

student poses a risk to the safety of school personnel; or 3.5.2 Disclosing court-ordered psychological assessments; or 3.5.3 Disclosing information that will assist school personnel in providing an

education program for the student and creating an appropriate environment for that program.

3.6 In circumstances where there is a difference of opinion between the youth worker and school staff regarding the nature or extent of information to be provided by one party or the other, the matter shall be referred to the Superintendent for resolution with an appropriate officer of the Young Offenders Branch.

Reference Sections 6, 20, 22, 26, 65, 85 School Act Youth Justice Act

Youth Criminal Justice Act (Canada) Adopted: November 17, 2020



LEGAL CUSTODY OF CHILDREN

Background Family structures and guardian of children and youth can be complicated by the fact that parental responsibilities or parental arrangements have not been determined. Subject to Court Orders or agreements between the parents, the protection and best interest of the child shall guide the principal in access disputes between parents. The most recent copy of a Court Order or a Parenting Agreement shall be placed in the student’s file. Any court documents which have a clear expiry date must be removed from the file (once they have expired) and destroyed. Both parents maintain equal access rights and responsibilities unless parenting time or parenting responsibility is otherwise stipulated by a Court Order or a Parenting Agreement. Volunteering in a general school capacity is not considered parental access or parenting time, unless stipulated in a Court Order or a Parenting Agreement. Definitions Family Law Act

Legislation governing parental rights and access in British Columbia.

Parent A parent or person who has guardianship of the student, unless under an agreement or order under the Family Law Act that person does not have parental responsibilities in relation to the student’s education; or a person who usually has the care and control of the student.

Guardian A parent by birth, Court Order, in a will made in accordance with the Wills Act or adoption. When a child's parents live together, both parents are the child's guardians (have guardianship). When the parents separate, both parents continue to be guardians unless they agree to change this, or a court orders a change. A court can give guardianship of a child to a non-parent. Guardians are responsible for making all major decisions about their child, including education, health care, cultural or religious upbringing, and where the child will live (or attend school).

Parenting Responsibility The responsibilities guardians have for the children in their care, including decisions about daily care, education, religious upbringing, extracurricular activities, etc. After separation or divorce, guardians can share parental responsibilities as outlined by a Court Order or a Parenting Agreement.



Parenting Time The time that a guardian spends with a child and is responsible for the care and supervision of the child.

Parenting Agreement

The arrangements made for parenting responsibilities and parenting time in a court order or agreement between guardians. Parenting agreements may include specify contact with a child or decision-making responsibilities.

Court Order An official proclamation by a judge (or panel of judges) that defines the legal relationships between the parties.

Procedures 1. All claims for the custody of students must be referred to the principal.

2. The principal will ask if there is a Court Order or a Parenting Agreement.

2.1 If a Court Order or a Parenting Agreement is available, the principal will ensure that

all decisions in this document are followed. 2.2 If there is no Court Order or a Parenting Agreement, the principal shall advise both

parties that under the Family Law Act both parties are considered parents and will share parental responsibilities. In the case of a dispute, parents will be advised that they need to resolve any issues as the principal will not intervene.

2.3 All information relating to the student’s education will be provided to both parties including the non-custodial parent unless there is a court order advising otherwise.

2.4 If parents cannot agree on custodial rights and/or educational matters, the principal should consult with the District Principal for Student Support Services and/or the Assistant Superintendent.

3. School staff shall not become involved in private family matters which includes writing letters

or giving statements on behalf of one parent over the other. The expectation of the School District is that all staff shall remain neutral in any custodial dispute.

4. Each parent should have the expectation that all conversations with staff will not be discussed with the other parent.

5. A record shall be kept in the school of any custody claims which may be received, including dates, times, names and demeanor of persons involved, and as much of their actual statements as it may be possible to record.

6. Contact with children by non-custodial parents 6.1 When a parent who is separated from his/her spouse, and does not have custody of

the child(ren), requests to see the child(ren) during school hours or attempts to have the child(ren) released from school, the principal will contact the custodial parent and obtain his/her consent.


6.2 If the custodial parent refuses permission, or cannot be contacted, the parent making the requesting the visit will be so informed and the request refused.

Reference: Sections 7, 9, 17, 20, 22, 65, 79, 85 School Act

Child, Youth and Family Enhancement Act Divorce Act Family Relations Act Freedom of Information and Protection of Privacy Act Canadian Charter of Rights and Freedoms




REPORTING SUSPECTED CASES OF CHILD ABUSE

Background District employees have a common law duty to ensure that reasonable care is exercised, and appropriate action taken, to protect students from harm or risk of harm. Accordingly, employees who have reason to believe that a student has been, or is likely to be, physically, sexually, or emotionally harmed by a District employee or other person, must promptly report the matter to the Superintendent in accordance with this Administrative Procedure. The Child, Family and Community Service Act, 2002, also requires that a person who has reason to believe that a child needs protection under Section 13 of the Act must promptly report the matter to the Ministry for Children and Families. A child will be considered to be “in need of protection” under Section 13 of the Act in the following circumstances:

• If the child has been, or is likely to be, physically harmed by the child’s parent. • If the child has been, or is likely to be, sexually abused or exploited by the child’s parent. • If the child has been, or is likely to be, physically harmed, sexually abused or sexually

exploited by another person and if the child’s parent is unwilling or unable to protect the child.

• If the child has been, or is likely to be, physically harmed because of neglect by the child’s parent.

• If the child is emotionally harmed by the parent’s conduct. • If the child is deprived of necessary health care. • If the child’s development is likely to be seriously impaired by a treatable condition and

the child’s parent refused to provide or consent to treatment. • If the child’s parent is unable or unwilling to care for the child and has not made

adequate provisions for the child’s care. • If the child is or has been absent from home in circumstances that endanger the child’s

safety or well-being. • If the child’s parent is dead and adequate provision has not been made for the child’s

care. • If the child has been abandoned and adequate provision has not been made for the

child’s care. • If the child is in the care of a director or another person by agreement and the child’s

parent is unwilling or unable to resume care when the agreement is no longer in force. Definitions The following definitions, which are in part based on definitions contained in the Child, Family and Community Services Act, 2002 (the “CFCS Act”), and the B.C. Handbook for Action on Child Abuse and Neglect apply to the procedures in this Administrative Procedure. Child Abuse for the purpose of this Administrative Procedure, is meant to include sexual abuse, and exploitation, physical abuse, emotional abuse and neglect. For more detailed explanations refer to the B.C. Handbook, pg. 7-13.


https://www2.gov.bc.ca/assets/gov/public-safety-and-emergency-services/public-safety/protecting-children/childabusepreventionhandbook_serviceprovider.pdf

https://www2.gov.bc.ca/assets/gov/public-safety-and-emergency-services/public-safety/protecting-children/childabusepreventionhandbook_serviceprovider.pdf


Director means a person designated as such by the Minister for Children and Families including his or her designates (including social workers). Emotional Abuse is often difficult to define and recognize. It may range from habitual humiliation of the child to withholding life-sustaining nurturing. It can include acts or omissions by those responsible for the care of a child or others in contact with a child, that are likely to have serious, negative emotional impacts. Emotional abuse may occur separately from, or along with, other forms of abuse and neglect. Emotional abuse can include a pattern of:

• scapegoating • rejection • verbal attacks on the child • threats • insults; or • humiliation.

Neglect is defined as the failure on the part of those responsible for the care of the child to provide for the physical, emotional or medical needs of a child to an extent that the child’s health, development or safety is endangered. Parent means the mother or father of a child, a person to whom custody of a child has been granted by a court of competent jurisdiction, or a person with whom a child resides and who stands in the place of the child’s parent. Physical Abuse is defined as any physical force or action which results in or is likely to result in a non-accidental injury to a child and which exceeds that which could be considered reasonable discipline. Sexual Abuse and Exploitation Is defined as any sexual exploitation of a child. It may also include any behaviour of a sexual nature towards a child. A child is not considered legally able to consent to sexual touching or activity with an adult. Procedures 1. Legal Duty To Report

1.1. District employees have a common law duty to report any reasonable suspicions that a child is being harmed, or is likely to be harmed, by another District employee, or any other person, to the Superintendent. Details for the reporting procedure to be followed are contained in sections 3 and 4 of this Administrative Procedure.

1.2. Additionally, Section 14(1) of the CFCS Act imposes a legal duty on any person who has reason to believe that a child is in need of protection as defined in Section 13 of the CFCS Act (see this Administrative Procedure for further details) to report the matter to a social worker.

1.3. Within the District, Section 14(1) reports are made to Ministry for Children and Families through the Centralized Intake and Screening line: 1-800-663-9122.

1.4. The duty to report applies to everyone in the District. It does not matter if you believe someone else is reporting the situation, you still are required to make a report. A person who breaches the duty to report that a child may be in need of protection commits an offence and is liable to a fine of up to $10,000.00 or to imprisonment for up


to 6 months, or to both. Section 14(5) of the CFCS Act protects any person making a report from liability unless the person knowingly reports false information.

1.5. Employees of the District are expected to be aware of: 1.5.1. Their common law duties. 1.5.2. Their duties under the CFCS Act. 1.5.3. The appropriate District procedures to follow when reporting suspected cases

of children who are being abused and/or may be in need of protection; and 1.5.4. The various situations where a child may be subject to child abuse and in need

of protection. 2. Confidentiality

2.1. All information regarding a report of child abuse made by an employee to the District or to the Ministry for Children and Families, is confidential and such information is only to be provided to persons authorized to receive such information as set out in this Administrative Procedure.

2.2. Completed Child Abuse Report Forms (either Form A or a copy of the online CARSI Report), must not be placed in the child’s regular or cumulative school record, pursuant to the CFCS Act and this Administrative Procedure.

2.3. All information related to reporting must be retained in a manner that ensures confidentiality and security of such information. 2.3.1. Teachers who report other teachers suspected of child abuse do not

contravene the B.C.T.F. Code of Ethics in making a report of suspected child abuse.

3. Procedure To Be Followed When A Child Is Suspected Of Being Abused By A Person Who

Is An Employee Of The District 3.1. Complete Child Abuse Report Form (Form A).

Where a District employee has reason to believe a child is being harmed or is likely to be harmed (e.g. sexually abused, sexually exploited, physically abused, or emotionally abused) by another employee of the District, the employee shall, promptly complete a Child Abuse Report Form (Form A) which states: 3.1.1. The name of the child, his or her birth date, grade, address, and telephone

number. 3.1.2. The names and birth dates of any siblings of the child. 3.1.3. The names of the parent(s); and 3.1.4. The grounds for the employee’s concern, including any statements made or

information provided by the child or any other source. 3.2. Inform the Proper Persons

3.2.1. The employee shall immediately contact the Superintendent and provide him/her with the original Child Abuse Report Form (Form A).

3.2.2. The Superintendent shall in appropriate circumstances promptly notify the Ministry for Children and Families, Centralized Intake and Screening and/or the R.C.M.P. On the copy of the Child Abuse Report Form (Form A), the Superintendent shall record the name of the person to whom the information

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/04/SafeSchools-Child-Abuse-Form-A-Fillable.pdf

https://carsi.sd35.bc.ca/

https://bctf.ca/ProfessionalResponsibility.aspx?id=4292






was provided, the date and time of the notification, and the action proposed by the person(s).

3.2.3. The Superintendent shall immediately inform the parent(s) if their child is to be involved in any type of District investigation. 3.2.3.1. Teachers who report other teachers suspected of child abuse do not

contravene the B.C.T.F. Code of Ethics in making a report of suspected child abuse.

3.3. Co-operation with the Ministry and Police If the Ministry for Children and Families and/or police wish to interview a child at school who may have been abused and/or is in need of protection, the principal is to: 3.3.1. Determine and confirm the name and identity of the person seeking to interview

the child; 3.3.2. Consult with the Superintendent to determine:

3.3.2.1. If the interview is appropriate, and, if it is, 3.3.2.2. Whether it is appropriate to communicate with the child’s parents, and

if it is, 3.3.2.3. Who will communicate with the child’s parents.

3.3.3. Provide a private, non-teaching room for the interview; and 3.3.4. Make himself or herself, and other staff, available for the interview, if

requested. 3.4. District Investigation

3.4.1. Internal investigations shall be conducted in accordance with the procedures established by the Superintendent and the terms of the applicable collective agreement.

4. Procedure To Be Followed Concerning Suspected Child Abuse By A Person Who Is Not An

Employee Of The District 4.1. Complete Child Abuse Report located within the online CARSI system. 4.2. Where a District employee has reason to believe a child is being harmed or is at risk of

being harmed and is in need of protection, as defined in Section 13(1) of the Child, Family and Community Services Act the employee shall promptly complete online Child Abuse Report which includes: 4.2.1. The name of the child, his or her birth date, grade, address, and telephone

number. 4.2.2. The names and birth dates of any siblings of the child. 4.2.3. The names of the parent(s); and 4.2.4. The grounds for the employee’s concern, including any statements made or

information provided by the child or any other source. 4.3. Inform the Proper Persons

4.3.1. The employee shall immediately notify Ministry for Children and Families through the Centralized Intake and Screening line: 1-800-663-9122. Within the online Child Abuse Report, the employee shall endeavor to record the name of

https://carsi.sd35.bc.ca/


the person to whom the information was provided, the date and time of the notification, and the action proposed by the person.

4.3.2. The employee shall immediately inform his or her principal or supervisor that a report has been made to Ministry for Children and Families through the Centralized Intake and Screening line. The Child Abuse Report Form A will be provided to the District Principal, Student Support Services.

4.3.3. All information related to reporting must be retained in a manner that ensures confidentiality and security of such information.

4.3.4. No District personnel shall attempt to conduct their own investigation of the matter, nor shall any District personnel attempt to notify the parent(s) of the child.

Reference: Sections 7, 9, 15, 16. 17, 20, 22, 65, 79, 85, 177 School Act

Section 13, 14 Child, Family and Community Services Act Freedom of Information and Protection of Privacy Act Section 32.2 Health Profession Act Section 27.1 Teacher Profession Act Criminal Code of Canada B.C. Handbook for Action on Child Abuse and Neglect –For Service Providers, 2007 Responding to Child Welfare Concerns, 2007 Responding to Child Welfare Concerns – Your Role in Knowing When and What to Report Interagency Protocol for Reporting and Investigation of Child Abuse and Neglect Delegated Aboriginal Child and Family Services Agency Protocol Criminal Code of Canada BCTF Code of Ethics

Adopted: December 11, 1978 Revised: February 2, 1987; September 16, 1997; April 20, 1999; June 24, 2003; November 17, 2020



STUDENT ATTENDANCE Background Regular attendance by students in all their classes enhances their performance and contributes substantially to their rate of progress. While students have a right to access an educational program they also have a responsibility to attend classes regularly and pursue their studies in a diligent manner. Specific provisions for regulating the attendance of students shall be developed in consultation with students, staff and parents’ advisory councils as appropriate. Procedures 1. An accurate daily record of attendance shall be kept for each student.

2. Principals are expected to have in place a system for verifying reasons for non-attendance

on a daily basis. 2.1 For all grades, unexplained absences will be reported to the office. 2.2 In the elementary schools, attendance shall be done in the morning and afternoon. All

unexplained absences during the school day shall be reported to the office immediately after the absence becomes apparent. All reasonable efforts must be immediately made to determine the whereabouts of students reported absent.

2.3 In the elementary schools, a phoning system shall be in place to contact parents with regard to unexplained absences as soon as possible.

2.4 In the high school, attendance shall be done during each period. All reasonable efforts must be made shortly to determine the whereabouts of students reported absent.

3. Teachers shall assist in maintaining an accurate attendance record for each student.

4. Because principals are often asked to document student absence/attendance, it is strongly

recommended that any student absence be explained by a note signed by a parent or guardian and that the notes shall be retained for at least one (1) year.

5. Parents are to be encouraged to take the initiative in advising the school when students are

absent.

6. In cases of unexplained absences, suspected truancy or excessive absences occurring, the parent or guardian shall be contacted as soon as a pattern of poor attendance becomes evident, as determined by the school’s attendance procedures.

7. Initial investigation of reasons for extended student absence from school shall be the responsibility of the principal. An annotated log is to be kept of each contact with the home.


8. The principal shall establish procedures with students who are inexcusably absent from

school or classes. These procedures are to reflect: 8.1 Efforts to work directly with the student to resolve the issue. 8.2 Ongoing communication and consultation with the parents concerning the attendance

problem; and 8.3 After all possible avenues of remediation have been exhausted at the school level,

subsequent absences by the same student shall result in a referral to the school-based team.

Reference: Sections 2, 3, 4, 6, 7, 8, 17, 20, 22, 65, 79, 85 School Act Adopted: November 17, 2020



DISTRICT STUDENT CODE OF CONDUCT

Background The District endorses a set of desirable personal and interpersonal character traits that incorporate universal values common to all religions and ethnic-cultural groups, including respect, integrity, empathy, compassion, independence, cooperation, responsibility and self-control. Students are to learn, practice and develop such personal and interpersonal character traits and to contribute to the development of welcoming, caring, respectful and safe learning environments. Students are further to respect diversity and refrain from demonstrating any form of discrimination as set out in the British Columbia Human Rights Code, including gender identity and gender expression. Students are to foster a sense of belonging amongst all students. Within the aforementioned context, students are to pursue academic and cultural studies to maximize their individual potential in becoming self-reliant, responsive and contributing members of society. Except where a behaviour is expressly limited to time and place this Student Code of Conduct applies to students engaged in, present, or attending:

• Travel on a school bus or transportation contracted or arranged by the District or school.

• Any activity on school premises whether during a regular school day, outside the regular school day, or on a day that is not a school day.

• Any activity sponsored by, organized by or participated in by the school or District

regardless of time or place.

• Any activity in and around the school premises occurring during the school day or outside the school day that involves the invasion of privacy or property of neighbouring residents, or that constitutes a nuisance or abusive behaviour.

Where a breach of this Student Code of Conduct amounts to a violation of the law, the District and the school will co-operate with the police and other appropriate authorities. Procedures 1. When responding to unacceptable student behaviour, the following are to be considered:

1.1 The effect of the student’s behaviour upon other students, the staff, the school, and the community.

1.2 The nature of the action or incident that calls for disciplinary or alternative measures. 1.3 The student’s previous conduct and previous interventions. 1.4 The student’s age, maturity and abilities.




1.5 The impact of proposed action on the student’s future behavior. 1.6 The student’s learning needs; and 1.7 Any other information considered appropriate or relevant.

2. The consequences of unacceptable behaviour may be:

2.1 Assignment of a student whose behaviour is unacceptable, disruptive or destructive to an alternate supervised location.

2.2 Short term removal of privileges. 2.3 Detention. 2.4 Use of reasonable force as required by way of correction to restrain a student from

carrying out a violent or destructive act that could harm the student or others. 2.5 Alternative interventions such as community conferencing or other forms of restorative

justice. 2.6 Corrective student transfer. 2.7 Suspension; and 2.8 Recommendation for expulsion.

3. Students will contribute, to the greatest extent possible, to a learning environment that is

well-ordered, peaceful, safe, non-threatening, and conducive to learning and optimal growth. 4. Unacceptable student behaviour:

4.1 May be grounds for disciplinary action; and 4.2 Provides an opportunity for critical learning in the areas of:

4.2.1 Personal accountability and responsibility. 4.2.2 The development of empathy. 4.2.3 Conflict resolution. 4.2.4 Communication; and 4.2.5 Social skills development.

5. In displaying acceptable behaviour, students are to:

5.1 Use their abilities and talents to gain maximum learning benefits from their school experiences.

5.2 Contribute to a climate of mutual trust and respect conducive to effective learning, personal development, and social living.

5.3 Co-operate fully with everyone authorized by the District to provide education programs and other services.

5.4 Comply with all applicable federal, provincial and municipal laws, and the rules of the District and school.

5.5 Account to their teachers for their conduct. 5.6 Attend school regularly and punctually. 5.7 Use non-violent means to resolve conflict.


5.8 Treat all other students and staff with dignity, respect and fairness at all times. 5.9 Contribute to a learning environment that is free from physical, emotional, and social

abuse. 5.10 Take appropriate measures to help those in need; and 5.11 Demonstrate honesty and integrity.

6. Students are accountable for demonstrating respect for:

6.1 Authority. 6.2 Others and their property. 6.3 School property, equipment and textbooks; and 6.4 Differences in ethnicity, race, religion, sexual orientation, gender identity or expression.

7. Students are prohibited from engaging in unacceptable behaviour, whether it occurs within the school building, during the school day, during school related activities or by electronic means. Examples of such behaviours include, but are not limited to: 7.1 Publication of any item that discriminates against a person or a group or class of

persons because of race, color, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age.

7.2 Denial of accommodation, service or facility customarily available to the public because of race, color, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age.

7.3 Use, possession of, sale, distribution of or active contact with, a weapon on a student’s person, in a student’s locker or desk, on District property, or in a vehicle on District property used by a student or occupied by a student as a passenger.

7.4 Threats. 7.5 Conduct which endangers others. 7.6 Encouraging conduct which endangers or may endanger others. 7.7 Encouraging unacceptable conduct. 7.8 Use or display of improper, obscene or abusive language. 7.9 Distribution or display of offensive messages or pictures. 7.10 Theft, including identity theft. 7.11 Assault. 7.12 Willful damage to school or others’ property. 7.13 Use, possession of, distribution of, or active contact with, or collection of money for

controlled drugs, alcohol, or inhalants in school, on Board property or in the context of any school-related activity.

7.14 Attending school or any school-related activity under the influence of controlled drugs, alcohol or inhalants.

7.15 Personal or sexual harassment.


7.16 Hazing, initiation activities; the formation or the operation of sororities, fraternities, gangs and secret organizations.

7.17 Extortion. 7.18 Disruptive behaviour, willful disobedience or defiance of authority. 7.19 Interfering with the orderly conduct of classes or the school. 7.20 Tampering with fire alarms and safety equipment. 7.21 Criminal activity. 7.22 Contravention of the school’s code of conduct. 7.23 Workplace violence. 7.24 Bullying, including cyber-bullying; and 7.25 Inappropriate information technology use.

Legal Reference: Section 20, 22, 23, 65, 85 School Act

Freedom of information and Protection of Privacy Act Human Rights Code Canadian Charter of Rights and Freedoms Canadian Human Rights Act Criminal Code of Canada Ministerial Order M193/08

Adopted: May 6, 1975 Revised: February 3, 1986; January 21, 1991; May 19, 1998; November 17, 2020



SCHOOL CODES OF CONDUCT

Background The District believes that a code of conduct for students with broad support of the students, parents, teachers and administrative personnel greatly contributes to a safe and effective learning environment in schools. It also believes that there must be ongoing communication and consultation regarding behavioral expectations of students within the school community. Procedures 1. Principals shall establish, consistent with Administrative Procedure 350 – District Student

Code of Conduct with the involvement of students, parents, and staff, a code of conduct for the school with the accompanying rules, procedures and range of consequences for inappropriate behavior: 1.1 Within the school facility in all school programs and activities. 1.2 Outside the school facility in all school programs and activities. 1.3 Going to and from school, when the school deems it to be appropriate.

2. Principals have the overall responsibility to see that codes of conduct are enforced and have

paramount authority for the discipline of students. 3. All adults in the school are expected to be vigilant and to act thoughtfully and responsibly in

ensuring the safety and security of the students and the building. 4. The code of conduct will clearly state a range of consequences for inappropriate behavior. 5. The school’s code of conduct will be reviewed annually with input from students, staff,

parents and administration. 6. School codes of conduct are to be regularly communicated through a variety of methods to

staff, students and parents and published both on the school website and in the student handbook.

7. Each school’s code of conduct shall be filed with the District annually. Legal Reference: Sections 6, 7, 8, 17, 20, 22, 26, 65, 79, 85 School Act Adopted: November 17, 2020



STUDENT CONDUCT ON SCHOOL BUSES

Background It is the practice of the District to provide transportation for certain students in its schools. However, parents remain responsible for supervision until such time as the student boards the bus in the morning and after the student leaves the bus at the end of the school day. Once the student boards the bus (and only at that time) do they become the responsibility of the District. In view of this, the District regards the bus as an extension of the classroom, and all students are required to conduct themselves in accordance with the same standards of behaviour that have been set for the classroom. Procedures 1. To ensure the safety of all who ride the buses, bus drivers are authorized to enforce these

rules and to deal accordingly with students who violate them. 1.1. The driver is in full charge of the bus and the students. 1.2. Bus drivers are responsible for safety of students on the bus and may recommend to

the principal that a student who becomes a safety concern may be suspended from riding. The length of the suspension will be at the discretion of the principal in consultation with the transportation manager and parents will be advised immediately of the suspension and its duration.

1.3. No standing, smoking/vaping, eating or creating a disturbance of any kind is permitted on a school bus.

1.4. Students may not open windows without the driver's permission. 1.5. Students will not extend anything out of windows. 1.6. Students must be on time for their bus, because bus drivers will not wait beyond the

scheduled departure times at any stop. Students are asked to be at their stop five minutes prior to pick-up time.

1.7. Bus stops will be placed only as agreed between the dispatcher and the transportation manager. Buses will run only on public roads and will stop in the safest places regardless of possible inconvenience to individual passengers.

1.8. Musical instruments will be allowed on the bus provided that it will not impact student safety.

Reference: Sections 6, 7, 11, 17, 20, 22, 65, 79, 85 School Act

School Regulation 265/89 Adopted: November 17, 2020



RCMP Interview Process Background Langley School District staff work collaboratively with the Royal Canadian Mounted Police (RCMP) to maintain safe, caring and orderly schools. RCMP members are valuable partners in supporting staff, students and parents with safety issues in schools and in the community. Student involvement in an RCMP interview process can result from a variety of situations. Students may be witnesses and possess information about specific events. At other times, students may be complainants or victims. Lastly, students may themselves be suspects in criminal activity. It should be noted that at times, a witness/complainant may transition to suspect depending on the interview/investigation. It is the responsibility of school-based Administrators to ensure appropriate procedures are followed consistently. It is equally imperative that the dignity and rights of the student be respected and that the disruption to the school and to students is kept to a minimum. These protocols are intended for principals and vice-principals; other school staff should not assume these roles or responsibilities. General Guidelines Except in urgent circumstances where it would be impractical for RCMP members to make initial contact with the school administrator, all RCMP contact with students at school should occur with the knowledge and consent of the administrator. Prior notification from the RCMP allows the administrator to contact the parent where possible, in advance of any student interview. Wherever possible, the administrator should encourage the police to conduct any interviews outside of school hours and in another location, such as the student’s home or police detachment. The police do not have a right, unless exigent circumstances exist, to interview a student in a school, without the permission of the administrator. If an interview is to be held at the school, it should be held in a private location where the student’s privacy is protected to the extent possible. Administrators must ensure that complete records are kept of circumstances involving police contact with students, including the name of the student, the name or badge number of the RCMP officer as well as the police file number (if available), the circumstances giving rise to the contact, and all attempts to contact the parents/guardians of the student. Administrators shall notify the Superintendent or designate of any significant intervention by an RCMP officer. Procedures 1. Students who are witnesses, in possession of information or who are complainants in specific

incidents: 1.1 Review General Guidelines.


1.2 It is the administrator’s responsibility to inform the student’s parent/guardian if this type of interview needs to take place prior to its commencement. Parents/guardians should be offered the opportunity to attend the interview, as well as have the right to refuse consent for such interviews taking place.

1.3 If a parent is unavailable to attend the interview, the administrator should request

that the interview be delayed until the parent is available. 1.4 In emergency circumstances, an administrator may, with the consent of the student,

attend in place of the parent for the purposes of student support only. Administrators must be cautious to ensure students’ rights are respected as in certain circumstances, a student who first appears to be a witness or victim may become a suspect.

1.5 Administrators shall notify the Superintendent or designate of any significant

intervention by an RCMP officer.

2 Students who are possible suspects in criminal activity: 2.1 Review General Guidelines. 2.2 Ideally, students who are possible suspects involving criminal activity should be

interviewed at the RCMP detachment or at the student’s residence, not at the school. When this is not possible, it is the responsibility of the RCMP member to inform the parents/guardians of the interview, not the administrator. The administrator should confirm with the RCMP that such contact has been made and if not, should contact the parents/guardians of the child prior to the interview taking place.

2.3 Where parents are not available or are unwilling to attend the interview, the student

must be advised they have the right to counsel, to have an adult (which may include the administrator of their choice) present in the interview, and that they need not answer any questions or participate in the interview. It is the RCMP’s legal responsibility to inform the youth of these rights. According to the Youth Criminal Justice Act (YCJA), a youth can decline having an adult present.

2.4 If an administrator is present, they should not participate in the questioning or act, or

appear to act, in such a manner that would indicate that they are representing the RCMP, or influencing the evidence being provided.

2.5 The search or arrest of a student may take place if/when the RCMP officer has the

legal authority to do so. This may be in the form of a signed judicial authorization (e.g. search warrants, arrest warrants) or having reasonable or probable grounds to do so.

2.6 If a student is being arrested, ideally this will take place off the school property out of

the view of other staff and or students. When this is not possible, administrators should work collaboratively with the RCMP to help minimize any disruption to the school learning environment and to maintain the privacy of both the suspect and the victim(s).




2.7 In the event of an arrest at the school, the administrator should coordinate with the arresting officer about contacting the parents/guardians at the earliest possible opportunity.

2.8 Administrators shall notify the Superintendent or designate of any significant

intervention by an RCMP officer. 3 Students who disclose child abuse:

3.1 In alignment with the Langley School District’s Child Abuse Prevention Protocol and

the Ministry for Children and Family Development’s (MCFD) legislated “Duty to Report” mandates, students who disclose child abuse may be interviewed at the school by the RCMP where the alleged abuser is a parent.

3.2 School Administrators should not inform the parents of this interview prior to the

interview commencing. Such interviews and resulting contact with the parents are primarily the responsibility of the RCMP and MCFD. Administrators or school staff should not contact parents without first consulting with the RCMP and MCFD.

4 Emergency circumstances: There will be occasions when the RCMP must conduct interviews at the school site, regardless of whether or not the parent/guardian has been contacted.

4.1 In circumstances requiring immediate action, administrators should allow the RCMP to complete their investigative work unimpeded. The RCMP has the responsibility to protect the safety of students, staff and the school community. During high-risk situations, prior parent/guardian contact is not always possible.

4.2 Administrators will not be held responsible by the Board for lack of contact with the

parents/guardians prior to the interviews taking place during high-risk situations involving the RCMP.


Youth Justice Act Canadian Bill of Rights Charter of Rights and Freedoms Youth Criminal Justice Act (Canada)

Adopted: December 3, 1973 Revised: October 17, 1983; September 16, 2008; November 17, 2020

https://district.public.sd35.bc.ca/wp-content/uploads/sites/2/2017/11/Safe-Schools-Child-Abuse-Reporting-Protocol-2015-2016.pdf

https://www2.gov.bc.ca/gov/content/safety/public-safety/protecting-children/reporting-child-abuse

https://www2.gov.bc.ca/gov/content/safety/public-safety/protecting-children/reporting-child-abuse



SEARCHES OF STUDENTS

Background The District is committed to providing a safe and caring school environment. A positive and effective learning environment provides for the safety and security of all students. Searches by school authorities as a means to achieve this objective are authorized for the purposes of eliminating the possession of controlled substances, stolen property and any object or material that may pose a risk or hazard to students or staff within a school or on property owned or leased by the District. Searches will be conducted in a manner that ensures the rights of the student are protected. Procedures 1. School lockers and any school furniture or fixtures capable of being used for storage will be

available to students on the condition that the principal reserves the right to search at any time without notice.

2. The principal will communicate to students and parents on an annual basis that searches may occur without notice under the direction of the principal. Principals will clarify with students/parents that students only acquire the right to use a locker and a lock. The locker remains the property of the District. The lock may be removed by the principal for the purposes of conducting a search. If the lock, following removal, is damaged and no longer functional, a replacement lock will be provided to the student at no cost following the completion of the search.

3. Students shall be advised at the beginning of each school year and/or at the time they are assigned a locker of the following conditions of use: 3.1. Students are responsible for the locker which is assigned to them, and no other person

may use the locker without permission of the principal. 3.2. Student locks and combinations must be registered at the office. 3.3. No illegal substances, weapons or other prohibited or offensive material are to be

placed or displayed in school lockers 3.4. School officials may search student lockers at any time and without prior notice in

order to ensure compliance with the conditions of use and other school procedures and rules.

3.5. Permission to use a locker may be terminated where a student does not comply with the conditions of use, school procedures or rules.

4. The principal shall assess any information provided and relate it to the situation in their

school to determine if reasonable grounds are present to justify a search. The following may constitute reasonable grounds: 4.1. Information received from a teacher or other staff member.


4.2. Information received from one (1) or more students considered to be credible. 4.3. Information received from a member of the public considered to be credible. 4.4. Information from the principal’s own observations.

5. During any locker search, the principal and at least one (1) other adult shall be present and ensure that any potential gender concerns are addressed. When practicable to do so, the principal shall have the student present when a locker, desk or other assigned storage facility is searched.

6. When the search reveals evidence of suspected illegal activity, the principal shall immediately secure the locker or other storage facility by any means considered advisable, including the use of a different lock, and immediately contact the local police. In such instances, the principal shall also inform the respective Assistant Superintendent.

7. The principal shall record, in writing, the reasons for conducting the search, the result of the search and any action taken as a result. The identity of any informant(s) shall be kept confidential.

8. When there are reasonable grounds to believe that school procedures or rules, administrative procedures or District policies have been violated, the principal may direct a student to satisfy that they are not carrying, concealing or in the possession of prohibited materials. School personnel may not conduct a physical search of a student. 8.1. The principal will take the student to a private area to conduct a search of articles

carried with, by, or on the student’s person. 8.2. The principal shall ensure that at least two (2) adults are present during the search and

shall ensure that gender concerns are addressed. 8.3. The principal may direct a student to empty their pockets or otherwise satisfy that

clothing or other items in the student’s possession does not contain or conceal prohibited materials.

8.4. In the event that a physical search of the student’s person is deemed necessary, the police shall be called in and the parents shall be notified.

8.5. In the event that the student refuses to cooperate with the search and/or leaves the designated private area or school without permission to do so, the police shall be called in and the parents shall be notified. The principal shall interpret this action on the part of the student to be willful disobedience and may suspend the student.

8.6. When the search reveals evidence of suspected illegal activity, the principal shall require the student to remain, under supervision, in a private area and immediately contact the police.

8.7. The principal shall record, in writing, the reasons for conducting the search, the result of the search and any action taken as a result. The identity of any informant(s) shall be kept confidential.

8.8. The principal shall, when practicable to do so, inform and/or consult with the respective Assistant Superintendent regarding searches conducted under section 8.


9. The principal shall ensure that students and parents are aware of, at minimum, the

following: 9.1. Clear statements that lockers, desks, school furniture or fixtures capable of being used

for storage are the property of the District. 9.2. A clear statement that District property is subject to inspection or search at any time. 9.3. The requirement that one (1) administrator and at least one (1) other adult are present

for any search and shall ensure that gender concerns are addressed. 9.4. The consequences of not cooperating with a search. 9.5. No searches of the student’s person by school personnel is permitted. 9.6. The situations that may require police involvement.

Reference: Sections 6, 8, 20, 22, 65, 85 of the School Act

Civil Rights Protection Act Human Rights Code Youth Justice Act Youth Criminal Justice Act (Canada)




PHYSICAL RESTRAINT AND SECLUSION

Background The District believes in creating inclusive and nurturing environments for all students. The District is responsible for maintaining a safe, secure environment for students and staff. The District recognizes its responsibility under the School Act to deal with students in a manner which is similar to that of a kind, firm and judicious parent. In order to uphold these beliefs and meet these responsibilities, the District accepts that on occasions where the physical actions of a student threaten to cause harm to self or others, it may be necessary to physically restrain the student. The District recognizes that seclusion of a student who is threatening to cause harm to self or others is not permitted unless approved by the Director of Learning Support Services. The District authorizes staff members to physically restrain or seclude students in limited situations and in accordance with procedures. Physical restraint and seclusion is to be used as a last measure after alternate methods of defusing a situation have failed and the student or others are in imminent physical danger. Definitions Physical restraint - is a method of restricting another person's freedom of movement or mobility in order to secure and maintain the safety of the person or the safety of others.

• The provision of physical escort i.e.: temporary touching or holding a student's hand, wrist, arm, shoulder or back for the purpose of accompanying and inducing a student who is acting out to walk to a safe location, does not constitute physical restraint.

• The provision of physical guidance or prompting of a student when teaching a skill, redirecting attention or providing comfort does not constitute physical restraint.

Seclusion - is the involuntary confinement of a person alone in a room, enclosure or space which the person is physically prevented from leaving, to prevent self-injury of that person, or injury to others.

• Examples that do not constitute seclusion include students choosing to self-regulate by working independently or a behavioral strategy, such as "time out" used for social reinforcement as part of a behavior plan.

• The term "seclusion" does not apply where a student has personally requested to be in a

different/secluded location/space or where school staff, preferably formally trained in non-violent crisis intervention, de-escalation techniques and restraint, are physically present with a student in an unlocked room, for the purpose of co-regulation.



Procedures 1. When To Restrain Or Seclude:

1.1. Physical restraint is used only in exceptional situations where the actions of a student poses imminent danger of physical harm to self or others, including school personnel and where less restrictive interventions have been ineffective in ending imminent danger of physical harm. Restraint is discontinued once imminent danger of physical self-harm or harm to others has dissipated. Restraint procedures are for emergency situations and are not to be used as treatment procedures.

1.2. It is recognized that there may be occasions when physical restraint may be appropriate even though less restrictive interventions have not been used (e.g. a student is in the process of causing harm to another person).

1.3. Seclusion of students is not permitted in District schools. Principals can seek an exemption to this ban on an individual student basis if the following conditions have been met: 1.3.1. An external medical professional or behaviour consultant/analyst familiar with

the child believes that it would be an effective and least harmful intervention to allow for educational programming to continue.

1.3.2. The parent/guardian/caregiver has asked for this intervention to allow for educational programming to continue.

1.3.3. The principal believes that it would be an effective and least harmful intervention to allow for educational programming to continue.

1.3.4. The Director, Learning Support Services consents that it would be an effective and least harmful intervention to allow for educational programming to continue; and

1.3.5. A room can only be used for seclusion if it is deemed safe by the Director, Learning Support Services and it is kept for the exclusive use of the student requiring it.

2. Who Should Restrain:

2.1. Only school personnel who are trained in non-violent crisis intervention; have received child specific restraint training; who work directly with a student in situations where there is potential for imminent danger of physical harm to the student or others; and, where they may be required to respond to behavior incidents. 2.1.1. The District will provide the opportunity for training in positive behavior support

interventions and de-escalation, as well as training in the correct use of physical restraint for specific students on an individual basis.

2.2. Any employee acting reasonably (whether trained or not) may need to use reasonable force to protect students, other persons or themselves from an imminent assault or serious physical harm.


3. Restraining Procedures: The procedures involve the four basic steps of restraining, documenting/communicating, debriefing and planning. 3.1. Restraining

3.1.1. Physical contact shall be conducted in accordance with child specific training provided by District staff. 3.1.1.1. In a controlled and unemotional manner in accordance with the Safety

Plan. 3.1.1.2. With the least amount of force to protect student and restrainer, and

to achieve the required change in behavior. 3.1.1.3. With the least amount of disturbance to the rest of the class; and, 3.1.1.4. In the presence of another adult when possible.

3.1.2. Physical restraint is never conducted in a manner that could, in any way, cause harm to a student. 3.1.2.1. Never by restricting the breathing of the student. 3.1.2.2. Never by placing the student in a prone position (i.e. facing down on

his/her stomach). 3.1.2.3. Never by placing the student in a supine position (i.e. on his/her back,

face up); or 3.1.2.4. By employing the use of mechanical devices.

3.1.3. Where the restrainer has less strength than the student, it may be necessary to obtain additional assistance in order to affect physical restraint. In such an instance, both staff members must be trained in a two-person hold specific to the student.

3.2. Documenting / Communication 3.2.1. Documentation of every instance will include:

3.2.1.1. Time and location of incident. 3.2.1.2. Names of all people involved or witnessing the incident. 3.2.1.3. Written statements describe the incident and the resolution (direct

quotes are advisable). 3.2.1.4. Notification of restraint to the principal (as soon as possible) always

prior to the end of the day; and, 3.2.1.5. Notification to the Superintendent by the principal (as soon as

possible/always prior to the end of the day on which the incident has occurred).

3.2.2. Communication includes: 3.2.2.1. The principal arranging for the parent/guardian/caregiver to be notified

of the incident as soon as possible/always prior to the end of the day.


3.3. Debriefing 3.3.1. If restraint is required more than once, prevention/intervention strategies will be

reviewed and revised in a meeting with personnel and parent/guardian/caregiver when available.

3.3.2. A debriefing with involved school personnel, parents/guardians/caregivers of the student; and where possible, with the student; and where necessary District staff to examine what happened; what caused the incident and what could be changed (i.e. preventative and response actions that could be taken in the future to make the use of physical restraint unnecessary).

3.3.3. All instances of restraint will be reviewed by the Director of Learning Support Services on an, at minimum, monthly basis; and,

3.3.4. Regular review of the physical restraint and seclusion Administrative Procedure to ensure alignment with current research and practices.

3.4. Planning 3.4.1. Students requiring physical restraint will have planning in place to prevent

behavior incidences and to help the student learn to de-escalate their behavior. This may include an Individual Education Plan (IEP), behavior support plan and safety plan.

3.4.2. Parents/gaurdians/caregivers and, where appropriate, students will be offered opportunities to be consulted in the development of the IEP, behavior support plan and safety plans.

3.4.3. Prevention/intervention strategies will be reviewed and revised in situations where seclusion or physical restraint is repeatedly needed.

3.4.4. Additional community supports and resources will be engaged whenever appropriate or available; and,

3.4.5. Student and site-specific training shall be made available by the District. 4. Seclusion Procedures

4.1. If a seclusion exemption is granted by the Director of Learning Support Services, all procedures listed for restraint are to be followed in addition to the following: 4.1.1. A room can only be used for seclusion if:

4.1.1.1. It is deemed safe by the Director of Learning Support Services. 4.1.1.2. It has a window; and, 4.1.1.3. It is kept for the exclusive use of the student requiring it.

4.1.2. An adult trained by District staff visually observes the student and is present for the entire time they are secluded.

4.1.3. School personnel are able to communicate with the student in their primary language or mode of communication and are available at all times.


4.2. Debriefing 4.2.1. All instances of seclusion will be reviewed by the Director of Learning Support

Services on a weekly basis. Reference: Sections 6, 7, 17, 20, 22, 65, 85 School Act

Civil Rights Protection Act Human Rights Code Youth Criminal Justice Act WorkSafe BC Regulation ERASE Level 1, 2, 3 Pullouts Provincial Guidelines – Physical Restraint and Seclusion in School Settings Safe, Caring, Orderly Schools Special Education Services – A Manual of Policies, Procedures and Guidelines

Adopted: April 30, 2019 Revised: November 17, 2020



STUDENT DISCIPLINE

Background The District believes that the conduct of students is to at all times contribute to a safe, orderly and positive learning environment. Each student is expected to respect the rights and property of others, and to adhere to District and school procedures. District and school procedures shall set expectations for student conduct that:

• Direct the student toward responsible behavior. • Maintain an orderly, positive school environment conducive to learning, and • Protect persons and property.

Discipline expectations are designed to teach students to be responsible citizens in the school community. For misbehavior, there shall be reasonable disciplinary action that promotes personal/social development. Procedures 1. Rules

1.1. Alcohol and Drugs 1.1.1. No student shall possess, use, sell or otherwise transfer, or be under the

influence of any of the following: 1.1.1.1. Spirits, wine, beer or any other alcoholic or intoxicating beverage; 1.1.1.2. Any controlled substances or drugs, the use or possession of which is

prohibited by law, including but not limited to marijuana and its derivatives, narcotic drugs, hallucinogens stimulants, depressants, amphetamines, or barbiturates.

1.1.1.3. Glue, aerosol, paint or other chemical substance for the purpose of inhalation.

1.1.1.4. Any other intoxicant, mood-changing, mind altering, or behaviour altering drug, chemical or substance.

1.1.2. No student shall or attempt to possess, use, sell or otherwise transfer any substance, represented to be a substance described in clause 1.1.1 of this administrative procedure, or any paraphernalia related to the use of drugs or chemical substances.

1.1.3. A student who possesses, uses or is under the influence of any of the substances described in clause 1.1.1 of this administrative procedure, or possesses any of the paraphernalia described in clause 1.1.2 in accordance with a physician's prescription for the student, that student shall not be in violation of this administrative procedure.


1.2. Offenses to the Person 1.2.1. No student shall or attempt to assault, threaten, harass or sexually harass, or

intimidate any person or extort anything from any person. Harassment is malicious or persistent comments or acts that are hurtful, degrading or offensive to an individual. False accusations motivated by malice or mischief are considered harassment.

1.3. Weapons 1.3.1. No student shall possess or be in possession of any weapon for any purpose,

and no student shall possess, be in possession of or use any object or thing as a weapon with the intention of or purpose of causing injury, death, threatening or intimidating any person.

1.4. Offenses to Property 1.4.1. No student shall damage, destroy, deface or vandalize the property of others or

of the District. 1.4.2. No student shall take, temporarily or otherwise, property not belonging to him

or her without consent of the person to whom the property belongs. 1.5. Smoking, Vaping and Tobacco Use

1.5.1. No student shall smoke/vape or use tobacco in school buildings. There is to be no smoking/vaping anywhere on school property.

1.5.2. No student shall vape/smoke or use tobacco during any activity organized or sponsored by the school or the District regardless of time or place.

1.6. Disruptive Behaviour 1.6.1. No student shall:

1.6.1.1. Disrupt or interfere with the conduct of classes or any other school activity.

1.6.1.2. Disobey or fail to comply with directives or instructions of a teacher or other employee of the District to cease or refrain from any behaviour, conduct or activity that is prohibited by this administrative procedure or by the school procedures.

1.6.1.3. Possess or use fireworks, firecrackers, explosives, or stink bombs or similar devices or objects.

1.6.1.4. Disobey or fail to comply with any lawful directive or instruction of a teacher or other employee of the District.

1.7. Responsibilities and Rules 1.7.1. Principals shall offer strategies that proactively support responsibility and

respect for the rights of others. These strategies could utilize such activities as student discussions, presentations, mentoring or intervention programs that will foster a safe, supportive environment. Principals shall provide information to students on the process for reporting situations where they have been harassed, or victimized (i.e. where to go for help).

1.7.2. The principal shall take reasonable steps to establish a process to inform students and their parents of the school procedures.


1.7.3. Students have a responsibility to become informed of the school procedures and shall comply with school procedures authorized by the principal.

2. Discipline

2.1. An educational component that will help students understand the relationship between mis-behaviour and its impact on others can be vital to the discipline process. Where ever practical and appropriate, students will be provided with opportunities to make restitution for their mis-behaviour.

2.2. Consequences for inappropriate behaviour are to vary with the age of the students and severity of the behaviour, with severe, persistent, pervasive or retaliatory mis-behaviour warranting stronger consequences.

2.3. The principal of the school shall, in accordance with this administrative procedure and other policies of the Board, exercise paramount authority within the school in matters concerning the discipline of students. Discipline may include the suspension of a student from attending the school where in the opinion of the principal, such action is warranted.

2.4. The principal may, and is hereby authorized to suspend a student from the school for a period not exceeding five (5) consecutive school days provided that the student is assigned school work, to be completed at home. An in-school suspension is not a suspension from the school.

2.5. Subject to clause 2.4, a suspension under clause 2.2 shall not be confirmed until the principal has provided the student and parent an opportunity to review the suspension being considered.

2.6. The principal may and is hereby authorized to suspend a student from the school for a period exceeding five (5) consecutive school days, provided that an alternate educational program is made available to the student in another school, another District or through a home study program offered by the District. The principal will contact the Assistant Superintendent for any suspension greater than 5 days. In the event that a student will not be returning to the site, an alternate program will be made available. Such suspension may be in addition to and may be made during a period of suspension imposed pursuant to clause 2.2.

2.7. Despite anything in Section 2, where a student, in the opinion of the principal poses a present danger to the safety, health or welfare of other students or to employees of the District, or presents an immediate disruptive influence on the learning environment, or is under the influence of any substance described in clause 1.1, the principal may forthwith suspend the student and shall as soon as possible thereafter provide an opportunity for review as set out in either clause 2.3 or clause 2.4.

3. District Behaviour Support Program 3.1. Project Resiliency- A program designed to support youth who are disengaging from

schools. As an alternate to traditional programs, Project Resiliency is a strength based, supportive assessment and intervention program. Students may be referred for a three-day counselling based program that offers students a structured experience that encourages the consideration and incorporation of healthy coping strategies and establishes positive adult supports with the school and the community.


4. Refusal Of An Educational Program 4.1. In the case of a student 16 years of age or older, the District may refuse to offer an

educational program where the student: 4.1.1. Has refused to comply with this administrative procedure, the school

procedures or other policies of the District; or 4.1.2. Has failed to apply himself or herself to his or her studies.

4.2. Where the District is considering the refusal of an educational program to a student under clause 3.1, and before the District makes any determination about such refusal, the District shall: 4.2.1. Ensure that the principal has informed the student and the parent of that

student that a refusal to offer an educational program is being considered. 4.2.2. Ensure that the Assistant Superintendent has approved the denial of an

educational program. 4.2.3. Ensure that parents receive a report and recommendation in writing from the

Assistant Superintendent. 4.2.4. If the issue is not resolved, a meeting can be arranged will be arranged with the

Superintendent to consider the matter. 4.2.5. Meet to consider the report and recommendations of the Superintendent, hear

from the student and his or her parent, and determine the matter. 4.3. A refusal to offer an educational program under section 3 may be considered and

determined notwithstanding that the student is at the time suspended from school pursuant to section 2 of this administrative procedure.

5. Appeals

5.1. An appeal pursuant to S. 11 of the School Act lies in respect of any decision relating to discipline or a refusal to offer an educational program made pursuant to section 2 or section 3 of this administrative procedure. See Board Policy 13 – Appeals Bylaw.

Reference: Sections 6, 7, 8, 17, 20, 22, 26, 65, 79, 85 School Act

Adopted: March 6, 1975 Revised: February 3, 1986; January 21, 1991; May 19, 1998; November 17, 2020




STUDENT VANDALISM Background When a student has been identified as having caused loss, damage or destruction of any school property, or when a student caused mischief or any other act resulting in financial cost to a school or the District, the student and/or parent will be held liable, and steps will be taken by school and/or District administration to recover costs of such loss, damage or destruction of any school property, or financial cost of mischief or any other act. The District is insured by the School Protection Program, an agency of the provincial government, and therefore must act consistently with the requirements of the insuring agency. Procedures 1. Where a student damages property while behaving in a manner contravening the school’s

code of conduct, the following recovery of costs shall apply. 1.1. Where the student immediately reports the damage, the cost recovered shall not

exceed the cost of materials required to remedy the damage. 1.2. Where the student has not reported the damage but upon investigation is determined

to have done so, the amount recovered shall be the cost of labour and materials required to remedy the damage.

1.3. Principals shall report any mitigating circumstances to the Superintendent that may potentially cause the recovery to be different from that outlined above. The Superintendent shall report this to the Board for information.

2. Pursuant to section 10 School Act, parents may be held liable for the intentional and

negligent act(s) of a student that causes damage to school or District property.

3. The District may initiate legal proceedings to recover damages. Reference: Sections 6, 10, 20, 22, 23, 65, 85 School Act Adopted: December 3, 1973 Revised: May 16, 1983; October 15, 1984; December 5, 1994; November 17, 2020

https://www.bcspp.org/?q=p_home




THE ASSESSMENT, EVALUATION AND REPORTING OF STUDENT ACHIEVEMENT

Background The purpose of the assessment, evaluation and reporting process is to support and enhance student learning. In a clear and comprehensive manner this process will inform students and parents of what has been learned, describe the student’s participation in the learning process, and provide direction for teachers and students as they plan for future learning. Assessment involves gathering information about what the student has learned and how the student functioned in the learning process. Evaluation interprets the assessment information for the purpose of clarifying what the student can do and of setting future educational goals. Reporting communicates the interpretations and decisions and involves consultation with parents and students. The basis for assessment, evaluation and reporting shall be the curricular learning outcomes as prescribed by the Ministry of Education; stated outcomes of Board/Authority Authorized courses as approved by the Board, or the attributes of students as described by the Educated Citizen. The procedures for assessment, evaluation and reporting shall adhere to School Act Regulations, Ministerial Orders, and Ministerial Guidelines for Student Reporting. Procedures 1. Reporting Student Progress — Written Report Format.

1.1. School Act Regulations requires teachers to report at least 5 times during the school year, of which 3 shall be written reports on a form approved by the District. The District will use Ministry approved MyEd BC reporting templates for formal reports.

2. Reporting Student Progress — Informal Report Format

2.1. The School Act Regulation requires teachers to provide the parent with a minimum of 2 informal student progress reports during the school year.

2.2. Informal reports may describe: 2.2.1. What the student is able to do. 2.2.2. The areas of learning that require further attention or development. 2.2.3. Ways the teacher is supporting the student’s learning needs (and, where

appropriate, ways the student or the parents might support the learning). 2.3. Informal reports provide an important link between home and school and can be

accomplished in a variety of ways such as: 2.3.1. Telephone calls

https://curriculum.gov.bc.ca/curriculum/overview




https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/student-reporting


2.3.2. Interim reports (written or oral) 2.3.3. Conferences (parent-teacher, three-way, student-led)

2.4. A record of each informal report noting the date of the report, type of report and topic(s) of discussion is to be kept.

2.5. Principals are to ensure that parents have the opportunity to meet with teachers for a conference at least once each school year.


Educated Citizen - Royal Commission 1988 Adopted: December 4, 1995 Revised: November 17, 2020



PLACEMENT OF STUDENTS: ELEMENTARY SCHOOLS Background Grade placement shall be the responsibility of the principal and shall be based on general achievement, consideration being given to the mental, physical, emotional, and social maturity of the child. In general, students transferring into the District will be placed in the same grade level as in the school from which they transferred, but children transferring, as well as continuing students, may be placed in the grade most suitable as determined by the principal. Procedures 1. General

1.1 Students are to be promoted on the basis of these factors: 1.1.1 Academic achievement 1.1.2 Rate of progress 1.1.3 Educational record 1.1.4 Chronological age 1.1.5 Intellectual development 1.1.6 Social and emotional development 1.1.7 Physical development 1.1.8 Other factors, such as attendance.

2. Retention

2.1 Parents may request that their child be retained by making a written submission. 2.2 The ultimate responsibility for making a decision on a student being considered for

retention rests with the principal. If the parents disagree with the decision, they may use the District appeal process.

3. Acceleration

In a few cases where students are clearly advanced in their learning and when the students’ growth cannot be supported in the age appropriate grade, acceleration may be considered. 3.1 At a principal’s request, after consulting with the teacher and parent, a school based

team meeting will be called to discuss the student’s needs and learning style. Items to be considered at the school-based meeting will include: 3.1.1 Information from the classroom teacher, learning assistance teacher, principal,

parent and Director, Instructional Services. 3.1.2 Testing, at the school and District level.


3.1.3 A review of the present IEP and strategies currently in place. The recommendations of the school-based team shall be considered by the principal.

3.2 An IEP (Individual Education Plan) will be updated or a new one written. 3.3 Parental support for the recommendation shall be considered a vital factor in a

decision on any case. 3.4 If the recommendation for acceleration occurs at the end of the school year, the final

report will state that the student is being accelerated. 3.5 Where a student becomes a candidate for acceleration, the principal of the receiving

school shall be involved in any decision to advance a student two grade levels into a middle, or secondary school.

Reference: Sections 17, 20, 22, 65, 79, 85, School Act

School Regulation 265/89 Permanent Student Record Order MO82/09 Required Areas of Study Order MO 295/95 Student Learning Assessment Order M60/94 Student Progress Report Order MO191/94 K-12 Education Plan and Guidelines for Student Reporting

Adopted: December 3, 1973 Revised: October 15, 1984; November 17, 2020



BRITISH COLUMBIA SCHOOL COMPLETION (“EVERGREEN”) CERTIFICATE

Background The District is required by the Ministry of Education to develop and make available to parents an Administrative Procedure setting out the requirements a student must meet in order for the District to recommend to the Minister that he or she be awarded a School Completion (“Evergreen”) Certificate. The School Completion (“Evergreen”) Certificate is intended to celebrate success in learning that is not recognized in a Certificate of Graduation (Dogwood Diploma). It is used to recognize the accomplishments of students with special needs and an Individual Education Plan, who have met the goals of their education program, other than graduation (and not all students with special needs should be in an Evergreen Certificate Program.) A student enrolled in an educational program other than the graduation program will be eligible for a British Columbia School Completion Certificate. When a student has met the following requirements, the District will recommend to the Ministry of Education that they receive this certificate. Requirements:

1. Capstone 2. Completion of 5 IEP goals:

• Transitions to adult community • Work Experience • Life Skills • Academic • Self-determination

Definitions School Completion Certificate is a document, distinct from the British Columbia Certificate of Graduation (Dogwood Diploma), awarded by the Ministry of Education to students who meet the goals of an educational program other than the graduation program. Procedures 1. Principals of schools with grade 10, 11 or 12 students are responsible for making this

Administrative Procedure available to parents.


When a student has met the following requirements, the District will recommend to the Ministry of Education that they receive this certificate. Requirements:

1. Capstone 2. Completion of 5 IEP goals:

• Transitions to adult community • Work Experience • Life Skills • Academic • Self-determination

2. A student with special needs will be judged to have met the requirements if:

2.1 The student has an Individual Education Plan (IEP) and is enrolled in an educational program not designed to meet the graduation program requirements, and

2.2 The student meets the learning outcomes contained in the IEP, or, where not all learning outcomes of the student’s educational program are included in the IEP, the student has successfully completed the educational program provided.

3. Principals are responsible for sending to the Ministry of Education their students’

demographic data, including the educational program completion dates. 4. Principals are responsible for applying for a Descriptive Transcript where applicable. This is

a transcript of successfully completed Grades 10-12 courses, both for-credit and non-credit, including Ministry-authorized, Board/Authority Authorized (BAA), and Locally Developed (LD) courses (e.g. IEP courses).

5. Principals will distribute School Completion (“Evergreen”) Certificate and Descriptive

Transcripts (where applicable) to students when the certificates are received from the Ministry of Education.


Ministerial Order 164/96 Student Credentials Order Human Rights Code Workers’ Compensation Act Occupational Health and Safety Regulation Canadian Human Rights Act

Approved: November 17, 2020



COURSE CHALLENGE Background The District recognizes that relevant learning can be acquired by students outside the school system. Course challenge is an acceptable avenue for students to have prior undocumented learning acknowledged and to receive credit for this learning. Procedures must be in place for students to challenge courses. The purpose of challenge is to permit students to obtain full credits for a course (Grade 11 or 12) without having to take the course when they can provide strong and compelling evidence that they have acquired the appropriate learning elsewhere. Definition Course challenge is a process by which students demonstrate that they can meet the learning outcomes of a Grade 11 or 12 provincially or locally developed course to the same standard as students who take the course through regular classes. Procedures 1. Only students enrolled in the District are eligible to challenge a course. 2. Students must apply for a course challenge. The readiness and relevancy for a challenge to

proceed will be determined by the principal in consultation with the student and parent(s).

3. A course challenge is a two-stage process: 3.1 When a student is able to give compelling evidence that he or she will succeed in a

challenge assessment. 3.2 When a student demonstrates that he or she has successfully met the learning

outcomes prescribed for the provincially or Board/Authority Authorized course.

4. Challenges must adhere to school and District policy and procedures.

5. Students must challenge the full course. 6. The course challenge must be linked to the student learning plan.

7. Students cannot challenge courses they have previously taken or courses for which they

have received credit for similar learning outcomes. 8. Students will be granted only one opportunity to challenge a specific course.


9. The following courses may be challenged: 9.1 Board/Authority Authorized or provincially developed two and four-credit courses at the

Grade 11 or 12 level. 9.2 Courses currently being taught in District schools.

10. Externally developed courses recognized for credit by the Ministry cannot be challenged (e.g. International Baccalaureate and Advanced Placement).

11. Course challenge cannot be used to upgrade existing marks in a course.

12. Students will be awarded credit for a successful challenge and will receive a letter grade and percentage for the course as per Ministry reporting policy.

13. The final decision to award credit will be approved by the principal. 14. Principals will develop challenge procedures within Ministry and District guidelines. These

procedures are to ensure equity of student access.

15. Procedures will be communicated to students and parents through regular school communication channels.

16. Considering timetabling and resources available, principals will establish and communicate appropriate timelines for challenges.

17. Principals will ensure that: 17.1 Course safety expectations and applicable safety procedures as per WHMISS and

WCB are learned and examined. 17.2 A variety of assessment strategies will be used to attain a reliable evaluation of

understanding and achievement as measured against the prescribed learning outcomes of the course.

18. Principals are not required to offer challenge opportunities until one year after new curricula

are scheduled for full implementation.

19. Principals are required to accept challenge only for courses taught in their school and for students registered in their school. However, they may facilitate challenges for students from other schools.

Reference: Sections 20, 22, 65, 75, 85 School Act Graduation Program Order M302/04 Adopted: November 17, 2020



COURSE EQUIVALENCY Background The District recognizes that relevant learning can be acquired by students outside the regular school system. Course equivalency is recognition of valid credentials equivalent to Grade 11 and 12 levels/courses. Equivalency encompasses two kinds of learning activities:

• A credential granted by a recognized outside agency, or

• A credential from another school jurisdiction. The Ministry of Education has determined that students may be given credit for Ministry-approved external courses developed or offered outside of the British Columbia school system. Procedures must be established to facilitate equivalency reviews at the District and school levels. Definitions Course equivalency is the process of receiving credit for a Grade 11 or Grade 12 course based on documentation from another educational jurisdiction or institution that shows that the student has achieved the learning outcomes of a course offered within the regular B.C. school system. The course equivalency process is not intended to recognize undocumented prior learning (see Administrative Procedure 365 - Course Challenge). Equivalent course means that the course matches at least 80% of the prescribed learning outcomes of a Ministry-authorized or locally developed course taught within the District. Recognized outside agencies include agencies currently sanctioned by the Ministry of Education for equivalency credit and agencies sanctioned in the future. Procedures 1. Equivalency reviews are available for students registered in the District.

2. A student initiating an equivalency review must adhere to school and District policies and

procedures relating to equivalency.

3. Equivalency credits will only be granted for courses and programs that meet all of the following requirements: 3.1 The student is able to provide documentation that the course has been successfully

completed. 3.2 The course matches 80% of the prescribed learning outcomes of a Ministry-authorized

or locally developed course taught within the District.


3.3 The course has been completed in another institution or educational jurisdiction outside the regular B.C. school system.

3.4 The course satisfies different learning outcomes than those of courses for which the student already has credit. A student cannot receive credit for two equivalent courses.

4. Two-credit and four-credit courses only are open to equivalency reviews.

5. To gain successful equivalency, it must be determined that the student has met the same

standards as those expected of students taking the regular course.

6. The final decision on equivalency credit will be approved by the Principal.

7. Approved equivalency credit will either be assigned a percentage and letter grade or a “transfer standing” (TS), as outlined in the B.C. Handbook of Procedures, B.C. Graduation Program Policy Guide and B.C. Graduation Program Implementation Guide.

8. Principals will establish and communicate appropriate timelines for equivalency reviews

based on timetabling and resources available.

9. Procedures will be established and communicated to students and parents through regular school communications channels.

Reference: Sections 20, 22, 65, 75, 85 School Act Graduation Program Order M302/04 Adopted: November 17, 2020

https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/graduation/handbook_of_procedures.pdf

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/support/graduation/graduation-policy-guide.pdf

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/support/graduation/graduation-policy-guide.pdf

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/support/graduation/graduation-implementation-guide.pdf



STUDENT AWARDS

Background The District believes that student achievement is worthy of recognition, and therefore approves of individuals, businesses and organizations to present students with gifts, scholarships, money, plaques, medals, etc. in recognition of exemplary achievement. Student awards will be presented on an annual basis to ensure that student achievement is recognized. Procedures 1. The District encourages presentations that recognize achievement in areas such as

academics, good citizenship, athletics, effort and attitude.

2. The principal, in consultation with staff, will develop criteria and procedures to govern student awards and inform the Superintendent.

Reference: Sections 20, 22, 65, 85 School Act Adopted: November 17, 2020



GRADUATION CELEBRATIONS

Background The District encourages schools to celebrate graduation through formal graduation and school leaving ceremonies. The District supports in principle parent initiatives which encourage “Dry Grad” activities. The District does not approve of:

• Any graduation related activities which involve students consuming alcohol and using any controlled substances or drugs, the use or possession of which is prohibited by law;

• The use of District facilities to plan or organize alcohol related activities;

• The use of the District’s name or name of any school to be associated with the

organization of a graduation or fundraising event that involves alcohol related activities. Definitions Alcohol includes wine, beer, distilled spirits and any liquid containing ethyl alcohol, whether or not intended as a beverage. Dry grad activities are private celebrations, which usually occur between midnight and 7:00 a.m., and are organized by parents or members of the community which are alcohol and drug free. Procedures 1. Although the District does not permit school staff to sponsor or supervise dry grad activities,

principals will support parents who are organizing dry grad activities in the following ways: 1.1. Clearly indicate to students that only alcohol and drug free grad celebrations can be

associated with the school. 1.2. Enable students and parents to hold meetings in the school for the purpose of

organizing dry grad activities or fund raising for these activities. 1.3. Assist with the distribution of information to all students and parents about dry grad

activities and fund raising for these activities; 1.4. Provide phone lists to be used by organizers at the school for the purpose of

contacting parents of Grade 12 students, if the school has obtained written consent from individual parents to release their contact information to dry grad event organizers, who understand that this information is to be treated in a confidential manner.


1.5. Prohibit any group of students or parents at the school from fundraising, organizing, or distributing information about graduation events at which alcohol or drugs are involved.

2. As the District’s insurance coverage does not normally extend to dry grad activities, liability

for such activities is assumed by the organizers. Organizers of dry grad activities may purchase private insurance and hire security staff.

3. Principals will not:

3.1. Supervise dry grad activities nor permit other school staff to do supervision as that will be the responsibility of parents and volunteers.

3.2. Participate nor permit other school staff to participate in fundraising for dry grad activities.


School Regulation 265/89 Adopted: October 26, 2006 Revised: November 17, 2020



STUDENTS’ COUNCILS

Background The experience of participation in Students’ Councils and Students’ Council activities within schools is supportive and complementary to the education of students and can contribute to the preparation of students to become socially responsible citizens in a changing world. The District, therefore, encourages the formation of Students’ Councils in schools. The District believes that, in every District secondary school, the Students’ Council is to be an elected body and that every full-time student of the school is to be eligible for nomination. Procedures 1. The principal has final authority over all Students’ Councils activities.

2. When appropriate, Students’ Councils will operate according to an acceptable constitution.

1.1 Students’ Council may develop a constitution. 1.2 The Students’ Council constitution and any amendments shall be filed with and

approved by the principal.

3. When appropriate, Students’ Councils must operate within the framework of acceptable financial practices. 3.1 An annual Students’ Council financial statement shall be filed with the principal. 3.2 The Principal shall report Students’ Council fund activities as part of the annual

report required under Administrative Procedure 520 – Fund-Raising.

4. Appropriate teacher guidance will be provided to Students’ Councils.

5. The Students’ Council is to communicate with students, teachers, and parents through bulletins, meetings, and the public address system (school equipment and facilities are to be available for Students’ Council use when not needed for the school's normal operations)..

6. The Students’ Council is to sponsor and/or encourage other student organizations and clubs

to function within the school to meet special interests and needs of the students - if no teacher-sponsor is available, the principal will assist in arranging for a mutually acceptable adult sponsor.

Reference: Sections 17, 20, 22, 65, 85 School Act Adopted: November 17, 2020



REVIEW OF FINAL GRADES

Background Students and/or parents have a right to appeal final grades awarded. Procedures 1. The review process must include the following features:

1.1 The necessary prerequisite for any review will be a meeting between the student and/or his/her parents with the teacher who has assigned the grade.

1.2 Clear timelines for requesting, and holding, a review must be set. 1.3 The student and/or parents must be heard during the review. 1.4 The teacher assigning the grade must be heard during the review.

2. The principal will make the final decision.

Reference: Sections 17, 20, 22, 65, 85, School Act School Regulation 265/89 Permanent Student Record Order MO 82/09 Required Areas of Study Order MO 295/95 Student Learning Assessment Order MO 60/94 Student Progress Report Order MO 191/94 K-12 Education Plan and Guidelines for Student Reporting




RECRUITMENT, SELECTION, ASSIGNMENT AND TRANSFER OF STAFF

Background It is the intention of the District to provide the best possible educational opportunities for all students in the District. In order to maintain high quality education programs, the District shall continue to develop and implement personnel policies and practices which will result in effective recruitment, selection, deployment, development and evaluation of employees. The District also recognizes its responsibility to maintain a positive and safe working environment as an important component in maintaining quality educational programs. Staffing processes for all employees are designed to provide the best possible educational services to students using the resources available. The following are the guiding principles:

• Recruitment is to be designed to develop the widest possible pool of applicants for all positions.

• Selection and assignment procedures will be fair, equitable and designed to ensure that

the best qualified candidates are chosen for all positions.

• Transfer of employees is a positive action that reflects the District’s desire to meet the changing needs of individuals, schools and programs.

Procedures 1. The recruitment, selection, assignment, and transfer of employees shall be in accordance

with applicable collective agreements for unionized personnel and contractual requirements for non-unionized employees.

2. There shall be no discrimination on the grounds of race, religion, age, marital status, sex, ancestry, place of origin, political belief, family status, physical or mental disability, or sexual orientation during the process of recruitment, selection, or transfer.

3. Retention of employees reflects the District’s commitment to developing and fostering the

professional growth of its employees in furtherance of achieving excellence in student performance.

Reference: Sections 22, 65, 85 School Act Adopted: November 2, 1981 Revised: June 18, 1984; June 17, 1991; March 12, 2002; November 17, 2020



CRIMINAL RECORDS SEARCH

Background Pursuant to legislation requirements, the District will ensure the protection of District school children by requiring a criminal record search of all District staff. To ensure the protection of children, any prospective teacher, teachers’ assistant or non-teaching employee will be required to authorize a criminal record check pursuant to the Criminal Records Review Act. Procedures 1. All newly hired staff arrange a criminal record check through the local police department.

2. Employment will be subject to clearance by the Criminal Records Review Program. In the

event of an adverse decision regarding employability of an applicant, the applicant will be informed of the reason for the decision.

3. When an employee is charged with or convicted of an offence, under the Criminal Code of

Canada, the Controlled Drugs and Substances Act, the Child, Family and Community Service Act or similar legislation, the employee is required to immediately inform the Superintendent. A written explanation may accompany the notification.

4. An employee who is subject to any prohibitions, restrictions or orders; including but not

limited to probation, recognizance or similar orders; issued or imposed by the court, a law enforcement agency or other government agency, that restrict or forbid the employee from having contact with minor children or that are otherwise relevant to the position held by the employee, shall immediately inform the Superintendent of such limitations.

5. Failure by an employee to notify the Superintendent as required under this administrative

procedure may justify termination of the employee’s employment with the District.

6. The Superintendent may require an employee to provide a current (within six (6) months) Criminal Record Check at any time during the employment period

7. All individuals will be required to undergo a re-check every five (5) years. Reference: Sections 20, 22, 65, 85 School Act

Child, Family and Community Services Act Criminal Records Review Act



https://www2.gov.bc.ca/gov/content/safety/crime-prevention/criminal-record-check/online-service-information



https://laws-lois.justice.gc.ca/eng/acts/c-38.8/




Controlled Drugs and Substances Act Criminal Code of Canada Food and Drugs Act Public Safety Statutes Amendment Act




EMPLOYMENT EQUITY Background The District is committed to providing equal employment opportunity for all individuals in every aspect of its personnel procedures and practice including recruitment, selection and promotion and access to facilities, and to establishing an educational work force (administrative, professional and support) that is reflective of both the ethnic and gender make-up of the Langley community. No person in the District shall be discriminated against on the basis of race, religion, colour, age, marital status, gender, sexual orientation, place of origin, disabilities or health status. The objectives of the District are:

• To establish and maintain an equal opportunity employment environment that invites and seeks qualified and interested individuals to compete for, or to be assigned to, teaching, support staff and administrative positions.

• To provide strong administrative involvement and commitment to apply this administrative procedure effectively.

Procedures 1. The Assistant Superintendent of Human Resources will ensure that, if feasible, all

screening and selection committees for teaching, support staff and administrative positions have balanced male/female representation and at least one member of a minority group.

2. Senior administration and administrative officers will continue to encourage staff members to seek opportunities for professional growth and to motivate individuals to examine new career paths and non-traditional roles.

3. Applicable non-discriminatory laws, the Human Rights Code, the Canadian Charter of Rights and Freedom, will be strictly observed.

4. The Assistant Superintendent of Human Resources, will be responsible for ensuring that each job posting includes the following:

4.1 The District is an equal opportunity employer. All applications are considered on the basis of their suitability for the position(s) regardless of the gender, age, sexual orientation, religion, racial origin, marital status and/or disabilities of the prospective candidate.


Human Rights Code Canadian Charter of Rights and Freedom Collective Agreements



https://laws-lois.justice.gc.ca/eng/const/page-15.html

https://laws-lois.justice.gc.ca/eng/const/page-15.html



PERSONNEL RECORDS Background Orderly administration of the District requires the compilation of information about all employees. An employee file is maintained for each District employee. These files are maintained by Human Resources personnel and are considered confidential. Release of information contained in an employee file is subject to legal proceedings, the Freedom of Information and Privacy Act, and the Personal Information Protection Act. Procedures 1. The employee's personnel file may contain:

1.1 Pre-employment materials, including correspondence associated with the applications, curriculum vitae, transcripts, letters of reference and placement documents.

1.2 Copies of letters relating to District actions respecting the employee, including initial appointment, sabbatical leaves, leaves of absence, administrative appointments, etc.

1.3 Correspondence between the employee and District office. 1.4 Materials respecting professional development and performance. 1.5 Materials used for payroll purposes.

2. A personnel file shall not contain any anonymous items.

3. Upon request to the Director of Human Resources, the employee, or his/her duly authorized representative shall have the right to examine the contents of his/her personnel file.

4. Such examination shall be in the presence of the Director of Human Resources. The

employee shall not be allowed to remove the personnel file, or any original part thereof, from the District office.

5. The information contained in the files is confidential. Access to personnel files will be limited

to: 5.1 Director of Human Resources 5.2 Secretary-Treasurer 5.3 Superintendent 5.4 Assistant Superintendent 5.5 Any supervisory staff for employees who fall within their supervisory scope; and


https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/independent-schools/other-legislation-regulations/personal-information-protection-act


5.6 The employee, upon request to the Director of Human Resources, as noted in section 3.

6. The employee shall have the right to include written comments on the accuracy of the

meaning of any of the contents of the personnel file.

7. The employee may add relevant documents to the file.

8. Information regarding any District employee is only to be provided when the employee has requested such information be supplied or the employee has given the District written consent for disclosure, or the District is required by law to divulge requested information.

9. Information such as address, telephone number and work location will not be provided other

than what is required by collective agreements. The Director of Human Resources will contact employees in order to forward requests for contact from outsiders.

10. Employees or former employees may authorize the release of salary and other employment-related information to specified businesses and lending institutions.


Employment Standards Act Freedom of Information and Protection of Privacy Act Personal Information Protection Act Collective Agreements

Adopted: December 3, 1973 Revised: July 5, 1979; November 17 2020



EMPLOYEE HEALTH INFORMATION PRIVACY AND CONFIDENTIALITY

Background The District is committed to the effective administration of medical leave, return to work and accommodation programs. To safely consider and implement these programs, it is necessary for the District to collect employee medical and other personal information. The District has ethical and legal obligations to protect personal information about its staff. The purpose of this administrative procedure is to establish the guiding principles and framework by which the District will comply with these obligations, demonstrate accountability for managing personal and confidential information, and maintain its trust-based relationship with staff. This administrative procedure applies to all staff and all personal information and confidential information in the custody or control of the District regardless of format. This administrative procedure applies while in the course of working and conducting business for, or on behalf of the District, including when off-duty, and extends beyond the completion of the employment or business relationship. These procedures establish practices in regard to the private and confidential information collected as part of the Disability Management and/or Attendance Management programs.

Procedures

1. Collection, Use and Disclosure of Health Information.

1.1. For the purposes outlined above, health information can include: 1.1.1. Personal health and medical information/documentation. 1.1.2. Information collected in accordance with the Freedom of Information and

Protection of Privacy Act (“FOIPPA”). 1.2. The District will collect, use, and disclose health information for purposes directly

related to the administration of the Disability Management and Attendance Management programs, and limit the collection to what is needed to fulfill the purposes identified, and at all times in accordance with FOIPPA.

1.3. The District may request the consent of an employee to use his or her personal and confidential information, or as permitted by FOIPPA.

1.4. The District may request the consent of an employee to disclose his or her personal and confidential information or may otherwise disclose it without consent as permitted by FOIPPA.




1.5. Disclosure in any case is limited to those with a “reasonable need to know” as part of their ongoing employment responsibilities or to support the safety of the employees, students and public.

1.6. Written consent and authorization will be sought from employees by the District as appropriate and/or required by FOIPPA.

2. Storage and Destruction of Health Information

2.1. All employee health information is stored in the employee health file separate from any personnel and/or employment records or files.

2.2. All employee health files are stored in a locked file cabinet in Human Resources in the office of the Health and Wellness Manager or, if related to a WorkSafe BC incident or claim, in the office of the Health and Safety Manager.

2.3. In addition to the physical storage of employee health information files, the District may store health information electronically. Electronic health information is protected by appropriate security measures including User IDs, passwords, and firewalls to restrict access. If electronic health information is sent or received, any information that identifies the origin and destination and the date and time when it was sent or received is also retained.

2.4. Access to employee health files, or any documents contained within, is limited to those person(s) who require it on a need to know basis, including but not limited to the person(s) assigned to use the information in the administration of the Disability and Attendance Management and/or Health and Safety programs.

2.5. Following termination of employment or death, the contents of the employee health file are placed in a sealed envelope and stored in Archives at the District Office. At such time that the employee has or would have reached the age of 72, the sealed employee health file is collected for destruction by a qualified document/information destruction vendor contracted by the District.

3. Responsibility

3.1. Principal/Manager 3.1.1. Ensure any employee personal and confidential information is transferred to

Human Resources personnel for appropriate storage as defined above. 3.1.2. Ensure any employee personal and confidential information which has been

disclosed to them is not accessed or shared with any person who does not have a “reasonable need to know”.

3.2. Human Resources Personnel 3.2.1. Handle all employee personal and confidential information in accordance with

FOIPPA. 3.2.2. Obtain written employee consent to disclose specific health information limited

to those with a “reasonable need to know” to support the safety of the employees, students and the public.

3.2.3. Provide consultation to principal/manager personnel, as requested, regarding


the application of this administration procedure. 3.2.4. Advise principal/manager regarding interpretation of FOIPPA relevant to their

employee’s disability management, attendance management, or health and safety issues, in keeping with collective agreement requirements, performance of duty and their need to-know necessary employee personal and confidential information requested to carry out that duty.






WHISTLE BLOWER PROTECTION Background The District is committed to the highest standards of ethical conduct, integrity and accountability. The District has a responsibility for the stewardship of District resources. The District encourages employees, acting in good faith, to report what the employee reasonably believes to be true and reasonably believes to be a substantive improper activity. Possible reportable activities are as follows:

• An unlawful act, whether civil or criminal • Questionable accounting practices • Falsifying District records • Theft of cash, goods, services, time or fraud • Inappropriate use of District assets or funds • Decision making for personal gain • A dangerous practice likely to cause physical harm or damage to property, and • Retaliation, repercussion or reprisal for reporting under the administrative procedure

This list is not all-inclusive but is intended to give an indication of the kind of conduct which may be considered as ‘reportable activity.’ The responsibility for the day to day administration and enforcement of this administrative procedure rests with the Secretary-Treasurer. The provisions of this administrative procedure are independent of and supplemental to, the provisions of collective agreements between the Board and its unions relative to grievance procedures, and to any other terms and conditions of employment. Procedures 1. Duty to Disclose

1.1. The District expects that an employee who is aware of or witnessed any improper activity or wrong doing will bring the matter to the attention of the Secretary-Treasurer and give the District a reasonable opportunity to investigate and take corrective actions appropriate to the circumstances.

1.2. All reports are considered confidential and may be made anonymously.


2. Protection of Employee and Employer 2.1. Employee

2.1.1. Any employee(s) who files a report under this administrative procedure will be protected if the employee(s): 2.1.1.1. Provided the information in good faith. 2.1.1.2. Believes it to be substantially true. 2.1.1.3. Does not act maliciously or make false allegations; and, 2.1.1.4. Does not seek any personal or financial gain.

2.1.2. All reports under this administrative procedure will be handled with strict confidentiality and personally identifiable information from the report will only be shared to the extent necessary to conduct a complete and fair investigation.

2.1.3. No retaliation, including dismissal or demotion may result from reporting in good faith under this administrative procedure.

2.1.4. If an investigation reveals that the report was frivolously, fraudulently or maliciously made or undertaken for improper motives or made in bad faith or without reasonable and probable basis, disciplinary action may be taken.

2.2. Employer 2.2.1. Nothing in this administrative procedure shall be deemed to diminish or impair

the rights of the District to manage its employees under any policy, administrative procedure or collective agreement; or to prohibit any personnel action which otherwise would have been taken regardless of the reporting of the information.

3. Reporting a Complaint

3.1. Employees and stakeholders are to submit claims about any reportable activity to the Secretary-Treasurer at the District office by either confidential email or regular mail. The reports may also be made to the District’s legal counsel at: 3.1.1. Harris and Company

14th Floor, 550 Burrard Street Vancouver, BC V6C 2B5

3.2. The report is to contain particulars of the alleged improper activity and the name(s) and affiliation of each person involved.

4. Investigation Procedure

4.1. Upon receiving a complaint, the Secretary-Treasurer will record the receipt of the complaint and determine whether the matter is, in fact, a reportable activity under this administrative procedure.

4.2. If the complaint is determined to be a legitimate reportable activity, he or she will open an investigation file and commence an investigation in a timely manner.


4.3. The investigation will include, but will not be limited to, discussions with the reporting employee, the party against whom the allegations have been made and witnesses, as appropriate.

4.4. Employees will not impede or obstruct any investigation. 4.5. The Secretary-Treasurer may enlist outside legal, accounting or other advisors, as

appropriate, to assist in conducting the investigation. 4.6. It is the obligation of all employees to cooperate in an investigation. 4.7. Confidentiality will be maintained and the identity(s) of the person(s) involved, subject

to the need to conduct a full and impartial investigation and remedy any violations of law, the Board’s policies or District administrative procedures.

4.8. If the investigation establishes that improper activity has occurred, the District will take appropriate corrective action in a timely manner.

4.9. Records of all formal and informal resolutions, hearings and reviews will be kept by the Secretary-Treasurer.

Reference: Sections 17, 18, 20, 22, 23, 65, 85 School Act Adopted: June 2, 2014 Revised: November 17, 2020



EMPLOYEE CONFLICT OF INTEREST Background The District expects its employees to act with the highest standards of integrity in discharging their employment duties. In order to maintain the public’s trust and confidence it is essential that employees acting on behalf of the District avoid a conflict of interest. The District acknowledges that employee conflict of interest is a sensitive matter which needs to be addressed with care and consideration for employees while adhering to the District’s obligation to maintain the public’s trust and confidence. A conflict of interest arises when an employee’s private or financial interests compete with their professional duties to the District. The District expects that its employees will not engage in activities where their actions or decisions are affected by personal gain, financial or otherwise or raise a reasonable question of conflict with their duties and responsibilities. Employees are expected to request a determination of the Superintendent before engaging in any activity which might reasonably raise questions about a possible conflict of interest. A breach of Administrative Procedure 404 – Employee Conflict of Interest is considered to be a serious breach of an employee’s obligations that may result in discipline or dismissal. Procedure The following conduct by an employee will be considered to be a breach of Administrative Procedure 404 – Employee Conflict of Interest. 1. Receiving remuneration for privately providing additional services normally provided to

students for whom the school-based employee is responsible, or who are enrolled in schools where the employee is assigned.

2. Receiving remuneration for privately providing additional services normally provided to

students for whom the District itinerant employee is responsible without prior approval in writing from the Superintendent.

3. Engaging in any activity outside regular related employment duties, during working hours

that promotes or involves an employee’s business interests or those of their immediate family.

4. Utilizing District services, premises, materials, and equipment for an employee’s business or

their immediate family interests or other purpose which might compromise the interests of the District.


5. Receiving personal gain, financial or otherwise for the sale of work or materials produced for the District as part of the employee’s normal duties for which the employee has been adequately compensated by the District.

6. Generally, demanding or accepting directly or indirectly, a gift, favour, commission, benefit,

or service of any value from any individual, organization, firm or corporation which might be interested in doing business with the District or may otherwise be interested in a benefit, gain or special consideration or favour from the District.

7. Giving preferential treatment, in the performance of duties, to an individual, corporation or

organization, in which the employee, trustee, or their immediate family has an interest financial.

8. Selling or assisting in the sale of supplies or equipment, within or to the District, and

furnishing lists of students or parents to anyone selling such services or material. Reference: Sections 20, 22, 23, 65, 85 School Act

Employment Standards Act Adopted: December 3, 1973 Revised: September 19, 1988; May 20, 2003; November 17, 2020



WORKING ALONE Background Employees who are directed to work alone are to be protected in accordance with the Occupational Health and Safety Regulation. Definition Work alone means to work alone by administrative direction at a work site in circumstances where assistance is not readily available in the event of an injury, illness or emergency. Procedures 1. In situations where employees are directed to work alone, principals and site supervisors

shall ensure: 1.1 That a hazard assessment to identify existing and/or potential hazards arising from the

conditions and circumstances of the employee’s place of work is conducted. 1.2 An effective means of communication between the employee and persons capable of

responding to the employee’s needs is established; and 1.3 Safety measures to reduce the risk to employees from the identified hazards are

implemented. Reference: Sections 17, 18, 20, 22, 23, 65, 85 School Act

Workers’ Compensation Act Occupational Health and Safety Regulation





EMPLOYEE AND FAMILY ASSISTANCE PROGRAM (EFAP)

Background The service is designed to assist employees and their families to effectively address personal and workplace challenges where immediate support would be of assistance. The District is committed to the principle of assisting in the support and rehabilitation of employees. Typically, these are in areas such as health needs, financial, legal or family issues or abuse of alcohol or other drugs. This service does not provide long-term treatment and/or counseling but will assist the staff member to obtain these services if required. This is a confidential service, accessible through contact directly from the employee. It is possible that neither the employee’s immediate supervisor nor the Assistant Superintendent of Human Resources will be aware of an employee who has “self-referred”. However, the following are expectations for supervisors and the Assistant Superintendent of Human Resources. Procedures 1. Responsibilities of Immediate Supervisor:

1.1 Seek to identify staff who may require assistance. 1.2 Provide the employee with information regarding the District EFAP plan.

2. Responsibilities of the Assistant Superintendent of Human Resources:

2.1 Regularly review the EFAP service delivery contract. 2.2 Assist the employee whenever possible. 2.3 Provide supportive counsel during the period of recovery and follow-up. 2.4 Assure the employee of the confidentiality of the program.

Legal Reference: Sections 22, 65, 85 School Act Employment Standards Act Freedom of Information and Protection of Privacy Act Adopted: November 17, 2020



DELEGATION OF AUTHORITY FOR THE PROTECTION OF STUDENTS

AND MAINTENANCE OF ORDER

Background Authority shall be delegated to principals, vice-principals, all teachers, all custodians, all maintenance staff, all clerical staff and all supervisory staff in the employ of the District to make such directions and to follow such courses of action as deemed appropriate for the protection of students and maintenance of order, and to direct persons to leave the land or premises of a school. This administrative procedure constitutes authorization pursuant to the School Act. Procedures 1. The order of authority under this authorization is as follows:

1.1 Principal, and in the event of the principal's absence, or delegation, a 1.2 Vice-Principal, and in the event of the vice-principal's absence, or delegation, a 1.3 Teacher, and in the event of the teacher's absence, or delegation, a 1.4 Member of the supervisory staff of the District, and in the event of the District

supervisory staff's absence, or delegation, a 1.5 Custodian, maintenance staff member, or clerical staff member.

Reference: Sections 17, 18, 20, 22, 23, 65, 85, 177 School Act Adopted: November 17, 2020




EMPLOYEE SUBSTANCE USE AND RELATED CONDUCT

Background The District is committed to providing a safe, healthy and productive working and learning environment where students, employees and other members of the school community are protected from the adverse effects of impairing substances. All employees are expected to perform their work safely, competently and efficiently, without limitation from the use or after-effects of impairing substances. This administrative procedure is designed to prevent and address impairing substance use at work. District employees are in positions of trust. This administrative procedure establishes expectations for behaviour in relation to the use of impairing substances that could impact an employee’s ability to perform their work duties safely, competently and efficiently, consistent with their position of trust. This includes the District’s requirements regarding employee:

• Fitness for duty. • Use of impairing substance(s); and, • Disclosure of impairing substance(s) use.

It is the intent of the administrative procedure that the dignity and privacy of individuals are respected. Treatment, accommodation and the successful recovery of employees who have a substance use disorder are prioritized in the administrative procedure. This administrative procedure applies to all employees. Contractors engaged by the District are expected to have an equivalent policy in place prior to attending on or in school property. Non-compliance with this administrative procedure may result in appropriate disciplinary measures, up to and including dismissal. Definitions Fit for duty means an employee’s ability to perform their job duties with efficiency, competency and in a safe manner as compared to established or generally accepted performance standards. Impairing substance means any substance that is ingested, consumed or otherwise taken, that changes or adversely affects the way a person thinks, feels or acts. The definition of impairing substances includes, but is not limited to, alcohol, cannabis, illicit drugs and medications with impairing effects.


Work means any task performed for or on behalf of the District or where the employee is seen as acting as a representative of the District, including (but not limited to) student field trips or when an employee has contact with students. Workplace means school property (including within a prescribed distance), any location, vehicle or equipment owned, leased, licensed, operated or otherwise controlled by the District, or any other place at or from which an employee works in the course of their duties (including a personal vehicle). This includes any circumstance where an employee is in the vicinity of students, is responsible for the supervision of students or could be seen as acting as a representative of the District and where an employee telecommutes or works from home. Procedures 1. Subject only to an exception required by Human Rights Code, the District does not permit

the use of impairing substances at work or in the workplace.

2. The District does not permit the possession, use, distribution or sale of controlled drugs at work or in the workplace.

3. Anyone who is reasonably suspected of not being fit for duty will be required to leave work and will be provided with safe transportation home or to required medical attention.

4. The District recognizes employees’ human rights and will support employees who struggle with responsible use of impairing substances, or who have a substance use disorder, by assisting with access as appropriate to programs, services, benefits or work accommodation as per the Human Rights Code.

5. The District complies with all applicable health and safety, human rights and privacy legislation.

6. Education on the risks of impairing substance use and abuse and the influence that such use and abuse has on job performance and health and safety will be made available to all employees.

7. Employees must:

7.1. Be fit for duty at work or in the workplace. 7.2. Ensure that their ability to perform their duties is not adversely affected by the use or

after-effects of impairing substances. 7.3. Consult with their physician and/or pharmacist to determine if their use of any

impairing substance may affect their fitness for duty or the safety of any person at work or in the workplace.

7.4. Advise their supervisor or manager if they are taking or have taken an impairing substance that may adversely impact their fitness for duty or the safety of any person at work or in the workplace.

7.5. Advise their supervisor or manager in a confidential manner if they reasonably believe that another employee is not fit for work.

7.6. If an employee is working on-call, they must remain fit for duty or decline the call-in for work.



8. Employees who need a valid driver’s license in their performance of their duties must

immediately inform their supervisor or manager if their driving privileges are lost, revoked or suspended due to impaired driving, including but not limited to a charge, suspension or conviction while on or off duty or in the employee’s personal vehicle.

9. Supervisors and Managers will:

9.1. Communicate with employees about the need to maintain a workplace free from impairing substance use, including answering questions about this administrative procedure.

9.2. With the assistance of identified District staff/Assistant Superintendent of Human Resources, proactively identify and manage performance issues related to impairing substance use or substance use disorder.

9.3. Record relevant information about any incident of suspected impairment and report it without delay to the Assistant Superintendent of Human Resources.

9.4. Address any situation, including prohibiting operation of a motor vehicle, where an employee is reasonably suspected of being not fit for duty.


Occupational Health and Safety Regulation Workers Compensation Act Controlled Drugs and Substances Act Cannabis Control and Licensing Act Tobacco and Vapour Products Control Act Human Rights Code Cannabis Act Criminal Code of Canada,

Adopted: December 3, 1973 Revised: June 17, 1991; January 27, 2004; March 12, 2019; November 17, 2020

https://laws-lois.justice.gc.ca/eng/acts/C-38.8/

http://www.bclaws.ca/civix/document/id/complete/statreg/18029

https://laws-lois.justice.gc.ca/eng/acts/C-24.5/



WORKPLACE DISCRIMINATION, BULLYING AND HARASSMENT

Background The District is committed to maintaining a workplace which is free from discrimination, bullying or harassment. All workers shall be treated in a fair and respectful manner. Discrimination, bullying and harassment in the working environment is not acceptable and any employee who violates this administrative procedure may be subject to disciplinary or remedial action, up to and including termination of employment. WorkSafeBC requires that workers report if bullying or harassment is observed or experienced in the workplace and that the employer initiate an investigation. Examples of reportable activities would be:

• Sexual harassment.

• Any improper behavior that is directed at or offensive to any person, is unwelcome, and which the person knows or ought reasonably to know would be unwelcome.

• Objectionable conduct, comment, materials or display made on either a one-time or continuous basis that demeans, belittles, intimidates, or humiliates another person.

• The exercise of power or authority in a manner which serves no legitimate work purpose; or

• Such misuses of power or authority as intimidation, threats, coercion and blackmail. This administrative procedure applies to all workers including permanent, temporary and casual. It applies to interpersonal and electronic communication. Definitions Bullying and Harassment: Includes any inappropriate conduct or comment by a person towards a worker that the person knew or reasonably ought to have known would cause that worker to be humiliated or intimidated, but excludes any reasonable action taken by an employer or supervisor relating to the management and direction of workers or the place of employment. Complainant: A worker who believes they has been subjected to or observed discrimination, bullying or harassment in the workplace. Discrimination: Defined by the B.C. Human Rights Code and is specific to race, colour, ancestry, place of origin, religion, marital or family status, physical or mental disability, sex, sexual orientation, age (19 years and over), criminal conviction (in employment), political belief (in employment).



Respondent: A person in the workplace against whom a complaint of discrimination or bullying and harassment has been made. Sexual Harassment: Any comment, look, suggestion, physical contact, real or implied action of a sexual nature which creates an uncomfortable working environment for the recipient, made by a person who knows or ought reasonably to know such behavior is unwelcome. Sexual harassment includes:

• Any circulation or display of visual materials of a sexual nature. • Implied promise of reward for complying with a request of a sexual nature. • A sexual advance made by a person in authority over the recipient that includes or

implies a threat or an implied denial of an opportunity which would otherwise be granted or available and may include a reprisal or threat of reprisal made after a sexual advance is rejected.

Examples of conduct or comments that might constitute discrimination, bullying or harassment include verbal aggression or insults, calling someone derogatory names, harmful hazing or initiation practices, vandalizing personal belongings, and spreading malicious rumours. This also includes conduct through electronic communication. Procedures 1. Duty to Disclose

1.1. The District and WorkSafeBC expect that an employee who is aware/witnessed discrimination, bullying or harassment will bring the matter to the attention of the Superintendent and give the District a reasonable opportunity to investigate and take corrective actions appropriate to the circumstances. All reports are considered confidential.

2. Responsibilities

2.1. The District will take reasonable steps to prevent, where possible, or otherwise minimize workplace discrimination, bullying or harassment by: 2.1.1. Developing or implementing procedures for workers to report incidents or

complaints of workplace discrimination, bullying or harassment. 2.1.2. Training supervisors and workers regarding:

2.1.2.1. Recognizing the potential for discrimination bullying or harassment. 2.1.2.2. Responding to discrimination, bullying or harassment. 2.1.2.3. Supervisors have a duty to take all reasonable steps to ensure the

health and safety of workers under their supervision. 2.1.2.4. All workers have the duty to take reasonable care to protect the health

and safety of themselves and other persons, and as a result, must take all reasonable steps to prevent where possible, or otherwise minimize workplace bullying, harassment and discrimination.


3. Reporting a Complaint 3.1. Employees are to submit claims about any reportable activity to the Superintendent by

either confidential email or regular mail. The report is to contain particulars of the alleged improper activity and the name(s) and affiliation of each person involved. Attach any supporting documents such as electronic communication, handwritten notes or photographs. Physical evidence, such as vandalized personal belongings, can also be submitted.

3.2. Incidents or complaints are to be reported as soon as possible after experiencing or witnessing an incident. This allows the incident to be investigated and addressed properly.

4. Investigation

4.1. Upon receiving a complaint, the Superintendent will record the receipt of the complaint and determine whether the matter is, in fact, a reportable activity under this administrative procedure.

4.2. If the complaint is determined to be a legitimate reportable activity, he or she will open an investigation file and commence an investigation in a timely manner.

4.3. Most investigations will be conducted internally. In complex or sensitive situations, an external investigator may be retained.

4.4. The investigation will be undertaken promptly and diligently and will include, but will not be limited to, discussions with the reporting employee, the party against whom the allegations have been made and witnesses, as appropriate.

4.5. Employees shall not impede or obstruct any investigation. 4.6. It is the obligation of all employees to cooperate in an investigation. 4.7. Confidentiality will be maintained and the identity(s) of the person(s) involved, subject

to the need to conduct a full and impartial investigation and remedy any violations of law, Board Policies or District Administrative Procedures.

4.8. Records of all formal and informal resolutions will be kept by the Director of Human Resources.

4.9. Following the investigation, the Manager of Health and Wellness will review and revise if necessary, workplace procedures to prevent any future discrimination, bullying or harassment incidents in the workplace.

4.10. No individual shall be subject to reprisal, interference, penalty or harassment as a result of reporting a complaint of discrimination, bullying or harassment that the complainant reasonably believes to be valid.

4.11. Furthermore it is recognized that false or malicious complaints may damage the reputation of, or be unjust to other employees and therefore the complainant may be subject to disciplinary action.



Adopted: December 9, 1997 Revised: June 21, 2016; November 17, 2020



PROFESSIONAL DEVELOPMENT

Background The District encourages all of its staff to participate in continuous professional growth that would support student achievement. Procedures 1. Professional development activities may be initiated within individual schools and other work

sites, among several schools, or across the District. 2. The District recognizes the effectiveness of ongoing professional development activities and

supports all work sites in incorporating these activities in ongoing plans for improvement. Reference: Sections 17, 18, 20, 22, 65, 85 School Act

Employment Standards Act Adopted: July 17, 1978 Revised: June 18, 1984; November 23, 2004; November 17, 2020



STAFF PARTICIPATION IN POLITICAL ACTIVITIES

Background It is the privilege of any employee of the District to offer themselves as a candidate for any public office for which may be eligible. Procedures 1. A potential candidate is to familiarize themselves with District procedures by consulting the

Superintendent. 2. The District is charged with providing compulsory education and, in any case where, in the

opinion of the Superintendent, the requirements of the public office would interfere with the carrying out of the duties of its employee, leave of absence must be obtained.

3. Full-time leave of absence will be granted, without pay, for the duration of the term of office.

Upon application, part-time leave of absence may be granted at the pay rate of a substitute where no loss to the educational program results. Such absence shall not exceed one day per week unless otherwise authorized by the Superintendent.

4. On expiration of the leave of absence, the employee shall be re-engaged by the District but

not necessarily in the same position that they formerly held. 5. Each application will be considered on its individual merits. Leave will be granted for the full

term of office. Reference: Sections 22, 65, 85 School Act

Employment Standards Act Freedom of Information and Protection of Privacy Act Collective Agreements




ANNUAL EMPLOYEE EVALUATION PROGRAM

Background The prime purpose of evaluation is to improve future performance; an effective evaluation program has clearly understood purposes and processes which directly involve the employees. Procedures 1. Performance appraisals are to occur for all staff. Reference: Sections 15, 17, 20, 22, 65, 85 School Act

School Regulation 265/89 Collective Agreements

Adopted: August 8, 1978 Revised: June 17, 1991; November 17, 2020



EMPLOYEE RECOGNITION Background The District believes that the District’s employees are its most valuable resource and supports the recognition of services they provide. An employee recognition program is established to acknowledge the contribution of the District’s employees in delivering programs and services to District students. Procedures 1. Employees with 10 years’ service shall receive a letter of recognition from the

Superintendent and Chair of the Board. 2. Employees with twenty years’ service shall be presented with a gift and a certificate. 3. Employees with thirty years’ service shall be presented with a gift and a certificate. 4. Service is defined as all service with the District including interrupted service. 5. As determined in its Policy 2 – Role of the Board, the Board will hold an annual recognition

ceremony. Reference: Section 17, 20, 22, 23, 65, 85 School Act Adopted: December 3, 1973 Revised: June 18, 1984; April 27, 2004; September 16, 2008; November 17, 2020



EMPLOYEE RESIGNATIONS

Background The District requires that employees wishing to resign from the employ of the District must do so in accordance with the provisions of provincial statutes, collective agreements and District administrative procedures. Procedures 1. The employee wishing to resign from employment with the District shall submit a letter of

resignation to the Director of Human Resources specifying the proposed resignation date.

2. Upon receiving a letter of resignation, the Director of Human Resources shall: 2.1 Ensure that the period of notice given by the employee is in accordance with the

conditions of employment. 2.2 If in accordance, accept, in writing, the resignation. 2.3 Notify the Superintendent who writes a letter accepting the resignation.

3. If, upon receiving a letter of resignation, Director of Human Resources believes that the period of notice does not comply with the conditions of employment, the Director of Human Resources may: 3.1 Require the employee to honour the appropriate period of notice (in normal

circumstances, the period of notice is 30 days); or 3.2 Accept the resignation as offered; and 3.3 Notify the Superintendent.


Employment Standards Act Collective Agreements




EXEMPT / ADMINISTRATIVE STAFF

Background The District is committed to recruiting and retaining the best qualified exempt staff to provide a critical role in providing leadership and specialized administrative functions to the District with the delivery of sound educational programs and organizational services. Exempt staff in the District play an important role in delivering and supporting District initiatives to meet these objectives. Exempt staff are comprised of positions that are not affiliated with a union and covered by a collective agreement. The District groups these employees into three categories: District Management/Senior Management, Principals and Vice-Principals, and Professional and Administrative Staff. Procedures 1. District Management/Senior Management

1.1. The District has the responsibility to establish procedures with respect to delivering educational programs and services to our students. The Superintendent is accountable for the delivery and implementation of those procedures. To this end, District Management/Senior Management provide a leadership function in the District and are responsible for the efficient operation of the District.

1.2. The Superintendent is responsible for the selection of District Management/Senior Management. The Superintendent is responsible for the general supervision of District Management/Senior Management through direct and delegated authority. The Assistant Superintendent of Human Resources is responsible for administrative contract matters related to conditions of employment, compensation and benefits in compliance with legislated mandates.

2. Principals and Vice-Principals

2.1. Principals and Vice-Principals provide leadership and management to our schools in aligning school goals with District directions and fostering an environment of instructional excellence.

2.2. The Superintendent, through the Assistant Superintendent of Human Resources, is responsible for the selection of Principals and Vice-Principals. The Superintendent is also responsible for assessing needs in the District, specific skills, and potential professional growth when considering the transfer and assignments of Principal and Vice-Principals.

2.3. The Assistant Superintendent of Human Resources is responsible for the general supervision and direction of Principals and Vice Principals employed in the District. The Assistant Superintendent of Human Resources is also responsible for


administrative contract matters related to conditions of employment, compensation and benefits in compliance with legislated mandates.

3. Professional and Administrative Staff

3.1. Professional and Administrative Staff provide organizational administration, overall day-to-day operation, and support to the District. These positions are specific in nature and generally include financial management, human resources management, facilities management, maintenance management, information technology management or provide administrative support in dealing with highly sensitive or confidential matters.

3.2. District Management/Senior Management and the Assistant Superintendent of Human Resources are responsible for the selection of Professional and Administrative Staff. The Assistant Superintendent of Human Resources is responsible for administrative contract matters related to conditions of employment, compensation and benefits in compliance with legislated mandates.


Employment Standards Act Human Rights Act Public Sector Employers Act




CODE OF PROFESSIONAL RELATIONSHIPS

Background The District recognizes the professionalism of teachers and the need for District staff to work together for the common interest of the children. As such, the District believes that the rights of its professional staff are accompanied by essential responsibilities, both of which define the code of professional relationships in the District. Procedures The professionals employed by the District, on behalf of its students, acknowledge the following responsibilities and relationships: 1. The obligation to orient services towards the continuous intellectual development, career

development, physical development, and human and social development of students in accordance with the mandate for B.C. schools and the vision and values of the District.

2. The requirement to fulfill the obligations of the School Act, statutory regulations, the Professional Standards for BC Educators, Board policy and collective agreements/contracts with the District.

3. The need to make decisions based on student welfare and to cooperate with other

professionals to this end.

4. The maintenance, individually and collectively, of a high standard of professional ethics, conduct and practice.

5. The duty to speak and act toward students with respect and dignity, and deal judiciously with them, mindful of their individual rights and sensibilities.

6. The obligation to cooperate with agencies that provide social services that contribute to the welfare of students.

7. The necessity to respect the confidential nature of information concerning students and share it only with authorized persons or agencies directly concerned with their welfare.

8. The obligation to work towards the highest possible current educational standards and

practices through professional development, personal growth plans and in-service opportunities.

9. The duty to direct any criticism or concern to a fellow professional before sharing information with appropriate officials or a professional organization, except where legal provisions or Inter-Ministry protocols require otherwise.


https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teacher-regulation/standards-for-educators/edu_standards.pdf


10. The need for teachers to exercise their professional mandates, obligations and rights when fulfilling the primary responsibilities of: 10.1 Managing the teaching/learning environment. 10.2 Providing instruction, including the determination of needed outcomes, methods of

instruction and assessment. 10.3 Communicating and interpreting evaluation data and progress information on

students. 10.4 Executing provincial and local curriculum mandates. 10.5 Employing cooperative, consultative or collaborative decision-making processes as

applicable when addressing issues. 10.6 Enhancing expertise through personal growth plans.

11. The need for managers to exercise their professional mandates, obligations and rights when fulfilling the primary responsibilities of: 11.1 Managing District/school operations efficiently and prudently. 11.2 Facilitating and ensuring that there is effective instruction within the District/school. 11.3 Monitoring that appropriate evaluation instruments and processes are used in the

District/school. 11.4 Ensuring that provincial and local curriculum mandates are offered in the

District/school. 11.5 Employing cooperative, consultative or collaborative decision-making processes as

applicable when addressing issues. 11.6 Enhancing expertise through personal growth plans.


Professional Standards for BC Educators Teachers’ Act School Regulation 265/89




TEACHER RECRUITMENT Background The District will recruit the most able and appropriately trained teachers for the positions to be filled. Procedures 1. Responsibility for Teacher Recruitment

1.1 The engagement and placement of teachers on staff is coordinated by the Director of Human Resources.

2. The Principal is responsible for the teacher hiring process, in consultation with the Director

of Human Resources.

3. The Director of Human Resources shall approve all hiring prior to a teaching contract being offered.

4. Candidate Application Expectations 4.1 Possess a current British Columbia Teaching Certificate. 4.2 University/college transcripts and teacher evaluation reports. 4.3 Professional references from appropriate persons who are capable of judging the

professional competence and character of the applicant. One reference must be their current or most recent supervisor.

4.4 In addition, prospective teachers shall possess: 4.4.1 An ability to communicate and empathize with students and parents. 4.4.2 A proven ability of success within the classroom. 4.4.3 An in-depth knowledge of teaching pedagogy and student learning styles. 4.4.4 A desire to contribute to the overall quality of education of all students and

the profession. 4.4.5 A desire to actively participate as a member of a professional learning

community.


Teachers’ Act School Regulation 265/89




TUTORING Background The District has an obligation to provide an educational program that meets the needs of all students, with no preferential treatment for those able or willing to pay for private tutoring. Procedures 1. Professional responsibility requires that teachers make themselves available during the

school day for student conferences and reasonable extra help outside regular class periods. No reimbursement may be accepted for such extra help during the school day.

2. Teachers or counsellors may recommend to parents, through the principal or vice-principal,

that a student receive tutorial assistance outside of school hours. Providing such tutorial assistance is the responsibility of the parents.

3. The principal may assist in arranging for tutorial or remedial instruction and in suggesting

suitable tutors. No tutoring of students by staff on a paying basis is to occur during the school day, or on school premises. A teacher is not to tutor their own students.

4. Private tutoring or private therapy of students that requires the removal of students from

classes is discouraged. In circumstances where private tutoring or private therapy is pursued during school hours, service must be provided off school premises. Accommodations for students removed from classes during the instructional day will not be supported except by special arrangement with the principal.

Reference: Sections 7, 17, 20, 22, 65, 85 School Ac Adopted: November 17, 2020



PRACTICUM TEACHING Background The District is committed to supporting quality teacher education. To this end it encourages cooperation with teacher education institutions, authorizes the placement of practicum teachers within schools in the District and will contribute to the administration of the teacher education programs offered within the District. While practicum teachers need the flexibility and the opportunity to learn, it is recognized that the education of the students in the class shall be of primary importance. Procedures 1. Administration and Staff

1.1. Practicum teachers shall not be used as teachers on call. Where the school advisor is absent from teaching duties and/or supervision duties, a teacher on call shall be provided and shall be responsible for the day’s classes.

1.2. Practicum teachers shall be assigned only to teaching experiences for which they have specific training and/or background.

1.3. Legal responsibility for student supervision, individual safety and classroom organization remains with the classroom teacher during a practicum teacher’s practica.

1.4. School advisors shall be held responsible for overall classroom management routines, instructional strategies, assessment, evaluation, and all other such duties and responsibilities as they relate to the classroom students.

1.5. No practicum teacher shall assume teaching responsibility for a class without plans for instruction approved by the school and faculty advisors.

1.6. Matching practicum teachers and school advisors will be a collaborative process involving the teacher, practicum teacher, school administration, District staff, and a representative from the educational institution.

1.7. In cases where a practicum teacher’s assignment needs to be adjusted, this will be done so in collaboration between the practicum teacher, the participating school advisor(s) and faculty advisor(s).

2. Selection of School Advisors

2.1. The principal shall work with District staff to liaise with teacher education institutions and facilitate teacher education experiences.

2.2. School advisors are to have the equivalent of three (3) years fulltime teaching experience.

2.3. Teachers shall be given the opportunity annually to indicate their interest to their principal in being a school advisor or school coordinator.


2.4. A teacher who assumes the role of school advisor is strongly encouraged to attend in-service sessions as required to provide effective supervision and feedback for practicum teachers.

Reference: Sections 17, 20, 22, 65, 85, 87 School Ac

University Act School Regulation 265/89

Adopted: November 16, 1981 Revised: October 22, 2002; November 17, 2020



ROLE OF THE PRINCIPAL Background The principal is responsible for overall supervision and operation of their individual school. This responsibility includes duties identified by provincial legislation and by the District relative to school management, program implementation, staff supervision and evaluation, community relations, and plant operations. The principal is also expected to function as part of a District administrative team and to play an appropriate leadership role in District initiatives. Procedures Principals shall: 1. Guide the development and implementation of shared values, vision, mission and goals to

support learning and achievement for all students. 2. Design and staff an organizational structure, in cooperation with the District administration,

which will ensure that educational and administrative functions are carried out effectively and efficiently.

3. Develop school plans for student achievement which will address present and future

educational needs of the school/program. 4. Develop an ongoing professional growth plan, approved by the Assistant Superintendent. 5. Provide leadership and foster conditions which will lead to the improvement of the

educational program, the efficient use of resources, and the effective performance of personnel.

6. Supervise all aspects of the school's operation (educational, financial and facilities) and

keep the Superintendent informed.

7. Be knowledgeable and provide guidance regarding current curricula, instructional and assessment practices and their impact on student learning and achievement.

8. Build and support positive and effective working relationships within the school and

community. 9. Support and advise the school's Parents’ Advisory Council. 10. Be knowledgeable of the School Act, its Regulations and Ministerial Orders, and perform all

duties specified therein.





11. Be knowledgeable of the Board's collective agreements and be responsible for implementation, including supervision of employees covered by the collective agreements.

12. Be knowledgeable of:

12.1 District Strategic Plan 12.2 Framework for Enhancement of Student Learning 12.3 Emergency Preparedness Plan 12.4 Local Education Agreements and Enhancement Agreements 12.5 Applicable Interministerial Protocols 12.6 BC Ministry of Education Special Education Services: A Manual of Policies,

Procedures and Guidelines 12.7 School Protection Program 12.8 Other legislation affecting the operation of the school including:

12.8.1 Fire Commissioner's Act, 12.8.2 WorkSafe BC, 12.8.3 Freedom of Information and Protection of Privacy Act, 12.8.4 The Teachers' Act, 12.8.5 The Young Offenders' Act.

13. Liaise with those community agencies that support the needs of children. Reference: Sections 17, 20, 22, 65, 85 School Act

Teachers’ Act School Regulation 265/89 Collective Agreement


https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf

https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf



https://www.worksafebc.com/en


https://www.bclaws.ca/civix/document/id/consol26/consol26/00_11019_01

https://www.bclaws.ca/civix/document/id/91consol15/91consol15/84030



PRINCIPAL AND VICE-PRINCIPAL APPOINTMENTS Background Vacancies that occur in school administrative positions shall be filled either by competition or reassignment of existing staff. Strong leadership and administration at the District and school levels are essential to the effective and efficient operation of the school system. There is a need to specify the practices and procedures to be followed for administrative appointments. Procedures 1. A vacancy will be filled by competition or through reassignment. Timeline constraints and

succession planning circumstances will determine which process is followed.

2. Administrative vacancies will be filled in accordance with the philosophy and beliefs of the District as expressed in Administrative Procedure 400 - Recruitment and Selection of Personnel.

3. The process for filling the positions of principal, Vice-Principal:

3.1. Appropriate placement and transfer practices for Principals/Vice-Principals are to enhance effective utilization of skills and abilities, provide for the retention of high quality leaders and the professional growth of individuals. These objectives can best be achieved through the provision of a variety of school assignments over a period of years, and the best possible matching of known administrator strengths to identified current needs of a particular school.

3.2. Annually the Superintendent, in consultation with Assistant Superintendents, shall determine transfers of existing Principals and Vice-Principals to fill vacancies. Prior to any public announcement being made the Superintendent will present the Principal and Vice Principal assignments to the Board for information. Principals and Vice-Principals being named for transfer will be made aware of the information prior to the report going forward to the Board.

3.3. Once transfers have been made public, the Superintendent will fill any remaining vacancies through competition or through selecting from the Administrative Readiness Pool.

3.4. To develop the pool or fill vacancies through competition, the Assistant Superintendent of Human Resources shall ensure a thorough review of role description, ideal candidate profile, applications and thorough reference checking.

3.5. The Assistant Superintendent of Human Resources shall form a selection committee to conduct interviews to admit individuals into a Principal or Vice-Principal Administrative Pool or to conduct a competition. The Superintendent, Assistant


Superintendents and any senior staff selected by the Superintendent shall constitute the selection committee.

3.6. The suitability of each candidate will be considered by the expanded interview team. Feedback and recommendations from the interview team will be recorded as reference material for the selection committee. Stakeholder representatives serving on the expanded interview team will withdraw at the conclusion of this process.

3.7. The selection committee will consider feedback and recommendations from the expanded interview team during its deliberations.

3.8. Prior to any public announcement being made regarding successful candidates for direct appointment to administrative positions, the Superintendent will present the choices by the selection committee to the Board for information.

3.9. The successful candidate shall be offered a written contract of employment in keeping with the District template approved by the Board in relation to compensation parameters, vacation and sick leave entitlement and severance. The Superintendent is delegated authority to determine contract renewals.

3.10. The compensation grid will be in accordance with the compensation guidelines set by the British Columbia Public Schools’ Employers’ Association and placement on the grid by the Superintendent.

3.11. An offer of employment shall be conditional on the successful applicant providing a criminal records check through the Criminal Records Review Program (Ministry of Public Safety and Solicitor General) and Vulnerable Sector Check which is acceptable to the Superintendent.

3.12. An established Administrative Pool remains in place for a period of twenty-four months.

3.13. In the event of an unexpected or short-term vacancy, the Superintendent may appoint an ‘Acting Principal’ without going through a formal selection process.

4. Role of the Assistant Superintendent of Human Resources with Administrative

Appointments 4.1. The appropriate Senior Administrator in consultation with the Superintendent and the

Assistant Superintendent of Human Resources will determine whether to fill a vacancy and whether to fill it by competition or through reassignment. All positions to be filled must be within the budget parameters.

4.2. Appropriate representatives from the Assistant Superintendent of Human Resources will assist and support the work of filling administrative vacancies.

4.3. The Assistant Superintendent of Human Resources will facilitate completion of offers and acceptances of employment through to the signing of contracts and the paperwork involved with becoming a District employee.

4.4. Feedback to applicants following a competition process will be provided by an appropriate selection committee member upon request. The Assistant Superintendent of Human Resources will coordinate such requests and feedback sessions.

5. Orientation and Induction

5.1. The Superintendent shall ensure appropriate orientation and induction programs are provided to those selected to the positions of Principal or Vice-Principal.


Reference: Sections 17, 8.4, 20, 22, 65, 85 School Act

Teachers’ Act School Regulation 265/89 Collective Agreement




SUPERVISION AND EVALUATION OF SCHOOL ADMINISTRATORS

Background The quality of administrative service in schools will be greatly enhanced through a regular process of supervision and evaluation. Procedures 1. Responsibility for acting as supervisor and evaluator rests with the assigned Assistant

Superintendent in the case of principals, and with the Principal of the school in the case of vice-principals.

2. Supervision 2.1 The purposes of administrator supervision shall be to facilitate the professional growth

plan of the administrator in order to assist in the achievement of provincial, District, school and personal goals.

2.2 Administrators are encouraged to develop annual performance objectives or job targets in consultation with the supervisor. 2.2.1 Sources for such objectives will include the position description, current

provincial and District directions, school needs, and individual interests and/or concerns.

2.3 Supervision is to be a continuous process of assistance and feedback provided by the supervisor. While the scope of such supervision may include any component of the position's responsibilities, particular attention would normally be placed upon current performance objectives.

3. Evaluation

3.1 The purposes of administrator evaluation shall be: 3.1.1 To ensure that the educational goals of the province, the District and the school

are being met. 3.1.2 To ensure the competence of administrators. 3.1.3 To assess the overall strengths and weaknesses of administrative service.

3.2 A formal evaluation process shall be conducted at least one (1) year prior to expiration of an administrator's contract, and on other occasions if required.

3.3 The evaluation process is intended to provide a periodic review of performance across the range of administrative responsibilities. The evaluator will therefore attempt to gather data on performance with respect to areas included in the position description and current performance objectives.


3.3.1 In the case of vice-principals, focus is also to be placed on potential for advancement.

3.4 Methods of such data collection are to be developed in consultation with the administrator, and will normally include opportunities for input from school staff and parents.

3.5 The primary use of such data will be for evaluator-administrator discussion, analysis and future planning.

3.6 Written feedback will indicate the process followed, plans developed, and recommendations concerning contract extension.

3.7 Indication of adequate performance is a necessary condition for extension of an administrator's contract.






ADMINISTRATIVE STAFF – PROFESSIONAL DEVELOPMENT

Background The District expects administrative staff to keep abreast of trends and developments in educational administration. Accordingly, administrative staff attending professional development conferences, conventions, workshops, and seminars shall have related expenses paid by the District subject to budgeted amounts, approvals and Administrative Procedure 513 - Travel Expenses. Procedures 1. Administrative staff professional development budgets will be established through the

budget process. 2. Conference attendance is subject to budget allocations and the supervisor's approval. 3. All expenditures in excess of the individual's established professional development budget

must be pre-approved by the appropriate supervisor. Reference: Sections 17, 18, 20, 22, 65, 85 School Act

Employment Standards Act Adopted: November 17, 1998 Revised: November 17, 2020



SUPPORT STAFF

Background The District recognizes that support staff employed to work in the District play an integral role in ensuring the success of the District and make invaluable contribution to the District by providing a variety of services to support student learning. The District is dedicated to recruiting, selecting, appointing and retaining exceptional support staff and fostering a positive working environment. Procedures 1. Support staff positions are wide and varied and can be generally captured by the following:

office administration, student support, technical support, maintenance work, trades work, custodial work, power engineering work, and specialized professional and administrative work requiring applicable education.

2. The working conditions, compensation, benefits, evaluation and posting /filling of positions

for unionized support staff are contained within negotiated collective agreements between the Board and applicable bargaining units as well as current legislation. Working conditions, compensation and benefits for non-unionized support staff are outlined in the terms and conditions of employment as outlined by the District or similarly through individual contracts with the employee. The Assistant Superintendent – Human Resources is responsible for administration in all matters related to the conditions of support staff employment.


Employment Standards Act Human Rights Code Labour Relations Code Collective Agreements




SUPPORT STAFF RECRUITMENT

Background Support staff are vital to the provision of quality education programs and must be recruited in an effective, efficient and fair manner. The District supports the recruitment and efficient deployment of qualified support staff to meet student educational needs. Procedures 1. In recruiting support staff the following criteria will be considered:

1.1 Needs of District students as perceived by the District administration. 1.2 Provisions of current collective agreement. 1.3 Candidates' interests, knowledge, education, ability, skills and/or seniority with the District;

and 1.4 Candidate's suitability and compatibility based upon past performance and experience.

2. The Assistant Superintendent of Human Resources is responsible for establishing support staff recruitment procedures, communicating these to school administration and monitoring their implementation.






EVALUATION OF SUPPORT STAFF

Background As required, support staff shall participate in performance appraisals conducted by their immediate supervisor and/or principal as part of the normal supervisory process. Procedures 1. Each support staff member will be provided with a role description developed by their

immediate supervisor and/or principal. 2. It is essential to maintain ongoing communication between support staff and their immediate

supervisors. 3. Support staff shall to avail themselves of professional development opportunities in order to

remain current with their assignments. 4. Performance appraisals may be conducted when requested by the support staff member or

the immediate supervisor and/or principal. Reference: Sections 17, 18, 20, 22, 23, 65, 85 School Act





ORGANIZATIONAL STRUCTURE

Background The District believes in establishing a clear organizational structure. Procedures 1. The Superintendent as the Board’s Chief Executive Officer will annually develop an

organizational structure, to facilitate the effective and efficient operation of the District. 2. The structure shall outline working relations, where each employee will have a direct

supervisor. 3. Formal direction shall follow the organizational structure. Reference: Sections 17, 20, 22, 23, 65, 85 School Act Adopted: November 17, 2020



ORGANIZATIONAL CHART

Reference: Sections 17, 20, 22, 23, 65, 85 School Act Adopted: November 17, 2020



DISTRICT ADMINISTRATIVE POSITIONS DUTIES AND RESPONSIBILITIES

Background In the best interest of the organization roles and responsibilities for each of its District administrative positions are established and periodically reviewed. The Superintendent believes role descriptions act as a guideline for the responsibilities of personnel. Leadership is a critical component of all District administrative positions and entails the ability to develop and communicate a vision, establish plans and set priorities, implement activities through a variety of means and monitor and review progress. Procedures 1. Management and administrative personnel support and communicate District policy

procedures and direction. In a rapidly changing environment staff are expected to maintain professional currency, advocate for public education, demonstrate flexibility and work cooperatively to fulfill the District goals and mission statement.

2. The Superintendent is the Chief Executive Officer and is accountable to the corporate Board. For reporting responsibilities for all other positions, refer to Administrative Procedure 450 Appendix - Organizational Chart.

3. All Board authority delegated to the staff of the District is managed through the office of the Superintendent. Each individual, in discharging his/her duties shall adhere to the Guiding Principles adopted by the Board. In addition, assigned areas of responsibility for which individuals are responsible, may change from time to time.

Reference: Sections 17, 20, 22, 23, 65, 85 School Act Adopted: November 17, 2020



ROLE OF DIRECTOR, LEARNING SUPPORT SERVICES Background Guided by the District's vision, principles, mission and values, and our goals, the Director, Learning Support Services will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. Procedures The Director, Learning Support Services reports directly to an Assistant Superintendent, and is accountable for the direction and operation of Inclusive Education and Learning Support Services of the District. The Director, Learning Support Services will have specific responsibilities for: 1. Student Learning

1.1 Ensures all students in the District have the opportunity to meet the standards of education set by the Minister.

1.2 Ensures the creation and maintenance of inclusive practices that provide students with the most empowering learning environments.

1.3 Ensures a range of services and programs in a variety of settings which reflect the diversity of student strengths, stretches and needs, leading to the effective implementation of curriculum in the District.

1.4 Ensures all students with diverse abilities will have equitable access to support services and programs at the school, district and community level.

1.5 Ensures accountability for achievement of approved learning outcomes in all schools. 1.6 Provides leadership in fostering conditions which promote the improvement of

educational opportunities for all students in schools and programs within areas of responsibility.

2. Human Resources Management 2.1 Supervises, evaluates and reviews the performance of “direct reports”. 2.2 Assists the Superintendent as required with the recruitment and selection of

professional staff. 2.3 Collaborates with the Superintendent in the supervision and evaluation of school-based

administrative staff, as requested.



3. Fiscal Responsibility 3.1 Develops a departmental budget within the parameters and constraints of the Division

budget. 3.2 Ensures the proper fiscal management of budget allocations. 3.3 Makes recommendations to the Superintendent regarding possible actions to increase

the effective and efficient operations of programs within areas of responsibility. 3.4 Operates in a fiscally prudent and responsible manner.

4. Policy/Administrative Procedures

4.1 Assists the Superintendent in the planning, development, implementation and evaluation of Board policies and administrative procedures within areas of responsibility.

4.2 Ensures application of Board policies and administrative procedures as required in the performance of duties.

4.3 Supports the implementation of administrative procedures related to program, school and student evaluation.

5. Organizational Management 5.1 Within areas of responsibility, demonstrates effective organizational skills resulting in

compliance with all legal, Ministerial and Board mandates and timelines and adherence to Superintendent directives.

5.2 Contributes to a District culture which facilitates positive results, effectively handles emergencies and deals with crisis situations in a team-oriented, collaborative and cohesive fashion.

6. Communications and Community Relations 6.1 Takes appropriate actions to ensure open, transparent internal and external

communications are developed and maintained in areas of responsibility. 6.2 Fosters close ties and develops partnerships with community agencies. 6.3 Ensures parents and staff have an acceptable level of satisfaction with the services

provided within areas of responsibility. 6.4 Investigates and facilitates resolution of concerns and conflicts.

7. Superintendent Relations

7.1 Establishes and maintains positive, professional working relations with the Assistant Superintendent.

7.2 Honours and facilitates the implementation of the Board's roles and responsibilities as defined in Board policy and encourages staff to do the same.

7.3 Provides the information the Superintendent requires to perform their role in an


exemplary fashion.

8. Leadership Practices 8.1 Practices leadership in a manner that is viewed positively and has the support of those

with whom she works in carrying out the Superintendent's expectations. 8.2 Exhibits a high level of personal, professional and organizational integrity. 8.3 Develops an ongoing professional growth plan, approved by the Assistant

Superintendent, Learning Services, to be reviewed twice per year. Reference: Sections 22, 65, 85 School Act Adopted: November 17, 2020


Administrative Procedure 452.1

ROLE OF DIRECTOR OF INSTRUCTIONAL SERVICES

Background Guided by the District's vision, principles, mission and values, and our goals, the Director of Instructional Services will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. Procedures The Director of Instructional Services is directly responsible and accountable to the Assistant Superintendent. The Director of Instructional Services will have specific responsibilities for: 1. Student Learning

1.1 Within areas of responsibility, supports students in the District to have the opportunity to meet the standards of education set by the Minister.

1.2 Supports the effective implementation of initiatives related to education transformation.

1.3 Supports and evaluates the effective implementation of curriculum in the District. 1.4 Supports the effective implementation of evidence-based inclusive learning

practices. 1.5 Supports assessment practices and accountability for achievement of approved

learning outcomes in all schools. 1.6 Fosters conditions which promote the improvement of educational opportunities for

all students in schools and programs within areas of responsibility. 1.7 In consultation with principals and the Assistant Superintendent, visits classrooms

with the intent of improving instruction and promoting quality standards. 1.8 Supports school Learning Commons personnel in meeting the student learning

outcomes. 1.9 Manages the submission of Board Authority Authorized Course requests and

monitors implementation of approved courses. 1.10 Manages the submission of Locally Approved Resource requests.

2. Student Wellness

2.1 Provides support to ensure that each student is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.



3. Human Resources Management

3.1 Supervises, evaluates and reviews the performance of “direct reports”. 3.2 Provides support in the identification, planning, implementation and evaluation of

District professional learning opportunities.

4. Fiscal Responsibility 4.1 Develops a departmental budget within the parameters and constraints of the District

budget. 4.2 Ensures the proper fiscal management of budget allocations. 4.3 Makes recommendations to the Assistant Superintendent regarding possible actions

to increase the effective and efficient operations of programs within areas of responsibility.

4.4 Operates in a fiscally prudent and responsible manner.

5. Policy/Administrative Procedures 5.1 Recommends development and/or revisions of Board policies or administrative

procedures to the Assistant Superintendent. 5.2 Ensures application of Board policies or administrative procedures as required in the

performance of duties and interprets policies, procedures, philosophy and programs of the District to principals, staff, school councils and the community.

6. Organizational Management

6.1 Within areas of responsibility, demonstrates effective organizational skills resulting in compliance with all legal, Ministerial and Board mandates and timelines and adherence to Superintendent directives.


7. Communications and Community Relations

7.1 Takes appropriate actions to ensure open, transparent internal and external communications are developed and maintained in areas of responsibility.

7.2 Promotes the vision of the province and the Strategic Plan of the District, reflecting the values and principles of education transformation.

7.3 Ensures parents and staff have an acceptable level of satisfaction with the services provided within areas of responsibility.

7.4 Investigates and facilitates resolution of concerns and conflicts. 7.5 Coordinates District scholarship and bursary programs.

8. Assistant Superintendent Relations



8.2 Honours and facilitates the implementation of the Board’s roles and responsibilities as defined in Board policy and encourages staff to do the same.

8.3 Provides the information the Assistant Superintendent requires to perform his/her role in an exemplary fashion.

8.4 Performs tasks as may be assigned by the Assistant Superintendent.

9. Leadership Practices 9.1 Practices leadership in a manner that is viewed positively and has the support of

those with whom she works in carrying out the Assistant Superintendent’s expectations.

9.2 Provides liaison support to selected principals in the administration of their schools, including support for students and parents in resolving matters.

9.3 Exhibits a high level of personal, professional and organizational integrity. 9.4 Develops an ongoing professional growth plan, approved by the Superintendent to

be reviewed twice per year.

Reference: Sections 22, 65, 85 School Act Adopted: November 17, 2020



ROLE OF THE DISTRICT PRINCIPAL OF ABORIGINAL EDUCATION

Background Guided by the District’s vision, principles, mission, and values, and our goals, the District Principal of Aboriginal Education will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. Procedures The District Principal of Aboriginal Education is directly responsible and accountable to the Assistant Superintendent, Learning Services. The District Principal of Aboriginal Education will have specific responsibilities for: 1. Student Learning

1.1 Works collaboratively with and supports school-based administrators to: 1.1.1 Ensure appropriate programming is available for Aboriginal students. 1.1.2 Ensure Aboriginal students in the District have the opportunity to meet the

standards of education set by the Minister. 1.1.3 Ensure accountability for achievement of approved learning outcomes for

Aboriginal students in all schools. 1.1.4 Provide leadership in fostering conditions which promote the improvement of

educational opportunities for all students in schools and programs within areas of responsibility.

2. Student Wellness

2.1 Ensures that each student is provided with a safe and caring environment that fosters and maintains respectful and responsible behaviours.

2.2 Ensures that a coordinated service delivery model is in place to support student access to programs and services.

2.3 Develops and maintains positive and effective relations with provincial government departments and regional/community agencies which provide services/supports to students.

3. Human Resource Management

3.1 Collaborates with the Assistant Superintendent in the hiring and supervision of Aboriginal support and teaching staff.



4. Fiscal Responsibility 4.1 Develops a departmental budget within the parameters and constraints of the District

budget. 4.2 Ensures the proper fiscal management of budget allocations. 4.3 Operates in a fiscally prudent and responsible manner.

5. Policy/Administrative Procedures 5.1 Assists the Assistant Superintendent in the planning, development, implementation

and evaluation of Board policy within areas of responsibility. 5.2 Provides leadership in the planning, development, implementation and evaluation of

Administrative Procedures within areas of responsibility. 5.3 Ensures application of Board policy and administrative procedures as required in the

performance of duties.


compliance with all legal, Ministerial and Board mandates and timelines and adherence to Superintendent directives.




7.2 Ensures staff, students, and parents have a high level of satisfaction with the services provided and the responsiveness of the department.

8. Assistant Superintendent Relations


8.2 Honours and facilitates the implementation of the Board's roles and responsibilities as defined in Board policy and encourages staff to do the same.

8.3 Provides information which the Assistant Superintendent requires to perform their role in an exemplary fashion.

8.4 Serves on such committees as determined by the Assistant Superintendent.


those with whom they work in carrying out the Assistant Superintendent's expectations.


9.2 Exhibits a high level of personal, professional and organizational integrity. 9.3 Develops an ongoing professional growth plan, approved by the Assistant

Superintendent, Learning Services, to be reviewed twice per year.




ROLE OF ASSISTANT SUPERINTENDENT

Background Guided by the District's vision, principles, mission and values, and our goals, the Assistant Superintendent will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. The Assistant Superintendent is part of the District’s senior administrative team, comprised of the Superintendent, Assistant Superintendents and Secretary-Treasurer. In the event the Superintendent is unable to attend to prescribed duties, due to illness or absence, the Assistant Superintendent shall act on behalf of the Superintendent and during the absence of the Superintendent shall have authority to carry out all duties of the Superintendent. The Assistant Superintendent will assist the Superintendent in providing leadership in developing, achieving, and maintaining the best possible educational programs in the schools of the District. The primary focus is to provide leadership and assistance to personnel in the areas of curriculum implementation, staff development, and instruction. The Assistant Superintendent will demonstrate a commitment to excellence in teaching and learning and in the enhancement of schools as professional learning communities. The Assistant Superintendent shall exemplify strong moral values, high standards of ethical conduct, a commitment to the District’s philosophy of education, and excellent interpersonal, communication and administrative skills. The specific delegated responsibilities of the Assistant Superintendent arise from the position description of the Superintendent. Procedures 1. The Assistant Superintendent will have delegated responsibilities for Board of Education.

1.1 Promotes and supports the implementation of Board policies and directives with district staff and with the public.

1.2 Attends all meetings of the Board of Education and committees of the Board of Education as assigned and/or requested.

1.3 Creates and explains professional learning presentations to the Board of Education as requested.

1.4 Provides, upon request, background material, statistics, student achievement and program data for reports to the Board of Education.

1.5 Represents the Board, when so directed, at meetings in which the District has an official or educational interest.

1.6 Develops and drafts policies, administrative procedures, and exhibits as requested.



2. Educational and School Leadership 2.1 Provides direct support to the Langley School administration team. 2.2 Meets regularly with elementary and middle years principals to coordinate required

educational initiatives that would advance elementary and middle years programming across the school district.

2.3 Attends high school principals’ meetings when available.

3. District and School Planning 3.1 Leads assigned provincial initiatives as requested.

4. Completes required work in the planning, organization, execution, and reporting processes

of the following: 4.1 District and School Planning

• Leads assigned provincial initiatives as requested.

• Completes required work in the planning, organization, execution, and reporting. 4.2 District’s Educational Plan

• Participates with the annual school planning meetings.

• Provides leadership to school principals with the implementation of District priorities in their school action plans

• Provides leadership to designated District committees with the implementation of District priorities.

4.3 Curriculum Leadership

• Provides direction as required to principals with the implementation of new K – 12 curriculums.

• Keeps abreast of general developments in the field of curriculum and brings to the attention of the Superintendent, principals, and teachers those of significance for the school division.

4.4 Student Assessment and Evaluation

• Coordinates K – 12 student assessment policies, procedures, and practices that support district priorities.

• Reviews K – 12 student assessment results and provide recommendations to Superintendent and K – 12 principals.

4.5 Personnel

• Assists the Superintendent and school principals with the recruitment of professional staff.

• Works with the Human Resources Coordinator to establish and maintain a suitable pool of qualified substitute teachers.

• Provides leadership to school principals to ensure that performance evaluations of professional staff are completed.


• Supervises, coaches, and evaluates school principals as assigned by Superintendent.

• Recommends required reassignment of teachers due to program and service requirement changes to the Superintendent.

• Assists the selection committee for principal/vice principals as requested by the Superintendent.

• Offers employment to teachers new to the District when requested by the Superintendent.

4.6 Finance and Budget

• Prepares, in collaboration with the Secretary-Treasurer and Human Resources Coordinator, the annual staffing formula ‐ professional staffing allocation documentation.

• Advises the Superintendent in the preparation of the annual operating budget and capital budget for educational and programming activities and requirements that support early and middle years programming.

• Manages, authorizes expenditures, and completes reporting requirements of assigned operational budgets, categorical grants, and special projects.

4.7 Professional Development

• Coordinates district in‐services and workshops.

• Coordinates leadership development and programs.

• Supports public education through membership and participates in professional organizations.

4.8 Parent and Community

• Develops respectful working relationships with District Parent Advisory Council.

• Develops respectful working relationships and partnerships, as appropriate, with community agencies and organizations.

• Responds to parent and community inquiries about schools, program, and support services.

• Represents the Superintendent at school and/or community functions and events, as requested.

• Perform other duties as assigned by the Superintendent. 4.9 Education and Experience

• Holds a British Columbia Professional Teaching Certificate.

• Has a post‐graduate degree or the equivalent combination of experience and education.

• A minimum of 5 years of educational administration experience; preferable at both the elementary and secondary levels.

• Exhibits strong interpersonal, communication, problem‐solving, and community relations skills.

• Has a broad knowledge of current curriculum and instructional methodology.


5. Leadership Practices

5.1 Practices leadership in a manner that is viewed positively and has the support of those with whom they work in carrying out the Superintendent’s expectations.


be reviewed twice per year. Adopted: November 17, 2020



ROLE OF ASSISTANT SUPERINTENDENT – HUMAN RESOURCES

Background Guided by the District’s vision, principles, mission, and values and our goals, the Assistant Superintendent – Human Resources will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. Procedures The Assistant Superintendent – Human Resources is directly responsible and accountable to the Superintendent. The Assistant Superintendent – Human Resources, will have specific responsibilities for: 1. Human Resources Leadership

1.1 Provides for training of administrators and the development of leadership capacity within the District as approved by the Superintendent.

1.2 Provides effective Teacher and School Administrator Induction Programs. 1.3 Provides recommendations to the Superintendent regarding strategic workforce

planning. 1.4 Assists District personnel with human resources processes (e.g. conflict resolution

and mediation). 1.5 In collaboration with the Secretary-Treasurer, provides support to the Board’s

negotiating committees. 1.6 Provides for the administration of arbitration and grievance procedures that arise out

of the application of collective agreements with recognized employee organizations. 1.7 Ensures District compliance with the requirements of Occupational Health and Safety

legislation. 2. Human Resources Management

2.1 Supervises, evaluates and reviews the performance of “direct reports”. 2.2 Conducts the selection process and participates in the selection panel for all

administrative positions other than that of the Superintendent. 2.3 Recruits and hires all personnel in consultation with the direct supervisor in

accordance with the Superintendent’s direction and approved budget. 2.4 Establishes the frameworks for supervision and evaluation of all personnel. 2.5 Conducts the supervision and evaluation of school-based administrative staff, as

requested by the Superintendent.



2.6 Supervises the evaluation of school staff by, and in consultation with, principals. 2.7 Provides support to ensure that each staff member is provided with a welcoming,

caring, respectful and safe learning and working environment that respects diversity and fosters a sense of belonging.

2.8 Administers all employment contracts in the best interests of the District, including leaves, transfers, transitions to retirement.

2.9 Administers the employee classification system (job descriptions, grid placements). 2.10 Administers the Employee & Family Assistance Program. 2.11 Administers all personnel files. 2.12 Within areas of responsibility, provides for legal opinions as required. 2.13 Provides supervisory expertise to principals and District personnel. 2.14 Provides support, as requested, to the Assistant Superintendent – Instructional

Services in matters related to staff professional development. 3. Student Learning

3.1 Supports implementation of School Growth Plans. 4. Student Wellness


5. Fiscal Responsibility

5.1 Makes recommendations to the Superintendent regarding staff allocations to include in the District budget.

5.2 Develops a department budget within the parameters and constraints of the District budget.

5.3 Ensures the proper fiscal management of department budget allocations. 5.4 Operates in a fiscally prudent and responsible manner.

6. Policy/Administrative Procedures

6.1 Assists the Superintendent in the planning, development, implementation and evaluation of Board policy within areas of responsibility.

6.2 Provides leadership in the planning, development, implementation and evaluation of administrative procedures within areas of responsibility.

6.3 Ensures the application of Board policy and District administrative procedures as required in the performance of duties.


7.1 Within areas of responsibility, demonstrates effective organizational skills resulting in compliance with all legal, Ministerial and Board mandates and timelines, and adherence to the Superintendent’s directives.


7.2 Contributes to a District culture which facilitates positive results, effectively handles emergencies, and deals with crisis situations in a team-oriented, collaborative and cohesive fashion.


8.1 Takes appropriate actions to ensure open, transparent internal communications (and external when required) are developed and maintained in areas of responsibility.

8.2 Ensures staff, students, and parents have a high level of satisfaction with the services provided and the responsiveness of the department.

8.3 Investigates, and facilitates resolution of, concerns and conflicts. 9. Superintendent Relations

9.1 Establishes and maintains positive, professional working relations with the Superintendent.


9.3 Provides information which the Superintendent requires to perform his/her role in an exemplary fashion.

10. Leadership Practices

10.1 Practices leadership in a manner that is viewed positively and has the support of those with whom he works in carrying out the Superintendent’s expectations.


be reviewed twice per year. Reference: Sections 22, 65, 85 School Act Adopted: November 17, 2020



ROLE OF THE SECRETARY-TREASURER

Background Guided by the District's vision, principles, mission and values and our goals, the Secretary-Treasurer will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. The Secretary-Treasurer is the corporate financial officer who is responsible for complying with the accounting and administrative procedures prescribed by the Minister of Education. The Secretary-Treasurer is empowered by law to carry out all the duties assigned to a Secretary-Treasurer under the School Act and Regulation. Procedures The Secretary-Treasurer is directly responsible and accountable to the Superintendent. The Secretary-Treasurer will have specific responsibilities as/for: 1. Corporate Secretary

1.1 Arranges and provides notice for all Board meetings, including committee and public meetings.

1.2 Ensures accuracy of recording of Board proceedings at meetings (minutes). 1.3 Ensures proper completion of contracts, agreements and partnerships with outside

corporations/agencies. 1.4 Ensures appropriate insurance policies are in place for the District. 1.5 Ensures the maintenance, access and protection of records in accordance with the

Freedom of Information and Protection of Privacy Act (FOIPPA) and Regulations. 1.6 Provides for the interpretation of legislation affecting the operation of the District, as

directed by the Superintendent. 1.7 Acts as District’s electoral officer for the election of trustees.

2. Corporate Treasurer

2.1 Ensures the fiscal management of the District is in accordance with the terms or conditions of any funding received.

2.2 Ensures the operation of the District is fiscally responsible. 2.3 Designs budget cycles which meet provincial requirements and provide for

stakeholder input. 2.4 Prepares the draft budget, aligned with the Strategic Plan, for the Superintendent’s

consideration.






2.5 Acts as the District’s purchasing agent. 2.6 Produces financial accountability and other reports in compliance with all legal and

Ministerial mandates and timelines, and Superintendent’s directives. 2.7 Assists school sites with preparation of budgets and the management of their

financial affairs. 2.8 In collaboration with the Assistant Superintendent, Human Resources, provides

support to the Board’s negotiating committees.

3. Facilities and Property Management 3.1 Provides leadership in the development of annual updates to the Capital Plan and of

a Facilities Master Plan, including provisions for instructional and support services. 3.2 Ensures that building assets are maintained in an appropriate manner.

4. Student Transportation

4.1 Ensures the safety and welfare of students while being transported to and from school programs in transportation provided by the District.

5. Human Resources Management

5.1 Ensures job descriptions are developed and updated, and evaluation processes are implemented, for direct reports, in accordance with the procedures established by the Assistant Superintendent, Human Resources.

5.2 Provides input to the Assistant Superintendent, Human Resources with regard to the recruitment and appointment of District Office and Facilities support personnel.

5.3 Provides support to the Assistant Superintendent, Human Resources in the provision of learning opportunities for bus drivers, facilities and maintenance personnel and District Office support staff and for business functions for school personnel.

6. Administrative Procedures

6.1 Assists the Superintendent in the planning, development, implementation and evaluation of Board policy within areas of responsibility.

6.2 Provides leadership in the planning, development, implementation and evaluation of administrative procedures within areas of responsibility.

6.3 Ensures application of Board policy and administrative procedures as required in the performance of duties.


7.1 Demonstrates effective organizational skills resulting in compliance with all legal, Ministerial and Board mandates and timelines, and adherence to Superintendent’s directives.

7.2 Contributes to a District culture which facilitates positive results, effectively handles emergencies, and deals with crisis situations in a team-oriented, collaborative and cohesive fashion.


8. Communications and Community Relations 8.1 Takes appropriate actions to ensure open, transparent internal and external

communications are developed and maintained in his area of responsibility. 8.2 Ensures parents and staff have a high level of satisfaction with the services provided

and the responsiveness of the department. 8.3 Investigates, and facilitates resolution of concerns, and conflicts.

9. Superintendent Relations 9.1 Establishes and maintains positive professional working relations with the

Superintendent. 9.2 Honours and facilitates the implementation of the Board’s roles and responsibilities

as defined in Board policy and encourages staff to do the same. 9.3 Provides the information which the Superintendent requires to perform his/her role in

an exemplary fashion.


those with whom he works in carrying out the Superintendent’s expectations. 10.2 Exhibits a high level of personal, professional and organizational integrity. 10.3 Develops an ongoing professional growth plan, approved by the Supintendent to be

reviewed twice per year.

Reference: Sections 22, 23, 24, 65, 69, 85 School Act School Regulation 265/89 Adopted: November 17, 2020



ROLE OF CHIEF OFFICER OF TECHNOLOGY AND INFORMATION

Background Guided by the District’s vision, principles, mission and values, and our goals, the Chief Officer of Technology and Information will assist the Secretary-Treasurer in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. Procedures The Chief Officer of Technology and Information is directly responsible and accountable to the Secretary-Treasurer. The Chief Officer of Technology and Information will have specific responsibilities for: 1. Student Learning

1.1 Provides support for the effective use of technology to maximize twenty-first century student learning.

1.2 Supports an education-centered approach to technology, to be developed and maintained throughout the District.

2. Student Wellness


3. Technology Services Leadership

3.1 Provides support on all matters related to District technology directions. 3.2 Ensures that technical support maintains a focus on service. 3.3 Manages contracted and alternative technology services. 3.4 Provides support to ensure that ongoing technology infrastructure facilitates student

learning in an inclusive environment according to the District goals. 3.5 Keeps current with the latest technologies and support mechanisms.

4. District Privacy Officer

4.1 With the authority to intervene on privacy issues relating to any of the District operations.

4.2 Responsible for conducting a privacy audit and self-assessment. 4.3 Develop privacy policies, work with the Information and Privacy commissioner in the



event of an investigation. 4.4 Responsible for creating district Privacy Impact Assessment (PIA) and consent

forms.

5. Technology Services Management 5.1 Monitors operation of the department and, in conjunction with Information Systems

and Technology staff, makes any necessary changes that would improve and streamline the operation of the department.

5.2 Works collaboratively to identify, recommend, develop, implement and support cost-effective technology solutions for all aspects of District operations.

5.3 Coordinates the day-to-day activities of the Information Systems and Technology department and ensures all work is carried out in a timely fashion.

5.4 Meets with sales representatives; coordinates evaluation of all new and existing equipment and supplies.

5.5 Manages assigned projects for the Information Systems and Technology department.

5.6 Provides technology and support for assistive technologies. 5.7 Maintains the District digital resource library. 5.8 Maintains a student information system. 5.9 Maintains paperless meeting software. 5.10 Coordinates the installation and support of video surveillance systems. 5.11 Supports printer and multifunctional fleet. 5.12 Supports school VoIP and intercom systems. 5.13 Maintains the ever-greening of all networks and data servers, including the provision

for secure backups.

6. Human Resources Management 6.1 Manages Information Systems and Technology staffing, including recruitment,

supervision, scheduling, development, evaluation and disciplinary actions. 6.2 Maintains a continual dialogue with Information Systems and Technology staff to

ensure that good performance is recognized and that potential problem areas are identified and resolved.

6.3 In conjunction with school administrators, ensures that technology solutions, guidelines and standards are being effected.

6.4 Conducts meetings and discusses with Information Systems and Technology staff any proposed changes to Board policy or service delivery, or as the need arises.

6.5 Supports the professional development of District staff relative to the use of technology.

6.6 Coordinates and delivers the Local Area Network (LAN) Administrators' in-services. 6.7 Provides for the training and support of school administrators and teachers on

educational or business technologies.

https://www2.gov.bc.ca/gov/content/governments/services-for-government/information-management-technology/privacy/privacy-impact-assessments



7.1 Develops a departmental budget within the parameters and constraints of the District budget.

7.2 Updates the Learning and Technology Plan for the District annually, ensuring consideration of changing priorities.

7.3 Administers all contracts and service agreements for Information Systems and Technology.

7.4 Practices asset management for technology hardware, software and equipment. 7.5 Operates in a fiscally prudent and responsible manner.

8. Policy/Administrative Procedures 8.1 Recommends development or modification of Board policies or administrative

procedures to the Secretary-Treasurer, within areas of responsibility. 8.2 Ensures application of Board policies and administrative procedures as required in

the performance of duties.


compliance with all legal and Board mandates and timelines and adherence to Secretary-Treasurer’s directives.

9.2 Maintains on-call availability as required for technology system stability. 9.3 Handles emergencies and deals with crisis situations in a team-oriented fashion.

10. Communications and Community Relations 10.1 Takes appropriate actions to ensure open and transparent internal and external

communications are developed and maintained in areas of responsibility. 10.2 Ensures staff and students have a high level of satisfaction with the services

provided and with the responsiveness of the Information and Technology Services Department.

10.3 Liaises with the Ministry to align District technology plans with provincial initiatives.

11. Secretary-Treasurer Relations 11.1 Establishes and maintains positive, professional working relations with the Secretary-

Treasurer. 11.2 Honours and facilitates the implementation of the Board's roles and responsibilities

as defined in Board policy and encourages staff to do the same. 11.3 Provides the information the Secretary-Treasurer requires to perform his role in an

exemplary fashion. 11.4 Performs tasks as may be assigned by the Secretary-Treasurer.



those with whom he/she works in carrying out the Secretary-Treasurer's expectations.

12.2 Exhibits a high level of personal, professional and organizational integrity. 12.3 Develops an ongoing professional growth plan, approved by the Secretary-

Treasurer, to be reviewed twice per year. Reference: Sections 22, 65, 85 School Act Adopted: November 17, 2020



ROLE OF DIRECTOR OF FACILITIES, TRANSPORTATION AND CAPITAL PROJECTS

Background Guided by the District’s vision, principles, mission, and values, and our goals, the Director of Facilities, Transportation and Capital Projects will assist the Secretary-Treasurer in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. Procedures The Director of Facilities, Transportation and Capital Projects is directly responsible and accountable to the Secretary-Treasurer. The Director of Facilities, Transportation and Capital Projects will have specific responsibilities for: 1. Student Wellness

1.1 Provides support to ensure that the physical environment for students is safe and conducive to student learning.

1.2 Provides support to ensure the safe transport of students to and from school and on field trips, on transportation provided by the District.

1.3 Provides support to ensure that each student is provided with a welcoming, caring, respectful and safe riding environment.


2.1 Develops Operations budget within the parameters and constraints of the District budget.

2.2 Ensures the proper fiscal management of budget allocations. 2.3 Ensures information is sent to the Manager of Purchasing and Logistics to ensure

tendering processes are in place for purchases of materials and supplies for Operations.

2.4 Approves all operational expenditures from the Operations budget. 2.5 Ensures proper record-keeping systems are in place in all areas of responsibility. 2.6 Operates in a fiscally prudent and responsible manner.

3. Transportation Services and Facility Services Leadership 3.1 Provides leadership on all matters related to Transportation Services and Facility

Services directions.



3.2 Supports the professional development and certification requirements of Transportation Services and Facilities Services staff.

3.3 Ensures transportation support services and facilities services are provided for all District sites.

3.4 Develops proposed District Capital and Infrastructure and Maintenance Renewal (IMR) Plans.

3.5 Ensures the management and maintenance of District-owned vehicles. 3.6 Ensures that transportation services and ongoing maintenance of facilities take place

in a cost-effective and timely manner. 3.7 Ensures effective management of facilities, maintenance and transportation shops. 3.8 Develops and maintains positive and effective relations with Ministry Officials. 3.9 Liaises with principals on transportation, facilities and safety issues as they relate to

educational program delivery. 3.10 Liaises with department managers on operational matters. 3.11 Liaises with parents’ advisory councils, joint use and special interest groups on

operational matters. 3.12 Liaises with architects, engineers and other consultants on building projects.

4. Policy/Administrative Procedures 4.1 Assists the Secretary-Treasurer in the planning, development, implementation and

evaluation of Board policies and administrative procedures within areas of responsibility.

4.2 Ensures the application of Board policies and administrative procedures as required in the performance of duties.


5.1 Within areas of responsibility, demonstrates effective organizational skills resulting in compliance with all legal and Board mandates and timelines and adherence to all Secretary-Treasurer directives.




6.2 Ensures students, staff and parents have a high level of satisfaction with the services provided and with effective management in Transportation Services and Facility Services.


7. Secretary-Treasurer Relations 7.1 Establishes and maintains positive, professional working relations with the Secretary-

Treasurer. 7.2 Respects and honours the Secretary-Treasurer's role and responsibilities and

facilitates the implementation of that role. 7.3 Provides information which the Secretary-Treasurer requires to perform his role in an

exemplary fashion. 7.4 Handles additional duties when assigned by the Secretary-Treasurer.


those with whom they work in carrying out the Secretary-Treasurer's expectations. 8.2 Exhibits a high level of personal, professional and organizational integrity. 8.3 Develops an ongoing professional growth plan, approved by the Secretary-Treasurer

to be reviewed twice per year.




ROLE OF MANAGER OF COMMUNICATIONS

Background Guided by the District's vision, principles, mission and values and our goals, the Manager of Communications will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act and Board policy. Procedures The Manager of Communications is directly responsible and accountable to the Superintendent. The Manager of Communications will have specific responsibilities for: 1. Communications

1.1 Liaises with the Superintendent and District Leadership to ensure positive District internal and external communications are developed and maintained.

1.2 Develops and maintains a media relations plan that includes preparation and evaluation of media releases, and the development of effective media relationships.

1.3 Develops, maintains and implements, as required, a crisis communications plan. 1.4 Manages the District's website and social media to ensure both are current and

relevant regarding District and school events and activities. 1.5 Evaluates school websites to ensure effective and relevant communication with

stakeholders. 1.6 Initiates and organizes communications training opportunities for the Board, staff and

parents’ advisory councils. 1.7 Contributes to an organizational environment where positive communications about

the District and its schools are a shared responsibility.

2. Community Engagement 2.1 Supports the District's community engagement initiatives with particular attention to

online engagement. 2.2 Supports the maintenance of positive and effective relations with stakeholders. 2.3 Participates actively in community affairs in order to enhance and support the

District's mission. 2.4 Develops and maintains positive and effective relations with provincial and regional

government departments and agencies, when appropriate.



3. Promotions/Marketing 3.1 Co-ordinates advertising and promotion of District and school programs and events. 3.2 Develops and evaluates promotional materials including advertising, media

advisories, reports, plans and other documents. 3.3 Organizes and implements marketing campaigns aligned with District priorities.

4. Policy/Administrative Procedures 4.1 Assists the Superintendent in the planning, development, implementation and

evaluation of Board policies and administrative procedures within areas of responsibility.

4.2 Ensures the application of Board policies and administrative procedures as required in the performance of duties.


5.1 Within areas of responsibility, demonstrates effective organizational skills resulting in compliance with all legal and Board mandates and timelines and adherence to Superintendent’s directives.


6. Superintendent Relations

6.1 Establishes and maintains positive, professional working relations with the Superintendent.


6.3 Provides information which the Superintendent requires to perform his role in an exemplary fashion.

6.4 Provides backup support as needed to the Executive Assistant.

7. Professional Practices 7.1 Demonstrates superior interpersonal, communications and presentation skills. 7.2 Models excellent time management skills and an ability to work independently with

minimal supervision. 7.3 Demonstrates an ability to work in a team oriented, collaborative environment. 7.4 Deals effectively with a broad range of stakeholders. 7.5 Maintains a professional attitude and appearance. 7.6 Exhibits a high level of personal, professional and organizational integrity. 7.7 Demonstrates initiative, creativity and innovation. 7.8 Demonstrates an understanding of and provides support for Board governance

structures and District priorities.


7.9 Commits to life-long learning and participates in meaningful professional development.

7.10 Maintains membership in appropriate professional associations for the benefit of the District 's communications needs.

7.11 Develops an ongoing professional growth plan, approved by the Superintendent to be reviewed twice per year.




ROLE OF DISTRICT PRINCIPAL: ENGLISH LANGUAGE LEARNERS AND SETTLEMENT WORKERS IN SCHOOLS

Background Guided by the District’s vision, principles, mission, and values and our goals, the District Principal, English Language Learners and Settlement Workers in Schools will assist the Superintendent in fulfilling the general and specific aspects of the role description for the Superintendent as defined in the School Act, BC Ministry of Education, Board policy and Immigration, Refugees and Citizenship Canada. Procedures The District Principal, English Language Learners and Settlement Workers in Schools reports directly to the Director of Instructional Services and is accountable for the direction and operation of English Language Learners and Settlement Workers in Schools of the District. Responsibilities of the District Principal, English Language Learners and Settlement Workers in Schools include: 1. Student Well-Being

1.1. Strives to provide each student with a safe and caring learning environment that fosters and maintains respectful and responsible behaviors.

1.2. Assigns responsibilities to District personnel to monitor and or evaluate program areas for the purpose of program delivery, safety and for any other matter deemed necessary.

2. Student Programs

2.1 Establishes, maintains and monitors a consistent assessment process and data

collection that meets District and provincial requirements for program delivery.

2.2 Develops, implements, monitors and maintains a continuum of District based services, school-based services, programs and resources to support student learning.

2.3 Implements and monitors methods of identifying and assessing students and ensures the practice is consistent in all schools.

2.4 Liaises with government and community, regional and provincial agencies to provide up-to-date and coordinated programming and support for parents and students.

2.5 Responds in a timely fashion to questions and concerns about student needs and services.


https://www2.gov.bc.ca/gov/content/governments/organizational-structure/ministries-organizations/ministries/education

https://www.canada.ca/en/immigration-refugees-citizenship.html


3. Educational Leadership

3.1. Provides leadership in all matters relating to ELL and SWIS in the District. 3.2. Ensures students in the District have the opportunity to meet the standards of

education set by the Ministry of Education. 3.3. Implements education policies established by the Minister and the Board.


4.1. Analyzes the District’s needs and leads the development, implementation and supervision of ELL program and SWIS projects as required

4.2. Ensures the District operates in a fiscally responsible manner, including adherence to recognized accounting procedures for all areas pertaining to ELL services elementary/middle education.

4.3. Manages, supervises and monitors the fiscal and human resources required to deliver the full range of ELL programs and services

5. Personnel Management

5.1. Works directly with administrators and teachers to provide assistance in meeting District policies and provincial ELL education mandates.

5.2. Assigns, coordinates and supervises personnel, services, and resources throughout the District in relation to the mission of the organization and the goals and policies of the Board and the Ministry of Education.

5.3. Establishes procedures to supervise, monitor, and evaluate educational programs and personnel throughout the District pertaining to English Language Learners.

5.4. Plans and coordinates professional development and training related to education in relation to the acquisition of second language learning, multicultural, and inclusive education for personnel.

6. Policy/Administrative Procedures 6.1. Assists the Director of Instruction Services and Assistant Superintendent in the

planning, development, implementation and evaluation of Board policies and administrative procedures.

6.2. Regularly reviews policies and procedures to ensure they are current with regard to English Language Learners.

6.3. Reviews all student files to ensure they meet Ministry of Education audit requirements.

7. District Principal / Director of Instructional Services and Assistant Superintendent Relations 7.1. Establishes and maintains positive, professional working relationships with the Director

of Instructional Services and Assistant Superintendent. 7.2. Honours and facilitates the implementation of the Board’s roles and responsibilities as

defined in Board policy and encourages staff to do the same. 7.3. Provides information which the Director of Instructional Services and/or Assistant

Superintendent requires to perform his/her role in an exemplary fashion.



8.1. Takes appropriate actions to ensure open, transparent, positive external and internal communications are developed and maintained.

8.2. Liaises with employee groups, community agencies, other Districts, educational organizations, the Ministry of Education and Immigration, Refugees and Citizenship Canada when appropriate.

8.3. Acts as an advocate for public education.

9. Leadership Practices 9.1. Practices leadership in a manner that is viewed positively and has the support of those

with whom (s)he works most directly in carrying out the directives of the Board, the Ministry of Education and Immigration, Refugees and Citizenship Canada.

9.2. Develops an ongoing professional growth plan, approved by the Director of Instructional Services to be reviewed twice per year.

Reference: Sections 5, 22, 65, 85 School Act Approved: November 17, 2020



ADMINISTRATIVE COMMITTEES

Background The Superintendent will establish such permanent or ad hoc committees as they find necessary for the proper administration of Board policies and District administrative procedures, and for the improvement of the educational program. Procedures 1. The membership, composition, and responsibilities of such committees will be defined by

the Superintendent and may be changed at his discretion. In order that each group may work as effectively as possible, the Superintendent will explain clearly the group's function and charge and the way it is to make its recommendations.

2. Committees of professional and support staff members will be established, maintained, and

charged in accordance with applicable negotiated agreements or as considered necessary by the Superintendent or the administrative staff.


Collective Agreements Adopted: November 17, 2020


Administrative Procedure 458 Appendix B

EMERGENCY PREPAREDNESS ADMINISTRATIVE COMMITTEE The Superintendent has made the decision to form an Emergency Preparedness Administrative Committee. The intent is to provide a venue where information sharing and dialogue can occur regarding initiatives and supports for emergency preparedness planning for schools. Terms of Reference: 1. To provide an avenue for partner groups within the District to share information and provide

input regarding emergency planning for our school community

2. To review ongoing needs of schools and make recommendations to the Superintendent to support school emergency preparedness planning

3. To provide input into the creation of a long term and sustainable strategy that supports emergency preparedness

4. The committee will consist of the Assistant Superintendent of Schools, an LTA representative, an LPVPA representative, 2 DPAC representatives, and a representative from the District’s Maintenance staff and guest speakers and others as necessary

5. To review the Terms of Reference at least once on an annual basis Reference: Sections 22, 65, 85 School Act

Collective Agreements Adopted: February 22, 2016 Revised: November 17, 2020


Administrative Procedure 458 Appendix C

TERMS OF REFERENCE ya:yəstəl (WORKING TOGETHER)

1. History:

1.1. The Aboriginal Advisory Committee (AAC) was given the hənqəminəm name ya:yəstəl (working together) at a Traditional Name Ceremony that took place at Fort Langley Elementary School on November 21, 2008.

1.2. Since the beginning, ya:yəstəl has recognized and advocated for all Aboriginal students (First Nations, Inuit, and Métis).

1.3. The District resides on the un-ceded traditional territories of qʷa:nλən (Kwantlen), qicəy (Katzie), Mathexwi (Matsqui) and Semiahmoo (səmyamaʔaɬ) First Nations. The Aboriginal Advisory Committee began in 1994.

2. Purpose:

2.1. ya:yəstəl will assert the inherent right* of our Aboriginal students to receive a quality education that embraces Aboriginal language and culture throughout their educational journey.** In addition, we will continue to provide leadership and support for all students and staff in the District. * by Lekeyten, Elder, qʷa:nλən (Kwantlen) First Nation ** as upheld by the United Nations Declaration on the Rights of Indigenous Peoples

3. Mandate:

ya:yəstəl shall work with the Superintendent and the First Nations to fulfill the following mandate: 3.1. Recognize the shared responsibility with the District for the education of our Aboriginal

children. ya:yəstəl encourages strengthening the partnership through respectful collaboration on all Aboriginal matters.

3.2. Support the work of the Aboriginal Leadership Team (District Aboriginal Principal and the District Teachers). ya:yəstəl expects collaboration at all times between the District Leadership Team and the Aboriginal Leadership Team on any major changes to budget allocations.

3.3. Collaborate with, and supports, the District Aboriginal Principal and District Teachers (Aboriginal Leadership Team).

3.4. Provide an opportunity for two Aboriginal representatives from the committee, in addition to the Aboriginal Leadership Team, to participate in the interview process.

3.5. Recognize and understand that Aboriginal Program funding including, but not limited to, the targeted funding will be allocated by the Aboriginal Leadership Team to meet the goals of the Enhancement Agreement.

3.6. Shall be provided with financial reports three times per year.


4. Composition 4.1. Each Nation and community organization will notify the Aboriginal Leadership Team (in

writing) of the names of their representatives in September prior to the first meeting. qicəy (Katzie) – Chief, 1 Elder & 1 Representative qʷa:nλən (Kwantlen) – Chief, 1 Elder & 1 Representative Mathexwi (Matsqui) – Chief, 1 Elder & 1 Representative (Stó:lō Nation Representative) may have alternate Waceya Métis Nation – 1 Representative Lower Fraser Valley Aboriginal Society – 1 Representative Board of Education – 1 Trustee Representative District Leadership Team – 1 Representative Aboriginal Leadership Team – 3 Representatives (1 District Principal & 2 District Teachers) Parent/Guardian – 2 Representatives (with children in the Langley School District) (* to be determined by the Aboriginal Leadership Team) Guests – to include youth

5. Decision Making

5.1. Decisions made by ya:yəstəl shall occur through respectful consensus. ya:yəstəl members will exclude themselves from all discussions and/or decisions that may pose a conflict of interest.

6. Meetings

6.1. Meetings shall be held on a regular basis, commencing in September, or as needed. The Aboriginal Leadership Team is primarily responsible for preparing the Agenda, recording and distributing the Minutes. Meeting dates will be determined in June. The locations are determined by the members of ya:yəstəl on a rotating basis. The hosting community will determine the protocols. Minutes will be distributed to ya:yəstəl members, who will report back to their Nations and communities as required.

7. Review

7.1. ya:yəstəl will evaluate the Terms of Reference in 2020 and review them in September of each year.


Collective Agreements Adopted: September 2017 Revised: November 17, 2020


Administrative Procedure 458 Appendix D

LGBTQ+ + ADMINISTRATIVE COMMITTEE

The Superintendent has made the decision to form an LGBTQ+ Administrative Committee. The intent is to provide a venue where information sharing and dialogue can occur regarding initiatives and supports for the LGBTQ+ community in the District.

Terms of Reference

1. To provide an avenue for partner groups to give input and suggestions to the District with

respect to initiatives, supports, and emerging issues pertaining to the LGBTQ+ community.

2. Review LGBTQ+ educational programs and services for students, staff and parents, and make recommendations to the Superintendent.

3. To provide input regarding changes to Administrative Procedure 170 – Anti-Harassment and

Anti-Discrimination, Administrative Procedure 409 – Workplace Discrimination Bullying and Harassment, Administrative Procedure 350 – District Student Code of Conduct, and School Codes of Conduct, and make recommendations to the Superintendent with respect to the implementation of these administrative procedures.

4. Consider strategies that support the LGBTQ+ community, as outlined in the LGBTQ+ Report

to the Board, June 18, 2013 and make recommendations to the Superintendent. 5. The committee will consist of a Trustee from the Board of Education, the Assistant

Superintendent, the District Principal of Student Support Students, 2 LTA Representatives, a CUPE 1260 Representative, a CUPE 1851 Representative, an LPVPA Representative, a DPAC Representative, a Representative from the Aboriginal Community, a Representative from the District Excluded Staff, a school Counsellor and several Student Representatives. Representatives from community groups and agencies will be invited as necessary.

6. The minutes of the committee will be published and shared with the Superintendent. 7. The Committee will be chaired by the District Principal, Student Support Services and/or the

Assistant Superintendent. Reference: Sections 22, 65, 85 School Act

Collective Agreements Adopted: January 6, 2016 Revised: November 17, 2020


Administrative Procedure 458 Appendix E

INCLUSIVE EDUCATION ADMINISTRATIVE COMMITTEE

The Superintendent has made the decision to form an Inclusive Education Administrative Committee. The intent is to provide a venue where information sharing and dialogue can occur regarding the initiatives and services for special needs students in the District. Terms of Reference • For parents and community partners to be knowledgeable about the District’s special

services. • To provide an avenue for input and suggestions to the District regarding inclusive education

in District. • To provide an opportunity for all partner groups to dialogue with respect to emerging issues

or new initiatives (Ministry or District). Committee Parameters The committee will include a representative of: • The Board of Education • District Administrator, Special Services • CUPE 1260 • CUPE 1851 • DPAC • LPVPA • LTA • Langley Child Development Centre • Encompass Services Society • Langley Community Services Society • Langley Association for Community Living • Ministry of Children and Family Development • Langley Public Health • Kwantlen First Nations • Lower Fraser Valley Aboriginal Society The committee will be chaired by an Assistant Superintendent. Reference: Sections 22, 65, 85 School Act

Collective Agreements Adopted: April 15, 2008 Revised: November 17, 2020



ACCOUNTABILITY REPORTING Background The Superintendent Evaluation Process, Criteria and Timelines document as detailed in Appendix A of Board Policy 12 requires that the Superintendent provide the Board with evidence that the roles delegated to the Superintendent have been completed in an appropriate manner and have achieved the desired results. Accountability reporting is one means employed to provide such evidence. Other means include reports from external sources such as an external auditor and direct Board observations. The Board Annual Work Plan in Policy 2 Appendix A indicates when each required accountability report will be presented to the Board for review and assessment. Procedures 1. The Superintendent will assign responsibility for each accountability report. The

administrator assigned such responsibility shall be responsible for analyzing objective and subjective data and trends, researching current realities and options, taking appropriate actions to achieve desired results and reporting results.

2. A draft report must first be submitted to the Superintendent for review. The report will then

be submitted for inclusion on the Board agenda as noted in the Board Annual Work Plan for Board assessment as to whether the quality indicators have been achieved. Since accountability reporting is a significant component of the Superintendent’s evaluation evidence it is the responsibility of the administrator assigned to each accountability report to ensure timelines are met and sufficient opportunity for Superintendent review and redirection is provided.

3. Where deficiencies are identified by the Board, the administrator shall remediate them in a

timely fashion to the satisfaction of the Superintendent. 4. The format for accountability reports shall be as follows:

4.1 Identification of source documents which have created the required accountability. This usually will reference a policy or policies from the Board Policy Handbook and the Quality Indicators which are the focus of the Accountability Report.

4.2 A description of how the required accountability (QI) has been met. This will typically include quantifiable data which allows comparisons to District results over time and to external standards where appropriate.

4.3 Identification of administrative issues and challenges which are related to the area of accountability and actions being taken or required.

4.4 Identification of any governance issues related to the area of accountability. These clearly are areas which are the responsibility of the Board as defined in the current Board Policy Handbook, legislation, collective agreement or contract.


5. Accountability reporting will form part of the evaluation criteria for individuals assigned such responsibility.




TEACHERS TEACHING-ON-CALL (TTOC) Background In order to provide a continuous, well-directed education program for students, the District shall employ the best available substitute teachers or instructors in the absence of the regular classroom teacher. Procedures 1. The District will maintain a list of all teachers teaching-on-call approved for service to the

District. Files on all teachers teaching-on-call will be maintained by the District Office. Teachers teaching-on-call are expected to file copies of credentials and document any previous teaching experience in the same manner permanent staff must, for salary purposes.

2. The deployment of teachers teaching-on-call within a particular school is the responsibility of the principal.

3. Teachers teaching-on-call are expected to fit into the organization of the school when they arrive and, in consultation with the principal, to continue the work and activities that have been planned by the teacher they are replacing.

4. Teachers employed as teachers teaching-on-call must conform as closely as possible to the

established routine and discipline procedures of the school. When the principal expects a teacher teaching-on-call to perform non-instructional duties, the teacher teaching-on-call shall be informed of this at the time of engagement.

5. Teachers teaching-on-call are expected to adhere to the same standards of professional conduct as regular teachers including conforming to the Code of Ethics of the B.C. Teachers’ Federation.

Reference: Sections 17, 18, 20, 22, 23, 65, 85 School Act Employment Standards Act

TTOC Handbook TTOC Automated Dispatch

Adopted: February 23, 1981 Revised: November 17, 2020

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/03/TTOC-Handbook-2018-2019.pdf

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/03/TTOC-Handbook-2018-2019.pdf



SUBSTITUTE SERVICE FOR SUPPORT STAFF

Background In order to provide a continuous, well directed program for students, the District will provide the best available substitutes in the absence of support staff. Procedures 1. The District’s operating budget will provide for substitute coverage for all support staff illness

and contract commitments. 2. All substitutes for support staff will be dispatched by the Human Resources personnel. Reference: Sections 20, 22, 23, 65, 85 School Act

Support Staff Handbook Casual Support Staff Automated Dispatch Casual Custodial Automated Dispatch




POSITION DESCRIPTIONS

Background The Superintendent will make provision for position descriptions for employees in the District. Procedures 1. The duties of employees other than the senior management, will be drafted in cooperation

with the appropriate members of the senior management. 1.1 Copies of job descriptions shall be made available upon request to the Langley

Teachers' Association, C.U.P.E. Locals 1260 or 1851. 1.2 Job descriptions for excluded management staff are available upon request.

2. The Director of Human Resources will review the duties of employees from time to time.

3. All employees are ultimately responsible to the Superintendent.

4. Position descriptions shall be aligned with and find relevance in the Role of the Board and the Role of the Superintendent.

Reference: Sections 22, 65, 85 School Act Adopted: December 3, 1973 Revised: February 1, 1983; November 17, 2020



COMMUNITY VOLUNTEER

Background Background The purpose of this procedure is to formally recognize and support the use of volunteers in schools in the district and to detail appropriate screening and acceptance procedures. Procedures 1. Volunteers may be engaged as resource people or in supportive services, as follows:

• Resource Volunteers have a relevant area of experience and expertise and are involved on a short-term basis to enhance the education program e.g.: workshops, concerts, class presentations. Their visits are planned and supervised by a certified teacher. These volunteers usually do not need to complete an application form.

• Support Service Volunteers who directly or indirectly help teachers or groups of teachers to achieve educational objectives by providing non-instructional services, (e.g. team coaches, etc.) are required to complete an application form Volunteer Application Form.

2. Volunteers, individually and in groups, will be governed by regulations determined by each school’s principal, relating to the internal operation of the school, but no volunteer will be assigned to a teacher without the teacher’s consent.

3. Principals are required to follow the Procedure “Screening and Acceptance of Volunteers” for all Support Service Volunteers.

4. The principal can refuse to allow a volunteer to work in the school if these procedures are not agreed to by the volunteer or where the volunteer is deemed not acceptable subsequent to the screening process.

5. For insurance purposes, volunteers will be considered agents of the Board while providing volunteer services.

6. Screening and Acceptance of Volunteers: 6.1. Principals are required to complete the following procedure in the screening and

acceptance of all Support Service Volunteers. 6.1.1. All Support Service Volunteers (and Resource Volunteers, at the discretion of the

principal) are required to complete the Volunteer Application Form. 6.1.2. The completed Application Form and Police Information Check (PIC) (formerly

known as a Criminal Record Check) response (if applicable) must be kept confidential and in a secure file in the school office and must not be destroyed at any time. The District will require volunteers to have a PIC done every three

https://staffnet.sd35.bc.ca/forms-docs/view/parent-volunteer-safety-check-application/

https://staffnet.sd35.bc.ca/forms-docs/view/parent-volunteer-safety-check-application/


years, but a PIC may be requested at any time at the discretion of the principal. Copies will be forwarded to other district schools as required.

6.2. The principal will screen these applicants. 6.3. A letter of understanding must be signed for those volunteers accepted to work in

schools. This letter may be individualized by schools. A sample of the letter is attached. Each school’s letter must, however, include the following:

• The need for confidentiality.

• The right to discontinue the services of the volunteer.

• The school for which the letter is applicable. 6.4. Reference checks are optional for Low or Medium Risk situations but are required for

High Risk situations. 6.5. At the discretion of the principal the school may pay for Police Information Checks for

school volunteers. 6.6. When a principal deems an applicant to volunteer to be unsuitable for any situation, the

reasons for this should be given to the applicant. 7. Safety Check and Identification

7.1. In order to protect the safety and welfare of our students, all volunteers helping on a more than casual basis in a school or in a situation outside the regular school environment must complete a copy of the Volunteer Safety Form and a Criminal Record Check (vulnerable sector).

7.2. It is the responsibility of the principal to ensure that a safety check application has been completed and that information acquired is kept strictly confidential. A criminal record check will be required if the application discloses that the person has been convicted of a criminal offence and/or where there is a greater degree of risk, e.g. a volunteer may be left alone with students. A person who does not complete a volunteer safety form will not be allowed to volunteer in the schools or in programs with students. All volunteers must wear a volunteer nametag and sign in at the school office.

8. Administrative Procedures 8.1. Volunteers are required to comply with the following procedures:

8.1.1. Administrative Procedure 140 – Computer Access to Electronic Information 8.1.2. Administrative Procedure 160 – Occupational Health and Safety 8.1.3. Administrative Procedure 165 - Emergency Preparedness 8.1.4. Administrative Procedure 170 – Anti-Harassment and Anti-Discrimination 8.1.5. Administrative Procedure 325 - Reporting Suspected Cases of Child Abuse 8.1.6. Administrative Procedure 355 - Student Discipline 8.1.7. Administrative Procedure 409 – Workplace Discrimination Bullying and

Harassment 8.2. Apart from District administrative procedures, volunteers are also subject to relevant

Ministry of Education legislation and other applicable legislation.


9. Confidentiality 9.1. Volunteers shall not be permitted to discuss, access, review, disclose, or use

confidential student, parent or employee information unless required to do so by law. Every volunteer shall keep strictly confidential all such information he or she may learn in the course of acting as a volunteer.

10. Code of Conduct

10.1. All volunteers are required to read, understand and sign the Code of Conduct (Form 490-2). Failure to comply with the Code of Conduct may result in the removal of volunteer status.

11. Orientation

11.1. Orientation of volunteers is the responsibility of principals working in consultation with the school PAC. Volunteers will need information as to the operations and rules of the school including information on staff roles and physical plant.

Reference: Section 7.1, 17, 20, 22, 26.1, 65, 85 School Act Freedom of Information and Protection of Privacy Act

Collective Agreement Adopted: January 15, 2002 Revised: March 12, 2002; November 17, 2020

https://staffnet.sd35.bc.ca/forms-docs/view/sss-district-code-of-conduct-dress-guidelines-dress-guidelines/



RESPECT IN SPORT – COACH/ACTIVITY LEADER PROGRAM

Website: https://rvssport.respectgroupinc.com Registration Information:

• Once at the site, the default language is English. Click the link "Français" to convert registration to French.

• Select "Register a New User". • Complete the displayed registration fields. All fields marked with a red X are mandatory

and must be completed. • For Username and Password, you may select any entries you wish however spaces may

not be included in the entries. Respect Group Inc. recommends using your email address for the username as this is always unique to a single individual.

• For the "Association", first select your school, followed by your sport, and if required, your level. Once the selections have been made, you must place a checkmark in the box labeled "Confirm your intent to associate with...".

• Please note, you may only make one association selection during registration. Once inside the system, click on the button "Profile" to modify your profile and add further associations.

• Once registration is complete, select Submit at the bottom of the page. With successful registration, you will be taken directly into the program.

• Select the appropriate language button to access the program instructions and content.

Re-Access: • Return to the website address above (same address as for registration). • Enter your username and password in the selection boxes indicated. • Select "Login". • For Username/Password assistance, click on Forgot Username? or Forgot Password?

on the login page.

General Information: • Respect in Sport makes use of Pop-Up windows within the program. Please ensure Pop-

Up blockers are turned off or, when prompted, set to allow pop-ups from the identified web address.

• Once in the program, select Help if technical assistance is required. The Help files provide easy tools to provide assistance.

• Note: Due to a recent update by Safari, the Respect in Sport program is currently experiencing challenges with the Safari browser. If you experience difficulties with Safari, please select an alternate browser.

Reference: Section 7.1, 17, 20, 22, 26.1, 65, 85 School Act Freedom of Information and Protection of Privacy Act Adopted: November 17, 2020

https://rvssport.respectgroupinc.com/



FINANCIAL MANAGEMENT Background Fiscal management requires the maintenance of adequate and accurate records. Further, the revenues of the District are to be administered in a manner that will ensure the most efficient utilization of funds. Budgets must project the educational policies and goals of the District for specific future periods in terms of resources and expected results, incorporating long-range programs and fiscal planning in line with the educational needs and financial capabilities of the community. Procedures 1. The District shall maintain records of all its revenues and expenditures in accordance with

PSAB (Public Sector Accounting Board), the School Act, and Ministry of Education financial reporting guidelines. All such records are subject to audit. 1.1. District records shall ensure the availability of information for continuous planning,

analysis and evaluation.

2. The maintenance of a strong financial position is fundamental to the District’s overall fiscal strategy, and as such, reserve funds are to be established to support extraordinary needs, the replacement of depreciated equipment, and the replacement of fixed assets.

3. Financial and human resources expended are to support the achievement of educational

and business goals.

4. The annual budget development process for the operating, special purpose funds, and capital budgets shall support the Strategic Plan of the Board.

5. School and department annual plans shall state specific strategies to support District goals. 6. Operating, Special Purpose Fund, and Capital Budget Development Process

6.1. The Superintendent shall be responsible for the finalization of the operating, special purpose fund, and capital budgets, and shall ensure they are presented to the Board at a public meeting within the required timeline.

6.2. The Board shall be provided an opportunity to influence the budget development processes prior to significant consultation occurring with stakeholders and shall be informed of any significant program changes prior to the presentation of the finalized annual budget and amended annual budget.

6.3. All operating, special purpose funds, and capital budget decisions shall fully consider the District’s vision, principles, mission, values and goals.

https://www.frascanada.ca/en/psab


https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/resource-management/school-district-financial-reporting

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/resource-management/school-district-financial-reporting


7. The Secretary-Treasurer shall provide to the Board at a regular meeting, twice per year, a financial update on the District’s financial position in accordance with the Ministry reporting requirements. 7.1. These reports shall outline the status of the budget and forecasts for the remainder of

the year. Information will be presented by function, program, and major objects of expenditure. The Secretary-Treasurer will advise the Board of significant deviations from the approved budget.

7.2. This financial update shall include the following reports: 7.2.1. The current and prior year budgeted amounts, actual revenues and

expenditures. 7.2.2. The projected year end actual results. 7.2.3. The projected actual versus budget variance amounts.

7.3. Where an overall (accumulated) operating deficit is projected, the report shall include a range of strategies and actions to partially or fully mitigate the projected deficit.

8. Any report brought forward to the Board, which makes recommendations or provides

information for discussion on significant potential financial changes within the District, must include (or be accompanied by) a financial analysis and financial impact statement.

Reference: Sections 22, 23, 65, 85, 106.2, 106.3, 106.4, 110, 111, 112, 112.1, 113, 114, 115, 115.1, 115.2, 117,

118, 137, 153 School Act School Regulation 265/89

Adopted: December 3, 1973 Revised: May 16, 1983; June 6, 1988; December 17, 2002; February 23, 2010; March 11, 2014; November 17,

2020



MANAGEMENT OF SCHOOL BUDGETS

Background The primary focus of the District’s budgeting process is to ensure that adequate human and material resources are provided to support student learning at the school level. Resources are allocated to schools on an equitable basis according to sound education principles. Procedures 1. Targeted school operating budget surpluses (rollover funds) at year-end may be carried

over to the following fiscal year.

2. Special purpose funds that are permitted to be carried over will be carried over in a manner that distinguishes them from the funds in section 1.

3. Schools are prohibited from incurring operating budget deficits.

4. Exemptions from this Administrative Procedure may be granted in exceptional

circumstances. Requests for exemptions are to be forwarded in writing to the Superintendent for approval. 4.1 A copy of the approved request will be forwarded by the Superintendent to the

Secretary-Treasurer. Reference: Sections 22, 23, 65, 85, 106.2, 106.3, 106.4, 100, 110, 111, 112, 112.1, 113, 114, 115, 115.1, 115.2,

117, 118, 137, 153 School Act Adopted: November 17, 2020



STUDENT FEES

Background The School Act requires that instruction in an educational program be provided free of charge to every student of school age who is resident in British Columbia and enrolled in an educational program in a school operated by a District. It dictates that schools cannot charge fees for anything that is referred to as “educational resource material.” These are all materials and equipment necessary to meet the learning outcomes or assessment requirements of an educational program provided by the District. Educational resource material also refers to “information” represented or stored in a variety of media and formats that is used for instruction in an educational program including, with limitation, the materials referred to in Section 3 of Ministerial Order 333/99, the Educational Program Guide Order. The District may charge fees for goods and services, as defined under School Regulation 265/89. These goods and services are provided by the District in accordance with Ministry Orders and the School Act section 82(3). The purpose of this Administrative Procedure is to clarify when, and for what purposes, fees and deposits may be charged and to ensure that no student is denied an opportunity to participate in the required educational programs or activities based on financial hardship (Administrative Procedure 506). Procedures 1. The Superintendent will ensure that the following District fee guidelines for elementary,

middle and secondary schools are adhered to in the District. 2. The principal is responsible for approving school fees. The principal shall consult with the

Parents’ Advisory Council regarding any changes in the current fee schedule to enable communication to all parents. The principal will ensure: 2.1. That a schedule of fees is prepared and provided to the Superintendent by May 1 of

each year. 2.2. That parents and students are aware of fees established through publication in school

handbooks, school course selection guides, newsletters and other school media sources (such as the school website); and

2.3. The publication of fees for the following school year will take place prior to end of the current year.

3. Principals may establish fees for materials and equipment of a nature, or of a quality,

beyond what is necessary to meet the required learning outcome or assessment requirements of an educational program provided by the District. Basic materials will be provided, but materials of a quantity or quality higher than what is required can be charged.






4. Students may be charged for paper, writing tools, calculators other than graphical calculators, student planners, exercise books, computer storage media and other school supplies and equipment for a student’s individual use.

5. Students may provide their own musical instrument where that is necessary or the District

may charge for the purchase or rental of a musical instrument for the student’s personal use.

6. Students may provide their own tools, equipment and materials where necessary for a

Trades program or the District may charge for the purchase or rental of tools, equipment and materials for the student’s personal use.

7. The principal may charge a student enrolled in an International Baccalaureate program, fees

relating to the direct costs incurred by the District in providing the International Baccalaureate program that are in addition to the costs of providing a standard educational program.

8. Students participating in International Baccalaureate and Advanced Placement courses

have the option of writing International Baccalaureate or Advanced Placement final examinations in addition to school or provincial final examinations. The principal may charge to recover expenses for these examinations.

9. In order to minimize the expense of basic school supplies for families, the District will

approve schools to offer a bulk purchase program to parents for school supplies for elementary students. If a family is unable to pay for these supplies due to financial hardship they will be provided to the child free of charge in accordance with Administrative Procedure 506 - Hardship.

10. The principal may charge a student enrolled in a specialty academy, fees relating to the

direct costs incurred by the District in providing the specialty academy that are in addition to the costs of providing a standard educational program.

11. Principals may require deposit(s) for educational resource materials such as textbooks,

workbooks and laptops. Deposits are refundable and students will be advised on the terms of the deposit at the time the deposit is required. If a school requires a deposit, it must refund all or part of the deposit to the student upon return of the educational resource materials. Any required deposits must be included and published in the schedule of fees submitted to the Superintendent.

12. Principals may charge for materials and activities that are outside of an educational program

(e.g. Student activity fee, graduation activity fee, yearbook, extra-curricular activities), however, the payment of such non-educational fees is not mandatory, but is based on the optional participation in the activity by the student.

13. Principals may charge fees for the costs associated with optional field trips that add value to

a student’s learning experience, but where learning outcomes are not assessed. Fees that re-coup the cost of transportation, accommodation, meals, entrance fees, equipment rentals, or other student costs specific to the trip, may be charged. Excluding international or overnight trips, no student shall be denied an opportunity to participate through an inability to pay. (Administrative Procedure 506 - Hardship).


14. Each principal shall have well-known procedures to facilitate the participation of students who would not otherwise be able to participate in an educational program due to financial hardship. Assistance to students shall be given in accordance with Administrative Procedure 506 - Hardship and in a manner as to preserve the dignity of the individual and the family.

Reference: Section 20, 22, 65, 82, 82.1, 82.2, 82.3, 82.31; 82.4, 85 School Act

School Regulation 265/89 Ministerial Order 236/07 - Board of Education Fees Ministerial Order 333/99 - Educational Program Guide Order

Adopted: November 4, 2008 Revised: June 21, 2016; November 17, 2020



HARDSHIP

Background The District is committed to ensuring that no student of school age will be denied an educational program due to financial hardship. Within the fiscal ability of each school and the District, no student is to be denied access to programs, events or field trips that are aligned to and enhance the BC curriculum. Procedures 1. The principal of each school will establish well known procedures to facilitate the

participation of students who would not otherwise be able to participate in a course, class or program which is part of a student’s educational program due to financial hardship.

2. The procedures must incorporate the principles of fairness, confidentiality and sensitivity,

while maintaining family respect and dignity. Students, parents and staff will be advised of the procedure.

3. A statement informing parents of the hardship provision will be included on permission forms

for trips, events and programs. The procedure for addressing financial hardship will also be included in the student agendas and parent and staff handbooks.

4. This Administrative Procedure applies to students of school age, who attend a District

school and who are ordinarily residents of British Columbia. Reference: Section 20, 22, 65, 82, 82.1, 82.2, 82.3, 82.4, 85 School Act

Ministerial Order 236/07 - Board of Education Fees Adopted: November 4, 2008 Revised: November 17, 2020

https://curriculum.gov.bc.ca/



FINANCIAL ACCOUNTABILITY AND AUDITS

Background The District believes that its financial affairs must be managed in a manner consistent with the trust placed in the Board by the electorate. Adequate accounting records and procedures for verifying those records through audits are seen as an integral part of the District’s operations. Procedures 1. The District’s financial systems and records are subject to an external audit. 2. District and school accounts and accounting practices will be subject to internal or external

audit at the discretion of the Secretary-Treasurer and/or the Superintendent. 2.1 Periodic internal audits of school and department accounts are to be conducted to

identify potential procedural non-compliance, weaknesses and areas for further examination. Such audits must specifically assess the effectiveness of administrative procedures in place by performing compliance testing and examining key controls.

2.2 School financial records may be subject to internal audit in the event of a change of school administration, school business manager or school administrative assistant.

2.3 Special financial reviews may be conducted upon request by a principal. 2.4 All computerized financial records and the following documents shall be on file and

current for financial audit purposes, including but not limited to: 2.4.1 Contracts and Agreements 2.4.2 Fund journal 2.4.3 Fund account ledgers 2.4.4 Bank statements 2.4.5 Cancelled cheques 2.4.6 Cheque requisitions 2.4.7 Duplicate deposit slips 2.4.8 Numbered receipt books or approved substitute documents 2.4.9 Invoices 2.4.10 Other related source documents

3. Accounting procedures will follow recognized accounting principles where these are not

inconsistent with the requirements of the Ministry. 4. The Secretary-Treasurer will ensure that adequate control mechanisms are in place to

guarantee the integrity of the District’s financial transactions and records.


4.1 Segregation of incompatible duties, such as purchase and payment, must be maintained in District and school operations.

5. Financial records of school funds will be maintained in accordance with the format

prescribed by the Secretary-Treasurer.

6. The external auditor’s report will be presented to the Board. 7. All banking shall be carried out at a recognized financial institution.

8. District audited financial statements and annual budget reports will be made available on the

District website. Reference: Sections 22, 23, 65, 81, 85, 106.3, 106.4, 110, 111, 112, 112.1, 113, 114, 115, 117, 118, 156, 157,

157.1 School Act Financial Information Act




SCHOOL BANK ACCOUNTS

Background Principals are responsible to the District for the proper maintenance of and accounting for all funds raised in the name of the school. Procedures 1. All funds raised in the name of the school shall be under the supervision of the principal. The

principal shall account for the disposition of the funds. 2. Funds raised for a specific purpose are held in trust. Each fund must be maintained

separately. 3. All transactions within a fund must be identified by appropriate supporting documentation.

Suppliers’ invoices, where appropriate, must be retained and filed. 4. Bank accounts must be reconciled monthly. A pre-numbered cheque must support all

expenditures. All bank accounts must have a minimum of four signing officers. Signing officers will be as follows: 4.1. School with Principal only – Signers are Principal, Administrative Assistant, School

Accountant and the Assistant Secretary-Treasurer. 4.2. School with one VP only – Signers are Principal, Vice Principal, Administrative Assistant,

and School Accountant. 4.3. School with two or more Vice Principals – Signers are Principal, Vice Principals, and the

Administrative Assistant. 5. All funds are subject to review and/or audit at the discretion of the Secretary-Treasurer and/or

external Auditors.

Reference: Sections 22, 23, 65, 81, 85, 106.3, 106.4, 110, 111, 112, 112.1, 113, 114, 115, 117, 118, 156, 157,

157.1 School Act Financial Information Act




CASH MANAGEMENT

Background The District has a responsibility to keep all funds safe and to produce accounting records which are easily auditable. By its nature, cash is difficult to control and to audit, thus requiring prudent control. Therefore:

• The use of petty cash within the District shall be minimized.

• The use of cash to conduct financial affairs shall be avoided where possible.

• Cash disbursements shall be fully documented and allow for ease of accounting, and authority to conduct cash transactions shall be controlled and limited.

Procedures 1. Petty cash disbursements shall only be used for:

1.1 Small purchases, not exceeding the size of the petty cash float, purchases which cannot be paid through other payment methods and/or where it is impractical or untimely to generate a cheque. 1.1.1 Purchases that are made on a continuing basis at the same source shall be

governed by Administrative Procedure 515 – Purchases. 1.2 Emergent situations which a principal or manager deems essential to conduct classes

or business.

2. All disbursements must be supported by receipts, invoices or documents indicating nature of expense.

3. All reimbursement claims must be submitted on a Petty Cash Form (Form 512-1) and signed by the principal or department manager.

4. In compliance with the Financial Information Act the following payment requests against

budgeted funds shall not be paid from petty cash: 4.1 Individual travel and expense claims (Form 513-1), including all field trip related travel. 4.2 Registration and membership fees, paid up front by employees. These are to be

claimed on an expense claim (Form 513-1).

5. The Petty Cash Float shall be pre-approved by the Secretary-Treasurer.

6. The established Petty Cash Fund levels are deemed a 'float' with replenishment on an "as required" documented basis.


Financial Information Act Adopted: November 17, 2020




TRAVEL EXPENSES

Background The District will reimburse staff for reasonable and authorized travel expenses while engaged in District business, based upon a schedule of rates approved by the Board. Procedures 1. In all cases, staff are expected to travel and lodge at the most economical options, giving

fair consideration to travel times and proximity to scheduled events. 2. Expense receipts are required in all cases except for mileage and meal per diems and the

allowance when staying in private accommodations. Credit card detailed receipts must be provided for all purchases with the reason for the expense written on the receipt.

3. All travel expenses must be claimed using the prescribed expense form (Form 513-1) and all

claims must be approved by the traveler's supervisor. 4. Travel Costs

4.1. Actual costs for public transportation will be paid, or mileage will be paid at the Revenue Canada per kilometer rate.

4.2. Ground transportation and parking costs will also be covered. 4.3. Car rentals must be pre-approved by the Superintendent or Secretary-Treasurer.

5. Accommodation

5.1. Only hotel, hotel tax, hotel parking and business telephone charges are to be claimed under accommodation.

5.2. Employees are expected to book accommodation at government rates. 5.3. The District will provide a $30 per night allowance if an employee stays with friends or

family. 6. Meals/Overnight Allowance

6.1. A traveler may claim any amounts as required up to the following maximums:

Breakfast $13.00 Lunch $17.00 Dinner $30.00 Overnight Allowance $10.00 Full Day Per Diem $70.00 Private Accommodation $30.00


6.2. Partial day per diems are to be determined based upon meal times away from the District. Per diems must be reduced by complimentary meals covered in a conference registration.

6.3. The overnight allowance is expected to cover incidentals and personal telephone calls home.

6.4. Per diems for U.S. travel will be paid in Canadian dollars but increased by the current exchange rate to reflect U.S. dollar equivalency.

7. Other Expenses

7.1. Course/Conference Registration - A cheque requisition form (Form 515-1) or District credit card, with prior approval, is to be used to initiate any required pre-payment for a course or conference.

Reference: Sections 22, 23, 65, 85 School Act Income Tax Act Adopted: April 7, 1997 Revised: March 12, 2019; November 17, 2020

Langley District No. 35 Page 1 of 4 Administrative Procedures Manual


SIGNING AUTHORITY

Background This Administrative Procedure outlines the positions authorized to sign on behalf of the District and their level of signing authority. A file containing sample signatures of the individuals authorized as outlined in this Administrative Procedure shall be maintained in the office of the Secretary-Treasurer. Procedures 1. Corporate Seal

1.1. The authorized signing officers for execution of all legal documents requiring the Corporate Seal shall be the Chair or Vice-Chair of the District, together with the Secretary-Treasurer or in his/her absence the Assistant Secretary-Treasurer.

2. Official Signatures

2.1. The official signing officers of the District, for the purpose of executing documents that commit the District to legal contractual obligations, ratified collective agreements, personal contracts of employment, or major construction contracts, shall be the Board Chair and/or the Secretary-Treasurer. Where necessary, and in cases where the Board Chair and/or the Secretary-Treasurer are/is absent, or unable to sign, the Vice-Chair and the Superintendent or the Assistant Secretary-Treasurer, may act in their stead in executing documents.

2.2. Electronic documents and electronic signatures are acceptable as per the Electronic Transaction Act of BC; “electronic signature” means information in electronic form that a person has created or adopted in order to sign a record and that is in, attached to or associated with the record. Requirement for a record to be in writing A requirement under law that a record be in writing is satisfied if the record is:

a) In electronic form, and b) Accessible in a manner usable for subsequent reference.

3. Agreements Requiring One Signature

3.1. Agreements, other than those requiring Corporate Seal, require only the signature of one authorized District official to bind the District. 3.1.1. Where a financial commitment is involved in such agreements, the Secretary-

Treasurer, or in their absence, the Assistant Secretary-Treasurer is authorized to sign on behalf of the District.

3.1.2. Where there is not a financial commitment inherent in the agreement, the Superintendent, the Secretary-Treasurer, an Assistant Superintendent or the Assistant Secretary-Treasurer is authorized to sign on behalf of the District.




3.2. Agreements for construction contracts in excess of $1,000,000 and all property purchases and sales require District approval of Secretary-Treasurer and Superintendent.

3.3. Labour agreements involving negotiating collective agreements, letters of understanding, memorandums of agreement, staff secondment agreements, grievance settlements, require the signature of the Director, Human Resources and the Superintendent or Secretary-Treasurer to bind the District to the terms of the agreement.

3.4. Offers of employment to staff on personal employment contracts will be made by the Superintendent, Secretary-Treasurer or the Assistant Superintendent depending on the position’s supervisor. Exempt staff position offers may be presented by the Director of Human Resources, after approval of two members of the District’s Senior Management.

4. Agreements Requiring Bylaw

4.1. The Board must approve a bylaw for Capital and other Ministry developed projects in line with the School Act. (e.g. Carbon Neutral Program).

5. Cheques and Financial Institutions Transfers.

5.1. The signature on system produced cheques shall carry the facsimile signatures of the Secretary-Treasurer and the Superintendent. 5.1.1. A summary of cheques in excess of $20,000 with supporting documentation

must be reviewed and approved by the Secretary-Treasurer or in his absence the Assistant Secretary-Treasurer or the Superintendent prior to their release.

5.1.2. Manually signed bank transfers between District financial institution accounts may be authorized by the Secretary-Treasurer or the Assistant Secretary-Treasurer.

5.2. Authorization to negotiate financial instruments for deposit with or transfer to the District’s financial institution, to settle financial transactions, to receive financial documentation and to receive financial instruments is provided to the Assistant Secretary-Treasurer or Secretary-Treasurer.

5.3. Electronic fund transfers pre-authorized by the District’s signing authorities and the primary financial institution out of the District’s bank accounts are internally controlled by Assistant Secretary-Treasurer, Manager of Accounting and Reporting and the Manager, Payroll Benefits and Personnel for such things as direct deposit of employees’ payroll, electronic payment of accounts payable, pre-authorized cheques, or account adjustments between bank accounts of the District.

6. Approval Thresholds

6.1. Principals, and in their absence Vice Principals, District Managers and other individuals with budget authority for an account are authorized to initiate requests for expenditures in accordance with the limits identified below and applicable budget limits. Examples include such things as purchase requisitions, requests for work to be done by maintenance staff that will incur charges, approving invoices etc. Principals Up to $2,500 District Managers Up to $5,000



Directors Up to $10,000 Assistant Superintendents Up to $20,000 Assistant Secretary-Treasurer Up to $50,000 Secretary-Treasurer and Superintendent No Limit but will supply information

to the Audit Committee for approvals over $1,000,000

6.2. All amounts over the limits identified above require a second signature of someone higher in the authorization matrix. Annually, by September 1, the Secretary-Treasurer will ensure a signing matrix exists consisting of sample signatures of those authorized to approve purchases in accordance with this Administrative Procedure.

7. Purchase Orders

7.1. Purchase orders, resulting from requests to the Purchasing Department from individuals with authority for an account, are legal documents which commit the District to business transactions. The following personnel are permitted to authorize orders on behalf of the District for the following limits: Assistant Purchasing Manager Up to $20,000 Manager, Purchasing and Logistics Up to $50,000 Assistant Secretary-Treasurer Up to $100,000 Secretary-Treasurer or Superintendent No limit

7.2. The signature on system produced purchase orders shall carry the facsimile signature of the Manager, Purchasing and Logistics.

8. Rental or Lease Agreements and Contracts for Service

8.1. The Secretary-Treasurer or Assistant Secretary-Treasurer must execute all rental or lease agreements for real property and equipment as well as contracts for service.

9. Financial Reports on Contracts or Agreements

9.1. Financial reports required by official contracts or agreements between the District and other parties through which funding has been received may be signed by the Assistant Secretary-Treasurer or Secretary-Treasurer.

10. Taxation and Remittance Reporting

10.1. Reports required by taxation authorities and reports on remittance of funds may be signed on behalf of the District by: Payroll Supervisor Manager, Payroll, Benefits and Personnel Manager, Accounting and Reporting Manager, Purchasing and Logistics Assistant Secretary-Treasurer Secretary-Treasurer

11. Insurance Claims and Policy Renewals

11.1. The Assistant Secretary-Treasurer or the Secretary-Treasurer is authorized to sign insurance claims and policy renewals on behalf of the District. In addition, the Director of Facilities, Transportation and Capital Projects or the Assistant Secretary-Treasurer


or the Transportation Manager is authorized to sign the vehicular insurance certificates for fleet insurance purposes.

12. Legal Representation

12.1. Members of senior management as well as exempt staff other than the Assistant Superintendent of Human Resources with budget authority for legal fees accounts require approval of the Superintendent or Secretary-Treasurer prior to engaging lawyers, mediators or arbitrators.

12.2. Contractual or Agreement Matters a) No person may sign any document or enter in to an oral or written agreement

that creates an obligation or undertaking on behalf of the District unless the individual has the authority to do so under this Administrative Procedure.

b) All employees have an obligation to understand the extent and limits of their authority, if any, and understand and comply with the District’s policies, regulations, procedures and processes.

12.3. Records Management

Once a contract or commercial agreement of a financial commitment has been signed on behalf of the District and the other party of the contract, an electronic copy of the signed contract shall be sent to the Office of Manger of Purchasing and Logistics with the original to follow.


Income Tax Act New West Partnership Trade Agreement

Adopted: July 2, 2013 Revised: January 12, 2016; November 17, 2020



PURCHASING

Background The District recognizes its responsibility to the citizens of this community for the effective use of public funds in providing the best possible education to its children. The District, in the performance of its duties assigned to it under the School Act, will ensure that supplies, services and equipment are obtained in a responsible, cost-effective and professional manner in accordance with competitive public sector purchasing practices. Under the auspices of the Secretary-Treasurer, the Manager, Purchasing and Logistics will establish purchasing principles and procedures that define procurement processes and spend limits. Approval is required from the Manager, Purchasing and Logistics prior to any commitments being made to order goods or services within designated limits. The Manager, Purchasing and Logistics is responsible for ensuring that prior to issuing a purchase order or executing a contract that the request has been approved by the appropriate authority as outlined in Administrative Procedure 514 – Signing Authority and will use these procedures which outline the authorization limits regarding determination of supplier and the various systems, procedures and tools that can be used. The Secretary-Treasurer in accordance with this Administrative Procedure is responsible for issuing and the signing of purchase orders and contracts on behalf of the District in accordance with Administrative Procedure 514 – Signing Authority. Procedures 1. Purchasing Principles

The goals and principles of the District's Manager, Purchasing and Logistics are: 1.1. Public Sector Purchasing Practices - Purchase goods and services in accordance with

competitive best public sector purchasing practices recognized by Supply Chain Canada Association [SCC].

1.2. Ethical Purchasing - Follow the guidelines set out in the code of ethics established by the SCC.

1.3. Efficient and Effective Procurement - Procure the necessary quality and quantity of goods and services in an efficient, timely and cost effective manner. Provide purchasing advice and guidance for the District, schools and departments within the granted authority and subject to optimizing best value for the District as a whole.

1.4. Open and Fair Procurement Process - Encourage fairness, integrity, accountability, and transparency procurement for the acquisition and disposal of goods and services and compliance with all applicable trade agreements and legislated requirements.



Provide reasonable opportunities for qualified suppliers and contractors to seek the District's business.

1.5. Standardization and Simplification - Establish standardization of goods where appropriate and practical and to realize best life cycle value.

1.6. Sustainable, Healthy and Safe Procurement - Procure goods and services with due regard to sustainability with respect to economic, environmental and social development both locally and internationally; and to our commitment to encourage the use of "environmentally friendly" products and services providing a healthy, safe, relevant and aesthetically acceptable learning and working environment.

1.7. Lifetime Value - Ensure the maximum value of an acquisition is obtained by determining the total cost of performing the intended function over the lifetime of the task. This may include, but not be limited to, acquisition cost, disposal value, disposal cost, training cost, operating and maintenance cost, serviceability, warranty, quality of performance and environmental impact; administrative effort and cost are to be commensurate with the value of the purchase; rationale will be documented for purchases made other than the lowest price bid.

1.8. Surplus Goods - Ensure that maximum value is obtained when disposing of surplus goods and equipment; with administrative effort and cost to be commensurate with the benefit. “Reduce, Reuse & Recycle” may be guiding principles. Priority may be provided to community non-profit organizations.

2. Purchasing Methods

The District has various systems, procedures and tools in place that can be used to purchase supplies, services or equipment. 2.1. Purchase Requisitions

2.1.1. Any request for services, supplies or equipment that is not handled by an annual blanket standing order, service contract, system contract or purchasing card (PCard), or below the “Small Dollar Limit” e.g. $1,000, requires a purchase requisition. A purchase requisition is used to request the Manager, Purchasing and Logistics to initiate an action and not an authority for the requisitioner to commit the District. The purchase requisition is to be completed by the end user and approved by the appropriate signing authority as per Administrative Procedure 514. A purchase requisition is used by the Manager, Purchasing and Logistics to initiate the purchase order.

2.1.2. Requisitioner is to ensure Purchase Requisitions must have the following: 2.1.2.1. Account code. 2.1.2.2. Account code is to have enough budget to cover the purchase. 2.1.2.3. Description of purchase. 2.1.2.4. Authorized signature/approval.

2.1.3. Approval is required from the Manager, Purchasing and Logistics prior to any commitments made to order goods or services.

2.2. Purchase Orders 2.2.1. The purchase order (PO) is a written commitment to a vendor contracting for

the supply of goods, services or equipment. For most purchases, it represents


the contract between the District and the vendor, specifying the terms, conditions and pricing for the supply of the products or services requested.

2.2.2. Supplies, services and equipment to be purchased as a result of a recommended award to an approved vendor, single source vendor or the award of a contract to a successful supplier are to be covered by a purchase order, issued by the Manager, Purchasing and Logistics.

2.2.3. Before issuing a PO, the Manager, Purchasing and Logistics checks purchase requisitions for: 2.2.3.1. Proper authorization. 2.2.3.2. Appropriate product specifications are defined. 2.2.3.3. Coding to general ledger accounts.

2.2.4. Every quarter the outstanding purchase orders will be reviewed by the Assistant Manager of Purchasing to ensure they are still valid.

2.3. Blanket/Standing Purchase Orders 2.3.1. Annual blanket or standing purchase orders may be issued by the Manager,

Purchasing and Logistics to meet District wide needs or the needs of a particular department where there is an ongoing requirement for high volume items, maintenance, repair or operating (MRO) type items, and services. The responsibility for monitoring the blanket purchase order and ensuring expenditures are appropriate and within the amounts established is the responsibility of the requisitioner with assistance from the Manager, Purchasing and Logistics. A list of the active blanket or standing purchase orders is maintained by the Manager, Purchasing and Logistics.

2.3.2. Before issuing a blanket purchase order, the Manager, Purchasing and Logistics checks purchase requisitions for: 2.3.2.1. Proper authorization. 2.3.2.2. Appropriate product specifications are defined. 2.3.2.3. Coding to general ledger accounts. 2.3.2.4. Reason for using a blanket purchase order.

2.3.3. Every quarter the blanket and standing orders will be reviewed by the Assistant Manager of Purchasing to ensure they are still in line with the original commitment.

2.4. Procurement Process 2.4.1. Competition – the methods of procurement for goods and services should be

competitive where possible to: • reduce costs to the public through marketplace competition. • encourage innovation and efficiencies. • demonstrate the application of fair and open selection criteria.

2.4.2. The level of external competition required for District purchases is based on the dollar value and nature of the specific purchase. The cost associated with administering a competitive process should be proportionate to the benefit


received as a result of the competition. For example, the cost of a formal procurement of certain small product purchases may exceed the cost of the product. Conversely, the District would only incur the expense of an Invitation to Tender (ITT) or Request for Proposals (RFP) for large dollar purchases.

2.4.3. When formal procurement procedures are used, procurement shall be advertised appropriately. When specifications are prepared in collaboration with user dept., the Manager, Purchasing and Logistics will be responsible for issuing these specifications to qualified suppliers to the extent that is practical and possible.

2.4.4. Formal procurement must be submitted by way of a formal process (electronic or physical), administered by the Manager, Purchasing and Logistics.

2.4.5. The District reserves the right to reject any or all submissions and to accept the submission which appears to be in the best interest of the District. The District reserves the right to waive any minor informality in, or reject, any or all submissions or any part of a submission. Any submission may be withdrawn by the supplier prior to the scheduled time for the opening of procurements.

2.4.6. The supplier to whom an award is made may be required to enter into a written contract with the District.

2.4.7. The District expects fair and honest representation on the part of persons or firms with whom it does business. Misrepresentation on the part of a vendor or failure in the performance of its product or service shall be considered sufficient justification for rejection of a supplier and the possibility of being restricted from conducting future business with the District.

2.5. District Purchasing Cards 2.5.1. The purpose of the Purchasing Card (PCard) Program is to provide schools

and departments with an efficient, low-cost purchase and payment processing alternative to petty cash, invoices, purchase orders and issuing cheques. It is designed to delegate authority to authorized employees (Cardholders) for the purchase of approved goods. Cardholders are to only make approved purchases within their allocated limits and budget and complying to District policies and procedures. These cards are to be used in line with Administrative Procedures. Employees of the District are not to use their own personal credit cards for expenditures that will be charged to the District.

2.5.2. The Secretary-Treasurer has overall authority and responsibility for the PCard Program. The Purchasing Dept. has been authorized to administer the PCard Program and to utilize the program and credit facilities in the best interests of the District.

2.5.3. The Manager, Purchasing and Logistics holds purchasing cards with higher spending levels and has the authority to use them instead of issuing a PO when that is determined to be the most appropriate approach. In instances where the Manager, Purchasing and Logistics utilizes a purchasing card for a school or department request details related to the transaction will be provided to the requisitioner in lieu of a copy of a PO.

2.6. Expedited/Confirmation Purchase Orders 2.6.1. Approval is required from the Manager, Purchasing and Logistics prior to any

commitments being made for goods or services. Where a school or department


needs to expedite a purchase to proceed prior to the paperwork being processed, they may contact the Manager, Purchasing and Logistics with the appropriate information via email and, in accordance with the established procedure, a purchase order number may be issued.

2.6.2. Principals or managers will be able to give the purchase order number verbally to the supplier. The appropriate requisition and documentation needs to be provided to the Manager, Purchasing and Logistics in a timely manner.

3. Purchasing Guidelines

Note: authorizations are governed by “Signing Authority” Administrative Procedures 3.1. Purchases Up To $1,000

3.1.1. Authorized personnel may make purchases, preapproved by the expense budget’s manager, up to $1,000 ensuring best value for the District and following established purchasing methods. The PCard is the preferred mechanism for small dollar purchases.

3.2. Purchases Between $1,000 and $10,000. 3.2.1. Greater than $1000 but less than $10,000 may be purchased on the open

market after obtaining a minimum of two competitive quotations; verbal and online are acceptable using established purchasing methods.

3.3. Purchases Between $10,001 and $75,000; and $200,000 for Construction. 3.3.1. Greater than $10,000 and less than $75,000 and $200,000 for Construction

procurement may be purchased after obtaining three written quotations from known sources of supply using established purchasing methods. Quotations will be obtained by the Manager, Purchasing and Logistics in consultation with principals or managers for the development of specifications or requirements, and to establish known sources of supply.

3.3.2. Definition of Construction Procurement per New West Partnership Trade Agreement (NWPTA): “construction means a construction, reconstruction, demolition, repair or renovation of a building, structure or other civil engineering or architectural work and includes site preparation, excavation, drilling, seismic investigation, the supply of products and materials, the supply of equipment and machinery if they are included in and incidental to the construction, and the installation and repair of fixtures of a building, structure or other civil engineering or architectural work, but does not include professional consulting services related to the construction contract unless they are included in the procurement”

3.4. Purchases Over $75,000; and Over $200,000 for Construction Submissions will be received by way of a formal procurement process (electronic or physical) administered by the Purchasing Dept. advertised on acceptable government procurement portal (example BC Bid) and other media as appropriate. 3.4.1. Low bid - the Manager, Purchasing and Logistics, may in consultation with the

applicable principal or manager, award 'low bid ' procurements which does not significantly vary from the specifications and provided the expenditure is within the budget previously approved for that project or item.


3.4.2. Best value procurement - in cases where a submission is considered to give greater value than the low bid meeting specifications, the Secretary-Treasurer or the Assistant Secretary-Treasurer or as delegated to Manager, Purchasing and Logistics may approve the award to the “Best value” submission where documented rationale supports an award made to other than the lowest price submission.

3.4.3. Exceptions to these Purchasing Procedures are only permitted when in the best interests of the District, including time constraints will not allow for the competitive procurement process including; • There is an urgent need and delay would be injurious to the public interest. • To avoid significant financial loss including through damage to facilities and

equipment. • Where safety or operational needs require urgent attention. • The goods / services require compatibility or standardization with existing

goods/ services, including may void warranties or guarantees. • The goods/ services have been prequalified by another public agency or

cooperative purchasing venture. • By written request including justification in the best interests of the District,

agreed to by the Manager- Purchasing and approved by the Secretary-Treasurer.

The Secretary-Treasurer is authorized to exempt specific procurements from this Procedure when it is in the best interests of the District. With respect to these exemptions, the Manager, Purchasing and Logistics or the Director of Facilities, with the approval of the Secretary-Treasurer, may obtain direct quotations from suppliers and award the contract.

3.5. Sole Source/Single Source/ Direct Award 3.5.1. Goods or services available from a sole source or single source may be

exempt from the guidelines and processes outlined above. The Manager, Purchasing and Logistics in conjunction with the end user and in line with the dollar approval matrix in Administrative Procedure 514 – Signing Authority will determine if there is a sole source or single source situation. When a Direct Award purchase is made the purchase order (PO) will indicate that the purchase is sole source, single source or direct award and include justification supporting documentation, will be attached. The Manager, Purchasing may issue a Notice of Intent to Contract (NIC).

3.5.2. Definition: Sole Source procurement is one in which only one supplier can provide the commodity, technology and /or perform the services required.

Every order, not on Prequalified Contract, that cannot be competitively bid, and is over $10,000, must be documented as a sole source. The explanation must be maintained in the Procurement file. The explanation shall have three components: 1. Why is the item/service unique? 2. How do you know that there is only one source for this item/service? 3. The basis upon which the price/cost was determined to be fair and reasonable.


Definition: Single Source procurement is one in which two or more vendors can supply the commodity, technology and /or perform the services required by an agency, but the department selects one vendor over the others. Departments must state the circumstances leading to the selection of the vendor, any alternatives considered, rationale for selecting the vendor and how it was determined that the price was fair and reasonable. Guidelines for Substantiating Single Source

• Past experience with a particular issue and this vendor has the historical knowledge or was the original installer.

• Experience with similar projects at other agencies or at other levels of government.

• Demonstrated expertise. • Capacity and willingness to respond to an emergency situation.

Price Justification

• Competitive quote but other suppliers could not meet specifications. • Comparison to published price lists or to product catalog including

online catalog. • Comparison to similar product/service. • Prices quoted are less than or equal to, those quoted to other

governmental agencies. • Records of previously bid items that were similar. • Proven industry standard.

Documentation from Dept. approver sent to Purchasing with the Requisition.

3.6. Trade Agreement Thresholds 3.6.1. All purchases of goods, equipment, and services, including construction

contracts, will be compliant with all applicable trade agreements. The Manager, Purchasing and Logistics shall ensure that the procurement procedures used by the District are in compliance with applicable trade agreements. Provincial Government thresholds: • Goods of $75,000 or greater • Services of $75,000 or greater • Construction of $200,000 or greater


3.7. Purchase of Specialized Equipment and Services 3.7.1. In the interest of standardization, value for money, and efficiency of

maintenance service and support, purchases of certain equipment, services and supplies will be subject to the approval of a central authority in addition to regular approval requirements: Type of Equipment / Service Approval Authority Technology; Computer Hardware and Software Chief Officer of Technology and Educational Technology equipment; Information Telecommunications Furniture and Furnishings Manager, Purchasing and Logistics

3.7.2. The purchase of specialized equipment will be done exclusively by the Manager, Purchasing and Logistics. Purchasing will coordinate supply with the applicable approval authority. An authorized purchase requisition describing the required product(s) must be sent to Manager, Purchasing and Logistics. Technology and Furniture as listed in the Purchasing District Catalog is Preapproved.

3.7.3. Procurement Impacting Facilities. 3.7.4. Procurements that may impact facilities including safety, code requirements

[e.g. Building; Electrical], installation, maintenance and/or ongoing operating costs are to be preapproved by the Facilities Dept.

4. Practices and Procedures

4.1. Personal Use Purchases 4.1.1. The District's purchasing systems or procedures shall not be used by

individuals to purchase any supplies, service or equipment for personal use. Exceptions to this are District-wide initiatives such as the employee purchase plan (EPP) for computers which may be permitted at the discretion of the Superintendent or Secretary-Treasurer.

4.2. Conflict Of Interest 4.2.1. No employee of the District shall engage in or have a financial interest, directly

or indirectly, in any activity that conflicts or raises a reasonable question of conflict with their duties and responsibilities.

4.2.2. No employee shall sell or assist in the sale of instructional services, supplies, or equipment within or to the District and shall not furnish lists of employees, students or parents to anyone selling such services or materials. The Manager, Purchasing is restricted from acquiring services, supplies or equipment directly or indirectly from any employee of the District.

4.2.3. Employees shall not use their personal credit cards when making expenditures that will be charged to the District.


4.3. Emergencies

4.3.1. If an emergency occurs during normal working hours, the Manager, Purchasing or the Purchasing Dept. staff may issue a purchase order number verbally without following the normal procedures. If an emergency occurs during non-working hours, the administrator or manager, acting in the best interests of the District is to obtain the goods or services as required. Under both circumstances the proper documentation, approvals and account codes shall be prepared as soon as possible after the emergency.

4.4. Co-Operative Ventures 4.4.1. The District supports the concept of working collaboratively with other public

organizations to achieve operational efficiencies and realize cost savings. The Manager, Purchasing and Logistics is authorized to participate in co-operative purchasing, joint ventures and shared services initiatives with other public sector agencies. Expenditures of this nature will follow the procedures established by the lead agency responsible for the initiative that may in some cases vary from the District's procedures.

4.5. Consulting and Professional Services 4.5.1. Services obtained by the District from consultants and professionals must be

covered by a contract or by a purchase order and the selection of firms or individuals to be used may be exempted from this Procedure. Objective evaluation criteria are to be used in selecting consultants and professionals and are to take into consideration factors such as qualifications, overall cost, ability, experience, and proficiency as well as any other relevant factors.

4.5.2. To the extent practical the District will ensure that decisions related to the use of consultants and professional services (i.e. engineer, banking, legal services, etc.) are handled appropriately even though the service may be exempted by this Purchasing Administrative Procedure. The approach used is to provide an opportunity for qualified firms to be considered and lead to the development of an approved list of firms by the District for the majority of its commonly used services.

4.5.3. “Consulting/Professional Method" - the usual competitive acquisition rules are suspended due to the uniqueness of the product/service being procured. Consultants are often considered “trusted advisors” and the value of recommendations and services has much greater overall dollar impact then the consultants fees.

4.5.4. "Professional and Consulting Services" includes the services of architects, engineers, designers, surveyors, management and financial consultants, brokers, lawyers, accountants, auditors, and any other professional and consulting services required by the District;

4.5.5. If the Purchase or Expenditure is for Professional and Consulting Services: 4.5.6. Approval - Where the Total Cost of the Purchase or Expenditure does not

exceed Seventy-Five Thousand ($75,000.00) Dollars, or $200,000 for construction; Secretary-Treasurer may authorize the Purchase or Expenditure or select the best valued Submission meeting the requirements and in the best interests of the District.


4.6. Receiving and Reporting 4.6.1. It is the responsibility of the signing authority (principal or manager) to ensure

that the supplies, services or equipment ordered on their behalf and delivered directly to them are properly and promptly received and accounted for. When goods have been received in good order, a signed copy of the receiving report or, where applicable, the packing slip clearly quoting the purchase order number is to be promptly forwarded to Accounts Payable personnel.

4.6.2. Any goods received damaged (apparent or concealed) must be reported to the vendor and/or carrier within 48 hours of receipt. Most vendors now require that purchasers obtain a "Return Material Authorization" before accepting returned goods. Contact the vendor or Manager, Purchasing and Logistics before returning goods to vendors.

4.6.3. Expenditures are recognized when the goods or services are received. 4.6.4. When price discrepancies on invoices relate to purchase orders, the Manager,

Accounting and Reporting will hold payment and notify the Manager, Purchasing and Logistics. The Manager, Purchasing and Logistics will investigate discrepancies and advise Manager, Accounting and Reporting of any adjustments

4.6.5. Where quantity discrepancies occur between quantities ordered and received the Manager, Accounting and Reporting will pay invoices based on the actual quantities recorded as received.

4.7. Payment Procedure 4.7.1. Prompt submission of the receiving report information or the packing slip to

Accounts Payable personnel will ensure that timely payment is made to the vendor, any prompt payment cash discounts offered are earned and good customer/vendor relations are maintained.

4.8. Disposal of Surplus Assets 4.9. Special Category Expenditures

4.9.1. Subject to applicable Board policies and procedures (including having budget funds available), these transactions are exempted from this Administrative Procedure and a purchase order is not necessarily required for the following items. If any of the transactions are processed using the District's purchasing card then they are to be reported monthly using the Reconciliation Form (Form 513-2). 4.9.1.1. Petty Cash Expenditures 4.9.1.2. Professional Development and Education Services are approved in

line with the approval matrix in Administrative Procedure 514 – Signing Authority: 4.9.1.2.1. Courses Payments / Reimbursements 4.9.1.2.2. Convention Registrations 4.9.1.2.3. Memberships or Dues 4.9.1.2.4. Seminars 4.9.1.2.5. Periodicals / magazines / subscriptions


4.9.1.2.6. Staff Training / Development / Workshops / Delivery Services (after necessary approval)

4.9.1.3. Refundable Employee Expenses 4.9.1.3.1. Minor Travel Expenses, Meals, Parking, Hotel, Airlines

(Travel purchases in excess of $2,500 will be obtained using competitive purchasing practices outlined above)

4.9.1.3.2. Mileage Allowance / Vehicle 4.9.1.3.3. Cash Advances

4.9.1.4. Utilities and Miscellaneous 4.9.1.4.1. Postage 4.9.1.4.2. Hydro 4.9.1.4.3. Natural Gas 4.9.1.4.4. Telecommunications Service Charges 4.9.1.4.5. Courier Service Charges

4.9.1.5. General Expenses 4.9.1.5.1. Payroll Remittances 4.9.1.5.2. Medical, Health Benefit and Dental Expenses 4.9.1.5.3. Licenses (vehicles, elevators, radios, etc.) 4.9.1.5.4. Charges to or from other government bodies or Crown

Corporations 4.9.1.6. Immediate Legal Services

4.10. Tax Exemptions 4.10.1. The Manager, Purchasing and Logistics is responsible for the identification and

application of any provincial or federal taxes or duties that apply to a transaction including the eligibility for any full or partial exemptions. In situations where the expenditure qualifies for a rebate the Assistant Secretary-Treasurer will process the necessary transactions and the rebate will be credited to the school's account.

4.11. PAC Purchases 4.11.1. A Parent Advisory Committee (PAC) may purchase goods and services

through the District. Advantages for a PAC to make use of the District may include larger tax rebates; reduced paper handling, tracking of shipments; enforcement of warranty or terms and conditions; cost savings through bulk purchases, tenders and contracts; and delivery and set-up of goods (e.g. playground equipment).

4.11.2. Principals must approve PAC purchases and code the purchase requisition to a recoverable account. The principal is responsible for ensuring that the PAC reimburses these funds and that the recoverable accounts are cleared in a timely manner.


4.11.3. If a PAC purchases goods and services directly, the PAC is responsible for filing for applicable tax rebates.

Reference: Sections 22, 23, 65, 85 School Act Income Tax Act

New West Partnership Trade Agreement Adopted: December 3, 1973 Revised: May 16, 1983; June 22, 1999; March 23, 2003; September 24, 2013; November 17, 2020



CORPORATE CREDIT CARDS Background The use of corporate credit cards / Purchasing Cards “PCards” for staff is authorized to allow cardholders to more effectively conduct their duties. The Secretary-Treasurer has overall authority and responsibility for the PCard Program. The Manager Purchasing has been authorized to administer the PCard Program and to utilize the program and credit facilities in the best interests of the District. The Assistant Secretary-Treasurer and Manager, Purchasing are authorized to approve PCard applications and PCard limits and restrictions. Refer to Purchasing Card Program Procedures (14Nov2017) Procedures 1. PCard may be issued under the approval of a principal or a manager. 2. PCard use shall be tracked through the District’s line of credit with its authorized PCard

provider. Expenses paid through the PCard shall be accounted for consistent with budget lines provided in the District's Financial Accounting System.

3. Individual credit limits must be appropriate to the expected use of the cardholder.

4. Individual cardholders are responsible for the purchases made on their PCard account.

Inappropriate use of a PCard may lead to revocation of the card, require reimbursement by the cardholder to the District, are subject to investigation for misconduct.

5. Purchases made on cards which have been lost or stolen will be handled as provided by the

card issuer, and will not involve action against the employee, provided the employee has taken the steps required to report loss or theft in a timely manner.

6. The PCard reconciliation coding shall be forwarded to Accounts Payable personnel for

immediate payment. Charges shall be coded to and billed against the cardholder’s expense budget. Staff members shall code their expenses to the appropriate budget line within PCard timelines.

7. The Cardholder shall provide validation and substantiation of PCard charges to the principal

or manager by way of receipts and activity upon the monthly billing cycle and immediately following payment due date on card.


8. Furthermore, it is the cardholder’s responsibility to indicate that these charges relate to authorized District related business. If the charges are not so related, they shall be promptly recovered from the cardholder.

9. Cardholders are reminded that these cards are for reimbursable business expenses only.

Personal use is prohibited, and this includes expenditures for fuel in personal vehicles for travel, since mileage is the method by which travel expenses are covered, unless approval is granted by supervisor.


Financial Information Act New West Partnership Trade Agreement




SCHOOL ASSETS DISPOSAL

Background The Secretary-Treasurer shall establish administrative procedures for distributing or disposing of all District surplus or obsolete equipment and furniture. Procedures must ensure that equipment or furniture purchased with Board or school funds is disposed of at the end of its useful life in an efficient, cost-effective and environment-friendly manner. In addition, the procedures for disposal also must be fair, transparent and open to review. Equipment or furniture that has residual value shall be disposed of in way that maximizes the financial return to the Board. The Secretary-Treasurer may authorize their disposal in a manner to the District's best advantage. Procedures Distribution of Surplus Items within the School District Equipment or furniture declared surplus at a location within the School District may be used to fill a need elsewhere in the District. The Manager of Purchasing and Logistics shall coordinate the relocation of such items. Saleable Surplus Items Surplus items that are no longer useful within the District but are in saleable condition shall be listed and put out to bid or public auction. The Manager of Purchasing and Logistics shall manage the sale of all such items. Occasionally offers may be received on individual items awaiting disposal. The offer may be considered for acceptance and decided by the Secretary-Treasurer in consultation with the Manager of Purchasing and Logistics, if in the best interests of the District. Any sale of a surplus item to a Trustee or employee of the Board shall be governed by the procedures described in this section. Unsaleable Surplus Items All items that are beyond a reasonable economic repair or which have limited or no value at sale shall be disposed of in the most efficient manner; using guidance of “Reduce, Reuse, Recycle”. This may include donation to local non-profit. The Manager of Purchasing and Logistics shall arrange disposal after exploring all recycling options and using the most economic, environmentally sensitive means available.


1.1. The District shall not sell or transfer ownership of such articles to its employees; they 1.2. Must do so only at the auction or dealer's warehouse in non-working hours.

Employees may not purchase such materials directly from the District. Exceptions can be considered by the Secretary-Treasurer.




DISPOSAL OF REAL PROPERTY

Background This administrative procedure outlines how the District deals with the disposition of lands or improvements (“Property”) in accordance with Ministerial Order M193/08 Disposal of Land or Improvements Order and the Minister’s School Closure and Disposal Policy. The District will engage in community consultation prior to the disposal of property. The Secretary-Treasurer is authorized to act on behalf of the District and to enter into agreements on behalf of the District with respect to the disposition of property, except that any disposition as described above and any determination that the property is no longer required for future educational purposes must be made by the Board. Procedures 1. It is the responsibility of the Board, by Bylaw, to determine whether property is not required

for future educational purposes. 2. The District may, subject to the terms of this administrative procedure, and the requirements

of the School Act, Regulations, and Ministerial Orders, dispose of any property that is not required for future educational purposes.

3. The Board may, by Bylaw, dispose of property in a manner permitted by the School Act and

Ministerial Orders, including: 3.1. By sale, transfer in fee simple or lease of ten years or more to another Board or

independent school for educational purposes. 3.2. By lease, other than a lease of ten years or more, if such disposition is to an agency or

organization for an alternative community use; or 3.3. On such terms as the Minister may approve.

4. Nothing in this administrative procedure shall in any way be construed as limiting the

authority of the Secretary-Treasurer, which is hereby granted, to enter into license agreements authorizing the use by third parties of District property.

5. If the Board has determined that a property is not required for future educational purposes

then, subject to the terms of this administrative procedure, the Board may by Bylaw approve the disposal of the property.

6. The District shall engage in public consultation before making a final decision regarding the permanent disposition of a District property. Once the Board has approved in principle the disposition of a property, the District may offer the property for public sale on the terms the District proposes.

https://www2.gov.bc.ca/assets/gov/education/administration/resource-management/capital-planning/disposals-mandatory-documents.pdf

https://www2.gov.bc.ca/assets/gov/education/administration/resource-management/capital-planning/disposals-mandatory-documents.pdf

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/school-building-closure-and-disposal





7. Except for disposals to the Conseil Scolaire Francophone or other Boards or to an

independent school, fee simple sales and long-term leases will be conducted through a process that enables the community to know when the property is being offered for sale or long term lease and provides an opportunity for members of the public to acquire the property. The District may authorize other specific exceptions to this requirement on terms that in the District’s opinion reflect fair market value, including, without limitation, a disposal: 7.1. To a non-profit organization, public authority, government organization or community

agency, for educational or community use. 7.2. As part of an exchange of land or improvements. 7.3. That is a further long-term lease to an existing tenant; or, 7.4. To an owner of adjoining land for the purpose of consolidating the adjoining land.

8. Regardless of whether Section 7 applies, the Board may only proceed with final approval of

a disposition after it has passed a Bylaw, in accordance with section 65(5) of the School Act, at a meeting of the Board. The Bylaw must include: 8.1. Confirmation that the District will not require the property for future educational

purposes. 8.2. The name and facility number of the property. 8.3. The address and legal description of the property. 8.4. The agreed terms and conditions; and, 8.5. Authority to the Secretary-Treasurer to execute on behalf of the District all related

documentation required to complete the terms of the agreement. 9. If a property is to be offered for sale, then:

9.1. The Secretary-Treasurer will determine whether a legal survey plan for the property exists and if not, will determine whether it is necessary to commission one; and

9.2. The Secretary-Treasurer, may, if appropriate, obtain the most recent property assessment for the property and arrange for an independent appraisal of the property to be obtained from a qualified real estate appraisal firm.

10. If a property is to be offered to the public for permanent disposition, the Secretary-Treasurer

may advertise the proposed disposal in local and provincial media, including the following: 10.1. A description of the property. 10.2. The nature and, if applicable, the term of the proposed disposal; and, 10.3. The process by which the property may be acquired.

11. Upon completion of the disposal of a property, the Board shall, in accordance with

Ministerial Order 193/08, without delay provide the Minister with: 11.1. A copy of the Bylaw referred to in Section 8 of this administrative procedure; and, 11.2. Written notification of the disposition and allocation of the proceeds as required in

section 100(2) of the School Act, if necessary.


Reference: Sections 22, 23, 65, 85, 96, 100, 106.2, 106.3, 106.4, 110, 111, 112, 112.1, 113, 114, 115, 117,

118 School Act Ministerial Order M193/08

Adopted: February 13, 2007 Revised: May 26, 2015; November 17, 2020

Langley District No. 35 March 2020 Administrative Procedures Manual


RENTAL/LEASE OF VACANT DISTRICT FACILITIES

Background From time to time, school facilities become available. When this occurs, the District believes that the facilities are to be utilized according to the priorities as stated in this Appendix: Procedures 1. District:

1.1. Student use through instructional programs (alternate or other). 1.2. Employee use through instructional and educational support programs, continuing

education or general office space. 2. Community:

2.1. Organized groups or agencies. 3. Private/Commercial Enterprise:

3.1. Ministry accredited independent schools. 3.2. Profit making commercial businesses.

4. Fees as approved by the Board will reflect the priority listing. Reference: Sections 22, 23, 65, 85, 96, 100, 106.2, 106.3, 106.4, 110, 111, 112, 112.1, 113, 114, 115, 117,

118 School Act Ministerial Order M193/08

Adopted: October 20, 1986 Revised: March XX, 2020



FUNDRAISING Background The District recognizes that staff, or parent groups, may wish to raise funds for school or charitable purposes. Procedures 1. Fundraising campaigns must be carefully planned and prepared, and such campaigns must

be approved by the Principal before they are undertaken, whether by students, teachers, or a sponsoring parents' group.

2. Campaigns must meet all legal requirements of any applicable legislative or regulatory body. 3. All funds raised in the name of a public school are subject to audit by the Secretary-

Treasurer. 4. Funds may only be expended with the approval of the principal. Reference: Sections 8, 8.4, 8.5, 20, 22, 23, 65, 85 School Act Adopted: November 17, 2020



REVENUE GENERATION Background The District in searching to acquire funding and resources to provide quality educational opportunities for students of the District, may engage in initiatives for the purpose of generating revenue. Revenue generation is seen as any significant revenues or resources beyond those allocated to the District from other levels of government. Proceeds from any initiative will be directed by the District toward targeted purposes and shall benefit students on a District wide basis. Procedures 1. The District will consider the undertaking of initiatives for revenue generation when the

following criteria are met: 1.1. The proposed initiative is consistent with the mission, and values of the District and

supports the Strategic Plan. 1.2. The proposal is within the statutory limits for the District to act. 1.3. The proposal is supported by a documented business plan. 1.4. The proposal is within the expertise of the District or supported by acquired expertise. 1.5. The proposal only allows the use of corporate or sponsor logos for the purpose of

identification rather than commercial purposes and therefore such displays are to be kept to a minimum.

1.6. The proposal precludes school names or District facility names being associated with commercial advertising.

1.7. The proposal precludes corporate involvement directly advertising to students or setting or providing access to a captive student audience for commercial purposes.

1.8. All public private partnerships entertained in a proposal shall be gained through a public invitation to tender proposals for service.

2. Annually the Superintendent will report to the Board on the status of all revenue projects. Reference: Sections 8, 8.4, 8.5, 20, 22, 23, 65, 85 School Act Adopted: June 16, 1997 Revised: November 17, 2020



PUBLIC GIFTS TO SCHOOLS Background The District may, from time to time, accept donations from private donors or community groups which will benefit the District. Procedures To be acceptable, a gift must satisfy the following: 1. It must have a purpose consistent with the objectives of the school. 2. It must be offered by a donor acceptable to the District. 3. It will not involve an exorbitant cost to the District for installation or operation. 4. It will not add excessively to staff load for maintenance, operation, or supervision. 5. It will not begin a program which the District would be unwilling to take over when the gift or

funds are exhausted. 6. It will not display an excessive amount of advertising. 7. It will not imply endorsement of any business or products. 8. It will not be inappropriate or harmful to the best education of students or impose any

restrictions on the school program. 9. It will not be in conflict with any provision of Board policy, administrative procedure or the

School Act. 10. All gifts, grants, and bequests shall become District property. It is the intention of the District

to utilize items at the school to which they were donated. However, the District reserves the right to transfer items to other schools on the basis of utilization.

Reference: Sections 8, 20, 22, 23, 65, 85 School Act Income Tax Act Adopted: November 20, 1979 Revised: October 3, 1983; November 21, 1983; November 17, 2020




INSURANCE MANAGEMENT

Background In order to ensure that the requirements of legislation are met and the District’s interests are protected, the District shall participate in the Schools Protection Program. Procedures 1. The Secretary-Treasurer shall obtain insurance coverage for the following:

1.1 Buildings, 1.2 Contents, 1.3 Liability – for staff members, student teachers and interns, and volunteers; all the

foregoing while performing duties authorized by the District, 1.4 Crime, 1.5 Automobile fleet, 1.6 Travel accident, 1.7 Boiler and machinery, 1.8 Errors and omissions, and 1.9 Course of construction and wrap up.

2. Building insurance shall be secured to provide coverage at full replacement cost.

3. Contents insurance shall be obtained on a replacement value basis. 3.1 Claims made under the building and contents section of the insurance policy resulting

from accidents, vandalism or theft shall be made by the Secretary-Treasurer upon receipt of the required information from the principal or department head.

4. When required the District shall review its insurance coverage and make such arrangements

for insurance coverage as it deems necessary.

5. A student accident insurance plan shall be offered to parents of students at no cost to the District.

6. Injury/Accident at site

6.1 Injuries to staff or students are to be reported on the online Schools Protection Program incident report accessible from http://www.incident-request.org and forwarded to Schools Protection and the District Office. User ID and password for accessing the online incident reporting form are available from the Secretary-Treasurer.


http://www.incident-request.org/


6.2 Injuries to employees also need to be reported using the Incident Report and Investigation Form (Form 160-1) developed by the District Occupational Health and Safety Committee.


Occupational Health and Safety Regulation Adopted: November 17, 2020

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/03/Incident-Reporting-Documentation.pdf

https://staffnet.intranet.sd35.bc.ca/wp-content/uploads/sites/2/2018/03/Incident-Reporting-Documentation.pdf



STUDENT ACCIDENT INSURANCE

Background While it is the District’s responsibility to ensure a safe environment for its students, it recognizes that accidents can happen, and it may be in the best interest of students to have insurance. The District will ensure that appropriate student accident insurance coverage is made available to all students each year. Procedures 1. When the Student Accident Insurance forms are received by the Secretary-Treasurer, they

will be immediately distributed to all school offices. 1.1. Principals will distribute the forms to students in September.

2. The Secretary-Treasurer will review the carrier’s terms, coverages and costs at least every

five (5) years or as required by significant changes in risks or market conditions. Reference: Sections 20, 22, 23, 65, 74, 84, 85, 95 School Act Adopted: November 17, 2020



INVESTMENTS Background The District recognizes that the investment of public funds must reflect a conservative management philosophy based on three (3) fundamentals:

• The first priority is the preservation of capital.

• The second priority is the assurance of liquidity; and

• The third priority is the achievement of high returns. The guidelines which the District will use in meeting these requirements will be the Investment Guidelines prepared by the Provincial Treasury, Ministry of Finance, Province of British Columbia, which will form the procedures under this administrative procedure. Procedures 1. The Preservation of Capital

1.1. The preservation of capital is accomplished through the placement of funds with institutions esteemed in the marketplace as having the highest creditworthiness. In the investment of public money it is not satisfactory to place funds with institutions who have earned a public reputation as merely a good credit. The following criteria are to be considered: 1.1.1. Financial instruments with a maturity of one year or less and guaranteed as to

repayment of interest and principal by the Government of Canada or by any of the Provinces of Canada.

1.1.2. Financial instruments with a maturity of one year or less and guaranteed as to repayment of interest and principal by chartered banks and trust companies incorporated under the laws of Canada.

1.1.3. Financial instruments with a maturity of one year or less and guaranteed as to repayment of interest and principal by a credit union incorporated under the Credit Union Act (British Columbia).

1.2. Investments are to reflect the creditworthiness of the institution. For instance, financial leverage, capital base, income generation and overall financial stability is to be taken into consideration. Where an institution has received a credit rating it could be from any one of the following agencies: 1.2.1. Dominion Bond Rating Service (D.B.R.S.) 1.2.2. Canadian Bond Rating Service (C.B.R.S.) 1.2.3. Standard and Poor’s (S&P)



1.2.4. Moody’s 1.3. The appropriateness of retaining investment holdings which are liquid and undergo a

downward credit rating revision by one of the recognized security rating institutions is to be reviewed.

1.4. Credit risk minimization is also achieved through diversification. It is not prudent to invest all funds with one institution but rather to spread the risk. It is recognized, however, that there may be situations where this is not practicable or desirable.

1.5. Prudent investment management requires sound financial judgement and the above factors are to be considered for all investments.

2. The Assurance of Liquidity

2.1. The assurance of liquidity is the ability to fund operating commitments through the drawdown of the investment portfolio. Because the creditworthiness of Canadian financial institutions has declined in the decade of the eighties and exhibits dramatic fluctuation, it is only satisfactory to hold liquid investments. The following instruments are considered liquid, subject to the preservation of capital requirements above: 2.1.1. Treasury bills 2.1.2. Demand deposits 2.1.3. Term deposits with a call feature 2.1.4. Bankers’ acceptances 2.1.5. Bankers’ deposit notes, and 2.1.6. Tradeable promissory notes

3. The Achievement of High Returns

3.1. The achievement of high returns is obtained through an exhaustive survey of the opportunities in the marketplace subject to the constraints of the preservation of capital requirement and the assurance of liquidity requirement. Acceptable yield spreads between different financial credits and different terms to maturity are to adequately reflect the perceived credit risks and market conditions at the time of investment.

4. A consequence of the first priority to preserve capital is the obligation to ensure the safe

delivery and settlement of securities. To this end, the following procedures describe the prudent approach: 4.1. Purchase securities for delivery only. Do not accept the offer of an investment dealer

to provide the permanent safekeeping function and do not accept a letter of undertaking from an investment dealer promising to deliver securities at a future date. Securities must be held for safekeeping in any chartered bank or trust company qualifying as an excellent credit risk under the preservation of capital requirements.

4.2. Enter into repurchase agreements for the purpose of overnight investments only if there is same day physical delivery and there are precise terms negotiated in advance as to the sale price and the resale price.

4.3. Do not enter into any call loan agreements for the purpose of overnight investments even if the borrower posts excellent quality collateral. It has not been established in the


civil courts whether in the event of the borrower’s bankruptcy another person with a call loan outstanding might have an equal or higher claim to the securities.


Financial Information Act Adopted: November 17, 2020



FACILITIES PLANNING Background Sound planning for the upgrading and/or modernization of schools, or for additions to existing schools and/or the construction of new schools is essential. In order to enhance the planning process, stakeholders are invited to participate. Well designed facilities contribute to optimum learning environments for students. Procedures 1. The Superintendent will ensure demographic data collection and will report on enrolment

projections annually to the Board.

2. The Director of Facilities, Transportation and Capital Projects will review all District facilities annually. This review will include: 2.1 Enrollment and capacity statistics for each school. 2.2 The Verified Facility Assessments (VFA) and Allocation of the Annual Facilities Grant

(AFG).

3. In collaboration with principals, the Director of Facilities, Transportation and Capital Projects is responsible for the efficient use of facility space.

4. The Director of Facilities, Transportation and Capital Projects will recommend new school buildings and building additions for the District. Recommendations will be supported with the following data: 4.1 The general area to be served and its estimated student population present and

projected for three years. 4.2 The type and number of facilities to be requested. 4.3 Plans for school buildings. 4.4 All school buildings will be constructed by contract or by a scheme of construction

approved by the Minister of Education (See Appendix A).

5. The Board will collaborate with municipal authorities to ensure that adequate and appropriate land is made available for school purposes.

6. The Secretary-Treasurer will identify priorities for facility requirements and will bring forward a draft Capital Plan to the Board for its consideration.

7. The District intends: 7.1 To provide facilities that reflect the requirements of school programs subject to the

constraints of:


7.1.1 The District's longer-term financial position; and 7.1.2 Student population and location.

7.2 To maintain or upgrade existing facilities to established program and/or safety standards.

7.3 To ensure that custodial standards are developed and applied. 7.4 To ensure that its facilities are available to the public on a reasonable basis.

8. Following a Government announcement, a Design Committee will be established by the Superintendent. 8.1 Meetings will be called by the Superintendent at appropriate times during the

planning process and as often as necessary.

9. The Board will consult with municipal authorities during the planning process for any modernization or new construction.



Administrative Procedure 540 Appendix A

NEW SCHOOL SITES Background Where possible new school sites shall be purchased in conjunction with the City of Langley or the Township of Langley and developed for joint school grounds-park sites to benefit the community at large. Procedures 1. The Secretary-Treasurer is to enter into discussion with the City of Langley or the Township

of Langley to identify a joint school grounds/park site and with the approval of the Board, enter into an option agreement to purchase the school grounds site portion of the joint property at a future date.

2. An option agreement signed under this Appendix shall contain clear language that provides

the District a provision not to exercise the option. 3. Upon availability of necessary funding, the Secretary-Treasurer is authorized to engage

legal counsel to develop a purchase agreement to acquire the site from the land owner. Reference: Sections 20, 22, 23, 65, 85 School Act Adopted: December 3, 1973 Revised: May 16, 1983; March 7, 2017; November 17, 2020



ENROLMENT PROJECTIONS

Background Enrolment projections will be prepared on a long-range basis under the direction of the Director of Facilities, Transportation and Capital Projects and will be reviewed and brought up to date annually. Procedures 1. The projections are to take into account:

1.1. Population data from the Canadian Revenue Agency (CRA) data. 1.2. School registration figures. 1.3. Forthcoming changes in city planning and zoning. 1.4. Current and planned land development and housing projects in the District. 1.5. Any other data on population trends and school enrolment that may be available to

school officials. 2. Results of enrolment projections may be reported periodically to the Board.

2.1. Whenever construction of new school facilities or the closing of any school building is contemplated, the District may authorize outside studies of the demographics of the District.




CAPITAL PROJECT CONSTRUCTION

Background Facility construction may be required if the number and type of facilities owned by the District are determined by the District to be insufficient to meet educational and/or recreational goals set for the community. This administrative procedure is applicable when the District assumes responsibility for construction of facilities. Definition Capital projects are new construction and modernization projects identified in the District’s capital submission and approved by the Ministry. Procedures 1. Capital Projects

1.1. The Board will confirm by Board resolution the capital budget and the funding sources for all capital projects.

1.2. Change orders for funding that is additional to the Board approved budget; or change orders that significantly alter the scope of work on the project (change order cost exceeds 10% of the approved project budget), will be presented to Board for information.

2. Selection Of Architect

2.1. Architectural firms shall be selected for capital projects by the Secretary-Treasurer, in consultation with the Director of Facilities, Transportation and Capital Projects, upon completion of the procurement requirements.

2.2. The Board shall be informed of the commissioned architect for each capital project.

3. Concept Design Of Capital Projects 3.1. The Board shall be informed of the concept design for each capital project.

4. Construction Contracts, Bidding And Awards 4.1. The District may carry out a portion of a project using District staff. 4.2. A construction contract shall be awarded to the qualified contractor who submits the

lowest acceptable tender, subject to budgetary consideration. 5. Reporting on Capital Projects

5.1. The Secretary-Treasurer will provide the Board, at the end of each fiscal quarter, with a report on all capital projects in progress, or completed within the fiscal quarter.


5.1.1. The report will include details relating to any potential problems relative to the scope, timing and budgets for each project.


Occupational Health and Safety Regulation National Building Code

Adopted: September 16, 1996 Revised: May 18, 1999; November 17, 2020



CONSTRUCTION PROJECTS

Background The District recognizes the possible hazards of construction sites and expects construction projects in schools to be undertaken with due regard for the health and safety of students and staff. Procedures 1. Where possible, no construction shall occur in a school while students are in attendance.

Where this is not possible, all construction areas must be fenced and signed to ensure that only authorized personnel may enter.

2. Interior construction or renovation areas must be isolated to ensure that no dust, debris or

vapours are transferred to an occupied area. 3. Construction contracts are under the control of the Secretary-Treasurer who shall:

3.1. Determine the need for and select architectural and engineering consultants. 3.2. Determine the need for and select contractors competent to complete the work. 3.3. Determine the need for and select a general contractor to coordinate the work on the

site. 4. The Secretary-Treasurer will approve a construction schedule to facilitate school operations

and orderly completion of the work. No variance to construction schedules shall be allowed without the specific approval of the Secretary-Treasurer.

5. The principal shall be advised of proposed construction a minimum of two (2) weeks in

advance of the start of the work. 6. The principal shall advise the school community of the planned work and the construction

schedule prior to the start of construction. 7. Variances from the established construction schedule or potential hazards apparent from

work methods shall be reported to the Secretary-Treasurer for immediate corrective action. Reference: Sections 20, 22, 23, 65, 85 School Act

Occupational Health and Safety Regulation National Building Code




USE OF SCAFFOLDING IN SCHOOLS

Background Safety is of paramount importance in the District. Procedures 1. Scaffolding is purchased for use of maintenance staff. 2. Hydraulic lifts must always be operated by a trained staff member and the plywood wheel

runners must be used.

3. Students are not permitted to operate manlifts.

4. Adherence to Workers’ Compensation Board regulations is required. Reference: Sections 20, 22, 23, 65, 85 School Act

Workers Compensation Act Occupational Health and Safety Regulation National Building Code


https://www.worksafebc.com/en/law-policy/workers-compensation-law/workers-compensation-act-regulations



SCHOOL SECURITY-KEY CONTROL

Background The purpose of this administrative procedure is to maintain the security of District buildings and their contents, and to establish responsibility for key control within the District. The District wishes to control the issuance of building keys and/or access codes to help protect the extensive investment in assets owned by the District, and to prevent unauthorized entry into District premises. This administrative procedure provides procedures covering key control, access after hours and entry to restricted areas. Procedures 1. The Manager of Facilities, Maintenance and Security may issue keys for school and District

buildings, and then only to the facility administrator. 2. The facility administrator is responsible for ensuring that these control procedures are

established and followed: 2.1. Requests for keys shall be in writing to the Manager of Facilities, Maintenance and

Security. The Manager of Facilities, Maintenance and Security will maintain a key inventory and keys will be recorded upon written acceptance by the end user using the Key Issue Signature Form (Form 543-1).

2.2. The facility administrator is to maintain current inventory forms for all school personnel who have been issued keys on the approved individual’s Key Inventory Form (Form 543-2).

2.3. The facility administrator shall determine the number of interior and zone master keys for the school and exercise discretion in issuing interior masters, keeping in mind that over-issue will nullify the zonal system and create excessive cost if re-keying becomes necessary. The cost will be charged to the school.

2.4. Each staff member to whom keys have been issued by the facility administrator is to be informed of the following: 2.4.1. Keys are for that staff member’s personal use. 2.4.2. The lending to others or the duplication of keys is forbidden under any

circumstances. 2.4.3. Loss of any District key must be reported immediately to the facility

administrator. 2.5. Anyone who knows that keys have been issued to an unauthorized person is to report it

to the facility administrator who will advise the Manager of Facilities, Maintenance and Security. Appropriate action will be taken to ensure that the security of the building is maintained.


2.6. The facility administrator, on receiving a report of lost keys, will immediately notify the Manager of Facilities, Maintenance and Security in writing by completing the Lost Key(s) Report form (Form 543-3).

2.7. The facility administrator will retrieve all keys when an employee terminates employment, or when an employee is on extended leave.

2.8. Employees authorized to enter schools, facilities and restricted areas after hours will be limited to personnel who have obvious need to enter – that is, administrators, teachers, maintenance personnel, custodians and authorized representatives of organizations with whom the District has entered into formal agreement for the use of its facilities.

2.9. Restricted areas are defined as areas that meet any or all of the following conditions: 2.9.1. Pose a potential safety hazard. 2.9.2. House special equipment or information. 2.9.3. House confidential information or records, including private offices. 2.9.4. Are used to store supplies, equipment or records.

3. Entry into restricted areas is limited to personnel directly involved with the supervision,

operation or maintenance of the equipment or area. All other personnel are prohibited from entry without the express permission of the facility administrator or the Secretary-Treasurer.

4. Procedures relating to this Administrative Procedure may be changed with the approval of

the Superintendent. 4.1. Keys are Non-Transferable – Holders of keys must contact the facility administrator

prior to leaving a school or other location to arrange for return of keys. 4.2. Keys for Schools – These keys will only be issued to the facility administrator. All keys

must be signed out and in. 4.3. Keys for District Administration Building – These keys will be issued only on the

authority of the Secretary-Treasurer. 4.4. Keys for the Facilities Building – These keys will be issued to and signed for by the

Manager of Facilities, Maintenance and Security. 4.5. Keys for Custodians and Maintenance Personnel – These keys will be issued and

signed for by Facilities Department Supervisors, as authorized by the Manager of Facilities, Maintenance and Security.

4.6. Keys for Rentals – No keys are issued for rentals. Arrangements for building access are made at time of booking and supplied by custodial services or the Facilities office staff.

4.7. Lost Keys – Lost keys must be reported immediately to the facilities administrator and confirmed in writing regarding the details around the loss. 4.7.1. The re-keying involved when keys are lost can be quite costly in terms of both

time and money. The responsible school or user will be charged to duplicate each key and to re-key each lock.

4.8. District Grand Master – For security reasons, the issuance of these keys will be strictly limited. Issuance must be authorized by the Secretary-Treasurer.


4.9. Exterior Master Keys or School Master Keys – These keys are issued to the Principal upon written request with approval of the Manager of Facilities, Information and Security.

4.10. Interior Master Keys – These keys are issued to the Principal upon written request with the approval of the appropriate Manager of Facilities, Information and Security.

4.11. Main Door Fobs/Alarm Security Codes – These are issued to the Principal upon written request and with the approval of the appropriate Manager of Facilities, Information and Security. All keys will be re-issued at the discretion of the Principal, who is solely responsible for ensuring that the teaching and clerical staff assigned to the school keep the school secure.

4.12. Zone Keys – These keys are re-issued at the Principal’s discretion. 5. The District grand master key will not be allotted to schools. The following keys will be

allotted as required by the principal: 5.1. Exterior building master 5.2. Interior building master 5.3. Building main entry 5.4. Building main zone 5.5. Alarm (key or code)

6. Copying of Keys – Each key has an individual marking and therefore, all requests for key

copies must be arranged through the Manager of Facilities, Maintenance and Security. 7. After Hours and Weekend Access to Buildings

In buildings with different areas, the Principal is responsible for establishing a system to ensure that personnel are not trapped by someone turning on the alarm without realizing that others are still in the building. Since most buildings have different floor plans, each Principal is to develop their own system.

8. Key Audit

Once per year, all keys must be accounted for. By the end of the first week of July at the latest, principals will return all keys to a designated key cabinet for audit. Keys required during the summer may be signed out immediately A copy of the school’s key inventory and any signature sheets for keys that have been signed out for the summer, must be left in the key cabinet so that all keys may be accounted for during the summer audit.


Fire Services Act Occupational Health and Safety Regulation National Building Code National Fire Code

Adopted: May 2, 1980 Revised: May 16, 1983; April 1, 1998; September 25, 2018; November 17, 2020



ACCESSIBILITY

Background The District, as an employer and educational agent, will work towards, and ensure over time, the provision of barrier free access for everyone to all programs, lands, facilities and buildings controlled by the District. The District will endeavor to provide individuals with disabilities access to all fundamental elements of daily school life and experience that are generally available within the school community. Definitions All Persons: All people in society irrespective of age, and sensory or physical ability. Facility: Something that is built, installed or provided to serve a particular purpose. Person with a disability: A person who has a loss or a reduction of functional ability and activity. This includes a person in a wheelchair and a person with a sensory disability (to include mental, hearing or visual impairment). Procedures 1. The District will work towards and ensure that over time, a building and its facilities can

be approached, entered and accessed by persons with physical or sensory disabilities. This will conform to the minimum standards of the British Columbia Building Code including the Building Access Handbook, which outlines building requirements for persons with disabilities.


Occupational Health and Safety Regulation British Columbia Building Code Human Rights Code National Building Code National Fire Code


http://www.bccodes.ca/building-code.html

https://www2.gov.bc.ca/assets/gov/farming-natural-resources-and-industry/construction-industry/building-codes-and-standards/guides/2014_building_access_handbook.pdf



FACILITIES MAINTENANCE

Background The life of District facilities, which constitute a major capital investment, can be extended by timely and proper maintenance. An annual maintenance program shall be developed to provide repairs and preventative maintenance of the grounds, buildings, equipment, furniture and fleet. Maintenance activities will be initiated through:

• Standing activities such as custodial services, grass cutting, snow removal, and servicing crews.

• Requisitions raised by the building occupants.

• Requisitions raised by the maintenance staff. The maintenance budget will be established annually during the budget development process. Procedures 1. Work Orders

1.1 All non-emergency maintenance services work is carried out in response to requisition-generated work orders processed through the web-based District computerized maintenance management system.

1.2 Emergency work will be undertaken as expeditiously as possible, with a work order raised at the earliest convenience.

2. Rotating Maintenance Service Crews

2.1 Rotating maintenance service crews may be deployed to provide maintenance to any existing parts of the building or the systems in the building such as carpentry, computer support, electrical, mechanical and painting.

2.2 Work carried out by these crews slows or reverses the natural process of wear inherent in occupied buildings or provides repair for predictable ‘wear and tear’ problems.

2.3 The list of corrective work to be undertaken shall be prioritized by the Principal and entered into the District computerized maintenance management system prior to the crew’s arrival on site.

2.4 When the crew arrives at a site, they will report to the office to confirm the time frame they will be onsite. While there they will: 2.4.1 Complete any non-emergent requisition items required to maintain the

existing building, equipment or components. 2.4.2 Report back to the office all work carried out in the building.


3. Emergency Calls 3.1 The following items are to be phoned in to the main line of the Maintenance Facility

Office for consideration of immediate response: 3.1.1 Waterline break 3.1.2 Vandalism such as a broken window or graffiti on the walls 3.1.3 Plugged drain causing flooding 3.1.4 Damage to a fire or intrusion alarm 3.1.5 Loss of power 3.1.6 Fire 3.1.7 Security problem such as an exterior door which will not lock 3.1.8 Loss of heat, etc.

3.2 The response time may be adversely affected by the extent of similar problems throughout the District.

4. Grounds Crew – Winter Maintenance

4.1 The grounds foreman shall establish a schedule for grounds maintenance at each school during the period November to February.

4.2 The crew will be responsible for the following types of maintenance and repairs: 4.2.1 Clean all paved surfaces at site. 4.2.2 Clean all paved area sumps. 4.2.3 Rake leaves and remove other debris from grounds area. 4.2.4 Repair damaged chain link fencing. 4.2.5 Upgrade old chain link fencing to current District standards. 4.2.6 Prune and trim trees and shrubs as necessary and as weather will permit. 4.2.7 Check and repair/replace playground equipment to eliminate safety hazards.


Occupational Health and Safety Regulation National Building Code National Fire Code




CHEMICAL AND HAZARDOUS WASTE MANAGEMENT

Background The District believes it has a responsibility for the safety and physical protection of its staff members and students. Principals are expected to ensure that hazardous materials are handled safely by staff members. The District will implement an effective chemical management plan that meets federal and provincial standards in each of its facilities. Procedures 1. The Director of Facilities, Transportation and Capital Projects is responsible for establishing

and maintaining a plan for the proper disposal and storage of chemicals and hazardous waste in all areas of District operation, including instructional, custodial/maintenance, clerical support, transportation and others.

2. Principals are responsible for ensuring the appropriate purchase, proper storage and safe usage of chemicals used in instructional activities.

3. The principal shall provide for training for staff members who are required to handle

hazardous materials. The staff members will be provided with instructions and the necessary written materials about health hazards of materials that they may be using in the workplace.

4. All staff members handling chemicals shall be familiar with the use of the chemical and

thoroughly read the label on the container.

5. All staff members shall follow Occupational Health and Safety regulations and guidelines in handling chemicals.

6. All staff members shall be aware how to electronically access material safety data sheets

(MSDS).

7. All staff members handling chemicals shall be familiar with the first aid treatment of an accident as explained on the MSDS.

8. All staff members handling chemicals shall be familiar with their responsibility regarding the reporting of a chemical related accident.

9. All staff members must be provided with instruction that is to include a description of all the mandatory and performance-oriented aspects of the Workplace Hazardous Materials Information System (WHMIS) and the employer and employee responsibilities.

https://www.worksafebc.com/en/law-policy/occupational-health-safety/searchable-ohs-regulation/ohs-regulation

https://www.canada.ca/en/health-canada/services/environmental-workplace-health/occupational-health-safety/workplace-hazardous-materials-information-system.html

https://www.canada.ca/en/health-canada/services/environmental-workplace-health/occupational-health-safety/workplace-hazardous-materials-information-system.html


10. All obsolete chemicals must be disposed of in accordance with all current legislation with regards to Transportation of Dangerous Goods and only through a company registered in British Columbia on a timely basis.

11. Principals shall be responsible for the safe handling of hazardous chemicals by all staff members in the schools.

12. Teachers shall be responsible for the safe handling of hazardous chemicals by aides or

students.

13. Facilities are not authorized to transport chemical and hazardous waste materials between sites or the transport of hazardous waste to the recycler. The District will engage the services of an approved and licensed Hazardous Waste removal contractor.


Transportation of Dangerous Goods Act Health Act Occupational Health and Safety Regulation




ENERGY AND ENVIRONMENT

Background The District takes it as its responsibility for ensuring that every effort is made to conserve energy and resources in order to reduce the District’s carbon footprint. This requires an ongoing, integrated and systematic approach to energy management, including assessing performance, setting goals, creating an action plan and tracking and communicating results. Procedures 1. Greenhouse emission reduction is the joint responsibility of the District Leadership Team,

school and District administrators, all staff and students. Everyone is expected to be cognizant of their energy use and contribute to energy efficiencies and reduce greenhouse gas emissions

2. Led by the District Leadership Team and the Manager of Energy, Environment and Special

Projects and in concert with the Director, Facilities Transportation and Capital Projects, it will be the school-based principal’s responsibility to ensure the judicious use of resources and the school’s various energy systems in their schools in order that energy efficiency is maintained on a daily basis.

3. The District Leadership Team will review energy conservation initiatives on a quarterly basis. 4. The District Leadership Team shall comply with and, where practicable, exceed all

applicable legislation, regulations and codes of practice related to energy conservation and greenhouse gas reduction.

5. Principles guiding this administrative procedure:

5.1. To integrate environmentally sustainable considerations into all our business decisions.

5.2. To endeavor to educate staff, students, and parents so they are fully aware of our procedures, actions and results.

5.3. To make suppliers and clients aware of our direction and encourage them to adopt sound sustainable environmental management practices.

5.4. To review, report and continually strive to improve our environmental sustainability performance.


Health Act Transportation of Dangerous Goods Act Occupational Health and Safety Regulation

Adopted: June 4, 1990 Revised: October 14, 2008; December 16, 2014; November 17, 2020



USE OF ENVIRONMENTALLY FRIENDLY MATERIALS

Background The District, is committed to undertaking initiatives which support environmentally sound practices and promote the health and safety for students and employees in schools. As part of these commitments, the District will endeavour to reduce and/or eliminate the use of toxic products in school premises. A “Product Review Committee” will assess products for toxicity, identify proper handling of toxic materials and where possible, will source non-toxic equivalent products. The District will make all reasonable efforts to purchase non-toxic materials, products containing recycled materials and materials which, when ultimately disposed, will minimize or eliminate adverse effects on the environment. Procedures 1. A “Product Review Committee” will be established to:

1.1. Assess current products/practices and review alternative products/practices that would eliminate or reduce the use of toxic materials within the District.

1.2. Maintain a list of environmentally and health friendly products that will be used exclusively within the District. The District will eliminate the use of household chemicals, products that are of commercial grade and all those that are not subject to Material Safety Data sheet compliance.

1.3. Promote the use of biodegradable and environmentally friendly products that will not result in the generation of hazardous waste.

2. The District will maintain a procurement system for school products, which will ensure the

purchase of non-toxic or less toxic products that reduce staff and student exposure; and in the contract bidding process will request the use of non-toxic materials.

3. The District will maintain a system of disposal for school products that is safe and environmentally responsible.

4. The District will ensure there is employee and student awareness regarding the use of toxic products/materials and the prevention of pollution.

5. The District will ensure that the design for any new construction or renovation of school facilities incorporates the use of environmentally sound materials and building systems.

https://www.ccohs.ca/oshanswers/legisl/msdss.html


6. The District will ensure that reduce, reuse, and recycling programs are maintained throughout all schools and buildings.


Health Act Transportation of Dangerous Goods Act Occupational Health and Safety Regulation




INTEGRATED PEST MANAGEMENT

Background The District is committed to the elimination of chemical pesticides through the use of an Integrated Pest Management approach to pest control. An Integrated Pest Management approach is best defined as a method of pest control where combinations of cultural, biological and genetic means for pest control are used. Definitions Chemical Control Is defined as the use of a synthetic chemical pesticide to suppress and control a pest. Natural Control Is defined as the use of natural living organisms (parasites, predators, pathogens) that have been approved by the “Pest Management Regulatory Agency (Health Canada)” to manage pests. Pest A pest is defined as anything (e.g. weeds, insects, diseases, rodents, etc.) which by the size, location, or size of its population adversely interferes with the health, environmental, functional or economic goals of humans. Pesticide Is defined as a microorganism or material that is represented, sold, and used to prevent, destroy, repel or mitigate a pest, and includes without limitation:

• A plant growth regulator, plant defoliator, or plant desiccant. • A control product under the “Pest Control Products Act (Canada)”, other than a device

that is a control product. • A substance that is classified as a pesticide under “The Integrated Pest Management

Act (British Columbia). Procedures 1. Pest control initiatives will be carried out in the following priority:

1.1. The minimization of hazards to the public. 1.2. The least toxic means that will not endanger the unintended. 1.3. The least damaging to the environment. 1.4. The most effective form of pest reduction.

2. The District will adopt the priority use of physical/cultural and biological/genetic controls in

the effort to eliminate pest problems. 3. The Facilities Maintenance/Grounds Department personnel will constantly monitor for pest

problems. Problems will be proactively addressed and treated as soon as possible in order to minimize both the damage and the amount of treatment required.

https://www.canada.ca/en/health-canada/corporate/about-health-canada/branches-agencies/pest-management-regulatory-agency.html

https://laws-lois.justice.gc.ca/eng/acts/p-9.01/




4. Treatment methodologies and pest resistant plant availabilities will be monitored regularly to

ensure that the District is considering the widest available range of choices for the safe and economical elimination of pest problems.

5. External Pesticide Use:

5.1. The District will ensure that all controls used in the District to eliminate pests will be in adherence to the Integrated Pest Management system when performing external pest control. Every effort will be made to perform pesticide application outside of normal school hours.

6. Internal Pesticide Use:

6.1. The District shall employ a "right to know" procedure whereby school staff and parents are advised of pesticide application within District facilities. In this regard, a written procedure/information package shall be circulated to principals who will disseminate the information as appropriate. That procedure/information package shall reference Administrative Procedure 547 - Integrated Pest Management.


Transportation of Dangerous Goods Act Health Act Integrated Pest Management Act Pest Control Products Act (Canada) Pest Control Products Regulations (Canada) Occupational Health and Safety Regulation




USE OF DISTRICT EQUIPMENT, TOOLS AND SUPPLIES

Background District equipment, tools and supplies are available for educational purposes to be utilized within the school facility. Procedures 1. District equipment, tools and supplies may be removed from the District sites by employees

for educational purposes only with the authorization of the Principal, the Director of Facilities, Transportation and Capital Projects or the Director of Information Systems and Technology.

2. The employee shall assume responsibility for the equipment, including its replacement if it is

damaged or stolen while out of the school building. Employees must therefore ensure that such equipment is covered under their homeowners’ insurance policy, or arrange other coverage as required.

3. District equipment, tools and supplies will not be available for personal use of employees or

public except in special circumstances with authorization of the Principal, the Director of Facilities, Transportation and Capital Projects or the Chief Officer of Technology and Information.

4. The Superintendent may approve, on certain occasions where there is educational benefit

or official Civic benefit, the printing of non-District material on the District's printing equipment, provided there is no cost to the District.

5. Community use of buildings and grounds is governed by Administrative Procedure 550. Reference: Sections 17, 18, 20, 22, 23, 65, 85 School Act

Workers’ Compensation Act Occupational Health and Safety Regulation

Adopted: December 3, 1973 Revised: September 19, 1988; November 17, 2020



COMMUNITY USE OF SCHOOL BUILDINGS AND GROUNDS

Background The District encourages the use of school facilities in order to assure a close relationship between the school and the community. This administrative procedure applies to all rentals of District facilities, except those for which the District has entered into a separate joint use agreement. Procedures 1. The District’s first consideration for use of school facilities is to meet the needs of students

and school programs during daytime periods, and such evening and weekend periods as may be required.

2. The District acknowledges that school facilities are to be used as extensively as possible by

community organizations and other groups, when not required for District educational programs. Preference will be given to activities of educational, recreational or cultural value, and to children’s groups.

3. A percentage of any revenue generated through the rental of school facilities will be

allocated to schools. The percentage amount will be reviewed annually. 4. The District considers that the schedule of fees and accompanying terms and conditions for

community use of school facilities is to be governed by several principles: 4.1. Need for recognition by all groups of building related costs. 4.2. Need for adequate control of use by District officials. 4.3. Provision of graduated fees, with lowest rates being charged to student related

activities, and the highest rates to private or commercial activities. 4.4. The Secretary-Treasurer has authority to determine assessment of fees and access.

5. The following priorities shall apply to community use of school facilities:

5.1. Educational: A logical extension of the District’s educational programs, i.e. school co-curricular programs.

5.2. Children’s Groups: Promoting activities for school aged children, i.e. Scouts, Brownies, etc.

5.3. Recreation/Culture: Individuals or organizations sponsoring activities for cultural or recreational use and physical fitness.

5.4. Community/Service Groups: Promoting community service, i.e. service clubs.


6. The District reserves the right to make the final decision regarding permission to use school facilities by any individual group.

7. The Renter, the Renter’s agents and employees, and participants and guests in programs,

activities and events conducted by the Renter, shall abide by and conform to all rules and regulations issued from time to time by the District for the management and operation of school buildings, facilities, grounds or equipment.

8. In this administrative procedure, school facilities include buildings, grounds, and any other

facilities owned by the District. 9. In this administrative procedure, references to Users, User Groups, Renters, Rental Groups,

Individuals or Groups, are deemed to include anyone using school facilities for non-school based activities.

10. Access to Facilities 10.1. Access to facilities outside of the times that the space is required for either the schools'

or the District's needs will be made available in a manner that will ensure that our local community's activities for youth gets first priority.

10.2. Continuing rentals are for the current school year only and organizations must reapply annually. Such applications must be received between May 1 and June 30.

11. Eligibility of Applicants

11.1. Applicants must represent properly constituted community groups or be individuals capable of accepting responsibility for conduct of participants and financial responsibility for any damages.

12. Notification of School

12.1. Principals will be contacted in advance as to the availability of their building facilities for rental purposes, and a copy of the rental agreement will be sent to them.

13. Use of Facilities

13.1. All user groups are required to enter into a written agreement for the use of any facility. 13.2. All activities must be confined to the parts of the buildings and playing fields stipulated

on the contract. Sub-letting of facilities is not permitted. 14. Supervision

14.1. The person in charge of the group is responsible for the admission, actions, and behaviour of all participants and/or spectators on the property of the District. All groups using school facilities shall provide adequate supervision of the participants in the activity by a mature person(s).

14.2. The individual designated as "in charge" will: 14.2.1. Make themselves known to the custodian on duty in the building. 14.2.2. Enforce all Board policies and District procedures concerning the use of school

facilities and playfields.


14.2.3. Supervise entrance and adjacent area to prevent unauthorized persons from entering the building.

14.2.4. Limit activities and participants to the area assigned to the group. 14.2.5. Ensure that specified days and times are adhered to as stated on Rental

Agreement. 14.2.6. Ensure that all members are out of the building when the activity ceases. 14.2.7. Take all and any action that may be required for the preservation of the

District's property and ensure that the school premises are left in the same order and condition as they were left by school personnel.

14.2.8. With certain groups, the District may require the attendance of a custodian to assist the group in carrying out the above conditions. The cost of the custodian's fee will be added to the rental charge.

15. Insurance

15.1. The group will provide adequate public liability insurance for its own participants. 16. Indemnification and Hold Harmless

16.1. The User Group shall indemnify and hold harmless the District and any of its officers, employees, servants, agents and contractors from any and all loss, liability, claims or expense arising out of the use and/or occupation of the property belonging to the District by the User Group and any of its officers, employees, servants, agents, contractors and volunteers, except to the extent that such loss arises from the independent negligence of the District.

17. Waiver of Subrogation

17.1. The User Group hereby agrees to waive all rights of subrogation or recourse against the District with respect to the use or occupation by the User Group of the premises described in the rental agreement.

18. Right of Refusal and Cancellation of Rental Contract

18.1. The District reserves the right, as its interests may require, to refuse any group or individual access to any facility or to cancel any planned rental or use of a facility. Contracts may be terminated at the discretion of the principal for failure of the rental group to comply with any of the aspects of the rental agreement.

18.2. School functions have priority over Rental Agreements and may preclude a rental activity on certain occasions. If any of the facilities covered by the contract are required for purposes of the District, or if the District shall require any of the facilities for one night for any purpose, the said facilities shall be made available to the District.

18.3. Groups that do not show up for the rental or fail to give the District adequate notice of cancellation may lose their rental privileges.

18.4. Groups wishing to cancel a session shall provide the District Office seven (7) days notice of any such cancellations. A refund/credit will not be given for cancellation of single sessions.

18.5. If a renter cancels for the remainder of a contract, a cancellation fee, as per fee schedule, will be assessed against any refund/credit that may be issued.


19. Rental Agreement 19.1. Applications for use of facilities are to be made at least 10 days prior to starting date.

No changes or alterations may be made to the Rental Agreement unless authorized by the Manager of Purchasing & Logistics. An additional processing fee may be charged to administer changes.

20. Parking

20.1. Parking of vehicles shall be prohibited on all school grounds, except in specified parking lots. Fire lanes must be kept clear at all times.

21. Alterations

21.1. No alterations, installations, or fastening shall be permitted in any building. 22. Footwear

22.1. Footwear with heels and/or hard soles shall not be permitted on playing floors. Footwear normally used outside, must not be used in gymnasia.

23. Restricted Sports and Activities

23.1. Gymnasia are not normally rented for indoor practice games of soccer, lacrosse, football, or grass hockey. Facilities may be used for conditioning activities related to these sports provided that Nerf or equivalent balls are used. Balls other than Nerf or equivalent balls for these sports are not allowed in the gymnasia. Floor hockey, softball, baseball, or use of the facility for any indoor practice game is only permitted with special approval by the principal.

24. Language

24.1. Profane or insulting language shall not be permitted on the facilities or playing fields. 25. Playing Fields

25.1. The District shall have the right at any time to cancel, without notice, the right of the Renter to use any of the playing field if, in the opinion of the District, they are unfit for use due to inclement weather. The District shall be the sole judge of the condition of the playing fields but will expect the Renter to exercise judgment in the use of the field during inclement weather. Backstops, uprights, goal posts, soccer posts, etc., may not be removed or moved by outside groups. No cutting of grass on school playfields is permitted unless prior permission has been received from the Director of Facilities, Transportation and Capital Projects.

26. Use of Equipment

26.1. P.E. equipment, such as volleyball and badminton stands, nets, and other such equipment where available, may be used by groups at the discretion of the principal concerned. Supplies such as balls, racquets, etc. must be provided by the groups. Games involving the use of equipment or supplies in such a manner as to harm the building will not be permitted.


27. Temporary Storage 27.1. Storage of renter’s equipment may be provided by prior arrangement with the principal.

28. Fire Safety

28.1. Persons renting school facilities must comply with the District Administrative Procedures and with Municipal fire by-laws. These include use of only fire-proof props, not exceeding the seating capacity, and keeping existing exits clear.

29. Intoxicants

29.1. Possession or consumption of intoxicants on any portion of school premises is strictly prohibited.

30. Smoking and Vaping

30.1. There shall be no smoking/vaping in or on any District property. 31. Damages / Cleanup

31.1. All breakages, damages, and cleanup will be repaired or replaced by District personnel, and charges billed to the Renter.

32. Lost Property

32.1. The District will not be responsible for any property left on school premises. 33. Rental Times

33.1. If the time approved on the Rental Agreement does not conform to normal rental periods, or if there is future increased demand for the facilities, the District reserves the right to change the rental time. Groups are to arrive ten minutes before commencement time and leave at termination time.

34. Access to Facilities

34.1. Access on school nights will be through the custodian on duty. Access on weekends and holiday periods will not be allowed unless provision is made for a custodian or a security guard to unlock and lock-up the premises. No keys will be issued to rental groups. There is a minimum call-out charge for this service, to be paid by the Renter.

35. Unique Sites

35.1. Unique rental rates will apply to Langley Fine Arts School (Theatre & Dance Studio), Brookswood Secondary School Auditorium, and District Office.


Liquor Control and Licensing Act Disposal of Land or Improvements Order M193/08 School Opening and Closure Order M194/08

Adopted: June 1, 1999 Revised: May 18, 2010; November 17, 2020


Administrative Procedure 550 Appendix A

FACILITY USER GROUP CLASSIFICATION USER GROUP SANCTIONED ACTIVITIES

Group A: District and School Activities

CUPE, LTA, Management Groups and official committees of these organizations,

School PAC and District PAC Group BC: Community Use – Non-Profit Group D: Commercial/For-Profit Use (excludes Filming)

FACILITY USER FEE RATES (excludes Filming)

Rates per hour:

Group

A

BC

D

Classroom N/C $14 $30 Small Gym (i.e. Elementary) N/C $18 $55 Large Gym (Secondary) N/C $29 $120 Library / Multi-purpose N/C $18 $ 48 Home Ec (full use) N/C $NA $NA Cafeteria (seating only) N/C $39 $132 Contract Admin. Fee $25 $25 Processing/Change fee $ 9 $ 9 Service Fee; per Open/Close $30 $30 Cancellation Fee (1 Time booking non-refundable)

$25 $25

Weekends: 2 hour minimum rental plus opening/closing and custodial charges where

applicable.


MOVIE FILMING – FEE RATES Rates per Day; Employee Services per Hour

Damage Deposit 10,000.00 Filming – Interior Prep or Wrap Day 1,150.00 Filming – Exterior Prep or Wrap Day 1,150.00 Filming – Interior 2,300.00 Filming – Exterior 1,700.00 Same Day- Prep/Film/Wrap 2,300.00 Emptying of Dumpster 75.00 Field Usage 450.00 Maintenance Labour 70.00 Misc. Maintenance Fees (heat, etc.) 330.00 Parking – Daily Rate 450.00 Custodian O/T per Hour 60.00 Authorized District Personnel 30.00 Service Fee per Open/Close 30.00 Cancellation Fee 150.00 Filming Admin. Fee; % of Invoiced to Max.$500 15%

Insurance: Certificate of Insurance; Include the District as “additional insured” –minimum $5,000,000 liability. Effective July 1, 2020 Reference: Sections 22, 23, 65, 85 School Act


Adopted: June 1, 1999 Revised: May 18, 2010; July 1, 2011; November 17, 2020


Administrative Procedure 550 Appendix B

COMMUNITY USE OF SCHOOL GROUNDS

Background The District authorizes the Langley Recreation Departments to book and reserve school grounds on a no fee basis to any community group after 4:30 p.m. daily during the school year, and at any time of day during non-school days. Procedures 1. Principals requiring use of their grounds for sports after 4:30 p.m. daily or on holidays must

establish their requirements at the beginning of each school term and shall be given priority over community groups. 1.1. Should a principal require a field after 4:30 p.m. for an unscheduled event, the school

function shall take priority provided notice of seven (7) days is given to the scheduled group.



Adopted: December 3, 1973 Revised: December 19, 1983; November 17, 2020



COMMUNITY USE OF DISTRICT OFFICE BUILDING

Background The business of schools and the District shall be given priority access, use, and booking privileges over community groups. Employee use through instructional and educational support programs, continuing education, or general office needs take precedence over community organized groups or agencies. Procedures 1. Eligibility of Applicants

1.1. Applicants must represent properly constituted community groups capable of accepting responsibility for conduct of participants and financial responsibility for any damages.

2. Use of Facilities

2.1. All activities must be confined to the parts of the building stipulated on the contract. Sub-letting of facilities is not permitted.

3. Supervision

3.1. The person in charge of the group is responsible for the admission, actions, and behaviour of all participants and/or spectators on the property of the District. All groups using the District office building shall provide adequate supervision of the participants in the activity by a mature person(s).

3.2. The individual designated as "in charge" will: 3.2.1. Make himself known to the custodian on duty in the building. 3.2.2. Enforce all District procedures concerning the use of facilities. 3.2.3. Supervise entrance and adjacent area to prevent unauthorized persons from

entering the building. 3.2.4. Limit activities and participants to the area assigned to the group. 3.2.5. Ensure that specified days and times are adhered to as stated on Rental

Agreement. 3.2.6. Ensure that all members are out of the building when the activity ceases. 3.2.7. Take all and any action that may be required for the preservation of the

District's property and ensure that the premises are left in the same order and condition as they were left by District personnel.


3.2.8. With certain groups, the District may require the attendance of a custodian to assist the group in carrying out the above conditions. The cost of the custodian's fee will be added to the rental charge.

4. Insurance

4.1. The group will provide adequate public liability insurance for its own participants. 5. Indemnification and Hold Harmless

5.1. The User Group shall indemnify and hold harmless the District and any of its officers, employees, servants, agents and contractors for any and all loss, liability, claims or expense arising out of the use and/or occupation of the property belonging to the District by the User Group and any of its officers, employees, servants, agents, contractors and volunteers, except that such loss arises from the independent negligence of the District.

6. Waiver of Subrogation

6.1. The User Group hereby agrees to waive all rights of subrogation or recourse against the District with respect to the use or occupation by the User Group of the premises described in the rental agreement.

7. Cancellation

7.1. School functions have priority over Rental Agreements and may preclude a rental activity on certain occasions. If any of the facilities covered by the contract are required for purposes of the District, or if the District shall require any of the facilities for one night for any purpose, the said facilities shall be made available to the District, provided that the Renter receives ten (10) days notice to any such intended use. Groups wishing to cancel a session are to notify the Secretary-Treasurer in advance when a session is cancelled, or regular rental charge will apply.

8. Rental Agreement

8.1. Applications for use of facilities are to be made 10 days prior to starting date. No changes or alterations may be made to the Rental Agreement unless authorized by the Secretary-Treasurer.

8.2. All community group contracts extending beyond one year shall be reviewed annually by administration.

8.3. The Secretary-Treasurer has the authority to assess fees and determine access. 9. Parking

9.1. Parking of vehicles shall be prohibited on all grounds, except in specified approved parking lots. Fire lanes must be kept clear at all times.

10. Alterations

10.1. No alterations, installations, or fastening shall be permitted in the building unless authorized by the District.

11. Language


11.1. Profane or insulting language shall not be permitted in the facility

12. Temporary Storage 12.1. Storage of renter's equipment will be provided, by prior arrangement with the District,

only if lockable storage areas are available. 13. Fire Safety

13.1. Persons renting school facilities must comply with the District administrative procedures and with Municipal fire by-laws. These include use of only fire-proof props; not exceeding the seating capacity and keeping existing exits clear.

14. Smoking and Intoxicants

14.1. Possession or consumption of intoxicants on any portion of school and District premises is strictly prohibited. There shall be no smoking or vaping in or on any District property.

15. Damages

15.1. All breakages and damages will be repaired or replaced by District personnel and charges billed to the Renter.

16. Lost Property

16.1. The School District will not be responsible for any property left on District premises. 17. Rental Times

17.1. If the time approved on the Rental Agreement does not conform to normal rental periods, or if there is future increased demand for the facilities, the District reserves the right to change the rental time. Groups are to arrive ten minutes before commencement time and leave at termination time.

18. Access to Facilities

18.1. Access on school nights will be through the custodian on duty. Access on weekends and holiday periods will not be allowed unless provision is made for a custodian or a security guard to unlock and lock-up the premises. No keys will be issued to rental groups. There is a minimum call-out charge for this service, to be paid by the Renter.



Adopted: May 5, 1997 Revised: November 17, 2020



ACQUISITION AND INSTALLATION OF PLAYGROUND EQUIPMENT Background There is continuing demand for the installation of better playground equipment and to add to or replace equipment that is at schools. The District recognizes and appreciates the efforts of parent groups to fundraise for playground projects. This administrative procedure is intended to improve the communication among the various parties involved to ensure that District standards are met when purchasing and installing playground equipment to meet acceptable safety standards Procedures 1. Acquisition

1.1. After the need for additional playground apparatus is identified by staff, parents or students, the Parents’ Advisory Council is to meet with the principal to establish requirements, including the desired type of equipment and approximate cost, and determine sources of funding.

1.2. The Parents’ Advisory Council, in consultation with the principal, is to estimate the length of time that it will take to obtain the necessary additional funds.

1.3. The principal is the contact the person with District staff to obtain the necessary information for the equipment purchase.

1.4. The principal will contact the Manager of Purchasing and Logistics to obtain catalogues from approved suppliers to assist in the selection and configuration of the playground.

1.5. As the District accepts liability for the use of the equipment, it reserves the right to specify the site location, the manufacturers to be contacted, equipment to be purchased, and the time of installation.

1.6. Once funding is secured, the principal will confirm with the Manager of Transportation and Grounds the awarding of the successful tender and will raise a purchase order following normal District purchasing procedures.

2. Installation

2.1. During the acquisition process, the principal will contact the Manager of Transportation and Grounds to discuss the desirable site placement for the playground. Factors that will be considered in choosing the site will be underground services/utilities, bylaws, impact on existing playing fields, future District expansion plans, and any portable locations. Playground equipment will be sited on school property to meet insurance liability, safety, maintenance and supervision requirements.

2.2. The Manager of Transportation and Grounds will provide to the principal an approximate time when the playground equipment can be installed, pending delivery of the equipment, District priorities, weather, and the maintenance program.


3. Other

3.1. The District assumes responsibility for ensuring that adequate liability insurance is in place.

3.2. The District will maintain the playground equipment as part of the District maintenance program.

3.3. If a funding application has been made to the province and it is successful, the District will use the grant to pay for the approved cost of the equipment.

Reference: Sections 22, 23, 65, 85 School Act Income Tax Act

New West Partnership Trade Agreement Adopted: November 17, 2020



TRANSPORTATION OF SPECIAL NEEDS STUDENTS

Background It is the responsibility of the parents/guardians to get their children to and from school. In some circumstances, students who attend Complex Resource Programs and/or who have physical and/or intellectual challenges may be eligible to access transportation provided by the Langley school district in accordance to Policy 18. Policy 18 eligibility criteria for bussing states:

• Physically disabled students who, due to distance/severity of their disability, are unable to walk or take public transit

• Students with special needs who participate in a district program Transportation is to be provided where possible balancing the needs of the student with the requirement to safely transport all students to school. Requests for the transportation of a students with diverse needs shall be considered on the individual circumstances of the student and the collective circumstances of the bus and bus route the special needs student rides. Transportation is NOT provided to families who have chosen to attend a school outside their catchment area. Whenever feasible, the use of regular and/or public transportation should be considered to enhance student independence. Procedures 1. Students with diverse needs that are mobile and exhibit a high level of self control may be

transported on the same basis as a regular passenger.

2. Students with diverse needs that are not mobile or do not exhibit a high level of self control may be transported to and from school provided that: 2.1 Eligibility of the student is to be completed in consultation with Learning Support

Services staff in order to provide information that may assist with a decision. 2.2 The District Principal, Learning Support Services is responsible for directing specific

modifications that may be required to attend to the specific needs of the student. 2.3 The bus driver, monitor parents, principal and special education assistant keep an

open line of communications regarding the needs and progress of the student. 2.4 Where the student is secured through a harness or locking mechanism (as in the

case of a wheelchair) that appropriate arrangements be made by the bus driver to release the student and assist them to safety in the case of an emergency.

2.5 If applicable, the principal must provide all bus drivers with a copy of the students IEP, Behaviour Support Plan and/or Employee Safety Plan.


3. Applications for accessing diverse transportation can be obtained through district integration teachers.

3.1.1 All applications must be completed in full and submitted to the District Principal of Learning Support Services for final approval.

3.1.2 Eligibility is only required one time. Once eligible, families can renew annually directly with Transportation by completing the online form.




TRANSPORTATION OF STUDENTS – TRAVEL FOR FIELD TRIPS AND EXTRACURRICULAR TRIPS

Background Field trips and extracurricular activities are of considerable value in the education of students. The District prefers that District buses be used both for field trips and extracurricular trips because of the reduced chance of accident and increased effectiveness of supervision, recognizing that charter buses or other modes of transportation may be appropriate in certain circumstances. Procedures 1. Notwithstanding anything else in this administrative procedure, students travelling on field

trips or for extracurricular activities will not be transported in a fifteen passenger van under any circumstances.

2. For transportation within British Columbia:

2.1 The principal of a school may for, field trips or extracurricular trips, authorize one or more of the following modes of student transportation: 2.1.1 Private motor vehicles where:

2.1.1.1 The driver has provided to the principal, prior to each trip, their assurance that: 2.1.1.1.1 They have a current and valid BC driver’s license. 2.1.1.1.2 The vehicle they will be using is insured with a minimum of

$2 million liability insurance. 2.1.1.1.3 The vehicle is maintained in a safe operating condition and

will be equipped with tires appropriate for winter driving conditions as required by the Motor Vehicle Act.

2.1.1.1.4 They have had no serious traffic violations since last providing a driver’s abstract to the Principal.

2.1.1.1.5 They will, while driving, wear a seat belt and will ensure that all passengers in the vehicle wear a seatbelt or use a child restraint or booster seat as required by the Motor Vehicle Act.

2.1.1.1.6 They will, considering a child’s size, age and weight, follow the vehicle manufacturer’s instructions regarding designated seating and, if a child is required to use a child restraint or booster seat, will follow the manufacturer’s instructions regarding the use of the child restraint or booster seat.




2.1.1.1.7 They will operate the vehicle in a safe and legal manner 2.1.1.2 The driver has provided to the principal, in the current school year, copies of:

2.1.1.2.1 Their driver’s abstract. 2.1.1.2.2 The certificate of insurance for the vehicle, showing a

minimum of $2,000,000 liability insurance. 2.1.1.2.3 Their driver’s license.

2.1.1.3 The driver of the vehicle may be required to undergo a Criminal Records Review.

2.2 Taxi cab: 2.2.1 Only where no District - provided funds are used for busing, a special

activity bus holding a school bus permit under the Motor Vehicle Act. 2.2.2 A school bus or charter bus meeting the requirements of the Motor Vehicle

Act. 2.2.3 Transit bus providing regularly scheduled public passenger transportation

service. 2.2.4 Intercity bus providing regularly scheduled public passenger transportation

service; or 2.2.5 Other modes of transportation such as aircraft and railway.

2.3 For all field trips or extracurricular trips where a District school bus or a charter bus is required, the Manager of Transportation and Grounds will determine whether to use a District school bus or a charter bus based on the following criteria: 2.3.1 Availability of a District school bus. 2.3.2 Availability of a District bus driver. 2.3.3 Distance of travel. 2.3.4 Road conditions; and, 2.3.5 Passenger comfort.

2.4 If the Manager of Transportation and Grounds makes the determination that a charter bus is to be used, the principal will be responsible for making the transportation arrangements and will use a charter bus company approved by the Manager of Transportation and Grounds.

3. Transportation for field trips or extracurricular trips where the destination is outside of

Canada, the principal must make the transportation arrangements and the Assistant Superintendent of Human Resources must approve them.

4. Where a special activity bus owned by a non-profit society and holding a school bus permit

under the Motor Vehicle Act is used to transport students for curricular activities, the Manager of Transportation and Grounds must first authorize such use.

Reference: Sections 22, 23, 65, 85 School Act Motor Vehicle Act Adopted: November 17, 2020



SCHOOL BUS ACCIDENT

Background In the event of a school bus accident, specific procedures are required. Procedure 1. Contracted Service Bus Accident.

1.1 Bus driver shall call the bus company’s Dispatcher. If the driver is incapacitated, the police will contact the bus company who will contact the Superintendent or designate.

1.2 Driver (and/or police) informs Dispatcher and it is determined if the bus is in a safe position.

1.3 Driver (and/or police) secures the scene. 1.4 Driver (and/or police) assesses if there may be injuries. 1.5 Driver (and/or police) informs Dispatch and it is determined if:

1.5.1 Ambulance/s are to be called. 1.5.2 Police are to be called. 1.5.3 Rescue bus is required.

1.6 Dispatcher shall make emergency calls if necessary. 1.7 If rescue service is required:

1.7.1 Rescue service will determine which students are to be transported to hospital.

1.7.2 Driver will determine which hospital injured students are being transported to.

1.7.3 Driver will account for remaining students. 1.7.3.1 Driver/Dispatcher shall make arrangements for uninjured

students to be transported home. 1.7.4 For serious accidents, District staff are to be consulted.

1.8 Dispatcher shall call the Manager of Transportation and Grounds with information about accident.

1.9 The Manager of Transportation and Grounds will inform the Principal if it is not a District-owned bus. 1.9.1 If students are to be transported to the hospital, the Principal shall proceed

to the hospital to provide support to families 1.10 The Manager of Transportation and Grounds shall inform the Assistant

Superintendent.


1.11 Upon notification from the Assistant Superintendent, the Secretary-Treasurer will report the incident to the School Protection Program (SPP).

1.12 The District Principal, Student Support Services will act as liaison with both the police and media. 1.12.1 The District Principal, Student Support Services and Manager of

Transportation and Grounds will liaise with Bus Company to ensure information to be shared with media is known by both the District and the Bus Company.

1.13 The Manager of Transportation and Grounds will inform parents upon consultation with Assistant Superintendent(s). Communication will: 1.13.1 Provide information, if possible, about whether or not the student is injured,

and which hospital they are being transported to. 1.13.2 Provide information, if the child is uninjured, about the alternate

transportation arrangements to get the child home 1.14 The Bus Company, in cooperation with the Manager of Transportation and Grounds

office will complete and provide a full report to the District as soon as possible after the accident.

1.15 District staff will debrief/investigate the accident as appropriate.

2. In the event of a District-owned school bus accident, the above procedures are to be followed with the Principal acting as the “Dispatcher” and “Bus Company”.

3. In the event of a District-owned school bus accident outside of regular operating hours:

3.1 The sponsor teacher will contact the school-based administrator 3.2 School-based administrator will follow-up with the Assistant Superintendent for next

steps.




Administrative Procedure 570 White Fleet

WHITE FLEET MANAGEMENT

Background This administrative procedure establishes procedures for departments and schools for fleet management and applies to all white fleet management vehicles. Procedures

1. Replacement of Vehicles 1.1 The Director of Facilities, Transportation, and Capital Projects and Transportation

Manager are responsible for planning the replacement of vehicles within their department/school.

1.2 The basic criterion for the useful life of a vehicle is a minimum of 180,000 kilometers or a maximum of 10 years old, unless there are extenuating circumstances.

1.3 The District will attain and follow a 10 year replacement plan unless there are extenuating circumstances.

1.4 Capital reserves for each department are to be reviewed each year. Each year all vehicles’ anticipated life span shall be reviewed and an amount budgeted for the replacement of each vehicle based on its life span and replacement value. The net proceeds of vehicles disposed of will be credited to each department/school and can be used to help offset replacement budget requirements.

1.5 Prior to replacement of vehicles, approval of the Secretary-Treasurer is required. 1.6 The Manager of Transportation is responsible for both the purchase of new vehicles

and the disposal of old vehicles.

2. Maintenance of Vehicles 2.1 Each driver is responsible to keep their vehicle clean, organized, and presentable. 2.2 Each driver is responsible to complete a daily routine pre-trip inspection (walk around)

and report any broken items needing repair to their foreman. It is the responsibility of the driver to not drive a vehicle that has not met all safety requirements in the pre-trip inspection.

2.3 The shop foreman of the District Garage is responsible to maintain and service all white fleet vehicle

2.4 The shop foreman is to arrange authorized supplies of small stock items, for example, oil and windshield fluid.

2.5 Small items are stocked in the shop or can be ordered in with authorization of the foreman.

3. Fuel

3.1 Managing and developing strategies for reducing the consumption of fuel and


developing efficiencies is the responsibility of the Transportation Manager. 3.2 Fuel is to be purchased using PCARDS.

4. Licensing

Licensing is coordinated centrally by the Transportation Manager/Purchasing and charged to the appropriate department/school.

5. Insurance 5.1 Coordination is provided by the Transportation Manager/Purchasing department and

charged to Transportation. 5.2 Claims are to be submitted by the Shop Foreman the day of an accident if possible, or

at the very least the next business day. Submission of claims is the responsibility of the Transportation Manager.

5.3 Claim deductibles are the responsibility of the Transportation Manager.

6. School Owned Vehicles 6.1 The principal is to ensure compliance with Provincial Operating Authority

requirements. 6.2 Principals are to obtain drivers’ abstracts, licenses for all operators of vehicles

designated by BC Transportation as government vehicles and submit copies to the Transportation Manager

6.3 The Shop Foreman is to obtain the semi-annual inspection report for all vehicles designated by BC Transportation as public vehicles and submit to the Transportation Manager.

6.4 Shop Foreman is to forward a copy of the vehicle registration and maintenance bills to the Transportation Manager.


Motor Vehicle Act Adopted: November 17, 2020


Administrative Procedure 571 Yellow Fleet

YELLOW FLEET MANAGEMENT

Background This administrative procedure establishes procedures for departments and schools for vehicle management and applies to all yellow fleet vehicles. Procedures 1. Replacement of Vehicles

1.1 The Director of Facilities, Transportation and Capital Projects and Transportation Manager are responsible for planning the replacement of yellow fleet District vehicles.

1.2 The basic criterion for the useful life of a vehicle is determined by the Ministry of Education. The District will follow the ministry established process. The ministry criteria is generally 350,000km or 10 years of age. This may vary year to year depending on provincial budgets and specific circumstances.

1.3 Buses previously replaced by the Ministry of Education may remain in the fleet, and their lifespans reviewed annually. Buses that have been replaced shall not be used as the primary bus for regular routes. Buses that have been replaced may serve as a garage loaner buses, temporary replacements for primary fleet break downs or servicing.

1.4 Buses shall be decommissioned when their operational costs are determined to be excessive. The net proceeds of vehicles disposed of will be credited to each department/school and can be used to help offset replacement budget requirements.

1.5 Prior to replacement of yellow fleet vehicles approval of the Director of Facilities, Transportation and Capital Projects is required.

1.6 The Secretary-Treasurer is responsible for both the purchase of new vehicles and the disposal of old vehicles.

2. Maintenance of Vehicles

2.1 The Transportation Department is responsible to properly maintain all yellow fleet buses in compliance with the Provincial Operating Authority/CVSE requirements.

2.2 The shop foreman is to arrange authorized supplies of small stock items, for example, oil and windshield fluid.

2.3 Small items are stocked in the shop or can be ordered in with authorization of the foreman.

3. Fuel

3.1 Cost of fuel is the managed through the purchasing agreement and controlled by the Transportation Manager.

3.2 Buses are fueled on site, with some exceptions where fuel is to be purchased using

https://www.cvse.ca/


PCARDS. 4. Licensing

4.1 Licensing is coordinated centrally by the Transportation Manager working with the Purchasing department and charged to the appropriate department/school.

5. Insurance

5.1 Coordination of insurance is provided by the Transportation Manager working with the Purchasing department and charged to each department/school.

5.2 Claims are to be submitted by the Shop Foreman the day of an accident if possible, or at the very least the next business day. Submission of claims is the responsibility of the Transportation Manager.

5.3 Claim deductibles are the responsibility of the Transportation Manager. 6. School Owned Vehicles (Sports Buses)

6.1 The principal is either responsible for their Sport bus to meet compliance with Provincial Operating Authority and CVSE requirements or will defer the authority and responsibility to the Transportation Manager.

6.2 School owned vehicles are to be serviced and repaired by the district garage and/or by district authorized private repair shops through the recommendation of the Transportation Manager.

6.3 Principals are to obtain drivers’ abstracts and copies of the driver licenses for all operators of vehicles designated by BC Transportation as government vehicles and submit a copy of these records for CVSE inspections to the Transportation Manager.

6.4 The Shop Foreman is to obtain the semi-annual inspection report for all vehicles designated by BC Transportation as public vehicles and submit copies to the Transportation Manager.

6.5 Shop Foreman is to forward a copy of the vehicle registration and maintenance bills to the Transportation Manager.


Motor Vehicle Act Adopted: November 17, 2020



USE OF DISTRICT OWNED VEHICLES

Background District owned and school owned vehicles are only to be used for the purpose of carrying out District business or approved school activities. Procedures 1. Only District employees shall be permitted to operate District owned vehicles unless the

Director of Facilities, Transportation and Capital Projects or the principal gives prior written approval.

2. Passengers are permitted to ride with District employees only if they are conducting District business or participating in an approved school activity.

3. Anyone operating a District vehicle must have a valid license for that type of vehicle as specified by provincial regulations.

4. Traffic laws are to be obeyed at all times and each occupant must wear a seat belt except where otherwise expressly permitted by law (i.e. school bus).

5. Goods being transported are to be properly secured. Transportation of dangerous goods must follow provincial regulations.

6. Vehicles are to be locked at all times whenever they are not in use. Keys are never to be left in the ignition when the vehicle is unattended.

7. Storage of District Vehicles

7.1 All vehicles owned, leased or otherwise assigned to the District shall be kept at a designated garage or other place of storage on District property when not in use by District employees during regular working hours or during authorized overtime or call-out hours.

7.2 The Director of Facilities, Transportation and Capital Projects may authorize that a vehicle be stored elsewhere if it is economically advantageous to do so.



administrative procedures manual - Langley School District

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