A BYLAW OF THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 33 (Chilliwack) (hereinafter called "the Board") to establish Board Bylaws.

WHEREAS the School Act provides that the Board may deal with such matters by bylaw.

AND WHEREAS the Board wishes to enact procedures regarding Board Bylaws.

NOW THEREFORE the Board enacts as follows:

This bylaw may be cited as School District No. 33 (Chilliwack) Board Bylaw 1 – Bylaw Procedures.

The definitions contained in the School Act shall apply to this bylaw.

1. The following matters shall be dealt with only by bylaw.

1.1. Trustee Elections

1.2. Indemnification

1.3. Student or Parent/Guardian Appeal Procedures

1.4. Adoption of the Annual or Amended Annual Budget

1.5. Referendums

1.6. Capital Bylaws

1.7. Ordinary rules or procedures of the Board and rules relative to the organization of meetings of the Board

1.8. Acquisition or Disposal of Property

2. Bylaws may be adopted, amended and repealed in accordance with the process identified below:

2.1. Written notice will be provided in the agenda package of the meeting where the new bylaw, bylaw amendment or bylaw repeal is to be proposed. The notice will be sent to each Trustee by email, using the school district provided email account, at least 48 hours in advance.

2.2. If no such notice has been given, the proposal may move forward upon unanimous vote of members of the Board present.

2.3. Bylaws shall normally be dealt with in the following stages:

2.3.1. first reading - discussion of the principle of the bylaw

2.3.2. second reading - debate and/or amendment

2.3.3. third reading - consideration and final decision

2.4. The Board shall not give a bylaw more than two readings at any one meeting unless the members of the Board who are present at the meeting unanimously agree to give the bylaw all three readings at the meeting.

2.5. A bylaw may be withdrawn at any stage with unanimous consent of members of the Board present.

2.6. The Secretary-Treasurer shall certify on a copy of each bylaw the readings and the times thereof and the context of any amendment passed.

2.7. Bylaws or amendments to bylaws shall be approved by a majority vote of Trustees present.

READ A FIRST TIME THE 1st day of June 2021

READ A SECOND TIME THE 1st day of June 2021

READ A THIRD TIME, RECONSIDERED AND ADOPTED THE 1st day of June 2021

A BYLAW OF THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 33
(Chilliwack) (hereinafter called "the Board") to establish procedures for the conduct of general school elections and by-law elections for trustees.

WHEREAS under the School Act a Board of Education may, by bylaw, determine various procedures and requirements to be applied in the conduct of trustee elections.

In School District No. 33 (Chilliwack), trustees are elected at large and elections are held in the following trustee electoral areas:

NOW THEREFORE the Board enacts as follows:

The Board wishes to establish various procedures and requirements under the authority of the School Act for trustee elections.

The Board, in an open meeting of the Board, enacts as follows:

1.      Definitions:

The terms used in this bylaw shall have the meanings assigned by the School Act, the Local Government Act, and the Local Elections Campaign Financing Act, except as the context indicates otherwise.

“Board” means the Board of Education of School District No. 33 (Chilliwack);

“By-election” means a trustee election to fill a vacancy on the board in any of the circumstances described in sections 36 of the School Act;

“Chief Election Officer” means the person appointed to perform the duties of chief election officer as set out in the School Act, Local Government Act and Local Elections Campaign Financing Act.

“City” means the City of Chilliwack;

“Election” means a trustee election including general school elections and by-elections;

“FVRD” Fraser Valley Regional District;

“General voting day” means the date on which general voting for a trustee election is to take place, whether part of the general school elections or a by-election.

2.      Scope of Bylaw

This bylaw applies to both general school elections and by-elections, except as otherwise indicated.

3.      Voters List

Voting in a trustee election shall be limited to only those electors registering to vote at the time of voting.

4.      Application of Local Government Bylaws

For purposes of harmonizing trustee elections with local government elections, the election bylaws of the City, as they may be amended from time to time, apply to trustee elections conducted by the City on behalf of the Board, except for those sections of the bylaws determining the minimum number of nominators, the order of names on the ballot, the resolution of tie votes after judicial recount, requiring a nomination deposit, or any other matter on which the local government bylaws may not by law apply to a trustee election.

5.      Order of Names on the Ballot

The order of names of candidates on the ballot will be alphabetical.

6.      Resolution of Tie Vote after Judicial Recount

In the event of a tie vote after a judicial recount, the tie vote will be resolved by lot in accordance with the Local Government Act.

7.      Number of Nominators

The minimum number of qualified nominators for a trustee candidate is two.

8.      Access to Candidate Nomination Documents and Campaign Financing Disclosure

a. The Board authorizes public access to nomination documents of the trustee
   candidates: 

i.   During regular office hours at the Board’s office from the time the nomination documents are delivered until 30 days after declaration of the election results; and 

ii.  Through internet access or other electronic means until 30 days after declaration of the election results, except that that public access by the means set out in this subparagraph many not include the residential address of the person nominated, other than the municipality, electoral area or treaty lands in which the person is resident.

b.  The Board will make available to the public by internet access, without charge, during the regular office hours of the Board’s head office, access to the disclosure statements or supplementary reports required to be made available by the BC chief electoral officer on an Elections BC authorized website, other than:

i.   a mailing address or residential address of a significant contributor, or 

ii.  a telephone number, mailing address, or residential address of a candidate,
until 5 years after general voting day for the election to which the trustee’s disclosure statements and supplementary reports relate.

9.    Title

This bylaw is sited as School District No. 33 (Chilliwack) Trustee Elections Bylaw 2.

10.    Repeal

School District No. 33 (Chilliwack) Trustee Elections Bylaw 2, adopted on June 1, 2021, is herby repealed.

READ A FIRST TIME THE 19th day of May, 2026

READ A SECOND TIME THE 16th day of June, 2026 

READ A THIRD TIME, RECONSIDERED AND ADOPTED THE 16th day of June, 2026

A BYLAW OF THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 33
(Chilliwack) (hereinafter called "the Board") to establish Board indemnification.

WHEREAS the School Act provides that the Board shall deal with such matters by bylaw.

AND WHEREAS the Board wishes to enact an indemnification bylaw.

NOW THEREFORE the Board enacts as follows:

This bylaw may be cited as School District No. 33 (Chilliwack) Indemnification Bylaw 3.

The definitions contained in the School Act shall apply to this bylaw.

1. Interpretation: In this bylaw:

a. "trustee" means a member of the Board of Education of School District No. 33 (Chilliwack);

b. "officer" means a Superintendent, Assistant Superintendent, Secretary-Treasurer, Assistant Secretary Treasurer or Director;

c. "employee" means all excluded staff, school-based administrators, teachers and nonteaching personnel other than officers;

d. reference to a trustee, officer or employee includes a former trustee, officer or employee; and

e. wherever the singular is used in this bylaw, the same shall be construed as meaning the plural, or the body corporate whenever the context so requires.

2. Indemnification

a. The provisions of this indemnification bylaw apply where, in the opinion of the Board, acting reasonably, the trustee, officer or employee had reasonable grounds to believe their conduct was lawful.

b. The Board shall indemnify a trustee, an officer or an employee of the Board against a claim for damages against the trustee, officer or employee arising out of the performance of their duties, and, in addition, pay the actual costs incurred by the trustee, officer or employee in a court proceeding arising out of the claim, except as otherwise provided for in this bylaw.

c. The Board shall indemnify a trustee, an officer or an employee where an inquiry under the Public Inquiry Act or other proceedings involving the administration and conduct of the business of the school district, and also pay legal costs incurred in such inquires or proceedings, except as otherwise provided in this bylaw.

3. Contracts: This bylaw refers to officer and employee employment contracts, including collective agreements, now in force or in force in the future.

4. Exclusions: In the event that insurance coverage is available with respect to the liability of the trustee, officer or employee, the Board shall not indemnify the trustee, officer or employee as the case may be.

The Board shall not indemnify a trustee, officer or employee against:

a. fine, penalty or order imposed as a result of a conviction for an offence;

b. legal fees incurred as a result of prosecution where the trustee, officer or employee is convicted of an offence or obtains a conditional or absolute discharge;

c. liability and/or legal fees arising in respect of allegations of harassment unless the Board agrees to the contrary, by an affirmative vote of a majority of its members;

d. liability and/or legal fees resulting from proceedings initiated pursuant to the Teachers Act unless the Board agrees to the contrary, by an affirmative vote of a majority of its members;

e. legal fees incurred in an appeal of any conviction, sentence, judgment or order unless the Board agrees to the contrary, by an affirmative vote of a majority of its members;

f. legal fees and/or liability resulting from an action or any other proceeding taken by the Board against the trustee, officer or employee, or as a result of an action or proceeding taken by the trustee, officer or employee against the Board;

g. liability and/or legal fees incurred by a trustee where there has been a determination by a Court that the trustee knowingly contravened the School Act or other legislation;

h. liability and/or legal fees incurred by a trustee, officer or employee where there is a determination by a Court that the trustee, officer or employee knowingly permitted and/or authorized an expenditure not otherwise authorized by an enactment;

i. liability incurred by a trustee resulting from any restitution ordered pursuant to the School Act; and

j. those matters for which the Board, pursuant to its authority under the School Act, may seek indemnity from an employee.

5. Legal Counsel: For those matters provided in Section 2 of this bylaw, and not excluded by Section 4, the trustee, officer or employee may either:

a. retain legal counsel appointed by the Board, in which case legal counsel shall be paid for and directed by the Board;

b. retain legal counsel chosen by the trustee, officer or employee, in which case the Board shall have the right to:

i. approve, in advance, any agreement for legal fees and disbursements;

ii. pay all or part of the legal fees and disbursements and to set a maximum for legal fees and disbursements;

iii. direct the defense and to settle or compromise the claim or action;

iv. tax the account of the legal counsel and the trustee, officer or employee agrees to include such a term in the agreement with their counsel; and

v. determine whether or not the trustee, officer or employee will be reimbursed by the Board for legal fees or any portion of the legal fees that have been paid by the trustee, officer or employee prior to the approval of the Board.

6. Amounts Payable: Any amount that may be payable by the Board shall be reduced by any court costs awarded to the trustee, officer or employee.

7. Advancing Legal Costs: The Board shall give consideration to advancing legal costs to the trustee, officer or employee prior to the final resolution of a claim or action in order to prevent undue hardship. When the Board advances such costs to a trustee, officer or employee, the trustee, officer or employee shall provide written authorization for the Board to deduct an amount equivalent to the costs advanced from future funds payable to the trustee, officer or employee by the Board.

The authorization shall only be used by the Board if it is determined at a later date that the trustee, officer or employee is not entitled to be indemnified pursuant to the terms of this bylaw.

8. Severability: If any section or lesser portion of this bylaw is held invalid, shall not affect the validity of the remaining portions of this bylaw.

READ A FIRST TIME THE 15th day of June 2021

READ A SECOND TIME THE 14th day of September 2021

READ A THIRD TIME, RECONSIDERED AND ADOPTED THE 5th day of October 2021

A BYLAW OF THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 33 (Chilliwack) (hereinafter called "the Board") to establish the procedure for appeals under Section 11 of the School Act.

WHEREAS Section 11 of the School Act and School Act Regulation 24/08 provides that a parent/guardian/caregiver and/or student in the School District may appeal a decision of an employee or employees of the Board if that decision significantly affects the education, health or safety of the student;

WHEREAS the Board wishes to enact the process for the conduct of such appeals;

AND WHEREAS the Board believes that the resolution of concerns is best addressed at the point the concern occurred and appeals will generally not be heard unless the appellants have made efforts to resolve the issue with the decision-maker;

NOW THEREFORE the Board enacts as follows:

This bylaw may be cited as School District No.33 (Chilliwack) Appeal Procedure Bylaw 4.

The definitions contained in the School Act shall apply to this bylaw.

Fairness Principles

1. Students/parents/guardians/caregivers can expect fairness in the appeals process, including:

1.1. the right to be heard,

1.2. the right to adequate notice and timely receipt of relevant information,

1.3. being provided with reasons for decisions,

1.4. an impartial decision maker,

1.5. a respectful process, free from retaliation, and

1.6. confidentiality throughout the process.

Decisions Which May Be Appealed

2. The Board of Education recognizes the right of a student and/or parent/guardian/caregiver of a student under Section 11 of the School Act to appeal a decision of an employee of the Board where such decision significantly affects the education, health or safety of the student.

3. A “decision” for the purposes of this bylaw includes the failure of an employee to make a decision.

4. Examples of grounds for appeal include, but are not limited to:

4.1. disciplinary suspension from school;

4.2. suspension from an educational program, if no other educational program is provided by the board;

4.3. expulsion from an educational program;

4.4. refusal to offer an educational program to a student who is sixteen (16) years of age or older;

4.5. requirement to complete all or part of an educational program by distributed learning, or in an alternate program, as a disciplinary measure, where space and facilities are available in a school;

4.6. exclusion from school for a health condition;

4.7. failure to provide an Individual Education Plan to a student with special needs;

4.8. failure to offer to consult with a parent/guardian/caregiver regarding the placement or Individual Education Plan of a student with special needs;

4.9. denial of an educational program by failure to take action in respect of a complaint of bullying, intimidation, harassment, racism or threat or use of weapons or violence by one or more students against another student; and

4.10. any other decision that, in the opinion of the Board, significantly affects the education, health or safety of a student.

Refusal to Hear Appeals

5. The Board may refuse to hear an appeal where:

5.1. the appeal has not been filed within a reasonable time of the decision being appealed;

5.2. the student or parent/guardian/caregiver appealing the decision has not first discussed the decision being appealed with any persons identified by the Board; or

5.3. the Board determines that the decision does not significantly affect the student’s education, health or safety, including school placement.

Before Filing an Appeal

6. Before an appeal is filed, it is the Board’s expectation that the student and/or parent/guardian/caregiver will discuss (present the concern verbally) the issue in dispute in a constructive manner with those responsible at the school or district level.

6.1. The Board encourages the use of the following steps before an appeal is filed:

Step 1: The student and/or parent/guardian/caregiver will discuss the issue with the teacher/employee who made the decision.

a. The teacher/employee will review information and will inform the parent/guardian/caregiver of their decision within one week.

Step 2: Should the decision in 7.1.1 be unsatisfactory, the student and/or parent/guardian/caregiver will discuss the issue with the principal where the decision was made at the school level, or the responsible administrator, where the decision was made at the district level; and

a. The principal or administrator will review information and will make a decision within one week.

Step 3: The student and/or parent/guardian/caregiver will discuss the issue with the Superintendent and/or administrator(s) appointed by the Superintendent.

a. The Superintendent or administrator will review information and will make a decision within one week.

6.2. The Principal’s/Administrator’s/ Superintendent’s decision at Step 2 or 3, will be provided in writing, with reasons for the decision, along with a copy of the Board Appeal Procedure Bylaw 4.

6.3. Notwithstanding the above, an appellant may file a formal appeal at any point in the process.

7. In order to facilitate resolution of an issue, the district can provide the services of an uninvolved staff member as a navigator and/or provide interpretive services.

Time Limit for Filing an Appeal

8. An appeal must be filed within thirty (30) days of the date the student or parent/guardian/caregiver was informed of the final decision in accordance with section 8 above.

8.1. If the student or parent/guardian/caregiver initiating the appeal (the “appellant”) can demonstrate that there are reasonable grounds to extend this time limit, the Board will consider same.

9. Upon receipt of the notice of appeal, it will be immediately forwarded to the Board, and the appellant will be notified of same.

Filing an Appeal

10. An appeal shall be initiated by filing a notice of appeal in writing with the Secretary Treasurer.

10.1. The notice of appeal shall include the following information:

10.2. the name, address, email address (if applicable), and telephone phone number of the appellant, including the student’s name, school, grade level;

10.3. a description of the decision that is being appealed and its effect on the education, health or safety of the student;

10.4. the name of the employee who made the decision;

10.5. the date the appellant was informed of the decision being appealed;

10.6. the grounds of the appeal and the action requested; and

10.7. the steps that the appellant has taken to discuss the matter directly with the person who made the decision or with other school or district employees.

11. The district will provide assistance with preparing an appeal if requested

11.1. An Appeal Form is available, but not mandatory, provided the information in 12 is provided.

12. Upon receipt of the appeal, the appellant will be provided with details regarding:

12.1. confidentiality and information-sharing;

12.2. a description of how appeal will be conducted, such as an in-person hearing, through written submissions, or both;

12.3. how and to whom appeal submissions can be made and a main, neutral contact person;

12.4. who (what position(s), name of committee) will conduct the review, and how the district ensures an unbiased decision maker will be assigned; and

12.5. any time limits within the appeal process such as when an individual must submit all evidence to be considered on appeal, or time limits for a response to a request for additional information.

13. Where the appellant is a student under the age of nineteen (19) years, the Board shall provide a copy of the notice of appeal to the parent/guardian/caregiver (s) of the student.

14. The Secretary-Treasurer will, upon receiving the notice of appeal, notify the Board, the Superintendent, and the employee whose decision is being appealed.

15. The Superintendent may appoint a person to be responsible for carrying out the responsibilities of the Superintendent under this Bylaw.

Pre-Hearing Procedure

16. The Secretary-Treasurer or their designate is responsible for reviewing the notice of appeal and for communicating with the appellant and others on matters related to the appeal.

17. Where, in the opinion of the Secretary-Treasurer, the appeal does not comply with the requirements for an appeal established under this Bylaw or Section 11 of the School Act (e.g. it is not a decision of an employee which significantly affects the student’s education, health or safety; the appeal was not filed in a timely manner), the Secretary-Treasurer shall refer the preliminary matter to the Board for a determination.

17.1. The Board may ask for written submissions from the appellant and/or the Superintendent on the preliminary matter.

18. The Board shall notify the appellant and the Superintendent of any preliminary decision it may make, including a refusal to hear the appeal.

18.1. The Board will make a preliminary decision, if required, within 10 working days of receipt of the appeal.

18.2. The Board’s preliminary decision not to hear an appeal is final.

19. The Board shall inform appellants of the preliminary decision, provide reasons for the decision and where the decision is not favourable to the appellant, provide information about the next level of appeal.

20. Where, in the opinion of the Secretary-Treasurer, there is no preliminary matter to be determined, arrangements will be made for the hearing of the appeal by the Board.

21. Prior to the date established for the hearing of the appeal, the Superintendent will provide a report to the Board regarding the matter under appeal. The appellants and the employee whose decision is being appealed shall receive a copy of this report.

22. The Board may, prior to the Board hearing the appeal or at any other time, require the appellant discuss the decision being appealed with persons directed by the Board.

23. The Board may make any interim decision it considers necessary pending the disposition of the appeal.

Board Hearing

24. The Board may hold an oral hearing in respect of the appeal and/or may decide the appeal based upon written submissions. Oral hearings, and sessions to consider written materials will be held in an in-camera session.

24.1. The Board shall advise the appellant, the Superintendent and the employee whose decision is being appealed, whether the appeal will be determined based upon written submissions and/or an oral hearing and on any directions established for the hearing of the appeal, including the time frame for oral and/or written submissions.

25. Where the Board decides to hold an oral hearing, the appellant, the Superintendent and the employee whose decision is being appealed, shall be provided with written notice of the date, time and location of the hearing. The correspondence will outline the purpose of the hearing which is to provide:

25.1. an opportunity for the parties to make representations in support of their respective positions to the Board. This information may include medical, psychological, and educational data and may be presented by witnesses. The information may be both written and verbal;

25.2. the Board with the means to receive information and to review the facts of the dispute; and,

25.3. a process through which the Board can reach a fair and impartial decision.

26. The Superintendent and/or designate(s) will have an opportunity to explain the decision, the reasons for the decision and to respond to information presented by the appellant.

27. The appellant will have an opportunity to respond to the information presented by the Superintendent or designate(s).

28. The Board will have the opportunity to ask questions or request clarification from both parties.

28.1. No cross examination of the parties shall be allowed, however, the Board may ask questions of any person appearing at the appeal hearing.

29. The Board shall consider any requests for adjournments in relation to the hearing of appeals and will notify the parties in writing of their decision regarding the adjournment.

30. The Board may adjourn the hearing at any time to obtain additional information where it considers such information would assist the Board in determining the appeal. If the Board requires additional information or clarification in order to make its decision, both parties to the appeal will be requested to return to the hearing for the required information.

31. During the appeal process, the appellant may be accompanied by an advocate, support person and/or interpreter/translator.

32. Notes of the proceedings, excluding Board deliberations, will be recorded for the purpose of the Board’s records.

Decision

33. The Board shall make any decision that it considers appropriate in respect of the matter that is being appealed and any preliminary matters.

34. The Board shall decide the appeal based on the oral and/or written submissions presented to it and any other information obtained by the Board in accordance with this Bylaw.

35. The Board must make a decision within 45 days from the date the notice of appeal was received.

36. The Board shall promptly notify the appellant, the Superintendent and the employee whose decision was appealed of the decision of the Board and shall provide written reasons for the decision within five days of the conclusion of the Board hearing.

37. An appellant may have a right to appeal a decision of the Board made under this Bylaw to the Student Appeals Branch of the Ministry of Education.

READ A FIRST TIME THE 7th day of December 2021

READ A SECOND TIME THE 7th day of December 2021

READ A THIRD TIME, RECONSIDERED AND ADOPTED THE 8th day of February 2022

A BYLAW OF THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 33 (Chilliwack) (hereinafter called "the Board") to establish Board meeting procedures.

WHEREAS the School Act provides that the Board may deal with such matters by bylaw.

AND WHEREAS the Board wishes to enact meeting procedures to ensure that meetings shall be conducted in a democratic and expeditious manner, with an intent to serve students and the public.

NOW THEREFORE the Board enacts as follows: This bylaw may be cited as School District No. 33 (Chilliwack) Board Meeting Procedures Bylaw 5.

1. Oath of Office, Inaugural Meeting and Election of Board Officers

1.1. A person elected or appointed as a Trustee must take a prescribed oath of office, by oath or solemn affirmation, within the timelines outlined in the School Act, before taking their seat on the Board.

1.2. After the general local election of Trustees, the Secretary Treasurer will convene a first meeting of the Board as soon as possible and, in any event, within 30 days from the date that the new Board begins its term of office.

1.3. The Secretary Treasurer will call the meeting to order and will preside until a Chair has been elected.

1.4. The Secretary Treasurer will announce the results of Trustee elections and confirm that all Trustees have taken the oath of office, or will administer or cause the oath of office to be administered.

1.5. The Secretary Treasurer will call for nominations for the position of Board Chair.

1.5.1. Trustees may not nominate themselves.

1.5.2. Nominations do not require a seconder.

1.5.3. After each nomination, the Secretary Treasurer will request that each candidate accept or decline their nomination.

1.5.4. Once nominations are closed, Trustees, who have accepted a nomination, may address their colleagues for two minutes.

1.5.5. Trustees who are not elected for one office may accept a nomination for another office.

1.6. The Secretary Treasurer will then conduct a vote by secret ballot. The Secretary Treasurer may designate one or more staff members as scrutineers to count the ballots. A person receiving a clear majority of votes cast shall be elected Board Chair. If no person receives a majority, further ballots will be taken.

1.6.1. If more than two candidates are on a ballot and no majority is reached, then candidate/s with one vote will be eliminated from the next ballot.

1.6.2. In the event of a 3-2-2 vote the Trustees with two votes will be on a separate ballot and the winner will be included in a final ballot with the Trustee who received three votes.

1.6.3. The Secretary Treasurer will declare the duly elected Chair of the Board for the ensuing year and will vacate the Chair.

1.6.4. All ballots shall be destroyed by motion of the Board.

1.7. Upon assuming the chair, the Board Chair will call for nominations for Vice-Chair, and then for the BCSTA Provincial Councilor and BCPSEA representative (and their alternates) for the ensuing year and will conduct each election in the same manner as described in 1.5 and 1.6 above.

1.8. The Chair and Trustees serve at the pleasure of the Board or until the annual special meeting in the following December.

2. Annual Special Meeting and Election of Board Officers

2.1. In the years when no inaugural meeting is required, an annual special meeting of the Board will be held no later than the second Tuesday in December. The Secretary Treasurer will preside as Chair at the meeting to elect a chair as per 1.5 and 1.6 above. When the Board Chair is elected, the Chair will then proceed as per 1.7 above.

3. Meetings of the Board - General Provisions

3.1. Annually, the Board of Education will determine the schedule of Board meetings for the following school year.

3.2. All meetings will begin with an acknowledgement of Traditional Stó:lō Territory.

3.3. A quorum of the Board is a majority of the Trustees holding office at the time of the meeting.

3.4. Any Trustee with a conflict of interest shall immediately declare so and follow the guidelines in Policy 131 Trustee Conflict of Interest.

3.5. At the appointed time for commencement of a meeting, the presiding officer will ascertain that a quorum is present before proceeding to the business of the meeting. If a quorum has not been made within one-half hour after the appointed time, the meeting shall stand adjourned until the next meeting date or until another meeting has been called in accordance with this Bylaw.

3.6. In the event both the Chair and Vice Chair are absent, a chair will be decided by drawing of lots of those trustees willing to have their name stand.

3.7. After a meeting has commenced, if notice is drawn to a lack of quorum, the presiding officer shall adjourn the meeting to the next regular meeting date or to another meeting called in accordance with this Bylaw.

3.8. Meetings of the Board shall be conducted in accordance with this Bylaw and, where the Bylaw is silent, using Robert’s Rules of Order, Newly Revised.

3.9. A motion, when introduced, brings business before the meeting.

3.9.1. The presiding officer may divide a motion containing more than one subject and it will be voted on in the form in which it is divided.

3.9.2. A replacement or substitute motion or an amendment should be worded in a concise, unambiguous, and complete form and, if lengthy or complex, should be provided in writing. Staff can provide assistance with wording, if requested.

3.9.3. All debateable motions shall be seconded.

3.10. Wherever possible, requests for information are to be addressed prior to the question being considered.

3.11. Debate shall be strictly relevant to the question before the meeting and the presiding officer will advise speakers when violating this rule.

3.11.1. Speakers shall be recognized by the Chair and will address remarks to the Chair.

3.11.2. Each Trustee has the right to speak twice on the same question on the same day but cannot make second comments so long as any Trustee who has not spoken on that question desires to speak. No Trustee shall speak for more than three minutes at one time.

3.11.3. Debate may be extended, subject to a motion requiring a majority vote.

3.12. A matter of privilege (a matter dealing with the rights or interests of the Board as a whole or of a Trustee personally) may be raised at any time and will be dealt with forthwith before resumption of business.

3.13. No Trustee shall interrupt another Trustee who has the floor except to raise a point of order or a point of privilege, or to disclose a conflict of interest.

3.14. It is expected that all Trustees present at a duly constituted meeting of the Board will vote on each motion, unless a Trustee has a declared conflict of interest, in which case the Trustee must not vote.

3.14.1. The Board chair shall vote at the same time as other Trustees.

3.14.2. Voting, unless elsewhere stipulated, shall be by show of hands. The record will indicate Trustees in favour, opposed or abstained for each motion.

3.15. The Board-approved written minutes are the official record of a meeting.

4. Regular Public Meetings

4.1. Regular Board meetings shall be open to the public.

4.2. The Chair will ensure that a draft agenda and notice of meeting is prepared in consultation with the Vice Chair, the Superintendent and the Secretary Treasurer. Proposed items may be requested to be on the draft agenda in one of the following ways:

4.2.1. By notifying the Board Chair, Vice Chair or Superintendent eleven (11) days prior to the board meeting.

4.2.2. By notice of motion at a previous meeting within the trustee’s written report.

4.2.3. As a request from a committee of the Board.

4.3. Where a Trustee has proposed an item for the agenda and it has not been included, the Chair will advise the Trustee and provide reasons.

4.4. The proposed agenda and supporting documentation will be posted on the district website on Friday afternoon prior to the meeting. Written notice of each meeting, together with the proposed agenda, will be provided to each Trustee by email using the school district provided email account at least 24 hours prior to the agenda being made public.

4.5. The order of business at regular Board meetings shall be:

4.5.1. call to order, acknowledgement and inclusion statement

4.5.2. adoption of agenda

4.5.3. reading and approval of minutes

4.5.4. strategic presentations/delegations

4.5.5. reports

4.5.5.1. written Board Advisory and Working Committee reports and/or minutes

4.5.5.2. Trustee written reports

4.5.5.3. information item reports

4.5.6. public participation: comments and/or questions concerning the agenda

4.5.7. action items

4.5.8. meeting summaries

4.5.9. public participation: comments and/or questions concerning the agenda

4.5.10. superintendent update

4.5.11. adjournment

4.6. An addition or deletion to the agenda, or change to the order of business, may be proposed by any Trustee at the adoption of the agenda. Any addition to the agenda, or change to the order of business, shall require a majority vote.

4.7. Trustee Reports

4.7.1. Trustees will prepare a short, written report regarding their liaison and representation assignments.

4.8. A regular meeting will stand adjourned at three hours after its commencement unless a resolution is passed by a majority vote to extend the hour of adjournment.

4.9. Minutes of the proceedings of regular meetings will be stored in digital format certified as correct by the Secretary Treasurer or other employee designated by the Board under the School Act, and signed by the Chair or other member presiding at the meeting or at the next meeting at which the minutes are adopted.

4.9.1. The minutes of the regular public meeting will be open for inspection at all reasonable times.

4.9.2. Copies and extracts will be made available in accordance with the School Act.

4.10. If the Secretary Treasurer is unable to attend the meeting, another employee must be appointed by Board motion to serve as acting Secretary Treasurer to record motions and their disposition.

4.11. In accordance with the School Act, the Chair may expel from the meeting a person, other than a Trustee, that the Chair considers is conducting themselves improperly.

4.11.1. A majority of the Trustees present at a meeting of the Board may expel a Trustee from the meeting for improper conduct.

5. Public Participation in the Public Meeting

5.1. Communication with the public is extremely important. The public Board meeting is the formally designated means of transacting Board business. Two public participation periods are therefore provided solely as a means for ensuring that community members who are present in the audience have an opportunity to provide comments and/or ask questions about business or issues pertaining to the Board agenda.

5.2. The public participation periods are open to comments and/or questions from the public concerning the agenda.

5.2.1. Each public participation period will generally be allotted fifteen minutes.

5.2.2. Speakers must identify themselves before speaking.

5.2.3. Individuals will be limited to a total of two minutes per speaker.

5.2.4. Persons addressing the Board are reminded that, when requests or questions are directed to the Board, actions or answers to many questions may be deferred pending Board consideration.

5.2.5. The Chair may indicate another means of response if question cannot be answered at the time.

5.3. Community members who have other comments or questions are encouraged to contact Trustees or the Superintendent or, if desired, to appear as a formal delegation on the Board agenda in accordance with section six of this Bylaw.

5.4. Matters currently under negotiation or litigation, or related to personnel or student circumstances, are not permitted and will not be addressed in the public participation periods.

5.5. The Chair shall have the authority to terminate the remarks of any individual who does not adhere to this Bylaw.

6. Delegations

6.1. Delegations comprised of an individual or groups of students, parents, teachers and others are welcome at regular meetings.

6.2. Delegations that wish to appear before the Board shall submit a request in writing to the Secretary Treasurer ten days prior to the meeting, outlining the item(s) they wish to present and naming a spokesperson.

6.3. A maximum of ten minutes will be allowed for each delegation to make a presentation.

6.4. The Secretary Treasurer will review the delegation request at the agenda review meeting and, if accepted, will then make the appropriate arrangements for the delegation to appear.

6.5. A delegation accepted to appear before the Board may present written material to the Board which must be provided at least five working days prior to the meeting for inclusion on the Board agenda.

6.6. The Board will hear the delegation’s presentation and the Trustees may ask questions for clarification. The Board will ordinarily take the presentation under advisement and will take action after due deliberation, usually at a subsequent meeting.

6.7. If circumstances warrant, the Board may receive such individuals or delegations "incamera".

7. In-camera Board Meetings

7.1. If, in the opinion of the Board, the public interest so requires, persons other than Trustees may be excluded from a meeting.

7.2. Unless otherwise determined by the Board, the following matters shall be considered in an in-camera meeting:

7.2.1. salary claims and adjustments and consideration of requests of employees and Board officers with respect to collective bargaining procedures;

7.2.2. accident claims and other matters where Board liability may arise;

7.2.3. legal opinions respecting the liability or interest of the Board;

7.2.4. the conduct, efficiency, discipline, suspension, termination or retirement of employees;

7.2.5. medical reports;

7.2.6. matters pertaining to individual students including the conduct, discipline suspension or expulsion of students;

7.2.7. staff changes including appointments, transfers, resignations, promotions and demotions;

7.2.8. purchase of real property including the designation of new sites, consideration of appraisal reports and accounts claimed by owners, determination of Board offers and expropriation procedures;

7.2.9. lease, sale or exchange of real property prior to finalization thereof;

7.2.10. matters pertaining to the safety, security or protection of Board property; and

7.2.11. such other matters where the Board decides that the public interest is best served.

7.3. If the Secretary Treasurer is unable to attend the meeting, another employee must be appointed by Board motion to serve as acting Secretary Treasurer for the purpose of the meeting, to record motions and their disposition.

7.4. No Trustee shall disclose to the public the proceedings of an in-camera meeting unless a resolution has been passed at the in-camera meeting to allow such disclosure, except such as might be necessary to enforce the conflict of interest provisions of the School Act.

7.5. The Board will prepare a meeting summary listing the general nature of the matters discussed. The in-camera meeting summary will be presented at the next regular public meeting of the Board.

7.6. The Chair will ensure a draft agenda and notice of an in-camera meeting is prepared in consultation with the Vice Chair, the Superintendent and the Secretary Treasurer. Proposed items may be requested to be on the draft agenda in one of the following ways:

7.6.1. By notifying the Board Chair, Vice Chair or Superintendent eleven (11) days prior to the meeting.

7.6.2. By notice of motion at the previous meeting.

7.6.3. As a request from a committee of the Board.

7.7. Where a Trustee has proposed an item for the agenda and it has not been included, the Chair will advise the Trustee and provide reasons.

7.8. The proposed agenda and supporting documentation will be provided to each Trustee by email using the school district provided email account at least 48 hours prior to the meeting.

7.9. The order of business at in-camera meetings shall be:

7.9.1. call to order

7.9.2. meeting attendance

7.9.3. adoption of agenda

7.9.4. approval of minutes

7.9.5. information items

7.9.6. action items

7.9.7. adjournment

7.10. A change to the order of business may be proposed by any Trustee at the adoption of the agenda. Any addition or deletion to the agenda, or change to the order of business, shall require a majority vote.

7.11. An in-camera meeting shall adjourn or recess at least 15 minutes before the regular public meeting and shall not exceed a total of 2 hours unless a resolution is passed by a majority vote to extend the hour of adjournment.

8. Special Meetings

8.1. Special meetings are any Board meetings held between the regularly scheduled meetings.

8.2. A special public or special in-camera meeting of the Board may be called by the Chair or, upon written request by a majority of the Trustees, will be called by the Secretary Treasurer.

8.3. The agenda and supporting documentation will be provided to each Trustee by email using the school district provided email account at least 48 hours prior to the meeting.

8.3.1. Delivery of a written notice and the agenda may be waived by a majority vote of Trustees holding office, provided all reasonable steps have been taken to notify all Trustees of the meeting.

8.4. No business other than that for which the meeting was called shall be conducted at the meeting unless waived unanimously by all Trustees present.

8.5. If the Secretary Treasurer is unable to attend the meeting, another employee must be appointed by Board motion as acting Secretary Treasurer for the purpose of the meeting, to record motions and their disposition.

9. Electronic Participation by Trustees

9.1. In accordance with the School Act, Trustees may participate in or attend a meeting of the Board by telephone or other means of communication, provided that all Trustees and other persons participating in or attending the meeting are able to communicate with each other.

9.2. If a Trustee participates in or attends a meeting of the Board by telephone or other means of communication, the Trustee is to be counted for the purpose of establishing a quorum.

READ A FIRST TIME THE 12th day of September 2023

READ A SECOND TIME THE 12th day of September 2023

READ A THIRD TIME AND ADOPTED THE 12th day of September 2023

The Board of Education has adopted the following statements that inform and guide the work of the district:

Purpose

Honouring, Shaping and Inspiring our Past, Present and Future

We value the histories, cultures and contributions of all who came before us. Together, we support every learner’s journey by building connected, caring communities. We empower curious, courageous, and compassionate learners who have the knowledge and skills to contribute to a changing world.

We’re committed to Truth and Reconciliation, lifelong learning, and shared responsibility for the future.

Vision

Syós:ys Iets’e th’ále, lets’emó:t (One heart, one mind, working together for a common purpose.)

Motto

Partners in Learning

Students, parents, guardians, caregivers, staff, First Nations, Rights Holders, Inuit, Métis, community members and organizations are important members of our education community and partners in learning with the Board of Education. Together we strive to create a culture of mutual respect that supports engagement and collaboration in order to achieve the shared goals outlined in our District Strategic Plan. Collectively we aim to meet the present needs of our students and our community, while remaining flexible to anticipate and respond to future priorities.

Core Values

We provide a learning and working environment where these values are central to all that we do:

1. Equity

• Each member of our school community has unique experiences, identities, strengths, and needs. We identify, prevent, and remove barriers and create inclusive, safe, and supportive spaces. We make sure everyone has what they need to thrive.

2. Inclusion

• Meaningful inclusion fosters belonging for everyone. When each learner feels respected, valued, and welcomed, they can learn, build relationships, and participate. We commit to inclusive communities where diversity is celebrated.

3. Kindness

• Kindness builds community and creates a culture of respect, empathy, and trust. With kindness, we foster a more connected and compassionate community.

4. Collaboration

• Collaboration fosters trust and a shared purpose. We share, listen, and respect all voices to connect to each other, build community, and support our learners.

5. Innovation

• Innovation encourages curiosity, creativity, and a willingness to adapt. We think critically, act with confidence, explore ideas, take risks, and respond to challenges.

The Board of Education has, as its primary role, the governance of the school district and the commitment to student achievement. The Board fulfills this role, in part, through the development and implementation of a strategic plan that establishes a vision, mission and goals to direct resources and align the work of staff. 

The Board also has a foundational responsibility to competently protect the interests, image and credibility of the school district, to ensure its financial viability and to act in accordance with all applicable laws, regulations and policies.

The Board’s authority is established within the School Act and its regulations. The rights, powers, duties and liabilities of the Board rest only with the legally constituted Board, and not with committees of trustees or individual trustees.

The Board exercises its authority and responsibilities through the development of policy and the establishment of a balanced annual budget.

Guidelines

1. The Board represents the community, makes decisions with the benefit of the whole district in mind and is accountable to the community.

2. The Board will operate in an open and transparent manner, and debate on agenda items will be conducted within Board meetings.

3. The Board functions as a corporate Board and speaks with one voice.

4. The Board establishes a long-term vision, provides clear direction through policy and monitors results through reporting from staff through the Superintendent.

5. Accountability for the day-to-day operations of the district and policy implementation is delegated to the Superintendent.

6. The Board acts in the interests of all learners in the district, advocating for students, their learning and their well-being in the Board’s work with the community, the municipality and the province.

7. The Board promotes confidence in publicly-funded education through its communications about the goals and achievements of the Board.

The role of the Board of Education Chair is critical in ensuring effective meeting processes and in setting the tone of the Board. The Chair is also most often the appointed public face of the Board, serving as its primary spokesperson. The Chair also serves as the Board’s representative at events, hearings and meetings with other governing bodies and organizations. When trustees elect the Board Chair, they are choosing not only the person who will conduct their official meetings, but the person who will represent them to their education partners and the general public.

The Board Chair is an equal, with no more power or authority than any other trustee. Although the Chair assumes a leadership role, they must adhere to the Board’s directions and may not act unilaterally.

The Chair works closely with the Superintendent to ensure that the direction of the Board is understood and works with the Board to present and clarify any concerns of the administration.

Specific responsibilities of the Chair include:

• Prepare the agenda and notice of meetings in consultation with the Vice-Chair, the Superintendent and the Secretary-Treasurer.

• Preside over the Board’s deliberations, and enforce appropriate procedures and parliamentary processes for all regular and special meetings of the Board.

• Facilitate the Board self-evaluation process in accordance with Board policy.

• Facilitate the evaluation of the Superintendent in accordance with Board policy.

• Appoint Board representatives to all internal committees and liaison responsibilities in consultation with trustees.

• Initiate district long term planning in consultation with the Superintendent and trustees.

• Facilitate annual goals and objectives in collaboration with trustees and the Superintendent.

• Sign all Board correspondence.

• Represent the Board as necessary.

Specific responsibilities of the Vice-Chair include:

• Preside over the Board’s deliberations, and enforce appropriate procedures and parliamentary processes for all in-camera meetings of the Board.

• Assume all duties of the Chair in their absence.

• Coordinate and facilitate partner group meetings.

• Participate in planning the agenda and notice of meetings.

Democratically elected boards of education enable local influence and accountability in public education. Boards have the unique role of providing strategic direction and oversight within their local context to enhance confidence in the work of the District. By adopting and adhering to a Trustee Code of Conduct, the board strives to ensure it remains focused on a high-functioning public education system that supports the well-being of students as they become educated citizens.

The Board recognizes that as representatives of a diverse community, trustees and members of the School District community may hold different views on matters related to the Board’s business. The Code of Conduct aims to promote the respectful and lawful expression of such points of view when done in a manner consistent with this Code of Conduct.

The Board and individual trustees commit to upholding this Code of Conduct and championing a district culture focused on student achievement. This culture prioritizes well-being and actively works to diminish systemic racism and oppression, while striving for equity.

As a Trustee, I make the commitment to:

1. acknowledge the significance of the traditional territories in which our schools operate, uphold the Declaration on the Rights of Indigenous Peoples Act, adopt a distinctions-based approach for Reconciliation, and respect and uphold the rights of Indigenous Peoples and Rights Holders.

2. advocate for high-quality public education and contribute to governance that supports public schools to meet the individual social, emotional, and learning needs of a diverse student body.

3. exercise and discharge the duties and responsibilities of a Trustee honestly and in good faith to maintain the integrity, confidence, and dignity of the corporate Board and the School District.

4. work with fellow Trustees in a spirit of cooperation and collaboration.

5. observe proper decorum and behavior.

6. support the Board in fostering a safe, inclusive, and healthy working and learning environment.

7. participate in the Trustee onboarding process and ongoing Trustee training.

8. attend all Board meetings unless I am unable to attend due to illness or other urgent circumstances.

9. review all meeting agendas and materials provided in advance of meetings.

10. stay informed about the District’s strategic plan, Board policies, presentations, and reports.

11. enhance my knowledge of trustee roles and responsibilities and stay current on educational topics and trends by attending, as reasonably possible, educational conferences, workshops and learning sessions.

12. participate in our professional organization, the British Columbia School Trustees Association, including attending the Annual General Meeting.

13. maintain the confidentiality of Board discussions, deliberations and other information placed in confidence with Trustees, including but not limited to in-camera discussions, topics protected by solicitor-client privilege, or information identifying individuals.

14. uphold the Conflict-of-Interest rules as outlined in Policy No. 131 Trustee Conflict of Interest Guidelines.

15. acknowledge that everyone has their own unique experiences of discrimination and privilege and commit to remedying inequity.

16. present myself and my partisan views in a manner that does not undermine the governing role of the Board under the School Act.

17. consider all available facts in each situation, make decisions unswayed by prejudice or partisanship, and endeavour to provide the best possible direction to the District.

18. recognize that, once elected, my responsibility is to the District as a whole, and that responsibility supersedes commitments to my voters.

19. encourage full and open discussions in all matters with fellow Trustees and, treat them with respect and consideration not withholding or concealing from them any pertinent information that might affect the position of the Board.

20. support and uphold confidence in staff and support operational and management activities.

21. conduct conversations with staff, employee organizations, partner groups and Rights Holders, school community and the media, with the understanding that communication, operations and the daily administration of the educational programs, school business, and personnel matters are the responsibility of the Superintendent of Schools and School District staff and not the Board or individual Trustees.

22. support the Chair in representing the Board in all Board communications.

23. ensure that my own opinions and positions are understood to be my own and not that of the Board.

24. conduct conversations with staff, employee organizations, partner groups and Rights Holders, school community and media, with the understanding that authority and power are vested in the Board and not as individual Trustees.

25. support and uphold the position of the Board regardless of my personal opinion.

26. ensure that discussions and debates regarding Board action only happen in properly constituted Board meetings in accordance with legislation and the BC Ombudsman’s Open Meetings: Best Practices Guide for Local Governments.

27. abide by the policies of the Board, and/or all applicable legislation and regulations, including but not limited to the Criminal Code, Freedom of Information and Protection of Privacy Act, Human Rights Code, School Act, and Workers’ Compensation Act.

28. uphold all sections of the Code of Conduct when posting to social media or engaging in public communication.

Upon being elected to the Chilliwack Board of Education, and as part of the inaugural meeting, Trustees will formally commit to this Code of Conduct. This commitment will be renewed annually and reported on at a Regular Public Meeting.

A Trustee is always required to act in the best interests of the Board as a whole, without regard to their personal interests. Trustees have an obligation to avoid conflicts of interest, to remain in a position to provide an unbiased, even-handed and disinterested consideration of matters that come before the Board. A Trustee must never use their position for personal benefit.

Conflicts of interest can arise in a variety of ways, including a direct or indirect pecuniary conflict of interest, a conflict of interest arising by virtue of predetermination of a matter coming before the Board and conflict of interest arising as a result of a personal interest resulting from circumstances or relationships of individual Trustees. A pecuniary interest is an interest in a matter that could monetarily affect the Trustee and includes an indirect pecuniary interest referred to in the School Act.

Trustees need to be vigilant in avoiding engagement in discussion, debate, decision-making or being privy to information that can give rise to actual, or perceived, conflicts of interest.

In accordance with common law, a Trustee is not qualified to vote on a matter in which they have a personal interest that could lead a reasonably well-informed outsider to think that their judgment could be influenced by that interest leading to a reasonable apprehension of bias.

A Trustee who has a conflict of interest in a matter before the Board must declare that interest – and not take part in the discussion, vote or attempt in any way to influence the outcome. The declared conflict of interest must be recorded in the Board meeting minutes.

The provisions of the School Act regarding disclosure do not apply to a pecuniary interest in any matter that a Trustee may have by reason of the Trustee having an interest in the matter which is an interest in common with electors generally.

Trustees are responsible to make themselves aware of the requirements of the School Act. Should a Trustee knowingly contravene the requirements of section 58 of the School Act, the courts may declare the Trustee's office vacant and require financial restitution.

Guidelines

1. It is expected that if a Trustee has any conflict of interest in any matter, and is present at a meeting of the Board at which the matter is considered, the Trustee shall:

1.1. disclose their interest and the general nature of the conflict of interest at the meeting;

1.2. not take part in the discussion of or vote on any question in respect of the matter.

1.3. not attempt in any way, whether before, during or after the meeting, to influence the voting on any question in respect of the matter.

1.4. If the meeting is not open to the public the Trustee shall immediately leave the meeting or the part of the meeting during which the matter is under consideration.

2. The general nature of every disclosure made at a board or committee meeting open to the public will be recorded in the minutes of the meeting. If the meeting was closed to the public, the fact that a disclosure was made, but not the general nature of the interest, shall be recorded in the minutes of the next open meeting.

3. As there are many individual considerations and variations when considering issues of conflict of interest, individual Trustees or Boards of Education may wish to seek external legal advice on such matters. In many situations, the individual circumstances must be considered before a determination of conflict can be made.

The School Act states that the rights, powers, duties, and liabilities of the Board rest only with the legally constituted Board as a whole, not with committees of the Board or with individual Trustees. Members of the Board exercise their privileges and responsibilities as a matter of public trust, and only when the Board is officially in session.

Failure by Trustees to conduct themselves in compliance with Policy 130 Trustee Code of Conduct (the “Code”) may be brought as an allegation by a Trustee or Trustees and may result in the Board imposing sanctions. Matters of conduct may only be brought forward by members of the Board of Education and are addressed as an internal and confidential process.

1. Alleged Breaches of the Code of Conduct

1.1. Allegations of breaches of the Code may arise in many diverse circumstances and it is not possible to exhaustively specify in advance what conduct constitutes a breach of this Code.

1.2. Disciplinary proceedings concerning Trustees are serious matters that are not undertaken lightly. As Trustees are democratically elected, such proceedings must not be utilized as a response to legitimate policy disagreements.

1.3. Notwithstanding the above, the following are provided as examples of conduct that could be subject to sanction or to proceedings, where (a) Trustee(s):

1.3.1. disclose(s) confidential business of the Board or information subject to solicitorclient privilege outside of an in-camera Board meeting, unless required to divulge such information by law or authorized by the Board to do so;

1.3.2. violate(s) the law, or advocates for the violation of a law;

1.3.3. violate(s) expected standards of parliamentary decorum, or is / are otherwise disruptive in meetings contributing to work of the Board;

1.3.4. oppose(s) or obstruct(s) the implementation of Board decisions, policies, and positions;

1.3.5. fail(s) to uphold policies of the Board, and/ or applicable legislation and regulations, including, but not limited to, the Criminal Code, Freedom of Information and Protection of Privacy Act, Human Rights Code, School Act, and Workers’ Compensation Act;

1.3.6. fail(s) to disclose a conflict of interest or acts in a conflict of interest;

1.3.7. harass(es) or otherwise engage(s) in misconduct in relation to School District staff;

1.3.8. engage(s) in personal or dehumanizing attacks on individuals or groups through digital communication; or

1.3.9. act(s) in a way that exposes the Board to potential liability.

2. Complaint Process

2.1. Any Trustee, the Superintendent, or the Secretary Treasurer who has reasonable grounds to believe that another Trustee has breached this Code may bring an alleged breach (“Complaint”) to the attention of the Chair of the Board or designate.

2.2. Where an allegation is made against the Chair, or where the Chair is the complainant, all other references to Chair in this Policy shall be deemed to read “Vice Chair.”

2.3. An allegation of a breach of the Code must be brought to the attention of the Chair- Vice-Chair Committee within 30 calendar days after the breach happens. There may be exceptional circumstances which allow for an extension of the 30-day timeline.

2.4. The Chair-Vice-Chair Committee may ask the Trustee to first seek resolution by Informal Resolution Measures, whenever possible, including seeking resolution in a cooperative fashion marked by mutual respect and seeking to understand with an openness to growth and improvement.

2.5. Failing resolution through the informal process, the parties will engage the Chair-Vice Chair Committee to gain resolution.

2.6. The Chair and Vice Chair will work to resolve the matter with the intent to satisfy all the individuals involved.

2.7. Informal measures may not be appropriate for reasons which may include the nature of the issue of concern or the way it has come to a Trustee’s attention.

2.8. If resolution through the Informal Measures Process is not possible, the Formal Complaint Process, outlined below, will be followed.

2.9. All serious or reoccurring breaches of the Code by a Trustee should be addressed following the Formal Complaint Process.

3. Formal Complaint Process

3.1. The Formal Complaint Form shall be completed and signed by the Complainant advancing it, and it shall contain:

3.1.1. the name of the Trustee who is alleged to have breached the Code;

3.1.2. the alleged breach or breaches of the Code;

3.1.3. when the breach came to the Complainant's attention;

3.1.4. the grounds for the belief by the Complainant that a breach of the Code has occurred; and,

3.1.5. the names and contact information of any witnesses to the breach or any other persons who have relevant information regarding the alleged breach.

3.2. A Complainant may withdraw the Complaint, but if, in the opinion of the Chair, the interests of the Board so require, the Chair may proceed with the consideration of the Complaint in accordance with this Policy, notwithstanding the withdrawal.

4. Notification

4.1. The Chair will forward a summary of the complaint to all Trustees, including the alleged breaching Trustee, the Superintendent, and the Secretary Treasurer, within 10 business days of receiving it.

4.2. The filing, notification, content and nature of the complaint shall be deemed to be strictly confidential, public disclosure outside of the board shall be deemed to be a violation of the Code.

5. Recommendation Against Proceeding

The Chair may recommend not to proceed with the complaint if, in the opinion of the Chair, it is out of time, trivial, frivolous, vexatious or not made in good faith, or if there are no grounds or insufficient grounds to proceed. The Board shall vote on the recommendation.

6. Investigation

In some circumstances, the Board may engage an independent investigator to review the Complaint. The investigator shall prepare a confidential report that will be provided to all members of the Board.

7. Procedural Fairness

7.1. The Chair at any meeting considering a Complaint shall exercise their powers in a fair and impartial manner, showing due regard for every Trustee's opinion or viewpoint and ensuring that the conduct of the proceeding is fair to the Respondent Trustee.

7.2. In the interests of procedural fairness, the Respondent Trustee must be given the opportunity to address the allegations.

7.3. The Chair must ensure that all members of the Board have the same information and documentation concerning the matter.

7.4. Refusal to participate does not constitute a lack of due process.

8. Code of Conduct Hearing Procedure

8.1. If the Board decides to hold a Code of Conduct hearing, the Respondent Trustee will be provided a minimum of 14 calendar days’ notice of the hearing.

8.2. The Complainant and the Respondent Trustee may present their written or oral evidence to the Board and may be asked questions of clarification by the other Trustees.

8.3. Where an independent investigation has occurred, the investigator’s report shall be placed before the Board.

8.4. The Respondent Trustee may be represented by counsel or another representative, at their own expense, unless the Board determines otherwise, provided that counsel or the representative agree to maintain the confidentiality of the proceedings. The Board may have counsel assist the Board with matters of procedure, law, and in respect of its deliberations.

8.5. Witnesses will not be called, and cross examination will not be permitted at any meeting concerning a Complaint.

8.6. The Board must consider the following:

8.6.1. Whether the allegations of misconduct occurred;

8.6.2. If the Board is satisfied according to the civil standard of the balance of probabilities (a 51% likelihood of occurrence) that misconduct did occur, whether any disciplinary action is justified;

8.6.3. If some disciplinary action is justified, the Board must then determine what form of disciplinary action would be fair and reasonable.

8.7. The Board will endeavor to resolve any Complaint within 90 calendar days of receipt of Complaint.

8.8. The process may be deferred if the matter is subject to investigation by the police or under any applicable legislation.

9. Sanctions

9.1. The Board may determine that no sanction be imposed for reasons which may include the following:

9.1.1. although a contravention occurred, the Trustee took all reasonable measures to prevent it;

9.1.2. that the contravention was trivial or committed through inadvertence or an error of judgment made in good faith.

9.2. Where a sanction is to be imposed, the Board will determine, by resolution, the appropriate sanction.

9.3. Sanctions for a violation of the Code should be imposed in a remedial and restorative manner, should reflect the seriousness of the breach, and may consider input from the Respondent.

9.4. Sanctions against the offending Trustee may include, but are not limited to:

9.4.1. a letter of apology written by offending Trustee;

9.4.2. participation in a restorative justice process;

9.4.3. participation in specific training, coaching, or counselling as directed by the Board

9.4.4. a letter of censure issued to the offending Trustee;

9.4.5. removal from some or all Board of Education committees or other appointments of the Board, for a period of time:

9.4.6. removal from in-camera meetings for a specified period of time during the current Board’s term of office; or

9.4.7. other sanctions the Board considers appropriate for the circumstances.

9.5. A Trustee who is barred from attending all or a part of a meeting or meetings of the Board, or a meeting or meetings of a Committee of the Board, is not entitled to receive any materials that relate to that meeting or that part of the meeting that are not available to members of the public.

10. Publication of Decision

10.1. All details of the complaint, discussion and resolution are in-camera.

10.2. The Board may, by resolution, issue a statement that may include sanctions or the substance of the Complaint.

10.3. Personal privacy of any affected third party will be protected in accordance with the Freedom of Information and Protection of Privacy Act.

11. Privileges of Presiding Officer Preserved

Nothing in this Policy prevents the Board from exercising its power, pursuant to Section 70 of the School Act, to expel or exclude from any meeting any Trustee who has been guilty of improper conduct at the meeting, without the necessity of a complaint or conducting an investigation or other inquiry, before expulsion or exclusion from a meeting.

12. Appeal of Decision

Trustees who have been sanctioned or have had other measures imposed upon them by the Board under this Policy can appeal those decisions through the legal system, at their own expense.
 

Code of Conduct Flowchart

The Board of Education (The “Board”) delegates to the Superintendent the authority and responsibility to manage the operations of the district in accordance with the School Act, other applicable legislation, Board policy, and the Board’s strategic direction.

The Board designates the Superintendent as its Chief Executive Officer. The Board authorizes the Superintendent to make decisions and take actions on the Board’s behalf in all matters that may legally be delegated, except for those matters that legislation requires the Board to decide.

This authority includes responsibilities set out in the School Act and other applicable legislation, the authority to develop administrative procedures, and the ability to delegate responsibilities to staff as needed.

The Board retains final approval authority for Board policy, the Strategic Plan, the annual budget, and any other matters that legislation or Board policy require the Board to decide. The Board will normally proceed in these areas based on recommendations from the Superintendent.

The Superintendent is the principal contact between the Board and staff, and will act as the spokesperson for staff on matters related to District operations.

The Superintendent will assist the Board in making informed decisions and establishing policy, and will provide the Board with relevant facts, information, and reports necessary to keep the Board informed.

The Board will refer complaints about personnel or programs to the Superintendent for appropriate review and action.

The Board will take action related to the employment, discipline, or dismissal of employees only on the recommendation of the Superintendent.

The Superintendent will act within the authority of the School Act and other applicable legislation, Board policy, and the Board-approved role description for the Superintendent.

Where an immediate administrative response is required and no Board policy applies, the Superintendent will act in alignment with legislation and the Board’s strategic direction, consult with the Board Chair if time permits, and inform the Board as soon as practicable.

The Board will direct the Superintendent only through decisions made by the Board acting as a corporate body.

Trustees will respect the authority of the Superintendent as set out in the School Act and delegated by the Board, and will respect the responsibility of the Superintendent and staff to manage District operations and implement Board policy and direction.

The Board entrusts the Superintendent with the crucial responsibility of supporting student achievement and well-being. The Superintendent serves as the Chief Executive Officer of the District, reports directly to the Board, and is accountable for the District's operations.

The Superintendent ensures the organization, administration, supervision and evaluation of all educational programs, business and operations in the district. The Superintendent is the Board’s only direct employee and has authority and responsibility over all other personnel matters in accordance with Policy 530. All Board authority delegated to District staff is delegated through the Superintendent.

The Superintendent is accountable to the Minister of Education and Child Care and is bound to ensure compliance with all legal, fiscal and regulatory statutes and requirements in British Columbia.

The Superintendent is also charged with engaging with multiple partner groups and rights holders to inform the operations of the district and support the decision making of the board.

The Superintendent will:

1. Student Learning and Wellness

1.1 Provide students with opportunities to meet educational standards set by the Ministry of Education and Child Care.

1.2 Foster safe and caring environments conducive to student well-being and learning.

1.3 Ensure that learning environments promote the development of skills and habits necessary for the world of work, post-secondary studies, life-long learning and citizenship.

1.4 Review relevant data to monitor district performance and identify goals.

1.5 Ensure facilities accommodate the diverse needs of the student body.

2. Fiscal Responsibility

2.1 Ensure that the fiscal management of the District is in accordance with statutory requirements and Board policy.

2.2 Provide the Board with a recommended annual and amended budget that aligns with the strategic plan.

2.3 Allocate resources in accordance with the annual budget approved or amended by the Board.

2.4 Ensure the district operates in a fiscally and ethically responsible manner, including adherence to generally accepted accounting principles.

2.5 Evaluate programs and services in an ongoing way to inform resource allocation.

2.6 Engage with district partners, rights holders and community members in budget processes.

3. Superintendent/Board Relations

3.1 Maintain an effective working relationship with the board, characterized by honest and open communication, trust and respect.

3.2 Ensure all trustees are informed by the same, impartial information when members perform their role.

3.3 Uphold the Board’s governance roles and responsibilities, as defined in legislation and Board policy.

3.4 Support the professional development of the Board.

3.5 Inform and update the Board through educational and financial information reports, meetings and other forms of communication.

3.6 Provide an onboarding process for new trustees to ensure continuity of governance.

3.7 Maintain Board work plans and timelines.

3.8 Attend all Board meetings and make recommendations on matters requiring Board action by providing accurate information and reports as needed to ensure informed decisions.

4. Policy And Governance

4.1 Provide leadership and assistance in the planning, development, implementation and evaluation of Board policies.

4.2 Develop and keep current an Administrative Procedures Manual that is consistent with Board policy and other statutory rules and regulations. Inform the Board when there are changes to Administrative Procedure.

4.3 Ensure compliance with the legal framework in which the district operates and support the Board in meeting their statutory requirements.

4.4 Inform the Board of pertinent legislative changes and their impact on the district.

5. Strategic Planning and Reporting

5.1 Assist the board in developing the district strategic plan.

5.2 Implement the approved strategic plan and support regular discussion, reporting and evaluation of strategic objectives.

5.3 Provide the board with data and monitoring reports that measure district progress in relation to the strategic plan and priorities of the board.

6. Human Resource Management

6.1 Ensure all personnel-related matters align with legislation, collective agreements, and Board policy.

6.2 Promote collaborative professional leadership and respectful human relationships.

6.3 Implement a system for staff evaluation, feedback and identification of growth areas.

6.4 Define staff roles and responsibilities within the district.

6.5 Gather feedback on staff satisfaction and engagement to inform continuous improvement of district culture.

7. Organizational Leadership and Management

7.1 Ensure compliance with all legal, Ministerial and Board mandates and timelines.

7.2 Develop processes for gathering, analyzing and using data for decision-making.

7.3 Review, modify and maintain an organizational chart which accurately delineates lines of authority and responsibility.

7.4 Facilitate meaningful professional development activities for staff to ensure the excellence, efficacy, and relevance of current educational practice.

7.5 Develop and maintain a plan for leadership continuity.

8. Ethical Leadership Practices and Values

8.1 Practice leadership in a manner that is viewed positively and has the support of those with whom they work.

8.2 Integrate a distinctions-based approach to Indigenous worldviews in district operations.

8.3 Model positive values, ethics and moral leadership.

8.4 Facilitate meaningful collaboration built on trust, honesty and respect.

9. Communications and Community Relations

9.1 Establish and maintain good relations with students, parents/ guardians/ caregivers, staff, First Nations, Rights holders, and community members and organizations.

9.2 Visit schools and other district sites to maintain connection with district staff needs and accomplishments.

9.3 Liaise with post-secondary educational institutions, including the University of the Fraser Valley.

9.4 Develop and maintain positive and effective relations with provincial and regional government departments and agencies.

9.5 Serve as a spokesperson for the District, in consultation with the Board Chair, to keep the District’s messages consistent and accurate.

The responsibility to review the performance of the Superintendent of Schools on a regular basis is critical to the Board’s governance role.

The process of reviewing the performance of the Superintendent is valuable for both the Board and the Superintendent. The review process can enable the Board and the Superintendent to develop a shared understanding regarding their respective roles and accountabilities, the expectations of the Board, the observations of other leaders within the school district and the community, and the success of the Superintendent in fulfilling the requirements of the position.

The Board and the Superintendent may utilize both informal and formal performance review processes to:

• confirm duties and responsibilities
• clarify relationships
• set priorities
• recognize accomplishments
• identify areas for growth
• determine future contract renewal

All processes related to the performance review of the Superintendent must be undertaken by the Board as a corporate body. No trustee, including the Chairperson, shall act as the Board in this matter.

Guidelines

1. The Board and Superintendent will mutually agree upon the processes for informal and formal performance reviews.

2. Informal performance reviews will be completed on an annual basis.

3. A formal, comprehensive performance review will be completed in each strategic planning cycle.

4. Following a performance review, the Superintendent will provide a growth plan to address any areas for improvement and growth.

The Board of Education is committed to the establishment of district policy as one of the primary responsibilities critical to good governance. The Board’s policies express the underlying philosophical basis, values, commitments and expectations for educational, business or related matters.

Policy Development Process

The Board’s policy making process consists of the following stages:

1. Initiation

1.1. The need for policy in a particular area may be identified as a result of a matter arising from a number of sources, including a decision made by the Board or a recommendation from the Superintendent.

1.2. Individual trustees or any member of the community may make suggestions regarding the possible development of a policy or the need for policy revisions by presenting a written proposal with a rationale to the Board. The Board will review a submission and make a determination.

2. Development

2.1. The Board will consider the matter in question, obtain necessary information and explore any impacts of policy directions. Drafting of policy is delegated to the Superintendent.

3. Consultation

3.1. If required, consultation may take place prior to formal consideration by the Board.

4. Adoption

4.1. The Board will formally consider a policy and may adopt it at that meeting, or delay adoption in the event that further information or consultation is required.

5. Review

5.1. The Board will review governance policies when required within the Board’s term of office.

5.2. The Superintendent will ensure all non-governance polices are current.

Administration in Policy Absence

In the absence of Board policy, the Superintendent may act at the Superintendent's discretion. The Superintendent will inform the Board of the potential need for future policy development.

Committees may be created to advise the Board on specific matters as determined by the Board. Committees are advisory only and committee members serve in a voluntary capacity and will not be compensated for their services.

Standing committees provide an opportunity to engage with key employee and partner groups in areas of Board governance on an ongoing basis.

Special and Ad Hoc committees are formed for time-limited, specific purposes. When the purpose or goal of the committee has been accomplished, the committee is retired. The Board will provide terms of reference for special and ad hoc committees that will include purpose, membership, timelines and dissolution.

All committees are supported by the following:

• A statement of the committee's mandate and/or terms of reference that establishes the committee's role.
• Membership on the committee, if the Board desires certain qualifications and/or experiences as a pre-condition for appointment to a committee.
• Other matters as determined by the Board.

Guidelines

1. The following provisions govern the appointment, term of office and removal of members of committees, unless otherwise provided in such policy governing the committee.

1.1. The Board will appoint a member(s) to a committee consistent with policy and any membership qualifications as specifically set out in the committee's policy.

1.1.1. Membership by organization – In cases where the Board has determined membership on a committee will be by partner groups, the partner group will be requested to submit nominees for vacancies.

1.1.2. Community members – Where community representation is required, the committee chair will work with administration on a process for advertising for interested candidates in local newspapers and the school district website.

1.1.3. Application form – Any community member applying to be a member of a committee will complete an application form.

1.1.4. Selection process – The Board will review all applications and make the final selection for community representation.

1.2. A committee member who is appointed by the Board is entitled to remain a committee member for a two-year term. Members may be reappointed for one additional two-year term, after which time they must reapply.

1.2.1. The Board may exercise its discretion to remove a committee member at any time.

1.2.2. The Board will address all pending vacancies in a reasonable period of time.

2. The Board will support each committee by showing appreciation and acknowledging their work annually.

The Board of Education values consultation as an important part of policy development. The Board also recognizes and accepts its responsibility to approve policy.

The Education Policy Advisory Committee (EPAC) mandate is to advise the Board on matters related to education policy under Policies 200 – Partner & Community Relations, and 300 – Students, Instruction & Programs. The committee is advisory in nature and reports directly to the Board through the chair of the committee.

The committee may seek the advice of other resources and expertise in the conduct of its work.

The committee will consist of three (3) trustees (one to serve as Chair and one as Vice-Chair), the Superintendent and two (2) representatives from each of the following groups. Any trustee may attend committee meetings as an observer.

• Chilliwack Principals’ and Vice Principals’ Association (CPVPA)
• Chilliwack Teachers’ Association (CTA)
• Canadian Union of Public Employees Local 411 (CUPE)
• District Parent Advisory Committee (DPAC)
• Indigenous community
• Management group

The Superintendent will work with secondary school principals to ensure there is student representation on the Education Policy Advisory Committee.

The chair’s responsibility is to encourage the participation of each member and to present minutes of the meetings.

The chair of EPAC and the Superintendent will meet twice each school calendar year to determine the requirement of committee meetings.

A motion and vote are required for any committee recommendations, with the quorum being any eight members.

Minutes of committee meetings will be prepared and provided to the Board at public Board meetings following committee meetings.

The Board of Education values consultation as an important part of budget development and monitoring. The Board also recognizes and accepts its responsibility to approve the annual budget. The Budget Advisory Committee is advisory in nature and reports directly to the Board through the chair of the committee.

The Budget Advisory Committee will consist of three (3) trustee representatives (one to serve as Chair and one as Vice-Chair) and one (1) representative from each of the following groups. Any trustee may attend committee meetings as an observer.

• Chilliwack Principals’ and Vice Principals’ Association (CPVPA);
• Chilliwack Teachers’ Association (CTA);
• Canadian Union of Public Employees Local 411 (CUPE);
• District Parent Advisory Committee (DPAC);
• Indigenous community;
• Management group; and
• Up to two (2) community representatives.

The Superintendent will work with secondary school principals to ensure there is student representation on the committee.

The chair’s responsibility is to encourage the participation of each member and to present minutes of the meeting at a subsequent Board meeting.

The Budget Advisory Committee will meet at least four (4) times per school year with additional meetings scheduled at the direction of the chair of the committee as circumstances require.

A motion and vote are required for any committee recommendations, with the quorum being any six members.

Minutes of meetings will be prepared and provided to the Board of Education at public Board meetings following committee meetings.

The Budget Advisory Committee provides input to the Board on matters related to:

1. The Preliminary Annual Budget

1.1. Review plans for public consultation into the budget planning process.

1.2. Review enrollment and staffing projections.

1.3. Review preliminary budget documents.

2. Budget Monitoring

2.1. Review quarterly financial results relative to the annual budget.

2.2. Review revisions to the preliminary annual budget prior to the preparation of the amended annual budget.

2.3. Provide input to the Board of Education on the amended annual budget.

The Board of Education is committed to financial oversight, with understanding and interpreting the district audit being integral to good governance. The Board also recognizes and accepts its responsibility to approve the annual financial statements.

The Audit Working Committee mandate is to assist the Board in fulfilling its financial oversight responsibilities. The committee is advisory in nature and reports directly to the Board through the Chair of the committee.

The Audit Working Committee will have direct communication channels with the external auditor to discuss and review issues within its mandate.

The committee will operate as a committee of the whole, comprising all Trustees (one to serve as Chair and one as Vice-Chair) and up to two (2) community members who are financially literate in these processes.

The chair’s responsibility is to encourage the participation of each member and to present minutes of the meeting at a subsequent Board meeting.

The committee will meet with the external auditors as it deems appropriate to fulfill its duties but not less than two (2) times annually. Committee members will be invited to attend the final audit presentation by the auditors to review the Audit Findings Report and Audited Financial Statements.

A motion and vote are required for any committee recommendations, with the quorum being any four (4) members.

Minutes of meetings will be prepared and provided to the Board at a Board meeting following committee meetings.

The Audit Working Committee will carry out the following responsibilities:

1. Selection of Auditor

1.1. Review and participate in a public tendering process to identify a financial auditor for the school district.

1.2. Provide a recommendation to the Board regarding the appointment or release of the auditor.

1.3. Review the performance of the auditor.

2. Audit

2.1. Review the auditor terms of engagement.

2.2. Review the auditor’s proposed audit scope and approach.

2.3. Review and confirm the independence of the auditors.

2.4. Meet with the auditor, both prior to the commencement of the audit and post audit, to discuss any matters that the committee or the auditors believe should be discussed.

3. Risk Assessment

3.1. Comment upon key risks that could impact the achievement of district objectives.

4. Internal Controls

4.1. Understand the scope of the auditor’s review of internal financial controls and obtain reports on significant findings and recommendations together with the response of senior administration.

4.2. Consider and make recommendations on the effectiveness of the district’s internal financial controls including information technology security and control.

5. Financial Statements

5.1. Review annual financial statements and indicators of financial health considering whether they are complete, consistent with information known to committee members and reflect appropriate accounting principles.

5.2. Review with the auditor the results of the audit, including any difficulties encountered.

5.3. Review with the auditors and senior administration matters that are required to be reported to the Board.

5.4. Provide comment upon the financial statements to the Board.

6. Compliance

6.1. Review audit observations and/or any findings by any regulatory agency.

6.2. Review financial procedures and ensure compliance.

Liaison assignments for individual trustees provide an opportunity for increased communication between trustees and school communities.

The purpose of trustee liaison assignments is to:

• Provide opportunities for trustees to become acquainted with schools;
• Act on behalf of the Board when a Board representative is desired at school functions;
• Provide opportunity for engagement with residents of the community; and
• Advise the Board or Superintendent of any emerging issues at assigned schools or sites.

Guidelines

1. Assignment of a trustee to a liaison area consisting of a group of schools, special programs and/or district operations will usually be rotated as follows:

1.1. Elected to office: first rotation from December of election year to June 30 of the school year.

1.2. Second and subsequent rotations from July 1 until June 30.

1.3. Final rotation from July 1 until the end of term.

The Board of Education may assign trustees to represent the Board within the community through trustee assignments to local organizations and committees.

Representation must align with the district vision, mission and values.

Representation does not commit the Board to any expenditures or ongoing funding.

Representation is of a non-voting nature, save for procedural matters. Representatives will not participate in voting on substantive matters unless the Board has provided direction to the representative.

Regular Public meetings of the Board may be audio-visually recorded; however, there are no legal requirements for the Board to record its meetings and/or make the recordings available to the public.

The official audio or video recording of any public meeting of the Board is the Board’s exclusive property and is to be used solely at its discretion. Recordings of Regular Public Board meetings will be stored and available for a one-year period after a general school election.

The official record of a Board meeting is the Board-approved written minutes.

The recording of Board Meetings is subject to the following guidelines:

Guidelines

1. The agenda for the Regular Public Board Meeting will contain a notification that all or a portion of the meeting is being recorded.

1.1. Staff of the Chilliwack School District who are invited to speak or present at a meeting do so with the understanding that they may be recorded.

1.2. Signage will be posted to ensure that attendees or participating members of the public are aware that the meeting is being recorded and will be shared publicly and archived by the Board.

1.3. Wherever possible, if a member of the public wishes to present to the Board but would prefer not to be visible on the live-stream or recording of the meeting, consideration will be given to alternatives to accommodate that request.

2. There shall be no recording of tablet screens or digital resources used at the Board of Education table, excluding public presentation materials.

3. While it is the Board’s intent to live stream and make available recorded Regular Public Board meeting proceedings, the Board, at its discretion, may:

3.1. Discontinue the recording of a meeting at any time at the discretion of the Board Chair, if recording is creating any impediment to conducting the meeting in an efficient or orderly fashion; or

3.2. Withhold posting of a recording of a meeting, or a portion of a meeting in order to avoid possible legal liability to the Board, the District and District employees. In such an instance, legal advice will be sought as necessary.

4. The recording may contain a notification disclaiming responsibility for statements made by those in attendance at the meeting.

The Board will review its performance annually to ensure it fulfills its responsibilities to the community. The evaluation will be convened at a scheduled time and place such that all Trustees are present. The evaluation will indicate the Board’s strengths and suggested areas for improvement.

The objectives of the review include ensuring that the Board:

• Is accountable to the public and the district, and that the Board meets Statutory requirements.

• Carries out its roles and responsibilities in a satisfactory manner.

• Adheres to Board policy and, where warranted, develops new policy.

• Maintains constructive and effective working relationships with district staff and each other.

Upon final discussion of the results, the Board will report to the public.

Fulfillment of Board responsibilities requires Trustees to remain informed and develop their knowledge and skills. Trustees are encouraged to seek, identify and attend seminars, conferences or workshops related to their roles and responsibilities.

The Board shall include funds in the governance budget each fiscal year to cover trustee professional learning expenses. These funds will be prorated in the year of an election. The amount is available on July 1 of each year.

Guidelines

1. Trustees annual budget allocation of $2,500 is for attendance at relevant professional development opportunities. Unspent professional development funds can be carried over to the next year for a maximum annual balance of $5,000. Attendance at British Columbia School Trustees Association Annual General Meetings is reimbursed under a separate budget line

2. District staff will make Trustees aware of learning opportunities available to assist with their professional learning planning. From time to time, group activities with the Board may be recommended.

3. Regarding learning experiences such as seminars, conferences and workshops, Trustees will advise the Board in advance of their intentions, prior to making any commitments.

4. Publications related to a Trustee’s duties can be reimbursed from a Trustee’s professional learning budget.

5. Reimbursement will be made in accordance with the Trustee Expense Policy.

The Board is accountable to the public for the success of the school district and that success is directly dependent upon each Trustee’s ability to participate meaningfully in Board governance.

The Board and senior leadership team will make every effort to assist new Trustees to become fully informed about their roles and responsibilities. The Superintendent will arrange for the orientation of newly elected Trustees.

Incumbent Trustees are expected to participate in orientation activities to assist their newly elected colleagues.

Guidelines

1. Once elected, the Board Chair, with the assistance of the Superintendent and Secretary-Treasurer, will arrange for a series of meetings with Trustees, the Superintendent and other district staff for the purpose of acquainting the newly elected Trustees with:

1.1. Roles and responsibilities of the Board and individual Trustees.

1.2. Trustee Code of Conduct.

1.3. Statutory and regulatory requirements, including responsibilities with regard to conflict of interest.

1.4. Organizational structure and the roles of the Superintendent and other district staff.

1.5. Policy development process.

1.6. Strategic Plan.

1.7. Board budget process.

1.8. Board Bylaws.

1.9. Board meeting procedures.

1.10. Existing district initiatives, annual reports, budgets, financial statements and long range facility plans.

1.11. Aboriginal Education Enhancement Agreement and Local Education Agreements.

1.12. Diversity and inclusion practices and applicable training.

1.13. Key programs and services in the district.

1.14. The Board’s function as an appeal body.

1.15. Other areas as required or requested.

2. Newly elected Trustees will also be encouraged to participate in the New Trustees Academy organized by the British Columbia School Trustees Association.

As provided for in the School Act, a Board of Education may authorize the remuneration of trustees.

The Board of Education has set the remuneration for each trustee is as follows:

Trustee       $ 26,834.93

Vice Chair   $ 28,418.66

Chair           $ 30,378.82

The trustee remuneration amount will be adjusted annually effective July 1st. The adjustment will reflect the Canadian Consumer price index established for July of each year for the previous 12 months.

The Board of Education recognizes that fulfillment of Board responsibilities may require that Trustees incur expenses.

Trustee expense reimbursement parameters and processes are clarified below.

Guidelines

1. Expenses will be reimbursed for attendance at British Columbia School Trustees Association (BCSTA) Annual General Meetings.

2. Reimbursement will be provided for travel expenses incurred, but not covered by the BCSTA or the British Columbia School Employers’ Association (BCPSEA) for those Trustees elected by the Board as provincial representatives to BCSTA or BCPSEA.

3. Trustees shall submit out of district expenses incurred using the school district expense claim form.

3.1. For out of district trips, the maximum car travel reimbursement will equal the economy class airfare for the equivalent trip.

3.2. Reimbursement of actual costs of ferries, buses or taxis will be based upon receipts submitted.

3.3. Air travel shall be by economy class.

3.4. Trustees are responsible for any travel insurance coverage.

3.5. If a meal or meals are included in a conference package or are pre-paid in some other manner, those meals shall be deducted from any per diem claim made.

3.6. The Board will only reimburse travel costs and hotel lodging for the Trustee.

3.7. The cost of alcohol will not be reimbursed.

3.8. Trustees will be reimbursed in accordance with district rates for exempt employees.

4. Expense claims are to be submitted to the Secretary-Treasurer for payment

4.1. Any discrepancies regarding the claim will be brought to the Trustee’s attention.

4.2. A dispute regarding amounts authorized for reimbursement will be adjudicated by the Board.

The Board of Education provides resources for Trustees to fulfill their responsibilities and maintain regular communication.

Equipment provided to Trustees will remain the property of the school district and will be returned to the school district upon completion of the Trustee’s term of office.

Guidelines

1. The school district shall provide Trustees with a laptop computer and necessary supplies. Other equipment needs will require Board approval through the budget process.

1.1 All trustee computers will be formatted with a complete suite of productivity tools and will be preconfigured to securely connect to the school district’s wireless networks and computing services. The installation, set-up, maintenance and operational costs are the responsibility of the school district.

2. Trustees shall receive $600.00 per year to help offset external communication fees associated with their responsibilities.

3. At the end of the Trustee’s term of office, the Trustee may purchase equipment at the depreciated book value as determined by the Secretary-Treasurer.

3.1. To ensure compliance with Board contracts and security practices, all Board licensed software and service connectivity shall be removed from equipment at the end of the term before any purchased equipment is transferred to the trustee.

Purpose

The Board of Education (the “Board”), the Chilliwack School District (the “District”), and all staff are responsible for protecting the privacy, confidentiality, and appropriate use of personal information. They must do this as required by:

• The School Act.

• The British Columbia Freedom of Information and Protection of Privacy Act (FIPPA).

• District Policies and Administrative Procedures.

Principles

The Board, District, and all staff will:

•  Be open and clear about why personal information is collected and how it will be used.

•  Collect and use personal information only when needed to deliver the District’s authorized programs and activities.

•  Share personal information with District staff only when they need it to do their work. (Administrative Procedure 255: Personal Information Management Program)

•  Obtain the individual’s consent before sharing personal information with people or organizations outside the District, unless sharing is allowed or required by FIPPA, the School Act, or other laws.

•  Protect personal information from unauthorized access, use, disclosure, loss, or destruction.

•  Follow FIPPA and District administrative procedures to keep personal information accurate and manage how it is used, shared, stored, corrected, and disposed of.

Transparency and Access to Records

The Board is committed to being open and transparent with the community. The District will:

•  Respond to Access to Records requests within the required timelines under FIPPA.

•  Release information of interest to the public when appropriate.

Privacy Officer

The Secretary Treasurer is the District’s Privacy Officer. The Secretary Treasurer may assign this responsibility to another District employee.

The Privacy Officer ensures the District complies with:

•  The School Act.

•  FIPPA.

•  District privacy policies and administrative procedures.

Complaints

The District will respond to all complaints made under this policy and will investigate when appropriate.

Questions or complaints should be directed to the Privacy Officer at cevinpl@fq33.op.pnac.cb.33ds@ycavirp . All responses to complaints will be in writing.

Definitions

•  Personal Information – any recorded information about an identifiable individual that is within the control of the District. This includes information about students and staff. An individual’s business contact information is not considered personal information.

•  Staff – the employees, contractors, and volunteers of the District.

•  Records – Information stored in paper or electronic form.

•  This includes paper files, electronic files, books, documents, photographs, computer files, email and written correspondence, and audio or visual recordings.

•  It does not include a computer program or other mechanism that produces records.

References

•  Administrative Procedure 255: Privacy Information Management Program

•  Administrative Procedure 256: Privacy Impact Assessments

•  Administrative Procedure 257: Security Incident and Privacy Breach

•  Administrative Procedure 258: Access to Records

Purpose

The Board of Education (The “Board”) of the Chilliwack School District (the “District”) recognizes that parents, guardians, and caregivers are an important part of the school community. The Board includes them as a valued Partner in Learning. Their involvement and input help schools meet the needs of students and the community. 

A Parent Advisory Council (PAC) serves as the official collective voice of parents, guardians, and caregivers for a school community.

Principles

1.  The Board recognizes PACs as independent groups and values their contributions to education in the District. 

2.  A PAC can give advice to the Board, the principal, and the school staff about the school programs, policies, and activities. This is done through its elected officers.

3.  Each school will encourage and support parents, guardians, and caregivers in forming a PAC. 

4.  A PAC becomes the school’s official PAC when the Board receives its constitution and bylaws.

References

•    Administrative Procedure 210: Parents' Advisory Councils and District Parents’ Advisory Council

Purpose

The District Parent Advisory Council (DPAC) represents the voices of parents, guardians, and caregivers in the Chilliwack School District (the “District”). The Board of Education recognizes DPAC as a Partner in Learning.

DPAC represents all Parent Advisory Councils (PACs) as well as parents, guardians, and caregivers across the District. It serves as a collective voice advising the Board on district-wide issues, policy, and advocacy. DPAC has a legislated advisory role in assisting the District to achieve the goals of its Strategic Plan. 

Principles

1.    The Board will seek the advice of DPAC on matters relating to education in the District.

2.    The Board will provide an annual grant to DPAC for the collaborative work they do with school Parents’ Advisory Councils (PACs) and District partners. 

3.    The funds allocated will support initiatives that: 

•    Advance the goals of the DPAC membership.
•    Assist the Board in achieving the goals of the Strategic Plan.
•    Align with the core values outlined in Policy 110.

Purpose

The Board of Education (the “Board”) values working with local businesses and the community. These partnerships can strengthen and enrich education in the Chilliwack School District (the “District”).

Guidelines

1. All Partnerships must align with the Board’s Strategic Plan and core values.

2. These partnerships must enhance educational opportunities for students in the District.

Purpose

The Board of Education (the “Board”) recognizes that schools may work with businesses. These partnerships can support student learning. All partnerships must reflect the values of the Chilliwack School District (the “District”).

Principles

1.    Businesses will not sell or promote products at school.

2.    Students and families must not feel pressure to purchase any products or services.

3.    Corporate logos and slogans are not allowed on permanent signs in the District.

4.    Logos may be used temporarily, in print or online, to recognize sponsorship.

Purpose

The Board of Education (The “Board”) of the Chilliwack School District (the “District”) recognizes that fundraising can support schools. Fundraising can help pay for student activities and opportunities that are not covered by the District budgets. 

Guidelines

1. Items bought through fundraising become the property of the District.

2. Fundraising activities must align with the District’s core values. The school principal approves fundraising done in the name of the school.

3. The school principal will approve how the funds are spent and consult with:

• school staff,

• the Parent Advisory Council (PAC) or parent groups, and 

• students involved in the fundraising, or their representatives.

4. The Board does not support engaging a paid professional to raise funds.

Purpose

The Board of Education (The “Board”) recognizes that volunteers are an important part of schools. The Board encourages positive relationships with parents, guardians, caregivers, and community members. 

The Board believes that helping students learn is a shared responsibility. School staff, families, and community members can all help students learn, build social skills, and support their well-being. 

Objectives

The Chilliwack School District (The “District”) will:

1.    Support the rights of parents, guardians, and caregivers under the School Act. 

2.    Encourage students and community members to volunteer in schools. 

3.    Make sure volunteers: 

a.    Do not take the place of staff or go against collective agreements.

b.    Support the work of school staff and programs.

c.    Add to the student learning experience.

d.    Follow the District’s Code of Conduct and core values.

4.    Support good communication between schools, families, and the community.

Guidelines

1.    The Board expects schools to be safe, caring, and secure places for staff and students.

2.    Volunteers must be carefully chosen, supervised, and given clear roles. 

3.    District staff retain responsibility for school programs and school-sponsored activities.

References

•    Policy 110: District Purpose, Mission, Motto, and Values

•    Administrative Procedure 355: Safe Schools

•    Administrative Procedure 405: Police Information Check - Volunteers

Purpose

The Board of Education (the “Board”) recognizes that Community Schools provide additional services within school communities. 

Community Schools are important neighbourhood hubs. They bring together children, youth, families, residents, agencies, and local businesses. Together, they help build a strong, caring, and supportive community. 

A Community School is created through partnership between a non-profit society, a school, and the Chilliwack School District (“District”). This partnership provides enhanced services and supports to the community. 

Objectives

Community School objectives include, but are not limited to, the following:

•  Supporting lifelong learning.

•  Promoting fair and accessible learning opportunities for children, youth, and adults.

•  Using school, district, and community resources to better support children, youth, families, and the community.

•  Building strong community relationships and supporting community development.

•  Strengthening cooperation and coordination between agencies.

•  Recognizing and responding to community needs.

Guidelines

All users of District facilities, including Community School partners, must:

•  Follow the Board’s policies.

•  Reflect the District’s core values.

Before planning a Community School Society, organizers must get approval in principle from the Board.

Purpose

The Board of Education (The “Board”) recognizes that Neighbourhood Learning Centres (“NLCs”) help schools and community organizations work together. 

NLCs provide extra services and programs for the community. These services and programs support the priorities and values of the Chilliwack School District (the “District”). 

The goal of an NLC is to improve access to educational and community services for the school community.

Objectives

NLC objectives include, but are not limited to, the following:

•  Supporting lifelong learning.

•  Promoting fair and accessible learning opportunities for children, youth, and adults.

•  Using school, district, and community resources to better support children, youth, families, and the community.

•  Building strong community relationships and supporting community development.

•  Strengthening cooperation and coordination between agencies.

•  Recognizing and responding to community needs.

Guidelines

1.    All users of District facilities, including NLC partners, must:

•  Follow the Board’s policies.

•  Reflect the District’s core values.

2.    Public education services for District students must remain the priority.

3.    Help maintain a safe, secure, and caring environment for staff and students.

4.    Fees may be collected in accordance with Policy 270: Community Use of Facilities.

Purpose

Chilliwack School District (“District”) facilities and sites are primarily used to support the education of public school students. When schools are not in use, the Board of Education (the “Board”) may allow community groups to use District facilities. This helps create more opportunities and activities for students and the community while prioritizing student learning.

Guidelines

The Board has established the following guidelines related to community use of District facilities:

1. Delivery of public education services to the District’s students shall have priority.

2. Fees will be charged to cover the costs of providing facilities for community use.

3. Facilities will not be used by groups or organizations whose activities do not align with the District's values.

4. Schools will not be used for any election campaign purposes.

5. All users of the Board’s facilities will be treated equitably and fairly.

Purpose

In partnership with the Pelólxw (Pil'alt), Ts’elxwéyeqw, and Semá:th tribes, the Board of Education (the “Board”) of the Chilliwack School District (the “District”) aims to be inclusive and culturally responsive. The District does this by integrating First Nations, Métis, and Inuit perspectives into school planning and programming. All students are welcome to learn about First Nations, Métis, and Inuit traditions.

Background

The Board recognizes that smudging is practiced by many nations across Canada and is an important part of shared concepts and teachings based on Indigenous Worldviews. 

The Board is committed to the ongoing learning that respects the cultural diversity of Indigenous students.

Guidelines

Smudging is permitted on District sites. All smudging must follow proper safety measures.

Definition

Smudging is a sacred ceremony practiced by some Indigenous communities. It involves burning one or more sacred medicines gathered from the earth.

While teachings and protocols vary by Nation and family, four medicines are commonly used:

• x̲pá:y (cedar)

• sage

• sweetgrass

• tobacco

Smudging has been passed down through generations. Practices may differ, reflecting the diversity of Indigenous Nations and families.

Smudging often provides time to pause, reflect, and recenter. It is a spiritual practice of cleansing, purification, and renewal. Many people use smudging to release negative thoughts or energy.

Smudging is a respectful and inclusive practice. Non-Indigenous individuals may take part when invited, as long as they do so with respect for its cultural and spiritual meaning.

Participation is always voluntary. Anyone may choose to observe quietly or opt out at any time.

References

• Administrative Procedure 250: Smudging on Chilliwack School District Property

• Form 250A: Smudging Request

• Smudging Notice

• Smudging Ceremonies: Supplemental Information

Purpose

The Board of Education (the “Board”) knows that public schools are an important part of our community’s history. The Board supports keeping and protecting items and records that show the history of the Chilliwack School District (the “District”).

Guidelines

Collecting and Protecting Historical Items

The District will encourage staff to:

• Gather important records.

• Restore and protect textbooks and classroom items.

• Save any item that shows the history of education since 1870.

Checking items before disposal

• Before the District sells, auctions, or throws away an item, staff must check whether it has heritage value.

Working with the Chilliwack Museum and Historical Society

• The District will support the work of the Chilliwack Museum and Historical Society.

• The curator for the Chilliwack Museum and Archives will decide if an item should be added to the Museum’s collection.

Purpose

A healthy environment supports overall well-being. The Chilliwack School District (the “District”) and its staff share responsibility for Environmental Stewardship while making decisions and planning.

Principles

The Board supports programs and initiatives that help students understand their impact on the environment by:

• Learning about the environment.

• Developing long-term habits that support sustainability and protect the environment.

• Taking responsibility for how their actions affect the environment.

• Building skills and knowledge to make informed choices.

• Developing confidence to take positive action.

The Board will:

• Commit to minimizing the District’s environmental footprint. This includes reducing waste and lowering the environmental impact of District operations.

• Work with government and community partners to support environmental awareness and action.

Staff will:

• Integrate Environmental Stewardship best practices and considerations when planning and executing projects, renovations, programs, and services.

• Inform the Board about the District’s Environmental Sustainability initiatives.

Definitions

• Environmental Sustainability – meeting today’s needs without harming the environment for future generations. In the District, this means thinking about how decisions affect the environment, people, and costs.

• Environmental Stewardship – taking care of the environment through responsible actions and choices.

Purpose

This Administrative Procedure (“Procedure”) is to support and recognize Parent Advisory Councils (“PACs”) as the unified voice of parents, guardians, and caregivers within each school community.

As part of this commitment to parental involvement, the Board of Education (the “Board”) also recognizes the Chilliwack District Parent Advisory Council (“DPAC”), which is composed of representatives from individual school PACs. In addition to providing education, support and advice to parents across the Chilliwack School District (the “District”), DPAC may advise the Board on matters concerning education within the District. To facilitate this, DPAC collaborates with community and provincial organizations and holds regular meetings with the Superintendent of Schools (the “Superintendent”) or a designated representative.

Guiding Principles

1. The District supports the establishment of a PAC in each school and a DPAC as per Section 8 of the School Act.

2. For the PAC to play a meaningful role, its organization, functions, and constitution and bylaws must be clearly defined.

3. Every principal in the District must be aware of the requirements of Section 8 of the School Act and District Procedures where consultation with PACs is required.

4. The District will provide support to the DPAC and PACs, which may include an annual financial grant as outlined in Policy 221 District Parent’s Advisory Council, access to facility rentals for meetings and events (rental requests submitted through the Online Booking Portal), access to the Microsoft 365 Office Suite, and school communication on behalf of each PAC.

Availability of liability insurance coverage:

1.    The Chilliwack School District's (the “District”) insurance coverage through the BC Schools Protection Program (“SPP”) enables third-party legal liability insurance coverage to be extended to include Parents’ Advisory Councils (“PAC”), the District Parents’ Advisory Council (“DPAC”) and their members

a)    where the PAC has been recognized by Policy 220 and

b)    while they are engaged in authorized activities in connection with the school or District

2.    An authorized activity requires that a school administrator or teacher-in-charge oversees the event to ensure its compliance with District policies and procedures, which includes onsite supervision.

3.    Other risks, including but not limited to property loss or damage, embezzlement of PAC funds or claims brought by a member of a PAC or DPAC against any other member, are not covered under SPP.

4.    PACs and DPAC have the option to purchase additional liability insurance for their organization from a private insurance carrier and are responsible to insure their own property and securities.

Coordination of insurance with the Parents’ Advisory Council and District Parents’ Advisory Council:

1.    Since insurance coverage is based on the activity being connected with the District, PACs and DPAC must solidify insurance coverage for an activity by obtaining District authorization. 

•    PACs can obtain authorization through their school principal (“Principal”)
•    DPAC can obtain authorization through the Secretary Treasurer’s office
•    Authorization(s) may be in verbal or written form.

2.    PACs and DPAC are directed to communicate to the Principal the details of the organization and operation of their activity by completing Form 211A – Activity Authorization for PACs and DPAC.

3.    Principals are directed to communicate to their PAC:

a)    liability risk management practices which the District utilizes with respect to the type of activity planned by the PAC and
b)    the District's reporting procedures for any incidents which may occur and any claims which may arise (SPP Incident Reports).

4.    When an event is not authorized by the District, the event will not be supported by District resources or insurance; however, the PAC/DPAC may decide to rent the facility privately for non-authorized events and obtain their own insurance.

Coverage Summary

Definition

A partnership is a cooperative relationship between schools/school district and community organizations in which both parties work towards a mutually agreed upon initiative.

Procedure

Partnerships may be initiated at the school or district level. All new proposals must be submitted, in writing, to the Superintendent or designate for initial approval prior to submission and communication. Submissions should provide sufficient details to support the decision on whether or not to approve the proposed partnership.

Partnership proposals must include evidence that all concerned parties have been consulted in the development of the proposal. The District will strive to maintain a registry of partnerships to ensure equity of partnership opportunities across the district.

Principles

Each partnership proposal must:

1.    Be consistent with the district and school mission statements and objectives.

2.    Ensure consistency with the ethics and core values of all partners.

3.    Support curriculum and be consistent with district policy.

4.    Serve an identifiable educational need that will enhance the quality and relevance of student programs rather than serve a commercial motive.

5.    Be based upon shared objectives, expectations and social responsibilities towards education.

6.    Be mutually beneficial to partners and treat fairly and equitably all those served by the partnership.

7.    Have clearly defined roles and responsibilities for each partner.

8.    Be free of any real or perceived conflict of interest on the part of the Board, its employees, employees' families or friends.

9.    Not directly or indirectly exploit students or exert pressure on students, parents or school community to support any commercial enterprise.

10.    Be for a specified term and include a cancellation policy.

11.    Include a process for regular review.

12.    Ensure sponsor recognition and corporate logos are for identification rather than commercial purposes.

13.    Support activities that complement and not replace public funding for education.

14.    Involve individual participants on a voluntary basis.

School Board Approval

1.  Informal School Board sanction, or approval in principle, is requested from interested groups or individuals prior to proceeding with planning.

2.  To obtain community school status, applications must be presented to the School Board prior to April 1st for approval for the following school year.

3.  The application must be submitted by a non-profit registered society under the Societies Act of British Columbia.

4.  The final submission must contain:

a)  Proof of non-profit society status.

b)  A constitution for the community school society.

c)  Statement of goals and objectives with emphasis on services to children, youth, and families.

d)  A list of the society board members.

e)  A proposed budget.

f)   A needs survey conducted in the community to assist in the planning of programs and activities.

g)  A list of proposed activities.

h)  Proof of liability insurance.

i)   Dispute resolution.

5.  The principal (or designate) shall be a member of the society board and acts as a representative of the school district.

Accountability

1.  The society will conduct a needs assessment as necessary in the community and share the results of the assessment with the community and with the School Board.

2.  The society shall report annually to the School Board not later than June of each year. The report should include:

a)  The expenditures for the past year and the proposed budget for the following year.

b)  The programs and activities completed during the year.

c)  Plans for the coming year.

d)  Assessment and evaluation of the programs operated by the community school

e)  Compliance with Society Act requirements.

3.  The School Board will give reasonable notice of any proposed plans/changes that could affect the operation of the community school by the society in the coming year in sufficient time to plan and revise programs.

4.  The School Board, with proper justification, has the authority to remove a community school status. Such a removal will be done only under extraordinary circumstances and with full consultation with the society and the community affected.

Use of Facilities and Equipment

Where a joint-use agreement exists both parties will operate within the terms and intent of the agreement. Any joint-use agreement established prior to the formation of the community school takes precedence.

The Society will be provided with a copy of the existing joint-use agreement.

1.  The Society will consult with the principal to determine the areas and equipment in the school that the Society may wish to use or the Society’s equipment that the school may wish to use. All approvals and agreements will be in writing and a copy of such shall be maintained in the principal’s office and the community school coordinator’s office.

2.  The Society may be assessed an annual fee for the community related program by the School Board to assist the School Board in the maintenance and operation of the school. This fee will be established in consultation with the Society. The date and process for payment of the fees will be determined through consultation with the Society. In return, the Society will be granted appropriate access to the building and use of the facilities, subject to the approval of the principal.

3.  Depending on the nature of the activity, the Society will use the services of school district custodians. If, in the opinion of the principal, a custodian is required to clean part or all of the school as a result of community school activities, the principal is authorized to bring in a custodian and charge the hours to the community school Society.

Programming

1.  Programming shall be based on a demonstrated community need with emphasis on children, youth and family programs.

2.  The principal has ultimate authority for the supervision of the building. If, in his/her opinion, a program offered by the community school is in any way detrimental to the facility or school equipment or contravenes School Board policies, the principal has the authority to cancel that activity with reasonable notice. Any such decision by a principal may be appealed directly to the Superintendent of Schools.

3.  Community use bookings shall be administered by the community school Society.

4.  Existing programs offered prior to the establishment of the community school shall be considered by the principal (or designate) and the Society for continuation.

Community School Coordinator

1.  Each Society shall, in consultation with the principal (or designate), develop a community school coordinator’s role description.

2.  The coordinator shall be appointed and employed by the Society.

3.  The coordinator shall work in consultation with the principal. The responsibilities of the coordinator shall be determined by the Society in consultation with the principal (or designate).

Purpose

This Administrative Procedure outlines the steps for planning and approving smudging on Chilliwack School District property. It ensures that smudging is done in a culturally sensitive, safe, respectful, and inclusive way.

Background

Smudging is a sacred ceremony practiced by some Indigenous communities. It involves burning one or more sacred medicines gathered from the earth. 

While teachings and protocols vary by Nation and family, four medicines are commonly used:

•    x̲pá:y (cedar)
•    sage
•    sweetgrass
•    tobacco

Smudging has been passed down through generations. Practices may differ, reflecting the diversity of Indigenous Nations and families. 

Smudging often provides time to pause, reflect, and recenter. It is a spiritual practice of cleansing, preparation, and renewal. Many people use smudging to release negative thoughts or energy.

Smudging is a respectful and inclusive practice. Non-Indigenous people may participate when invited, provided they do so with respect for its cultural and spiritual meaning. 

Participation is always voluntary. Anyone may choose to observe quietly or opt out at any time.

Procedure

1.    Complete Form 250A: Smudging Request.

2.    Submit the request to the Site Administrator or School Principal. 

3.    The Site Administrator or School Principal will review the request with the Manager of Facilities. They will work collaboratively with the applicant to adjust the request if necessary.

4.    Anyone who may be directly or indirectly exposed to the scent or smoke must be notified. This includes staff, students, parents, guardians, caregivers, and visitors. The notification will include:

•    Time, location, and frequency of the smudging.
•    Type of material being used.
•    Name and contact information for any inquiries or concerns.

5.    A Smudging Notice must be posted outside the designated spaces and in other areas that may be affected. The notice will remain posted, and the door will remain closed until the smoke and scent have dissipated. This may take up to 12 hours.

6.    Concerns or feedback may be directed to the Site Administrator or School Principal, and the Manager of Facilities.

References

•    Policy 280: Smudging
•    Form 250A: Smudging Request
•    Smudging Notice
•    Smudging Ceremonies: Supplemental Information

The District expects all staff to follow information management practices that ensure compliance with the Freedom of Information and Protection of Privacy Act (FIPPA) and other applicable laws. Staff are responsible for:

•    making reasonable efforts to familiarize themselves with FIPPA and the District’s privacy policies and administrative procedures, which includes participating in privacy training offered by the District.

•    following responsible information management practices to ensure that the District collects, uses, and discloses personal information in compliance with FIPPA and other applicable laws.

•    protecting personal information against unauthorized collection, use, and disclosure, including limiting the sharing of sensitive personal information on a need-to-know basis.

•    following procedures that facilitate the appropriate release of records within the District’s custody or control in response to access requests received from members of the community under FIPPA.

•    following District procedures for the completion of Privacy Impact Assessments (PIAs).

•    reporting privacy breaches in accordance with District procedures.

Definitions

•    Consent – express written consent to the collection, use or disclosure of personal information.

•    Personal Information – any recorded information about an identifiable individual that is within the control of the District and includes information about any student or staff. Personal information does not include an individual’s business contact information.

•    Privacy Breach – the theft or loss of, or the collection, use or disclosure of personal information not authorized by FIPPA, and includes cyber and ransomware attacks and other situations where there are reasonable grounds to believe that any such unauthorized activities have taken place or there is a reasonable belief that they will take place.  

•    Privacy Impact Assessments - an in-depth review of any new or significantly revised initiative to ensure that all collection, use, disclosure, protection and processing of personal information by the District is compliant with FIPPA. 

•    Privacy Officer – the Secretary Treasurer or designate.

•    Records – any paper or electronic media used to store or record information, including all paper and electronic records, books, documents, photographs, audio or visual recordings, computer files, email and correspondence; but does not include a computer program or other mechanism that produces records.

•    Staff – the employees, contractors, and volunteers of the District.

Purposes for Collecting Personal Information

The purpose for which personal information is collected will be communicated at or before the time the information is collected, unless otherwise permitted or required by FIPPA.

Personal information about students and their parents/guardians/caregivers is authorized under the British Columbia School Act for the purposes of delivering and administering educational programs and activities. These purposes include:

•    Registration, enrollment, and transfer of students.

•    Providing and delivering educational programs and services.

•    Accommodating students with disabilities and diverse abilities.

•    Communicating with students and responding to inquiries or complaints.

•    Preparing and providing assessments of student performance.

•    Supervising and ensuring the safety and security of the District (such as the use of video surveillance).

•    Investigating and responding to accidents, safety events, misconduct and similar incidents.

•    Ensuring compliance with applicable District bylaws, policies, administrative procedures and other laws.

•    Completing all required reports and filings to the Ministry of Advanced Education and Skills Training.

Personal information of prospective, current, and former staff may be collected for purposes of managing and administering the employment relationship. These purposes include:

•    Hiring and recruitment.

•    Managing and administering the employment relationship.

•    Communicating with authorized union representatives.

•    Administering employment compensation and benefits.

•    Evaluating performance and managing disciplinary incidents.

•    Supervising and ensuring the safety and security of the District (such as the use of video surveillance).

•    Investigating and responding to accidents, safety events, misconduct, and similar incidents.

•    Ensuring compliance with applicable school District policies and procedures, and other applicable laws.

Collection, Use and Disclosure of Personal Information

Personal information that is collected, utilized and disclosed will be limited to the following principles:

•    The personal information is related to and necessary in order to carry out the District’s programs and activities or for other purposes authorized by FIPPA. 

•    The personal information is collected by fair, lawful and transparent means, including collecting the personal information directly from the individual, except where otherwise authorized by FIPPA.

•    Individuals are informed of the purposes for which their personal information is being collected, the legal authority for collecting it, and the name and contact information of someone at the District who can answer questions about the collection and use of the information.

•    Internal and external use and sharing of personal information is limited to what is required and authorized by FIPPA or consented to by the individual.

•    Personal information is used or disclosed only for the purpose for which it was collected, except with the individual’s consent or as otherwise required or permitted by FIPPA or other laws.

Securing Personal Information

Personal information is protected by ensuring there are reasonable security safeguards in place which are appropriate to the sensitivity of the information. Such security safeguards shall include consideration of physical security, organizational security, and electronic security.

All staff have a duty to protect the privacy and security of personal information collected and used by the District as part of their ongoing employment responsibilities, including complying with the District’s privacy policy and procedures.

Training will be provided to all staff to ensure they have the requisite knowledge and to ensure compliance with this procedure and FIPPA.

Retention of Personal Information

Personal information will be retained for as long as necessary to satisfy its applicable operational, instructional, financial, and legal needs. Personal information that is no longer required for either administrative, operational, financial, legal, or historical purposes shall be securely destroyed in a confidential manner in accordance with District policies and approved record retention procedures.

Accuracy and Correction

Reasonable efforts shall be made to ensure the accuracy of the personal information that the District collects and uses in the course of performing their duties. Individuals have the right to request the correction of their personal information, and the District will receive and respond to such requests in accordance with FIPPA and the District’s policies and procedures.

Access to Records

Please refer to Administrative Procedure 258: Access to Records.

Complaints and Inquiries

Questions or complaints about the District’s privacy information management practices should be directed to the Privacy Officer at cevinpl@fq33.op.pnac.cb.33ds@ycavirp . Responses to all complaints will be in writing.

The Freedom of Information and Protection of Privacy Act (FIPPA) requires that Privacy Impact Assessments (PIAs) are conducted on any new or significantly revised initiative in order to identify and mitigate privacy risks that may arise and ensure that the privacy of individuals are appropriately protected.

Definitions

•    Initiative – any enactment, system, project, program or activity of the District.

•    Personal Information – any recorded information about an identifiable individual that is within the control of the District and includes information about any student or staff. Personal information does not include an individual’s business contact information.

•    Privacy Impact Assessment (PIA) – an in-depth review of any new or significantly revised initiative to ensure that the collection, use, disclosure, protection and processing of personal information by the District is compliant with FIPPA. 

•    Privacy Officer – the Secretary Treasurer or designate.

•    Staff – the employees, contractors and volunteers of the District.

•    Supplemental Review – an enhanced process for reviewing the privacy and data security measures in place when an initiative involves the storage of personal information outside of Canada.

Scope & Responsibility

This procedure applies to all new and significantly revised initiatives of the District.

Departments and management employees are responsible for planning and implementing new or significantly revised initiatives in accordance with the requirements of this procedure.

Responsibilities of the Privacy Officer

The Privacy Officer is responsible for ensuring that all PIAs and supplemental reviews are completed in accordance with the requirements of FIPPA and this procedure.

Responsibilities of All School District Staff

Any staff responsible for developing or introducing a new or significantly revised initiative that involves or may involve the collection, use, disclosure, or processing of personal information by the District must report that initiative to the Privacy Officer at an early stage of its development.

All staff will cooperate with the Privacy Officer and provide all requested information needed to complete the PIA and Supplementary Review, if deemed necessary.

The Role of the Responsible Employee

The Responsible Employee is the employee who is responsible for overseeing an initiative and will be indicated as such in the PIA. The Responsible Employee will:

•    Ensure that new and significantly revised initiatives for which they are the responsible for are referred to the Privacy Officer for completion of a PIA.

•    Support all required work necessary for the completion and approval of the PIA.

•    Be familiar with and ensure that the initiative is carried out in compliance with the PIA.

•    Request that the Privacy Officer make amendments to the PIA when required.

Initiatives involving the Storage of Personal Information outside of Canada

Employees may not engage in, or enter into a binding commitment to participate in, any new or significantly revised initiative that involves the storage of personal information outside of Canada until the Privacy Officer has completed and approved a PIA and supplemental review.

The Privacy Officer is responsible for determining whether a supplemental review is required in relation to any initiative.

The Privacy Officer is responsible for reviewing and approving all supplemental reviews and will consider the following risk factors:

•    the likelihood that the initiative will give rise to an unauthorized collection, use, disclosure or storage of personal information.

•    the impact to an individual of an unauthorized collection, use, disclosure or storage of personal information.

•    whether the personal information is stored by a service provider.

•    where the personal information is stored.

•    whether the Supplemental Review sets out mitigation strategies proportionate to the level of risk posed by the initiative.

Approval of a supplemental review by the Privacy Officer shall be documented in writing.

Contact Information

Questions or comments about this procedure may be addressed to the Privacy Officer at cevinpl@fq33.op.pnac.cb.33ds@ycavirp .

The purpose of this procedure is to set out the District’s process for responding to significant privacy breaches and to comply with its obligations under the Freedom of Information and Protection of Privacy Act (FIPPA).

Definitions

•    Personal Information – any recorded information about an identifiable individual that is within the control of the district and includes information about any student or staff. Personal information does not include an individual’s business contact information.

•    Privacy Breach – the theft or loss of, or the collection, use or disclosure of Personal Information not authorized by FIPPA, and includes cyber and ransomware attacks and other situations where there are reasonable grounds to believe that any such unauthorized activities have taken place or there is a reasonable belief that they will take place.  

•    Privacy Officer – the Secretary Treasurer or designate.

•    Records – any paper or electronic media used to store or record information, including all paper and electronic records, books, documents, photographs, audio or visual recordings, computer files, email and correspondence. Does not include a computer program or other mechanism that produces records.

•    Staff – the employees, contractors, and volunteers of the School District.

Responsibility of the Privacy Officer

The Privacy Officer is responsible for ensuring compliance with this procedure.

Responsibilities of Staff

All staff must, without delay, report all actual, suspected or expected privacy breach incidents of which they become aware in accordance with this procedure. If there is any question about whether an incident constitutes a privacy breach or whether the incident has occurred, staff should consult with the Privacy Officer.

All staff must fully cooperate in any investigation or response to a privacy breach incident. Any staff who knowingly refuses or neglects to report a privacy breach in accordance with this procedure may be subject to discipline.

Privacy Breach Response

1.    Report and Contain

Upon discovering or learning of a privacy breach, all staff shall:

•    Immediately report the breach to the Privacy Officer.

•    Take any immediately available actions to stop or contain the breach, such as by:

•    isolating or suspending the activity that led to the breach

•    taking steps to recover personal information, records or affected equipment.

•    Preserve any information or evidence related to the breach in order to support the district’s incident response.

The Privacy Officer shall then implement all available measures to stop or contain the breach. Containing the breach shall be the first priority of the response, and all staff are expected to provide their full cooperation with such initiatives.

2.    Assessment and Containment

The Privacy Officer shall take steps to contain the privacy breach by:

•    Identifying the type and sensitivity of the personal information involved.

•    Assessing the cause.

•    Determining if additional steps are required to contain the breach.

•    Identifying the individuals affected, or whose personal information may have been involved in the breach.

•    Determining or estimating, if possible, the number of affected individuals and compiling a list of such individuals.

•    Making preliminary assessments of the types of harm that may flow from the breach.

The Privacy Officer, without delay, will assess whether the privacy breach could reasonably be expected to result in significant harm to individuals. This determination shall be made with consideration of the following categories of harm or potential harm:

•    bodily harm

•    humiliation

•    damage to reputation or relationships

•    loss of employment, business, or professional opportunities

•    financial loss

•    negative impact on credit record

•    damage to, or loss of, property

•    the sensitivity of the personal information involved

•    the risk of identity theft

3.    Notification

If the Privacy Officer determines that the privacy breach could reasonably be expected to result in significant harm to individuals, then the Privacy Officer shall make arrangements to:

•    report the privacy breach to the Office of the Information and Privacy Commissioner.

•    provide notice of the privacy breach to affected individuals, unless the Privacy Officer determines that providing such notice could reasonably be expected to result in grave or immediate harm to an individual’s safety, physical or mental health, or threaten another individual’s safety or physical or mental health.

If the Privacy Officer determines that the privacy breach does not give rise to a reasonable expectation of significant harm, then the Privacy Officer may still proceed with notification to affected individual if it is determined that notification would be in the public interest or if a failure to notify would be inconsistent with the district’s obligations or undermine public confidence in the district.

Notifications of a privacy breach shall be made as soon as reasonably possible. If any law enforcement agencies are involved in the privacy breach incident, then notification may also be undertaken in consultation with such agencies.

4.    Prevention

The Privacy Officer shall complete an investigation into the causes of each privacy breach incident reported under this procedure and shall implement measures to prevent recurrences of similar incidents.

Contact Information

Questions or comments about this procedure may be addressed to the Privacy Officer at cevinpl@fq33.op.pnac.cb.33ds@ycavirp .

The Freedom of Information and Protection of Privacy Act (FIPPA) enables the public to request and obtain copies of records held by all provincial governmental public bodies, including the District, when those records are not routinely available.

Requests for Records

The District recognizes its obligations to respond to requests for access to records, including records containing personal information, openly and accurately by making every reasonable attempt to assist requestors with their requests.

A request for records is a written request that potentially could be released, in whole or in part, to anyone.

The Act requires the District to protect personal information of others, therefore the decision to grant complete or partial access to records or to refuse access will be made by the Privacy Officer guided by the relevant provisions of the Act.

If the Privacy Officer asks, the commissioner may authorize the public body to disregard requests under section 5 or 29 that (a) would unreasonably interfere with the operations of the public body because of the repetitious or systematic nature of the requests, or (b) are frivolous or vexatious. (Section 43 of the Act)

Records Available to the Public Without a Request are available at https://www.sd33.bc.ca/access-records-and-privacy-fippa 

Before Submitting a Request

•    Review the Chilliwack School District’s Privacy policies, administrative procedures and the Freedom of Information and Protection of Privacy Act (FIPPA) carefully. 

•    Ensure that you are seeking records, not information or answers to questions that can be readily obtained on the District website or from other sources aside from District.

•    Do not ask questions or seek answers in an Access to Records request. You must request “records”.

Submitting an Access to Records Request:

•    Please use Form 258A Request for Access to Records. All formal Access to Records requests must be in writing.

•    Describe the specific records that you are requesting clearly and concisely in as much detail as possible and limit your request to only the records you need to simplify the search and minimize potential fees.

•    Do not ask questions or seek answers in an Access to Records request. You must request “records”.

•    Try to name the exact records you seek.

•    Use specific dates and/or locations if applicable.

•    Do not submit a request that is duplicate of a previous request as the previous request would have already been fulfilled and a response sent to you.

•    Broad, complex requests, or requests for “all records” take longer to process and increase the likelihood of longer timelines of delivery and larger fees being charged to you.

•    All formal requests must be submitted by in-person drop-off, mail, or email to:

School District No.33
Attn: Privacy Officer
8430 Cessna Drive
Chilliwack BC  V2P 7K4
email: cevinpl@fq33.op.pnac.cb.33ds@ycavirp

Fees for Access to Records Requests

•    A non-refundable application fee of $10 is required for all general Access to Records requests. Your request will not be processed until payment is received.

•    There are no application fees for personal FIPPA requests or requests from Indigenous Governing Entities.

•    Fee payments can be made by cash, cheque or credit card at the Chilliwack School District Office.

•    Please note that additional processing fees may apply depending on the size and complexity of the request as permitted under Section 75 of the Act. If an additional fee will be charged, we will provide you with an estimate of the fees before responding to your request.

•    The fees applicable to the processing of access to records requests are set out in Schedule 1 of the Freedom of Information and Protection of Privacy Regulation: https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/155_2012#Schedule1

Once the Access to Records Request has been received, the Privacy Officer will:

1.    Acknowledge receipt of the request.

2.    Determine whether the records are routinely accessible.

3.    Log the request, create a file and track records.

4.    Determine whether additional service fees are applicable or whether there will be a delay in responding and will proceed to notify the applicant of same.

5.    Refer the request to the area responsible for the records to conduct a search.

6.    Determine whether information in the records falls under any exceptions in FIPPA.

7.    Prepare the response letter and records for disclosure.

Complaints and Inquiries

Questions or complaints about the District’s Privacy Policies and/or Procedures should be directed to the Privacy Officer at cevinpl@fq33.op.pnac.cb.33ds@ycavirp . Response to all complaints will be in writing.

This procedure supports Policy 291 Environmental Stewardship and is in keeping with the districts fundamental commitment to environmental sustainability.

1.    It is the collective responsibility of all district personnel to contribute to environmental sustainably. This includes:

1.1.    Modeling and encouraging a culture of energy and resource conservation.

1.2.    Integrating environmental considerations and sustainable practices into administrative, capital planning, and programming decisions.

1.3.    Reviewing programs and practices to limit the nature and scale of negative environmental impact and to increase sustainable practices and environmental stewardship.

1.4.    Building capacity amongst students as responsible contributors to an environmentally sustainable future. 

1.5.    Supporting, fostering, and celebrating successful sustainability initiatives within the School District.

2.    The Secretary Treasurer (or designate) and Director of Facilities (or designate) will:

2.1.    Consider inter-governmental and community partnerships that will assist the School District in achieving its sustainability goals.

2.2.    Identify and implement effective sustainability initiatives and solutions. Key elements to be considered include:

2.2.1.    Lighting 
2.2.2.    Heating, ventilation, air conditioning systems 
2.2.3.    Building automation 
2.2.4.    Renovation and new construction 
2.2.5.    Renewable energy opportunities

2.3.    Implement a greenhouse gas reduction plan that is consistent with the Government of BC’s Carbon Neutral requirements.

2.4.    Design mechanisms to report progress to the Board on energy management and sustainability on an annual basis.

3.    The Director of Facilities (or designate) will be responsible for tracking and monitoring energy consumption, and for coordinating energy management and sustainability activities with principals/vice-principals, teachers, support staff, and students.

4.    School principals will facilitate energy management programs at the school. Efficient use of the various energy systems of each school will be the joint responsibility of the principal and the Director of Facilities.

5.    Teachers and support staff will consider a variety of curricular materials to provide the opportunity for students to participate in energy management and sustainability initiatives. 

The purpose of this Administrative Procedure is to ensure that the National flag of Canada, the Provincial flag of British Columbia, and Sovereign Nations flags are displayed, raised, lowered, stored, replaced, and disposed of in accordance with federal and provincial protocols and the requirements of the School Act.

The District will: 

•    follow the Federal guidelines for displaying the National flag of Canada as published by the Canadian Heritage Ministry of the Government of Canada. 

•    adopt the Provincial Guidelines of the Protocol and Events Branch of the Government of British Columbia for the lowering (half-masting) of flags.

•    follow the Ministry of Education and Childcare, School Regulation 265/89.

Procedure

Flying the Flag

“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).

Dignity of Flags

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 other flags or ensigns. The National Flag of Canada always takes precedence over all other flags. 

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

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, all hats are to be removed, and all are to remain silent. Those in uniform are to salute.

4.    The Provincial flag of British Columbia will either be flown on its own flagpole (for sites and schools that have two exterior flagpoles) or prominently displayed inside the school or site using one of the following methods:

4.1.    Attached to a flat wall with fasteners penetrating the hem area only.

4.2.    Hung from a beam in the gymnasium, or

4.3.    With the National flag of Canada, on upright or crossed flagpoles against a wall.

5.    Sovereign Nations, including Indigenous Nations, as recognized by the Canadian Constitution, also have flags. To display sovereign nation flags, follow the federal and provincial guidelines for use:

5.1.    Flag displays in gymnasiums: The National flag of Canada is the furthest to the left, followed by Provincial flag of British Columbia, followed by other Sovereign Nation flags. Center flags so that all are in a position of honour, above the speaker.

5.2.    Sovereign Nation flags should not be placed in display cabinets or in classrooms, unless advised by Rightsholders for awareness purposes.

6.    Community Organizations and Banners (Pride flags, Every Child Matters etc.).

6.1.    Community-based and awareness flags may be displayed broadly throughout classrooms and buildings, as determined appropriate by school staff.

Half-Masting of Flags

1.    In accordance with Canadian flag etiquette, flags in the Chilliwack School District will be flown at half-mast on these occasions:

1.1.    As directed by the provincial Office of Protocol.

1.2.    As directed by the Ministry of Education.

1.3.    As directed by the superintendent.

1.4.    On System-Wide Half-Masting of Flags days (see 3.6.1)

2.    With the approval of the superintendent or designate, flags at individual sites may be flown at half-mast upon the death of a member of the school community or other tragic event.

2.1.    Flags may also be half-masted at the request of the Prime Minister and/or Premier of British Columbia for certain significant tragic events (at International, National or Regional levels).

2.2.    On occasions requiring that the National flag of Canada be flown at half-mast, all flags flown together should also be flown at half-mast.

2.3.    Flags will be half-masted only on flagpoles fitted with halyards and pulleys such that school personnel may raise and lower the flag.

3.    System-wide Half-Masting of Flags:

3.1.    The National Flag of Canada shall be flown at half-mast at all Chilliwack School District schools and sites on the following days: 

•    January 27 – International Holocaust Remembrance Day

•    January 29 – National Day of Remembrance of Quebec Mosque Attack and Action against Islamophobia.

•    April 28 – Workers' Mourning Day

•    June 23 – National Day of Remembrance for Victims of Terrorism

•    Last Sunday in September – Police and Peace Officers' National Memorial Day

•    September 30 – National Day for Truth and Reconciliation

•    November 11 – Remembrance Day

•    December 6 – National Day of Remembrance and Action on Violence Against Women

4.    If the day to be observed falls when schools are not in session, flags should be lowered on the last school day preceding the date of observation and raised on the first day following the date of observation.

5.    The School District Office will fly “special occasion” flags (such as the Pride Flag or the Poppy Flag) for brief periods (for example, during June Pride Month) on its third flagpole. Flags for consideration are based on “special occasions” embedded in the District Equity, Diversity and Inclusion (EDI) Calendar.

Method of Half-Masting

1.    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.

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.

Disposal of Flags

When a flag becomes tattered and is no longer in a suitable condition for use, it should be respectfully disposed of, not discarded in the garbage. A work request is submitted to the Facilities Department to ensure proper disposal.

Obtaining Flags

A National flag of Canada and/or BC Provincial flag may be ordered by submitting a work request to the Facilities Department. The cost of a flag is paid from school funds.

Purpose:

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) believes that students should act in a way that makes school a safe, caring, and inclusive place where everyone can learn. In alignment with the District’s Strategic Plan, the goal is for students to grow into responsible, educated citizens.

This means every student will:

• respect what belongs to other people and their rights;

• respect themselves and their own belongings; and

• follow all the rules, including Board Policy and Procedures, and the School Code of Conduct (the “School Code”).

General Expectations of Students:

Each student must meet the expectations in the B.C. Human Rights Code. There must be no discrimination or intent to discriminate against a person, or a group or class of persons, based on the prohibited grounds. This means you cannot treat anyone unfairly or try to hurt someone based on their Indigenous identity, race, colour, ancestry, place of origin, religion, marital or family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age. Making sure everyone acts appropriately is the responsibility of students, their parents/guardians/caregivers, and the District.

Social media (such as Instagram, TikTok, SnapChat, etc.) is a way to use technology for information sharing, discussion and communication, and is an extension of the classroom. This means that if something is not appropriate to do or say at school, it is also not appropriate to do or say online.

The Board will take all reasonable steps to prevent retaliation by a person against a student who has made a complaint of a breach of a School Code. This means the Board will do everything it can to protect students who make complaints in alignment with this Policy.

School Code of Conduct:

Every school is required to have a School Code, which must be submitted to the Superintendent’s office by October 31st of each year.

The School Code will be developed and maintained by the school’s committee of staff, parents/guardians/caregivers and students, which must comply with the Ministry of Education's Safe, Caring and Orderly Schools and written Board policies. The same committee will review the School Code annually.

The School Code will be communicated to students and parents/guardians/caregivers annually.

Except as otherwise provided, the Board's policies and regulations about student behaviour will apply to students while:

1. attending school;

2. travelling to and from school;

3. attending a function and/or program organized or sponsored by a school; or

4. on any District property.

If students break the law and it affects the school or the community, District officials will cooperate with law enforcement.

Student Discipline

The standard of discipline applied to students shall be kind, firm and reasonable. Consequences should teach students to be responsible citizens and help them grow personally and socially. Whenever possible and appropriate, discipline will be restorative in nature.

When deciding on discipline, the school will consider all relevant circumstances and the developmental and individual needs of students. The school will not discriminate.

Considerations may apply to students with disabilities or diverse abilities if these students are unable to comply with a School Code due to having an intellectual, physical, sensory, emotional or behavioural disability.

The Board recognizes that the principal of a school is responsible for administering and supervising the school. This includes the general conduct of students, both at school and during school-related activities.

Even if something happens outside of school, if it could have a potential impact on the school environment, students may still face disciplinary action from the school.

Student Rights and Responsibilities

The Board believes that students have certain rights and responsibilities. These come from the B.C. School Act, the B.C. Human Rights Code, the Canadian Charter of Rights and Freedoms and Board bylaws, policies and regulations.

Students have the right to:

• a place to learn, feel welcome and be treated fairly (i.e. a discrimination-free environment as reflected in Policy 313: Safe Schools).

• express themselves and advocate for their interests.

• suitable learning in a safe environment.

• talk with teachers and administrators about the learning environment and how they learn best.

• be informed of the expectations of how to act and the consequences of misbehaviour.

• a fair discipline process.

• an appeal procedure to challenge decisions made by the District that impact your learning, health or safety.

• privacy and confidentiality of student records.

Students have the responsibility to:

• uphold Policy 313: Safe Schools.

• attend school regularly.

• follow school rules and codes of student conduct.

• respect the legitimate authority of the school staff.

• respect and support the rights of others and their belongings.

• respect and support the health and safety of others and of themselves.

• respect and support the learning environment and how others learn.

• demonstrate self-discipline and self-regulation according to their abilities.

• respect school and District property.

• not threaten, harass, intimidate, or assault, in any way, any member of the school community.

• not be in possession of controlled and regulated substances, including drugs, alcohol, and cannabis.

• not use controlled and regulated substances, including drugs, alcohol, cannabis, tobacco products, vaping devices and e-cigarettes, on school property or during school-authorized trips or activities.

Appeals Regarding Disciplinary Action:

The Board believes that when a parent/guardian/caregiver has a concern about the action or decision of any employee, the following steps should be followed, as per Policy 390 – Resolving Concerns:

1. discuss the concern with the employee directly.

2. if not resolved, discuss the concern with the school principal.

3. if not resolved at the school level, discuss the concern with the appropriate Assistant Superintendent.

4. If not resolved, forward the concern to the Superintendent for consideration.

A student and/or the student's parent/guardian/caregiver may appeal disciplinary action taken by the District that they believe impacts the learning, health or safety of the student, once the above steps have been considered. This appeal procedure is in alignment with Section 11 of the B.C. School Act and Board Bylaw 4: Appeal Procedure.

Purpose:

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) knows that respect and inclusivity are needed for safe and positive schools. Dress guidelines let students express themselves, and clothing must be safe for school activities.

Guidelines:

Each school will set its own dress guidelines. These will be made in consultation with parents/guardians/caregivers, staff and students.

These guidelines will:

1. Support inclusivity and gender equity.

2. Focus on safety, not modesty.

3. Be clear and accessible to parents/guardians/caregivers, staff and students.

4. Be constructive, not punitive so correction or discipline is not required.

Staff are responsible for helping students understand and follow the dress guidelines. If a student wears clothing not suited for the day’s activities, staff will respond in a way that avoids shame and does not reduce learning time.

Parents/Guardians/Caregivers must make sure children wear safe clothes to school.

Students must wear clothing that is safe and works for all school activities.

Purpose:

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) expects students to be supervised by adults at school and during school events and field trips.

Guidelines:

School staff must keep students safe at all times. The amount of supervision will depend on:

• the number of students,

• what the students are doing,

• the age of the students,

• the layout of the space, and

• the rules in place.

During school hours or school events, students will only be dismissed with permission from the student’s parent or legal guardian.

Parents, Guardians, or Caregivers will be told of school activities that happen after regular school hours. Students will be dismissed from the activity in the same way as a regular school day.

Purpose

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) wants all schools to be safe, caring, and inclusive. Everyone deserves respect and the chance to learn, grow, and take part in school life.

Under the Canadian Charter of Rights and Freedom, the B.C. Human Rights Code and the District’s collective agreements, the Board expects all members of the school community to act respectfully. Together, we work to keep schools welcoming and safe for everyone.

The Board promotes clear expectations that reflect the highest standards of respectful and responsible citizenship. These expectations help build a culture of safety for everyone in all schools and at all school-authorized events and activities.

Safety and inclusion are shared responsibilities. The Board encourages the District, schools, students, families, community groups, social agencies, and the RCMP to work together to support safe, caring, and inclusive schools.

Guidelines

The Board expects all members of the school community to:

• Follow all applicable federal and provincial laws.

• Follow all District Policies and Administrative Procedures.

• Proactively support inclusive, respectful learning and work spaces.

• Treat everyone with dignity and respect.

• Avoid all forms of violence.

• Take care of school and District property.

• Help those in need.

• Follow reasonable directions from people in authority.

The Board expects everyone to avoid any behavior that discriminates against others, as described in the B.C. Human Rights Code. Discrimination includes unfair actions or treatment based on the following grounds:

• Age

• Family Status

• Marital Status

• Mental and/or Physical Disability

• Race, colour, place of origin, or ancestry

• Indigenous identity

• Sex

• Gender Identity or expression

• Sexual Orientation

• Religion

• Criminal Conviction

• Political Belief

• Source of Income

The Board is committed to human rights and to stopping discrimination. The District must make sure that all students and staff members are treated with dignity and respect.

The District also recognizes that some people face extra barriers. Homophobic and/or transphobic behaviour – including harassment, intimidation, or bullying – is not allowed. This includes harmful actions or a failure to act.

Staff must respond to all incidents and support anyone who is targeted or affected.

Creating safe, caring, and inclusive schools for everyone – regardless of sexual orientation, gender identity, or expression – is addressed in Administrative Procedure 356: Safe and Caring Schools: Sexual Orientation and Gender Identity or Expression.

Purpose

The Board of Education (the “Board”) believes a healthy school environment helps students grow and develop. To make this possible, Chilliwack School District (“District”) property and schools must be free from controlled and regulated substances. This includes drugs, alcohol, cannabis, tobacco products, vaping devices, and e-cigarettes.

The Board works with students, parents, guardians, caregivers, and the community to address concerns related to substance use.

Using controlled and regulated substances on District property or during school-authorized trips or activities violates the student code of conduct. Violations will result in disciplinary action and may involve the RCMP if needed.

Guidelines

The District’s expectations regarding smoking, vaping, cannabis, and other controlled substances are guided by the following legislation:

• Tobacco and Vapour Product Control Act, Section 2.2

• Cannabis Control and Licensing Act

• Controlled Drugs and Substances Act

The Board supports students by:

• Providing age-appropriate, fact-based information.

• Supporting programs that prevent or respond to substance use.

• Developing and providing learning resources and prevention tools.

• Working with schools and community groups to support student well-being.

Purpose

The Board of Education (the “Board”) is committed to keeping everyone in our school community safe. Weapons are not allowed on or near Chilliwack School District (“District”) property or at any school-sponsored events. Any weapon on or near school grounds is considered a serious threat to student and staff safety.

Definitions

Weapon

A weapon includes:

• Loaded or unloaded firearms.

• Chemicals, substances, devices, or instruments that are designed as a weapon or that can cause bodily harm or death.

• Devices or instruments that are used to threaten, intimidate, or cause bodily harm or death.

• Replicas or toy weapons.

• Any item brought to school for protection, or to threaten, intimidate, or harm another person.

Guidelines

1. Any student who uses or possesses a weapon will face disciplinary actions. Criminal charges may be considered when appropriate.

2. Items worn for religious purposes or used for other purposes may be allowed if:

a. The student receives prior permission from the school principal or designate; and,

b. The student follows any conditions set by the school principal or designate.

Purpose

The Board of Education (the “Board”) will provide an education program for every school-age student who is Ordinarily Resident in British Columbia.

This policy does not apply to fee-paying students or non-resident students.

Definitions

• Ordinarily Resident – Under the School Act, a student is considered Ordinarily Resident in British Columbia (“B.C.”) when the student and their parent or guardian live in B.C. as their usual place of residence.

Guidelines

Student registration, enrolment, and placement in the Chilliwack School District (the “District”) is to be guided by the following principles:

1. Access to Neighbourhood Schools:

• Students will have priority access to attend the school designated as their catchment area.

2. School Placement:

• Families can request admission to schools outside their catchment area for educational reasons or preferences. Acceptance depends on the space, programs, and District resources available.

3. Certainty, Stability, Continuity:

• The school placement process should support stability and continuity for students and families. When possible, all school-aged children in a family will attend the same school. This must comply with the School Act, Ministry Policy, Board timelines, and the family’s wishes.

4. Efficient Resource Allocation:

• The school placement process should help District staff plan how to optimize space and learning resources. This planning helps meet District demand and reduces changes at the start of the school year.

• If a parent or guardian requests that their student attend a school outside their catchment area, they are responsible for transportation and costs associated with that decision.

• The Board will work to provide programs that meet students’ interests and needs. Specialized programs may be limited to specific sites where space is available.

• The Board must manage its resources in a fiscally responsible manner. Resource decisions should align with the District’s core values.

Reference

• Administrative Procedure 317: International Student Program: Fee Paying Students

• Administrative Procedure 335: Residency and Student Eligibility

• Administrative Procedure 337: School Admission and Choice

• Administrative Procedure 338: Specialty Academies and Programs

• Administrative Procedure 377: French Immersion

Purpose

The Board of Education (the “Board”) believes that a diverse student population strengthens the learning environment of the Chilliwack School District (the “District”).

Guidelines

The Board supports admitting Non-Resident students, if the following conditions are met:

• The District has appropriate programs, staff, facilities, and available space.

• Resident (Ordinarily Resident) students are placed first, in the following order:

1. Students who live within the school catchment area.

2. Students who live within the District.

Definitions

• Ordinarily Resident – Under the School Act, a student is considered Ordinarily Resident in British Columbia (“B.C.”) when the student and their parent or guardian live in B.C. as their usual place of residence.

• Non-Resident Student – A student is considered a Non-Resident Student when the student and their parent or guardian do not live in B.C. as their usual place of residence.

Reference

• Administrative Procedure 317: International Student Program: Fee Paying Students

• Administrative Procedure 335: Residency and Student Eligibility

Purpose

The Board of Education (the “Board”) recognizes that international students bring different cultures into Chilliwack School District (the “District”) schools.

This helps students in the District learn about and respect people from other countries.

Guidelines

• District schools and programs exist first to serve the students who live in Chilliwack.

• International students will not be enrolled if doing so reduces space or services for Resident students.

• Students in the International Student Program must meet all program rules. This includes paying fees approved by the Board. Please refer to Administrative Procedure 317: International Student Program – Fee Paying Students.

Definitions

• Resident (Ordinarily Resident) – Under the School Act, a student is considered Ordinarily Resident in British Columbia (B.C.) when the student and their parent or guardian live in B.C. as their usual place of residence.

References

• Policy 321: Ordinarily Resident & Non-Resident Students

• Administrative Procedure 317: International Student Program: Fee Paying Students

Purpose

The Board of Education (the “Board”) offers many types of learning opportunities and experiences. Students will not be charged for educational resources needed to meet the general graduation requirements.

Guidelines

Fees and Deposits allowed by Law

• The Board may charge fees for goods and services, as permitted by Ministerial Orders and the School Act.

• The Board may also require deposits for educational resource materials as allowed under Section 82 of the School Act. These deposits may be fully or partly refundable.

Optional Programs and Activities

• The Board may set fees for optional programs, extra-curricular activities, or other goods and services that the Chilliwack School District (the “District”) provides to enhance learning and school life.

• Students and parents must be told how they can request a fee waiver if they cannot pay.

Publication of Fees and Deposits

• Before each school year begins, the Board will ensure schools publish a schedule of all required fees and deposits.

• This schedule must be available to students, parents, guardians, and caregivers.

Financial Hardship

• The Superintendent will make procedures to ensure fees and deposits do not stop a student from taking part in educational programs or activities.

• These procedures must allow students facing financial hardship to participate, even if they cannot pay the fees or deposits.

Purpose

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) recognizes that inclusion is a right. Inclusion is a core value in the District’s Strategic Plan.

The District is committed to meaningful, inclusive practices. These practices ensure equitable access for all people. The District works to create environments where everyone belongs and is welcomed, valued, and supported.

Guidelines

Everyone has a right to be treated with respect in District programs and learning spaces. This applies regardless of race, color, ancestry, place of origin, religion, marital or family status, physical or mental health or disability, sexual orientation, gender identity and expression, or age (BC Human Rights Code).

Everyone has the right to policies, procedures, communications, programs, and learning opportunities that are inclusive and respectful.

The Board expects that all staff, students, and members of our school communities will work together to:

• Include Indigenous perspectives, knowledge, and ways of learning in their work.

• Use approaches that are educational, preventative, and restorative.

• Support open, meaningful collaboration and communication with all District partners.

• Recognize the harm caused by exclusion and unfair treatment.

• Support social justice, and promote human rights for everyone, cultivating mutual respect, civility, and a sense of belonging.

• Identify and remove barriers caused by environments, attitudes, practices, policies, communication or technologies.

• Pay attention to how discrimination can overlap and increase barriers.

• Create and improve spaces to be accessible, safe, and flexible.

• Build understanding of diversity and how it affects access and outcomes as the District works towards equity.

Purpose

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) welcomes support from community agencies and certified professionals.

These individuals and organizations support students and the school-based teams. They also help staff work with students and parents or guardians to create learning and support plans.

Guidelines

The Board recognizes that students are best supported when services are coordinated. This work may involve working with other ministries and appropriate certified professionals.

All services must follow:

• Provincial legislation

• Agreements between ministries

• District policies and administrative procedures

• Applicable contracts

Definitions

• Outside Agency: a person or organization that provides service to students and families that does not work for the District.

• Community Partner: A government agency, or not-for-profit organization working under government contract, that has an ongoing agreement with the District.

• Private Certified Professional or Agency: A person or organization that operates for profit and is not a Community Partner. Families usually arrange and pay for these services on their own.

Reference

• Administrative Procedure 330: Support for Student Education Programs by Outside Agencies and Certified Professionals

Purpose

The Board of Education (the “Board”) offers district programs and other learning options to support student success and the Board’s Strategic Plan. These programs help meet students' learning needs.

Principles

Catchment Area Schools

•    Catchment area schools are important neighbourhood assets. Residents within a catchment area have priority for enrolment per Policy 320 School Admission and Placement.

District Programs

•    District programs (for example, French Immersion) offer a set program. These programs usually serve students from across the District.

Unique Learning Opportunities

•    When possible, the District may offer programs or schools with a specific educational focus. These programs provide students with unique learning opportunities (for example, Integrated Arts & Technology). 

•    Schools with a special program must give priority to students who live in the school’s catchment area. This follows Policy 320 School Admission and Placement.

References

•    Policy 320: School Admission and Placement

•    Administrative Procedure 337: School Admission and Choice

•    Policy 371: French Immersion Program

Purpose

Learning French, an official language of Canada, helps students grow in many ways. It builds understanding of other cultures and supports respect for differences.

The Board of Education (the “Board”) believes that learning French helps students think in new ways and connect with others. It is also valuable for certain career opportunities.

Guidelines

The Board offers Early and Late Entry French Immersion Programs as a District Program of Choice.

In alignment with the District’s Core Values, the French Immersion program is intended to be inclusive and open to all students. Admission is based on available space and established entry points as outlined in Administrative Procedure 377 French Immersion.

Purpose

The Board of Education (the “Board”) recognizes that career education offers students opportunities to explore a variety of career options for their future through classroom and practical community experiences.

The Board supports career education that helps students develop the skills and competencies they need to explore their strengths, interests, and future career goals.

Guidelines

Access to Career Programs

The Board supports fair and equitable access to career programs that combine classroom learning with real workplace experiences.

These programs include, but are not limited to:

• Work Experience 12

• Youth Work in Trades

• Youth Train in Trades

• Regional Career Programs

• Dual Credit

• Board Authority/Authorized (“BAA”) Courses

Purpose

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) believes that field trips and real-world experiences help students learn.

In this policy, “Field Trips” means all approved learning activities that occur outside the regular classroom. These can take place on or off school grounds or within the community.

All Field Trips must be safe and accessible to every student in the class.

Guidelines

Curricular-Related Field Trips

Curricular-related Field Trips are connected to specific learning outcomes. Students may be evaluated on what they learn.

The Board expects curricular-related Field Trips to be free for all students.

Co-Curricular and Extra-Curricular Field Trips

Co-curricular and extra-curricular Field Trips are not directly connected to learning outcomes. They provide educational value and support student growth and development.

The Board encourages schools to fundraise to help lower costs for families.

References

• Administrative Procedure 370: Student Field Experiences

Purpose

The Board of Education (the “Board”) supports schools that provide a variety of Learning Resources. These resources help all students learn in ways that work best for them.

Learning Resources will:

• Meet the needs of students in the Chilliwack School District (the “District”).

• Support different ways of learning and teaching.

• Foster the love of reading.

Background

Learning Resources support and strengthen the school's educational programs. They help teachers deliver lessons and help students engage with what they are learning.

Learning Resources must:

• Support the BC Curriculum.

• Provide a balance on differing points of view.

• Align with the educational goals of the Ministry of Education and Child Care, the District, and the school.

The BC Ministry of Education and Child Care’s Learning Resources Policy states, “Educators are best suited for determining the resources that are most appropriate for use in their classrooms.” This applies to all Learning Resources available throughout the school, including in the Library Learning Commons.

The Board believes that Educators (Teachers and Teacher-Librarians) have the professional responsibility to choose and, when necessary, remove Learning Resources.

Guidelines

Selection of Learning Resources

• When choosing Learning Resources, Educators will ensure that materials:

• Reflect diversity, including those listed in the BC Human Rights Code.

• Include authentic Indigenous Learning Resources that support the Truth and Reconciliation Commission of Canada’s Calls to Action.

• Include different racial backgrounds and lived experiences, demonstrate equity, and reflect the voices of Black, Indigenous, and People of Colour (BIPOC). Equity means ensuring that all students see themselves represented in Learning Resources.

• Align with District policies. Specifically, those that address values, safe schools, inclusion, and respect.

• Provide context when addressing difficult or complex topics.

• Support critical thinking.

• Ensure the content is current and free from stereotypes or discrimination. Older materials may be used to help students learn about history and social change.

• Use appropriate content and language for the students they are intended for. This includes considering students' developmental age, maturity, and diverse learning needs.

• Schools may use Learning Resources recommended by the BC Ministry of Education and Child Care or by the Focused Education Resource Society (Focused Education).

• Focused Education maintains a collection of evaluated K-12 resources recommended for District use.

• Resources approved by Focused Education and used at the recommended grade levels are generally considered to be exempt from formal challenges. These resources have already been thoroughly reviewed.

• If Educators choose resources not evaluated by Focused Education, they will review recognized educational, critical, and evaluative sources before using or purchasing the resources.

• Educators:

• Use their professional judgment, skills, and knowledge when selecting Learning Resources.

• Are responsible for providing a range of materials.

• Will use their professional judgment when evaluating and selecting Learning Resources that contain sensitive content.

• The selection of Learning Resources is an ongoing process.

• Materials that no longer meet the selection criteria will be removed. This helps keep the collection current, respectful, and relevant to students.

• The purchase and use of Learning Resources will adhere to the Copyright Act and Freedom of Information and Protection of Privacy Act.

• Parents, guardians, and caregivers are encouraged to speak with school staff if they have questions about Learning Resources.

Use of Learning Resources

• Learning Resources will help students and staff:

• Consider their actions and attitudes.

• Understand their responsibilities, rights, and privileges.

• Explore different perspectives on controversial issues, so students can form their own informed opinions.

• Students have the freedom to read, listen to, and view a wide range of materials.

• Teacher-Librarians support student choice.

• Teacher-Librarians do not restrict or censor student choices.

• Families can guide their students’ reading choices through discussions at home.

• Students are not limited to books at a specific reading level in the Library Learning Commons. Reading levels are used to guide classroom resources.

Challenge of Learning Resources:

• The Board recognizes that concerns about some Learning Resources may arise.

• Parents, guardians, or caregivers:

• Cannot decide which Learning Resources are available to other students, only to their own child.

• Can request in writing to the school principal that their student not have access to a specific item.

• May formally challenge the Learning Resources used at their student’s school. (Administrative Procedure 343: Procedures for Dealing with Challenged Materials)

• As outlined in Policy 390: Resolving Concerns, parents, guardians, and caregivers must first address concerns with the staff involved. If the concern is not resolved, they can then contact the school principal.

Definitions

• Educators – for the context of this policy, Educators refer to Teachers and Teacher- Librarians.

• Learning Resources – include:

• Any materials that support students in meeting learning expectations set out in the BC Curriculum and District policy.

• Curriculum and recreational resources used in the classroom and the Library Learning Commons.

• Materials for students’ personal research and independent or recreational reading purposes.

• Print resources such as magazine articles, novels, picture books, graphic novels, plays, poetry, and non-fiction.

• Digital resources such as any text, images, video, sound, and graphics delivered through a digital interface. Examples include e-books, PDFs, simulations, apps (including social media), games, online tutorials/courses, and video streaming.

• Reference resources such as periodicals, journals, biographies, encyclopedias, and online video collections.

• Library Learning Commons - Refers to shared school learning spaces, both physical and online. Students and staff use these spaces to explore ideas, work on projects, and develop thinking, creativity, and communication skills.

References

• Policy 382: Library Learning Commons

• Administrative Procedure 343: Procedures for Dealing with Challenged Materials

Purpose

The Board of Education (The “Board) understands that the Library Learning Commons is a valuable space that enhances student learning.

The Library Learning Commons will offer inclusive and engaging learning opportunities that support student growth and success.

Guidelines

Learning Resources and programs available through the Library Learning Commons will:

• Promote equity, diversity, and human rights (BC Human Rights Code).

• Include a range of backgrounds and lived experiences.

• Support the Truth and Reconciliation Commission of Canada’s Calls to Action.

• Reflect the voices of Black, Indigenous, and People of Colour (BIPOC).

• Provide clear and balanced context when exploring complex issues.

• Encourage awareness of personal bias.

Definitions

• Learning Resources – include:

• Any materials that support students in meeting learning expectations set out in the BC Curriculum and the Board’s Strategic Plan.

• Curriculum and recreational resources used in the classroom and the Library Learning Commons.

• Materials for students’ personal research and independent or recreational reading purposes.

• Print, digital, and reference resources. (Policy 380: Learning Resources)

• Library Learning Commons – Refers to shared school learning spaces, both physical and online.

• Students and staff use these spaces to explore ideas, work on projects, and develop thinking, creativity, and communication skills.

References

• Policy 380: Learning Resources

Purpose

Students, staff and families learn best when technology is used safely and responsibly. Technology is an important tool that supports learning, sparks creativity, and builds new skills.

The Board of Education (the “Board”) of the Chilliwack School District (the “District”) is committed to providing reliable technology in schools to help students and staff learn, create, and share information effectively.

Guidelines

Everyone using District technology must follow:

• the Freedom of Information and Protection of Privacy Act

• the Copyright Act

• District Policies, Administrative Procedures, and Guidelines regarding the use of technology and social media.

References

• Policy 310: Student Expectations, Rights and Responsibilities

• Administrative Procedure 318: Cell Phone and Digital Device Use

• Administrative Procedure 352: Technology Use and the Acceptable Use Agreement

• Administrative Procedure 417: Social Media

Purpose

The Board of Education (the “Board”) believes that open, direct communication between
students, parents, and Chilliwack School District (“District”) staff helps resolve concerns.

This policy applies to concerns related to an employee’s action or decision, an educational
program, a procedure, or a learning resource.

Procedure

Concerns should be handled in a respectful, confidential, and fair manner in the following order:

1. The employee.

2. The school principal.

If resolution is not reached at the school level, it may be referred to:

3. The Assistant Superintendent responsible for the school (please refer to School Supervision)

4. The Superintendent of Schools (“Superintendent”).

Decisions made by employees that do not significantly affect the student’s education, health, or safety are within the final authority of the Superintendent.

If a decision significantly affects a student’s education, health, or safety and remains unresolved, the concern may be appealed to the Board using Bylaw 4: Appeal Procedure.

Resolving Concerns Infographic

As described in Policy 314: Student Substance Use, the use of controlled and regulated substances, including drugs, alcohol, cannabis, tobacco products, vaping devices, and e-cigarettes by students is an issue that involves parents/guardians/caregivers, educators, students, and the community.

The Chilliwack School District takes responsibility for providing resources and programs that promote education and prevention, interventions that support students, as well as expectations and consequences that are clearly outlined and communicated to students, parents/guardians/caregivers and educators.

Procedures

•    All School District property will be designated no smoking and no vaping allowed, with the use of tobacco, vapour products, cannabis (in all forms), and controlled and regulated substances on school property and areas abutting school property prohibited at all times for all employees, students and visitors. 

•    School property is defined as all school buildings, grounds and properties, including School District offices and facilities and any properties owned or leased by, or operated under the authority of the Board. 

•    The use of tobacco, vapour products, cannabis, and controlled and regulated substances will not be permitted in private vehicles on school property, in School District owned vehicles and equipment, and in any vehicle used to transport students.

•    The exception to this policy is for the ceremonial use of tobacco where the activity has been approved by the Board, and the ceremony is performed in relation to a traditional indigenous cultural activity or performed by a group for a purpose approved by government regulation.

•    Principals, vice-principals and teachers shall strive to ensure that all students receive instruction that promotes substance use awareness, responsible decision-making, positive self-esteem and overall good health.

•    Students and parents/guardians/caregivers shall be made aware of available counseling services and other support services outside of the school. Access to community assessment, counseling and treatment services may be facilitated by the school for students and families. In taking or facilitating such action, school personnel shall strive to ensure the confidentiality of those involved. Students should feel free to seek and receive counseling about substance use and related problems without fear of punishment or reprisal.

•    Any illegal substances discovered to be in a student's possession or on school property shall be confiscated immediately by the school principal/vice-principal. At the time of confiscation, other responsible adults shall be made aware of the action that has been taken by the principal/vice-principal. The substance shall be locked in a secure place within the school. 

•    School principals/vice-principals, given reasonable cause, are permitted to search student lockers without the consent of the student.

•    The RCMP may be informed of suspected use or possession of illegal substances.

•    In making decisions about disciplinary procedures, the principal shall be guided by the concept of "in loco parentis” and shall consider what is best for the individual student as well as the health, safety and well-being of other students and staff members.

Progressive Student Support:

In the event that student behaviour results in a significant or repetitive breach of Board Policy and Regulations, school rules or the school code of conduct, the school principal or designate will intervene with progressive supports at the school. These supports will begin at the classroom level, with consultation with parents/guardians; progressing to referrals to the School Based Team. These supports usually begin with classroom supports but can lead to alternate assignment (IE. Mainstream Alternate Program, suspension, a referral to Student Services, and/or a referral to the District Behaviour Committee (DBC).

Suspension shall mean an action taken by an administrator authorized by the School Act and Board Policy prohibiting a student from participating in the regular education program. Suspensions may be of two kinds: in-school suspensions or out-of-school suspensions. All suspensions and discipline must take into consideration individual circumstances.

The principal or designate in each school may suspend a student for a period not to exceed five (5) days when it is concluded that a student has failed to comply with Board Policy regarding student behaviour or with the school's rules or Code of Conduct.

Alternative methods of discipline other than out of school suspension should be used for students who are truant, tardy, or otherwise absent from school. During a suspension, it is the responsibility of the principal or designate to make available an educational program for the student for the duration of the suspension.

Student Suspension Procedures:

When a student is suspended the following procedures shall be followed: 

1.    The principal or designate shall report the circumstances of the suspension to the parent or guardian, in person or by telephone. Telephone or personal contact will be confirmed, followed by a letter delivered via email or to the parent's home address. A copy of all correspondence must be kept on file. 

2.    For the duration of the suspension the principal or designate shall ensure that an appropriate educational program is made available to the student.

3.    The principal or designate will discuss the matter with the student's parent/guardian and where necessary, consult with appropriate district personnel, School Based Team members or inter-agency care team personnel to create a success plan.

4.    The suspension may be terminated or modified at the discretion of the principal or designate and/or the Superintendent or designate, after consultation with appropriate school district personnel and parent(s)/guardian(s).

Referral Process to District Support 

District Resource Team (DRT); District Behaviour Committee (DBC); Worrisome Behaviour 

•    DRT – The DRT is a problem-solving table – and is the next step to support a student after the School Based Team has exhausted their supports. When, in the opinion of the school principal, the resources of the school have been exhausted, the principal or designate may refer the student. This referral may coincide with a suspension; however, a referral may be made without a suspension. The referral to DRT must be promptly communicated to the parent. In making the referral to DRT, the principal or designate, must complete a full referral of actions taken at the school level to resolve the difficulties. Before the referral is made, appropriate consultation with the family, School Based Team, Indigenous Education Department, and Student Services Team should take place. Support services will also be made available to the victims of harassment, intimidation, or aggression. 

•    DBC Overview – The DBC is a decision-making table to work through serious violations to the school code of conduct for Middle/Secondary school aged students. In the event that the school principal or designate believes that a student's violation of the school code of conduct is serious enough to warrant a suspension of for more than five (5) days, the principal must refer the student to the DBC. This committee, chaired by the Assistant Superintendent (s), and consisting of the District Principals of Student Services, Indigenous Education, and Alternative Education, shall consider each case on its own merits, meet with the parent(s)/guardian and student concerned and consider further action, which shall include, but not be limited to recommending to the Superintendent any of the following: 

a)    suspension 

b)    provision of additional counselling and other support services to the student and the student's family 

c)    referral to the appropriate agencies (ADTP, PCRS Traverse program, Maples, Etc.) 

d)    placement in an alternate school setting, alternate school site (different school) or Kwíyeqel Secondary School 

e)    provide an at home educational program 

f)    expulsion from the school if the student is older than age 16 – BC School Act 

g)    referral to Student Services 

h)    no further action 

•    DBC Process – A member of the DBC team will meet with the parent/guardian and student prior to the DBC meeting. The purpose of the pre meeting is to help prepare the family for the DBC meeting. Additionally, another member of the committee will have a pre meeting with the school team to prepare as well. Both the parents and the school team will receive a one-page overview of the meeting process at the pre-meeting. After the formal DBC meeting, and upon receiving the recommendations of the DBC, a letter, written by the Superintendent or designate, detailing the outcomes of the District Behaviour Committee meeting will be forwarded to the parents and filed at the school and at the School District. 

•    Worrisome Behaviour – Elementary aged students follow a different process termed, Worrisome Behaviour Planning. This process includes creating a behaviour or safety response plan developed together (school staff & parents) with Student Support Services.

Purpose

The purpose of this Administrative Procedure (“Procedure”) is to ensure that all students, employees, and members of the Chilliwack School District (the “District”) community learn and work in environments that are safe, respectful, inclusive, and free from sexual harassment and sexual misconduct. 

The District is committed to preventing, addressing, and responding to incidents of sexual harassment and sexual misconduct in a manner that is: 

•    Trauma informed and dignity affirming.

•    Fair, impartial, and confidential.

•    Consistent with legislative and collective agreement requirements. 

•    Developmentally appropriate when students are involved. 

This Procedure applies to student-to-student, student-to-staff, and staff-to-staff contexts. Adult-to-student and caregiver-to-student matters are addressed separately under Administrative Procedure 420: Reporting Suspected Cases of Child Abuse and Neglect.

Scope and Application

This procedure applies to all members of the District community, including: 

•    Students 

•    Employees (teaching, support, management, administrative) 

•    Trustees 

•    Volunteers, contractors, and service providers 

•    Visitors and any other individuals participating in District related activities 

Definitions

•    Sexual Harassment - Unwelcome conduct or comment of a sexual nature that a reasonable person would expect to have the effect of: 

•    Creating an intimidating, hostile, or offensive learning or working environment; or 

•    Adversely affecting an individual’s employment, education, or participation in District activities. 

This includes, but is not limited to: 

•    Unwelcome sexual advances.

•    Sexualized comments, jokes, gestures, or remarks. 

•    Unwanted physical contact of a sexual nature. 

•    Display or distribution of sexually explicit or degrading material. 

•    Harassment based on sex, sexual orientation, gender identity, or gender expression. 

•    Sexual Misconduct - Conduct of a sexual nature that may include sexual harassment, sexual assault, sexual exploitation, or boundary violations, and may constitute a breach of District expectations and/or law. 

•    Complainant – A person who reports or is believed to have experienced sexual harassment or sexual misconduct.

•    Respondent – A person alleged to have engaged in sexual harassment or sexual misconduct. 

•    Disclosure – The sharing of information regarding an experience of sexual harassment or sexual misconduct, without necessarily requesting action or investigation. 

•    Report – A request for the District to act in response to alleged sexual harassment or sexual misconduct. 

Principles

The District will: 

•    Take all disclosures and reports seriously and respectfully. 

•    Act in a timely manner when made aware of concerns. 

•    Protect privacy and confidentiality to the extent possible. 

•    Mitigate the risk of retaliation or reprisal.

•    Consider the age, capacity, and vulnerability of students. 

•    Support a fair process for all parties involved. 

Roles and Responsibilities

All Members of the District Community 

•    Refrain from engaging in sexual harassment or sexual misconduct.

•    Report or disclose concerns when safe to do so. 

•    Cooperate respectfully in processes arising under this Procedure.

Employees 

•    Report incidents to your supervisor, Human Resources, or your respective union representative in accordance with your Collective Agreement provisions. 

•    Maintain confidentiality and professional boundaries.

Administrators 

•    Receive disclosures and reports in a trauma informed manner. 

•    Take immediate steps to ensure safety. 

•    Consult with the Assistant Superintendent and/or Human Resources, as necessary. 

•    Ensure consistent application of this procedure.

Reporting and Disclosure

Individuals have agency to choose to: 

•    Seek support only. 

•    Make an informal report. 

•    Make a formal report requesting investigation or action. 

Employee Reporting/Disclosure Options 

•    A school administrator 

•    A supervisor or manager 

•    District Human Resources 

•    The Superintendent or designate if the respondent is in a direct supervisory position over the complainant. 

Student Reporting/Disclosure Options 

•    Trusted adult (within the school, community, or family) 

•    Trusted peer 

Third Party or Anonymous Information 

Information received from third parties will be assessed and addressed while recognizing limits to the investigation created by requirements to maintain anonymous reporting. RCMP investigations connected to charges may override anonymous reporting. 

Mandatory Reporting 

Nothing in this procedure limits obligations under: 

•    Child protection legislation (governed by Administrative Procedure 420: Reporting Suspected Cases of Child Abuse and Neglect) 

•    Criminal law reporting 

•    Professional duty to report 

Interim and Supportive Measures

At any stage, the District may implement reasonable measures to ensure safety and well being, including: 

•    Schedule or seating adjustments. 

•    Supervision or no contact arrangements. 

•    Academic or workplace accommodations. 

•    Referral to internal or external supports. 

•    Activation of an Assessment of Risk to Others (ARTO) protocol. 

Such measures are not disciplinary in nature. 

Investigation and Resolutions

For Staff 

Please refer to  Administrative Procedure 520: Respectful Workplace - Reporting, Investigation and Resolution Procedures

For Students

Investigation  

The District will conduct an investigation that:  

•    Is impartial, timely, and fair. 

•    Provides opportunity for all parties to be heard (as able). 

•    Is documented appropriately. 

Informal Resolution 

Where appropriate, concerns may be addressed through: 

•    Education related to sexual harassment.

•    Clarification of expectations. 

•    Facilitated discussion. 

•    Restorative or educational approaches. 

Formal Resolution

•    Work through progressive discipline model according to Administrative Procedure 321: Student Code of Conduct.

The District seeks to cooperate with police, while not compromising the legal rights of the students in its care. In most circumstances, students on School District premises or at school sponsored events cannot be formally interviewed by police officers as part of a formal investigation process.

The District recognizes there may be emergent situations that might require different approaches when police would like to interview a student. It is for this reason that all police contact with students on School District premises or at school sponsored events shall occur with the knowledge and consent of the administrator and with prior notice (except in a crisis situation).

Procedure

Requests by police to interview students on district premises or at a school sponsored event are subject to the following:

1.    Students are not to be interviewed, except in the following circumstances:

1.1.    In cases where child abuse is suspected, the police and/or social worker may interview the student under the legislative regulation for the protection of children: 

“Police officers and child welfare workers have complementary roles in responding to reports of suspected child abuse or neglect. Police have authority under the Criminal Code of Canada and the Child, Family and Community Service Act to respond: 

•    when a child or youth is in immediate danger; and 

•    when a criminal offence against a child or youth is suspected. 

When an officer has reasonable grounds to believe that a child’s or youth’s safety or well-being is in immediate danger, the officer has authority to take charge of the child or youth and notify a child welfare worker as soon as possible. 

Where a criminal offence against a child or youth is suspected, police may investigate, working in collaboration with child welfare workers. (See BC Handbook for Action on Child Abuse and Neglect, page 12)

1.2.    In an emergent situation where there is no question of compromising the student’s legal rights and where immediate information is necessary for quick action:

1.2.1.    When police officials request an interview with a student on school or District premises in accordance with Section 1.2, a Principal or designate must ensure that the student’s parent(s)/guardian(s)/childcare authorities are contacted immediately. 

1.2.2.    If parent(s)/guardian(s)/childcare authorities cannot be reached or are unable to attend the interview, the Principal shall request the police officer to delay the interview until such time as the parent(s)/guardian(s)/childcare authorities can be contacted or be present.

1.2.3.    If this request is refused, then the Principal or designate shall act “in loco parentis”. The Principal or designate must sit in on the interview and shall summarize the meeting in writing and provide the written report to the parent(s)/guardian(s)/childcare authorities, a copy to the Superintendent and retain a copy at the school in a file for that purpose, with notes subject to the terms of the Freedom of Information and Protection of Privacy Act.

2.    A student is not to be released to the custody of other legal authorities in the absence of clear legal authority to do so.

2.1.    Any such release shall be in accordance with the District’s duty of care for students and any formal regulations governing such release, including notification of parents/guardians/childcare authorities.

2.2.    In the case of students of Indigenous ancestry, processes delineated in Local Education Agreements shall be followed.

In situations where police wish to have contact with a student at school:

1.    The Principal shall request that the police complete interviews, conduct searches and effect arrests at another location away from school, if possible.

2.    The school shall make every attempt to notify the parent(s)/guardian(s)/childcare authorities and confirm whether they wish to attend. The administrator shall document the attempt to make contact. 

3.    The Principal shall determine from the police officer what the nature of the contact will be, and support the student as required.

The District is committed to providing a safe and caring school environment that is conducive to effective learning and to providing for the safety and security of its 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. 

The BC School Regulation, section 5 (7) provides the Principal or designate the authority for search and seizure where there are reasonable grounds to be suspicious. Best search and seizure practices are referenced in Maintaining School Safety: A guide for School and Policy Personnel in BC 2019. 

Procedure 

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 on an annual basis that searches may occur without notice under the direction of the Principal.

2.1.    If the Principal plans to implement school-wide locker searches, this is to also be clearly stated.

2.2.    It must be clarified that all the student acquires is the right to use the locker and the school lock, both of which remain the property of the District.

3.    Students shall be advised at the time they are assigned a locker of the following rules and conditions of use under which the locker is assigned:

3.1.    Students are responsible for the locker which is assigned to them and the locker is not to be used by any other person.

3.2.    Only school locks may be used on student lockers and the combination of the lock must be registered at the office.

3.3.    No illegal substances, weapons or other prohibited or offensive material are to be placed 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 the locker may be terminated where a student does not comply with the conditions of use or school policies 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 in this context:

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 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 their personal items such as a backpack, a locker, desk or other assigned storage facility or fixture is searched.

6.    When the search reveals evidence of suspected illegal activity, the principal shall immediately secure the locker or other storage facility or fixture by any means considered advisable, including the use of a different lock, and may 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 take cations 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 contacted and the parents shall be notified prior to the search.

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 contacted 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, when appropriate, 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 appropriate, 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.

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

School Act:

"parent" means, in respect of a student or of a child registered under section 13,

(a) a parent or other person who has guardianship or custody of the student or child, other than a parent or person who, under an agreement or order made under the Family Law Act that allocates parental responsibilities, does not have parental responsibilities in relation to the student’s or child’s education, or 

(b) a person who usually has the care and control of the student or child.

Permanent Student Record (PSR) consists of the following two parts: 

1.    Form 1704.

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.

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 

The principal/designate is responsible for the establishment and maintenance of a record for each student registered in his/her/their school including security of the access to records (School Act Section 79).

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. 

Contents of student records:

Any information placed on a student's record must be done so with the knowledge:

•    That the student, and his/her/their parent/guardian, as defined in the School Act, have access to all information contained in the student record (School Act, Section 9).

•    That the information is considered to be official documentation of the District. 

The student's school file shall contain but not be limited to the following:

•    A copy of learning updates/report cards.

•    Individual educational plans.

•    Medical information.

•    Indigenous Education Information. 

•    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 (e.g., classroom teacher) and the entry date.

•    Demographic information including legal name, birthdate, legal guardianship, citizenship and visa information if applicable, and other information as required by the Ministry.

•    Court orders as indicated by the legal alert.

•    Other documents (i.e., name change or immigration document).

Removal or Correction of Student File Entries

Persons with access rights according to the School Act, section 9, may request the principal/designate to correct entries in a student's record.

The principal/designate, on receiving such a request, shall make a ruling with regards to the request from the student or the parent/guardian

If the principal/designate denies the request to alter the student record, the record shall be annotated with a notation of the proposed correction and that the correction was denied.

The principal/designate shall be responsible for the periodic culling of information from student records. 

Disposal of student information shall be done in a way that preserves confidentiality, as for example, use of the console for shredding.

Confidentiality of Student Information and Access to Records

A student record is confidential.

Access to the student record shall be permitted only to the student or a parent/guardian as defined in the School Act. A parent/guardian without parental responsibilities for educational decisions respecting the student, may obtain access to the student record only if:

•    The person with parental responsibilities for educational decisions respecting the student has consented in writing, or

•    The parent without parental responsibilities with respect to the student is granted access to the student's record by a court order, or

•    There is a written agreement between the parent/guardian with parental responsibilities for educational decisions respecting the student and the parent/guardian without such responsibilities that permits access to student information.

The principal/designate 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. The Superintendent/Designate shall determine and make known to schools, which District staff have access to student records.

Any examination of the student record by a student or parent/guardian, as defined in the School Act shall occur in the presence of the principal/designate to interpret the records. Prior arrangement shall be required in order to give the principal/designate adequate opportunity to arrange for the examination of the student's record and for the redacting of any confidential information which refers to another student or individual whose confidentiality must be protected and may be compromised through this process.

Transfer of Student Records

In the event that the student transfers to another school within the District, the entire student record shall be sent directly to the principal/designate of the receiving school upon receipt of the appropriate request for records.

Where a District receives a request from a District in British Columbia to which a student transfers, the District must transfer the student’s file.

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/designate of the receiving school. The original Student File is to be maintained at the school as set out below.

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.

Laser Fische system shall be maintained at each school by the principal/designate for the purpose of recording all student record transfers. 

Principals/Designates 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, or by the parent/guardian, as defined in the School Act.

Retention of Student Records

The Permanent Student File includes electronic and/or 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. 

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). After five years, the principal/designate will provide the Permanent Student Records and Official Transcripts in electronic format to the School Board Office.

Enrolment and Address Confirmation Letters 

Enrolment or address confirmation letters will only be issued for students actively enrolled and attending the District. The District will not provide backdated documentation for Canada Revenue Agency (CRA) purposes.  

Enrolment or address confirmation letters will not be issued for students who have withdrawn or those not yet attending.

Appeals Regarding A Decision of An Employee: 

As per Policy 390 – Resolving Concerns, the Board of Education believes that when a parent/guardian has a concern about the action or decision of any employee, their concern should be first channeled through the employee and then the principal of the school. If resolution is not reached at the school level, a concern may be forwarded to the appropriate Assistant Superintendent before being referred to the Superintendent for consideration. 

Pursuant to Section 11 of the BC School Act and Board Bylaw 4: Appeal Procedure, a student and/or the student's parent/guardian may appeal an action taken by Board personnel that they believe significantly affects the education, health, or safety of the student, once the above steps have been considered.

Purpose

This Administrative Procedure outlines parental access to student information.

Guidelines

•    Legal Parents and Guardians have equal access to information regarding their child’s education.

•    A Legal Parent or Guardian’s right to receive information about their child can only be limited by a court order. Anyone challenging access must provide an official court order that restricts the Legal Parent or Guardian’s access to information.

•    Custodial Parent(s) will provide a written request to the school principal requesting Non-Custodial Parent access. This request will specify what information the Non-Custodial Parent is permitted to access.

•    Upon approval, the school will provide the Non-Custodial Parent with the information outlined in the written request. 

Appeals

As per Policy 390 Resolving Concerns, if a parent or guardian has a concern that can not be resolved at the school level, the concern may be brought to the appropriate Assistant Superintendent, and then, if necessary, to the Superintendent of Schools.

Pursuant to the Board of Education Bylaw 4 Appeal Procedure and Section 11 of the BC School Act, a parent, guardian, or caregiver may appeal decisions taken by District personnel that they believe significantly affects the education, health or safety of the student, once the above steps have been considered.

Definitions

•    Custodial Parent or Guardian – The parent(s) or legal guardian(s) who have primary physical custody.

•    Co-Custodial Parents or Guardians – Both parents or legal guardians share custody. They have equal rights to participate in decisions and access information about their child.

•    Legal Parent or Guardian – The parent or guardian who does not have primary physical custody but has the legal right to information about the child. This may include a guardian who shares caregiving responsibilities by court order.

•    Non-Custodial Parent – a non-legal guardian. For example, a step-parent.

The District Financial Awards Committee, comprised of one trustee, one district office administrator, and representatives from Chilliwack Secondary, G.W. Graham Secondary, Imagine High IAT Secondary, Kwiyeqel Secondary and Sardis Secondary, sets the application procedure and selection processes for the District / Authority Awards. All candidates must meet the basic eligibility requirements as outlined by the BC Ministry of Education and Childcare.

Specific Criteria

1.    Candidates for a District / Authority Award will be students demonstrating outstanding achievement in defined area(s) (see table below).  

2.    Candidates must be a Canadian citizen or permanent resident; must be a BC resident; and have not received a District/Authority award in the past.

3.    Candidates must fulfill BC graduation requirements of either the 2004 Graduation Program or the Adult Graduation Program by August 31 of their graduating year.

Selection of Conditional Recipients

1.    School based scholarship/bursary committees will receive student applications and make selections based on evidence of achievement in one or more of the defined areas above. The school based committee will endeavor to distribute the awards equitably across the defined areas.

2.    Names of the candidates shall be forwarded to the District Financial Awards Committee for submission to the Ministry of Education and Childcare by June 30 of the graduating year.

Definitions

“International Student” - a person of school age, as defined in the School Act of British Columbia, whose permanent residency at the time of application for admission is outside Canada, and who requires authorization from the federal government to enter the country for the specific purpose of attending school in Canada. International students shall be subject to tuition fees charged by the district.

Admission Requirements

Students whose permanent residence is outside Canada applying to the International Student Program may be admitted upon payment of a fee set by the Board providing the following criteria are met:

1.    Prospective international students shall submit all required application documents and meet program requirements.

2.    Completion of all procedures and compliance with all regulations set forth by Immigration, Refugees and Citizenship Canada to acquire the necessary authorization for entry into Canada for the specific purpose of attending school.

3.    Students enrolled in the International Student Program must abide by the provisions agreed upon in the International Student Program Homestay and Participation Agreements.

4.    Fees for students in the International Student Program shall be paid according to the established schedule.
It is understood that Letters of Acceptance into the International Student program shall be provided for the term of a student’s enrolment in the program. Requests for extension may be granted upon review by the Administrator of the International Student Program.

Fees

The Chilliwack School District will charge students involved in the International Student program tuition fees set annually by the Board.

Placement

1.    Placement of students in schools, programs and homestay shall be at the prerogative of the Superintendent or designate.

2.    Placement decisions will be based on space availability, English proficiency, program availability and previous academic record.

Graduation

Acceptance into the International Student Program by Chilliwack School District does not guarantee the right to graduate with a British Columbia Dogwood Certificate. Students must meet the Ministry of Education requires to receive their diploma.

Scholarships and Bursaries

International students are not eligible for provincial scholarships and may not compete for local bursaries and scholarships.

The Chilliwack School District (the “District”) is dedicated to fostering a positive and productive learning environment, prioritizing academic achievement and appropriate socialization. The use of cell phones and personal digital devices is a privilege that comes with the responsibility of maintaining this environment. Our classroom and school-wide expectations are designed, in alignment with Ministerial Order 276/07, to uphold this commitment with the recognition that the student use guidelines align with students’ developmental stage and age: 

All Students:

•    To contact a student during instructional time, call the school office’s number.

•    Students who have accessibility or accommodation needs, where a personal digital device is needed to ensure equity of learning, will have access. 

•    Students with medical or health-related reasons who require a personal digital device will also have access.

•    For privacy considerations, unauthorized taking of pictures, videos, or recordings at school or during school activities (including riding the school bus) is strictly prohibited as per Administrative Procedure 481: Audio / Video Recordings, Photography and Live Streaming.

•    Headphones or earbuds must not be worn or visible during instructional time, including assemblies, unless the teacher has allowed them. 

Elementary/Middle Students:

•    During break and lunch periods, students are encouraged to be active and socialize with friends. Students are not permitted to use their cell phones and other devices during this time.

•    Students are to store their devices in a designated area identified by staff.

•    Your child’s teacher may permit cell phones or personal digital devices in class for educational reasons.

Secondary Students:

•    During break and lunch periods, students are encouraged to be active and socialize with friends. They are also encouraged to put their cell phones and other devices away.

•    During instructional times, students will silence their devices and store them in their bag, locker or a designated space provided by staff. 
•    Your child’s teachers will decide if students can use their cell phones or digital devices during class time for educational purposes.

Unauthorized use of electronic devices is not tolerated. If a student is found using a device without permission, it will be confiscated and returned at the end of the class or day as determined by school staff.

For repeated offences, the device(s) will be given to the office who may return the device(s) to the student and/or contact the parents if the issue persists. Students may then be asked to turn their cell phone in the office each morning and pick it up at the end of the day or to leave it at home.

The collection of student attendance records supports student learning and student safety. Section 3 (d) and (e) of the Ministry of Education Student Progress Report Order requires that the number of days a student is absent and the number of days a student is late, are to be communicated on all student Learning Updates and the Summary of Learning.

The Chilliwack School District (the “District”) supports and encourages regular and prompt attendance, supports timely communication with parents/guardians about student attendance, and ensures that accurate records of student attendance are kept. The school will also make this information available online.

Elementary/Middle:
Will take daily AM/PM attendance and record in the Student Information System (ie. MyEd) within 30 minutes of the start of the day and after lunch.

Secondary:
Will take daily block attendance and record into the Student Information System by the end of every block.

Unexcused Absences

Elementary/Middle

If an elementary/middle school student is absent with an unexcused absence at any time in the school day, the student’s parents/guardians will be notified immediately. First through the online School Messager System and a follow-up phone call if there is no parent response.

If an elementary/middle student has 5 or more unexcused absences in a single month, the teacher will have a documented Attendance Conversation with the parent/guardian and student.

Secondary

If a student in secondary school is absent with an unexcused absence at any time of the school day, the school shall notify the student’s parents/guardians at the end of the school day using the automated School Messenger System.

If a secondary student has missed 5 or more blocks of a single course in a single month, the teacher will have a documented Attendance Conversation with the parent/guardian and student.

Attendance Conversations

The purpose of the conversation is to identify the barriers to the student’s regular attendance and the supports and resources that may be available to help the student regularly attend school. Communication with families regarding attendance must be documented in the Student Information System (currently MyEd Journals) in alignment with Administrative Procedure 312 Student Records.

If the student’s attendance pattern continues, the student will be referred to the School Based Team.

Lateness

Students are expected to be in class on time. The teacher shall counsel with those students who are developing a pattern of being late. The teacher shall contact home and, if the pattern continues, refer the student to the School Based Team. Communication with families regarding attendance must be documented in the Student Information System (currently MyEd Journals).

Excused Absences

Regular school attendance is the goal for all students in the district. However, students at times may be absent from class for valid reasons. The following principles shall govern the development and administration of attendance procedures within the district.

1.    The Principal or designate has the authority to determine if an absence meets the criteria to be deemed an excused absence. The following represent examples of excused absences:

•    Participation in a district or school approved activity or instructional program.

•    Illness, health condition or medical appointment for the student or a person for whom the student is legally responsible.

•    Family emergency including, but not limited to, a death or illness in the family.

•    Religious or cultural purposes including observance of religious or cultural holiday or participation in religious or cultural instruction.

•    Court, judicial proceeding, or serving on a jury.

•    Post-secondary, technical school or apprenticeship program visitation, or scholarship interview.

•    Principal and parent/guardian/emancipated youth mutually agreed upon activity.

Unaccounted Student During the Instructional Day

Schools will maintain documented, site-based procedures outlining the required actions to be taken when a student is determined to be unaccounted for during the instructional day.

The Chilliwack School District (“the District”) is responsible for providing safe, respectful, and inclusive learning and working environments for all members of its school communities.

To maintain environments conducive to learning, the District expects that student behaviours will comply with these student conduct expectations.

The District further requires that Principals develop a school Code of Conduct that aligns with Policy 310: Student Expectations, Rights and Responsibilities and this procedure in collaboration with the school community. The school Code of Conduct will include the following statement: “The District assumes no responsibility for the loss, destruction, or theft of any personal items brought to school, stored by the school or to any school related activity by a student (bikes, technology devices, musical instruments, etc).”

Guidelines

Scope

The District Code of Conduct applies to students of the District engaged in, present at, or attending:

a)    School or 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.

b)    Travel on a school bus or other transportation contracted or arranged by the District or school.

c)    Any activity sponsored by, organized by or participated in by the school regardless of the time or place.

d)    Any activity in and around the school premises occurring during the school day that involves the property of neighbouring residents.

e)    Any activity which may impact the maintenance of order and discipline at a school.

The school Principal has a responsibility and authority to respond to student misconduct outside the school day, including school-related or sponsored activities (e.g., cyberbullying in the evening), where the Principal determines that the conduct may negatively impact the school environment. The District and school will cooperate with outside agencies in cases where students violate the law.

Conduct Expectations

The District expects students to conduct themselves in the following manner: 

a)    Demonstrate respect for all people, both on and off school property in compliance with the BC Human Rights Code.

b)    Demonstrate respect for diversity, including, but not limited to, race, ethnicity, gender, age, ability, culture, ancestry, language, religious beliefs, sexual orientation, gender identity, and socioeconomic background.

c)    Maintain courteous and respectful relationships with fellow students, teachers, support staff, and others involved in the school system.

d)    Take care of school, public and personal property.

e)    Adhere to all classroom, school and District rules and policies and comply with Fraser Health and any other provincial government directives.

f)    Comply with the reasonable directives of a teacher or other employee of the District.

g)    Maintain appropriate standards of dress as per Policy 311 Student Dress Guidelines..

h)    Attend school daily and on time as per Administrative Procedure 319: Student Attendance.

i)    Work diligently and respectfully.

j)    Obtain authorization through the school office (Principal) to visit a school where they are not registered. 

The District regards the following as examples of serious misconduct that are unacceptable in and around the District:

a)    Bullying as defined by ERASE (including cyberbullying, inappropriate and irresponsible text messaging and internet communications). Appropriate, responsible behaviour concerning all technology use is expected.

b)    Verbal or physical harassment, disrespect, intimidation, or threats.

c)    Physical or emotional violence.

d)    Discrimination contrary to the BC Human Rights Code.

e)    The possession, use and trafficking of illegal or restricted drugs, alcohol, cannabis, and other harmful or age-restricted substances.

f)    The possession and use of weapons.

g)    The possession and use of fireworks or incendiary devices.

h)    The possession and use of harmful or toxic substances.

i)    Retaliating against a person who has reported incidents of unacceptable behaviour described above.

j)    Destruction of property and vandalism.

Consequences for Unacceptable Conduct

Where appropriate, consequences for unacceptable conduct should be preventative and restorative, providing students with opportunities for growth and reflection. Student suspension and exclusion from school may be necessary when efforts fail to result in a student complying with expected conduct standards or when significant Code of Conduct violations occur.

Each instance of student misconduct must be dealt with individually, considering the student's circumstances.

Each case of student misconduct shall be dealt with as expeditiously as possible.

Students who contravene the District or School Code of Conduct will be addressed and may be subject to discipline reflective of the age, maturity, and developmental level of the student and the severity and frequency of the unacceptable conduct:

a)    Disciplinary consequences should be progressive.

b)    As students become older, behaviour expectations change, and consequences of unacceptable behaviour should reflect this.

c)    Discipline will be fair, consistent, meaningful, and supportive, providing opportunities for student restitution, responsibility, and self-discipline.

The District recognizes that, from time to time, it may be necessary to suspend students from educational programs. To address student behaviour, a variety of approaches and strategies will be used, and suspensions will be issued for serious and/or repeated student conduct violations. For all students, the school administrator will ensure that:

a)    All contributing factors have been considered.

b)    Appropriate interventions are applied before discipline is considered.

c)    The grounds for suspension are clear and appropriate.

d)    Parents/Guardians are notified of the student suspension and the suspension is documented in the Student Information System (in the conduct tab in MyEd) in alignment with Administrative Procedure 312: Student Records.

e)    Meaningful education programs or interventions are offered during any period of suspension.

f)    Planning is undertaken for successful re-entry of the student if suspension is imposed.

g)    Parents/guardians and students are informed that they are liable for all costs associated with property damage as per School Act Division 3, Section 10.

In situations where a diverse learner may be unable to comply with a code of conduct due to a disability of an intellectual, physical, sensory, emotional, or behavioural nature, special considerations may apply.

There may also be circumstances where students are denied access to school property as per Administrative Procedure 480: Trespassing & Maintenance of Order.

School Code of Conduct 

Each school shall establish a written School Code of Conduct to govern student behaviour and discipline, reflecting the District Code of Conduct. Annually (by October 31st), Principals will ensure these codes are:

a)    Reflective of the standards outlined in the Ministry’s Safe, Caring, and Orderly Schools Guide, 2008.

b)    Developed collaboratively with school communities.

c)    Made available to the public and posted on school websites annually.

d)    Communicated to students, parents/guardians, and employees of the District at the beginning of each school year and upon any changes.

e)    Communicated to students who enroll in the school during the school year.

f)    Reviewed annually with staff, students, and parents/guardians.

g)    Actively incorporated in the classroom and school experience.

Appeals Regarding Disciplinary Action 

As per Policy 390 – Resolving Concerns, the Board of Education believes that when a parent/guardian/caregiver has a concern about the action or decision of any employee, their concern should be first channeled through the employee and then the principal of the school. If resolution is not reached at the school level, a concern may be forwarded to the appropriate Assistant Superintendent before being referred to the Superintendent for consideration. 

Pursuant to Section 11 of the BC School Act and Board Bylaw 4: Appeal Procedure, a student and/or the student's parent/guardian/caregiver may appeal disciplinary action taken by Board personnel that they believe significantly affects the education, health or safety of the student, once the above steps have been considered.

Purpose

This Administrative Procedure establishes the process for reviewing, approving, and distributing information and materials within or through schools. It ensures that all distributed content supports the Strategic Priorities of the Chilliwack School District (the “District”), is appropriate for students and school communities, and aligns with District standards of accuracy, integrity, and educational value.

Guidelines

1.    All material and information distributed within or through schools or the District are to be accurate and align with the District’s Strategic Priorities. 

2.    Information about products or businesses unrelated to school or community activities will not be shared. 

3.    Organizations are not permitted to send information or marketing materials directly to staff for distribution.

4.    Approved information and materials will not be religious, political, or partisan. 

5.    Any material or information that is deemed to be inappropriate for distribution will not be approved.

6.    Some content may require parent, guardian, or caregiver approval before it is shared with students. In these circumstances, the following procedure will apply:

a)    The approved organization or person is responsible for providing the school with enough copies of consent forms, information, and related materials. 

b)    The School Principal is responsible for distributing consent forms, information and related materials to students. The organization will not distribute these materials directly to students.'

c)    Consent forms will be sent home with students for their parent, guardian, or caregiver to review and sign. 

d)    Signed consent forms will be saved at the school office for a full year.

e)    Once written consent is received, the student will receive the approved information or materials.

Submission Procedure

1.    To submit a request for distribution of information or materials, please contact:

2.    Decisions will be made in consultation with the Superintendent of Schools and District staff.

3.    Applicants are encouraged to submit requests in advance of their intended distribution date. The review and approval process may take up to two weeks.

4.    Applicants will be notified of the decision.

Purpose

The Chilliwack School District (the “District”) requests that family-contracted service providers do not provide direct student support at school during the school day.  This Administrative Procedure is in place to protect instructional time for all students, clarify responsibility and accountability during the school day, and address legal and privacy concerns. 

This approach is consistent with other BC school districts and aligns with consultation and recommendations provided by the provincial School Protection Program.

Other Ministries and Agencies

District employees (“Employees”) will work cooperatively with government agencies, community partners and private agencies to support joint programming for students.

Definitions

•    Outside Agency: any individual or organization that provides service to students and families that is not employed by the District.

•    Community Partner: Government agencies, or organizations contracted by government agencies, that are considered “not-for-profit” and with whom the District has an ongoing partnership agreement. Examples include, but are not limited to:

•     Child and Youth Mental Health (CYMH)

•     Fraser Valley Child Development Centre

•     Chilliwack Youth Health Centre

•     Pacific Community Resources Society (PCRS)

•     Ann Davis Transition Society

•    Private Certified Professional/Agency: Any individual or organization that is considered ‘for profit’ and is not working for one of our community partners. Typically, private agencies are independently contracted by families to provide services.

•    Direct Service: Providing individualized, hands-on service or therapy directly to a student.

•    Observation: Attending a school-site or non-school setting to observe a student.

Provision of Advice by Outside Certified Professionals

Where parents/guardians/caregivers wish to engage outside professionals, private consultants, or members of an outside agency to consult with the school team regarding a student’s education program, the following protocols apply:

1.    The family or professional must contact the school principal (the “Principal”) or designate to arrange a meeting with the parent/guardian/caregiver and the School Based Team. In this initial meeting, it will be discussed that: 

a.    All members of the school and family teams will receive copies of the consultation notes.

b.    While the process is consultative, all final decisions about instructional, curricular or behavioural strategies used in support of the student are made by school-based and district-based personnel.

c.    If the consultant is hired by the family through a private agency, any proposed plan or suggestions made will be submitted to District Student Services for review and approval by the Access Team (District school based team).

Observing a Student by Outside Certified Professionals in the School Setting

Where families have requested that outside professionals observe a student in their classroom or school setting, the following protocols apply:

1.    All requests must be approved by the Principal or designate.

2.    Approval will be determined collaboratively with the Principal, classroom teacher, case manager and parent/guardian/caregiver. The appropriate student services staff must also be informed.

3.    The observation must have clear goals aligned with the students Competency Based Individualized Education Plan (“CBIEP”) or School Support Plan, developed in consultation with the case manager, classroom teacher, and student services staff.

4.    During the observation:

a.    Recording devices are not permitted unless approved by both the school and family teams.

b.    Interaction with the observed student should be minimal.

c.    Interaction with other students is strictly prohibited.

5.    Consultants must check in and out with the Principal or designate on the day of the observation. Observation notes must be shared with the Principal before being shared with other members of the team.

Observing a Student by Employees in a Non-School Setting

When Employees are requested to observe a student in a non-school setting, such as home:

1.    The observation must be deemed appropriate by the Employee and their supervisor.

2.    While the Employee may observe strategies in use, decisions to incorporate them into the student’s programming are made collaboratively with the teacher, school team and parent/guardian/caregiver.

Direct Service by a Private Certified Professional/Agency at a School Site

Normally, private certified professionals/agencies do not provide direct service to students on school premises during instructional times. Families are encouraged to schedule services with private providers outside of instructional hours and off-campus. 

1.    Private certified professional/agency service provider may access school facilities through the District Facility Rental Program under the following condition: 

•    The Service provider rents designated space through the District’s facility rental process. 

2.    The private certified professional/agency provider must provide:

•    A Police Information Check (“PIC”) 

•    Proof of professional liability insurance (minimum $2M coverage or as determined by the District)

3.    The private certified professional/agency service provider operates independently of the school.

4.    It is the parent’s responsibility to oversee the service being delivered by the private certified professional/agency. 

Exceptions

1.     Direct service by Community Partners with whom the District has a current agreement (not-for-profit organizations with District partnership agreements) may occur in schools with parent consent at middle/elementary, and awareness at secondary. 

2.    Direct services delivered by certified professionals or agencies may be considered on a case-by-case basis when the complexity of scheduling three or more services requires additional coordination. Such decisions will be made in consultation with the District Principal of Student Services. 

Resources

•    Process for Private Outside Agencies to Rent Spaces in School District #33 (Chilliwack)

•    Parent Handout: Process for Private Outside Agencies to Rent Spaces in School District #33 (Chilliwack)

Purpose

This Administrative Procedure (“Procedure”) explains the requirements and process for determining student residency status and eligibility in the Chilliwack School District (the “District”). It provides clear guidelines for registration and documentation. These guidelines help ensure compliance with provincial regulations and support a consistent and fair approach to student enrolment.

Definitions and Required Documentation

Guardianship

Definition

A guardian must have legal guardianship of the student through a British Columbia (“BC”) court order under the Family Relations Act. Unless a BC court orders otherwise, only a child’s parents are recognized as the legal guardians.

Required Documentation

Please provide one or more of the following, as applicable:

•    An original and complete order from the BC Supreme Court or the BC Provincial Court must be presented to the school to confirm any particular guardianship, parental responsibilities, parenting time or custody agreement pertaining to the child

•    If there is a court order issued outside of BC, please provide an original and complete document from the issuing jurisdiction. This will be reviewed by the school administration

•    A BC resident whose child is living away from the legal parent/guardian will be required to supply a notarized temporary guardianship form (i.e.: hockey player at a billet’s home)

Important

•    Guardian and custody agreements are not legally related to custodianship

•    The District reserves the right to request additional documents if required

Ordinarily Resident

Definition

Under the School Act, a student is considered an Ordinarily Resident in British Columbia when the student and their parent/guardian live in BC as their normal place of residence. 

For residency purposes, a Principal Residence is the usual place where an individual lives, makes their home, conducts their daily affairs, receives mail and resides for more than 50 percent of the calendar year.

Required Documentation

1.    Student Age and Identity – Please provide one of the following:

•    Canadian Birth Certificate

•    Canadian Citizenship Card or Certificate (both pages)

•    Nexus Card or Passport

•    Permanent Residence Card

•    Indigenous Status First Nation Card

(NOTE: BC Health Cards are NOT considered identification for verification purposes)

2.    Parent or Legal Guardian Proof of Status in Canada – Please provide one of the following:

•    Canadian Birth Certificate, Canadian Passport, or Canadian Nexus Card

•    Canadian Citizenship Card or Certificate

•    Permanent Residence Card

•    Indigenous Status First Nation Card

3.    Proof of Chilliwack Residency:

•    Please note: We reserve the right to request additional documents if required

Temporary Resident – Work Permit 

Definition

In order to work in Canada on a temporary basis, most foreign workers require a work permit. In order for a student to be fundable, at least one of their parents must hold a work permit that is valid for a minimum of one year and be able to provide the Required Documentation.

Required Documentation

•    Work Permit and a current Letter of Employment

•    The authorized work must be a salaried/paid position of at least the current BC minimum wage and a minimum of 20 hours per week

•    Student’s Birth Certificate

•    Copies of passports (parents and student)

•    Proof of residency of the parent(s)/guardian(s) for students under 19 years of age

Important

•    All documentation will be reviewed annually, at minimum, to ensure continued compliance

Temporary Resident – Study Permit 

Definition

In order to study in Canada, a Canadian Study Permit must be obtained. In order for a student to be fundable, the parent with Study Permit must meet the following requirements and provide the Required Documentation.  

Program Qualifications

•    Diploma Program:

•     The program must be a minimum of two years and be taken through a public institution

•     Private institutions do not qualify unless accredited

•    Master’s Program

•     The program must be a minimum of two years and be taken through a public institution or Trinity Western University (accredited)

•     Private institutions do not qualify unless accredited.

•    Degree Program 

•     If through a public institution, the program must be a minimum of two years

•     If through a private institution, the program must be a minimum of four years

•    Certificate Program 

•     Does not qualify

Required Documentation

•    Parent/Guardian Study Permit

•    Current confirmation of Parent/Guardian program enrollment

•    Student’s Birth Certificate

•    Copies of passports of parent(s)/guardian(s) and student

•    Proof of residency of the parent(s)/guardian(s) for students under 19 years of age

Important

•    All documentation will be reviewed annually, at minimum, to ensure continued compliance

International Student 

Please refer to:

•    Policy 322: International Student Program

•    Administrative Procedure 317: International Student Program: Fee Paying Students

Refugee 

Definition

Includes refugee claimants with an acknowledgement letter from the Immigration and Refugee Board or a Convention Refugee and can present a letter from Citizenship and Immigration Canada confirming this.

Required Documentation

•    Refugee documentation

•    Student’s Birth Certificate

•    Copies of Passports (parent(s)/guardian(s) and student)

•    Proof of residency of the parent(s)/guardian(s) for students under 19 years of age.

•    Students who are 19 years or older can provide their own proof of residency (driver’s license, mortgage statement, property tax assessment, municipal tax bill, utility bill, rental agreement, credit card invoice, BC services card, notary authorized letter)

Children in Care 

Definition

A student who is in the custody of the Ministry of Children and Family Development (“MCFD”) or Fraser Valley Aboriginal Children and Family Services Society (“Xyolhemeylh”).

Required Documentation

•    Canadian Passport or Canadian Birth Certificate.

•    Letter from MCFD or Xyolhemeylh.

•    Proof of address for the caregiver/foster parent(s). 

Student Exchange 

Definition

An exchange student is a school aged, non-graduated student involved in a reciprocal and equal educational exchange. The exchange must be on a one-for-one basis within the same school district, and for an equivalent duration during the funded school year.

Required Documentation

•    Student’s passport

•    Proof of address for student’s first homestay family

•    Notarized Custodianship Declaration – Custodian for Minors Studying in Canada (IMM 5646)

•    Student’s Study Permit

Approval

•    Student exchange program proposals must be sent to the Superintendent or designate for approval. 

•    Approval must be received before any commitments are made to parents, students or outside organizations.

Important

•    Individual staff members shall not be placed under any obligation to sponsor an exchange program,

•    Exchange programs shall always be regarded as an optional activity for student participation and must have the prior approval of the parent/guardian.

Registration Process

Determining if a Student is Fundable

•    Status for a child registering in the District is based on the Parent/Guardian Status.

A child is fundable when: 

•    One parent/guardian is a Canadian Citizen

•    One or both parent(s)/guardian(s) are Permanent Residents

•    One or both parent(s)/guardian(s) are Temporary Residents with a valid Work Permit or Study Permit

•    One parent/guardian is a Refugee Claimant

•    One parent/guardian is here on Religious Duty

A child is not fundable when: 

•    No parent/guardian is a Permanent Resident, Canadian Citizen, or does not hold a valid work or study permit

•    The parent(s)/guardian(s) are not ordinarily resident in British Columbia

•    The parent/guardian’s work permit is not valid for at least one year

•    The parent/guardian’s study permit does not meet the criteria

•    When legal guardianship documentation is not provided

Enrolment Procedure

Parents/Guardians will register their student(s) on the District website: https://www.sd33.bc.ca/registration

Purpose

This Procedure outlines the process for student admission and school choice in the Chilliwack School District (“the District”). It aims to ensure fair, efficient, and transparent procedures while supporting student and parent/guardian preferences, subject to space and resource availability. 

This Procedure is intended to simplify the school admission and choice process while ensuring fair access to educational programs in the District.

Admission Process Overview

The District will provide an educational program for every school-age student who is ordinarily resident in British Columbia, as defined in the Ministry of Education and Child Care’s eligibility requirements. 

Key Principles:

•    Access to Neighbourhood Schools: Students will have priority access to attend the school designated for their catchment area.

•    School Placement Flexibility: Families can request admission to schools outside their catchment area based on educational needs or preferences, subject to availability.

•    Certainty and Continuity: The District supports stability in student placement, striving to enroll siblings in the same school wherever possible.

•    Efficient Resource Allocation: Admissions will be planned to optimize space and resource use across the District

Application and Enrollment 

•    December 1, 2026* - Registration opens for the following school year. 

o    *This registration date applies for the 2027/2028 school year only. 
o    Registration for 2028/2029 will open on October 1, 2027. 

•    Families can submit school applications at any time, but early registration is always better

•    Please register online at https://www.sd33.bc.ca/registration 

•    Placement is determined based on the student’s current Principal Residence. A Principal Residence is the usual place where an individual lives, makes their home, conducts their daily affairs, receives mail and resides for more than 50 percent of the calendar year.

General Admission:

1.    Catchment Area Students:
Students who live within a school’s catchment area are given priority for enrollment. The District requires proof of residency at the time of registration. Please refer to the E-Registration Frequently Asked Questions for more information about Proof of Residency.

2.    Out of Catchment Students:
Families may apply to schools outside their catchment area. Students applying from outside the catchment will be placed on a waitlist in the order their applications are received (Date and time).
Applications from out of catchment students will only be considered after all in-catchment students have been placed, and only if space is available. The timelines are as follows:

Secondary Schools

Elementary and Middle Schools

3.    Non-School District Students:
Students outside the District may apply and will be considered for placement after catchment and non-catchment (in-district) area students.

4.    Feeder School Transition: 
Students will not be automatically pre-transitioned to their receiving school (Families of Schools). Placement is determined based on the student’s current Principal Residence regardless of their sibling’s current school (if applicable). A Principal Residence is the usual place where an individual lives, makes their home, conducts their daily affairs, receives mail and resides for more than 50 percent of the calendar year.

•    If a student has moved out of their current school catchment or has been accepted into their current school as an out-of-catchment student, they may remain at that school of record as long as space is available or until pre-transitioned into a middle or secondary school.

•    Students will be pre-transitioned to their physical catchment middle or secondary school based on current Primary Residence. If a student wishes to attend a middle or secondary school outside of their catchment area, they will be required to complete an online registration form. Out of district students currently registered in our schools will be pre-transitioned based on available space.

•    One Campus Students or students new to the program will need to reapply annually. Refer to Administrative Procedure 338 – Specialty Academies and Programs.

•    Priority for Enrollment: If space and resources are limited, students will be admitted according to the following priorities:

1.    Continuing In Catchment Students – Students currently enrolled in the school

2.    New In Catchment Area Students – New students residing within the catchment area

3.    Siblings of Continuing Students – Non-catchment area students with siblings currently attending and continuing to attend that school the following year

4.    Non-Catchment Area Students – Students residing within the District but outside the catchment area

5.    Non-District Students – Students from outside the District

Misrepresentation

Applicants should note that a false statement about a student’s Principal Residence will result in: 

•    the District or School Principal repealing the student’s placement
•    the student transitions back to their catchment school
•    Procedural consequences through BC School Sports may apply

Determination of Available Space and Facilities:

1.    Capacity Evaluation:
The availability of space is determined based on:

•    Staffing levels assigned to the school
•    The physical space available for instructional programs

2.    Enrollment Decisions:
Enrollment decisions are made by the school principal in consultation with District administration, considering both space and the school’s ability to deliver an appropriate educational program.

3.    Tie-Breaking Criteria:
If multiple applications fall within the same priority group, placement will be determined based on the date and time of each application.

Transportation Responsibilities:

Parents/Guardians/Caregivers of students attending schools outside their catchment area are responsible for providing transportation to and from school. The District does not typically provide transportation for non-catchment or non-district students. Please refer to the Transportation Policies and Administrative Procedures for more information. 

Special Programs and Choice Schools:

1.    District Choice Programs:
Programs such as French Immersion and Integrated Arts & Technology Schools are open to all students District-wide. Applications are subject to specific entrance criteria and availability.

2.    Specialized Programs:
These programs may have additional application processes, including interviews or assessments. Parents/Guardians/Caregivers should refer to individual program guidelines for more information.

3.    Specialty Academies:
Per Administrative Procedure 338 Specialty Academies and Programs, the host school will ensure that 33 percent of specialty academy seats be made available to out-of-catchment registrations through One-Campus. These seats will be held until the end of the day on the Friday before Spring Break. After that date, these seats will be released back to catchment students of the host school.
If a student withdraws from a District Choice Program, Specialized Program or Specialty Academy, the student will return to their catchment school.

Appeals Process:

As per Policy 390 – Resolving Concerns, if a parent/guardian/caregiver has a concern about their student’s placement that can not be resolved at the school level, the concern may be brought to the appropriate Assistant Superintendent, and then, if necessary, to the Superintendent of Schools for consideration.

Pursuant to the Board of Education Bylaw 4: Appeal Procedure and Section 11 of the BC School Act, a student and/or the student's parent/guardian/caregiver may appeal decisions taken by District personnel that they believe significantly affects the education, health or safety of the student, once the above steps have been considered.

Purpose

This Administrative Procedure (“Procedure”) establishes the requirements for creating, approving, and operating specialty academies within the Chilliwack School District (the “District”). It ensures that students enrolled in a specialty academy continue to meet graduation requirements while accessing enhanced learning opportunities beyond the standard educational program.

This Procedure is intended to maintain transparency, equitable access for students, and financial accountability in the delivery of specialty academy programs.

Guidelines

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.

Before a school can offer a specialty academy, the specialty academy and the schedule of fees for the specialty academy must be approved by the Parents' Advisory Council (“PAC”). The fees will relate to the direct cost incurred by the Board that are in addition to the costs of providing a standard educational program.

The host school will ensure that 33 percent of specialty academy seats will be made available to out-of-catchment registrations through One-Campus. These seats will be held until the end of the day on the Friday before Spring Break. After that date, these seats will be released back to catchment students of the host school.

The District is committed to ensuring that all students have equitable access to the academy, regardless of their family's financial circumstances. The host school will develop a transparent process that helps families access the Academy.

Approval Procedure

1.    The PAC of the school where a specialty academy is to be offered must advise the Board of Education (the “Board”) of the need for the specialty academy prior to March 1 of each school year.

The request to the Board for approval of a specialty academy must include:

a)    a description of the specialty academy and the benefits of the program.

b)    the number of students who can be expected to take advantage of the program based on certain evidence and student/public demand.

c)    an explanation of how the proposed program can be expected to work in relation to current programs and any effect it may have upon other programs.

d)    needed equipment and space requirements and indicate whether they are already available within the system.

e)    the course(s) required to complete the academic requirements of the specialty academy.

f)    the course hours of any specialty academy courses required in the specialty academy.

g)    cost of program (on budget year basis) that includes:

•    all relevant costs (salaries, benefits, supplies, services, etc.).

•    first year costs with particulars of any non-reoccurring start-up costs.

•    second year costs to indicate impact on future budgets.

•    cost-per-pupil, with comparison to District norms and other special programs.

•    the approved schedule of fees.

•    indicate the source of revenue for the program i.e. Special Approvals, Federal or Provincial grants, fees, support from the District’s Foundation.

•    confirmation of the approval of the specialty academy by the PAC.

2.    The Board must approve any new specialty academies and the schedule of fees and make the schedule of fees available to the public prior to May 31 of each school year.

3.    Once the Board has granted approval for a specialty academy, subsequent approval is not required by the PAC or the Board unless the specialty academy has not been offered for three consecutive school years. The PAC will review the schedule of fees for a specialty academy annually.

The following guidelines are to address circumstances where parents/guardians/caregivers and/or students may have difficulty paying school fees for required courses or programs. The guidelines, although specific to circumstances of inability to pay, are applicable to any circumstance where fee payment is a concern. It is the District’s expectation that all such circumstances be handled in a sensitive manner.

General

1.    Consideration should be given to the fact that some parents/guardians/caregivers have several children in our schools and fees can have a significant impact on the family budget.

2.    As much as reasonable, school fees at each level should be consistent.

3.    Date due on invoices should be realistic, include payment options, and have a reasonable description of charges.

4.    A clearly identified contact at the school should be named on the invoice should parents/guardians/caregivers or students have questions or concerns.

5.    Fee lists, even if tentative, should be published in June to allow parents/guardians/caregivers ample time to budget for the new school year.

6.    Student report cards are not to be withheld where fees are in arrears.

Alternative Payment

1.    School personnel dealing with parents experiencing financial difficulty should be prepared to, where appropriate:

a)    Waive fees to ensure no student is denied access to required program or activity.

b)    Make parents/guardians/caregivers aware that if fee payment is a problem they may approach the school and be assured that confidences will be respected.

c)    Ensure that staff, who need to know of the alternative payment provisions, are so informed.

Objectives

The Board affirms that it is the responsibility of its professional staff:

1.    To provide materials that will support the learning outcomes and enrich the curriculum, taking into consideration the varied interests, abilities, learning styles and maturity levels of the students served.

2.    To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values and societal standards.

3.    To provide a range of materials on issues so that young citizens may have an opportunity to develop and practice critical analysis in order to make informed judgments in their daily lives.

4.    To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection.

Responsibility

While selection of learning resources may involve many people (administrators, teachers, students, parents, community persons, resource staff), the responsibility for the selection of school-based learning resources rests with the principal and teaching staff.

Criteria

1.    The following criteria will be used as they apply:

a)    Learning resources shall support and be consistent with the policy directives of the Ministry of Education and Child Care and with the provincially prescribed curriculum.

b)    Where possible, educators will provide choice in reading materials to promote student interest and personalization as mandated by the BC redesigned curriculum. Social considerations are some of the most challenging criteria with which to evaluate a learning resource.  Ideally, BC students should see themselves and their life experiences, as well as their community and society at large, reflected and validated in the learning materials in their classroom (Source: Focused Education Resources).

c)    Learning resources should be fair, objective, and free from inappropriate images, bias, propaganda, discrimination and stereotyping, except where a teaching/learning situation requires illustrative material to develop critical thinking about such issues.

d)    Learning resources shall be representative of the many religious, ethnic, and cultural groups and of their contributions to our national heritage and the world community.

e)    Learning resources shall be designed to motivate students and staff to examine their own attitudes and behaviours and to comprehend their own duties, responsibilities, rights, and privileges as participating citizens in our society.

f)    Learning resources shall be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected.

2.    Learning resources should not be used except to meet specific prescribed learning outcomes; for example, to recognize propaganda and its purpose in a given context or to balance an argument.

3.    The selection of learning resources on controversial issues will be directed toward maintaining a balanced collection representing various views. Learning resources shall clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems.

4.    Emphasis will be placed on the selection of Canadian and local learning resources where appropriate. These resources include learning materials from a variety of media by or about a Canadian person, about a region or event, and/or published or produced in Canada.

5.    Learning resources should be current, interesting, engaging and meet high standards of quality in factual content and presentation.

Procedures

1.    In selecting learning resources, professional personnel will evaluate available resources and curriculum needs and will consult reputable, professionally prepared sources. The actual resource will be examined first-hand whenever possible.

2.    Recommendations for purchase may involve administrators, teachers, students, parents, district personnel and community members.

3.    Gift materials shall be judged by the criteria outlined and shall be accepted or rejected by those criteria.

4.    Selection is an on-going process that should include the removal of materials no longer appropriate according to the criteria for the selection of learning.

Request for Informal Reconsideration

1.    The school receiving a complaint regarding a learning resource by a parent/guardian/caregiver shall try to resolve the issue informally.

2.    The principal, teacher-librarian or other appropriate staff member shall explain to the questioner the school's selection procedure and criteria, and the qualifications of those persons selecting the resource.

3.    The principal, teacher-librarian or other appropriate staff member shall explain the particular place the questioned resource occupies in the educational program, its intended educational usefulness, and additional information regarding its use, or refer the party to someone who can identify and explain the use of the resource.

4.    If the questioner wishes to file a formal challenge, a copy of the district Learning Resources Policy and a Request for Reconsideration of Learning Resources form shall be provided by the principal to the party concerned.

Request for Formal Reconsideration

Preliminary Procedures:

1.    Each school will keep on hand and make available Request for Reconsideration of Learning Resources forms. All formal objections to learning resources must be made on these forms.

2.    The Request for Reconsideration of Learning Resources forms shall be signed by the questioner and filed with the principal or designate.

3.    The District Officer in charge of curriculum shall be informed of the formal complaint received.

4.    The District Officer in charge of curriculum will meet the questioner and attempt to resolve the issue and may refer the challenge to a reconsideration committee for re-evaluation of the resource.

5.    Requests for reconsideration of materials in district collections shall be referred to a reconsideration committee.

Reconsideration Committee Process:

1.    Upon receipt of a request for formal reconsideration of a learning resource, the principal is responsible for forming a reconsideration committee and setting the date for the first meeting.

2.    Membership of the committee should include persons not involved in the school where the dispute has arisen:

•    One (1) school-based administrator selected by the Chilliwack Principals and Vice-Principals Association (CPVPA)

•    One (1) member of the district staff chosen by the Superintendent or designate

•    One (1) teacher chosen by the Chilliwack Teachers’ Association (CTA)

•    One (1) teacher-librarian chosen by the Chilliwack Teacher Librarians Association (CTLA)

•    One (1) parent selected by District Parent Advisory Council (DPAC)

•    One (1) student chosen by the student council of a secondary school, when the dispute exists in another secondary school.

3.    The committee is responsible for naming the chair of the committee at the first meeting.

4.    The reconsideration committee may choose to consult district support staff and/or community persons with related professional knowledge.

5.    The reconsideration committee shall review the challenged resource and judge whether it conforms to the principles of selection outlined in the District's Learning Resources policy.

Resolution:

1.    The reconsideration committee shall:

•    Examine the challenged resource.

•    Determine professional acceptance by reading critical reviews of the resource.

•    Weigh values and faults and form opinions based on the material as a whole rather than passages or sections taken out of context.

•    Discuss the challenged resource in the context of the educational program.

•    Discuss the challenged item with the individual questioner when appropriate.

•    Prepare a written report based on the criteria in the District Learning Resources Policy.

2.    The school principal shall receive a copy of the report.

3.    Written reports, when completed, will include the minutes of the meeting(s) and the rationale for the decision made by the committee, and shall be circulated to the complainant, the Superintendent, the District Officer responsible for curriculum, school principals and teacher librarians.

4.    Once filed, reports will be available for examination by trustees, appropriate personnel, and parents/guardians/caregivers.

5.    The written report shall be discussed by the school principal with the individual questioner if requested.

6.    The decision-making process of the reconsideration committee shall be by consensus and is binding for the district.

7.    Notwithstanding any procedure outlined in this policy, the questioner shall have the right to appeal any decision of the reconsideration committee to the Board of Education as the final review panel.

Guiding Principles:

1.    Only learning resources not on the approved list of Focused Education Resources can be challenged.

2.    Any parent/guardian/caregiver of the school community may raise objection to learning resources used in the school's educational program despite the fact that the individuals selecting such resources were duly qualified to make the selection, followed the procedures and observed the criteria for selecting learning resources.

3.    A challenged learning resource should not be summarily removed from circulation.

4.    Access to challenged material may be restricted during the reconsideration process by the principal in consultation with the teacher-librarian and/or teacher.

5.    The principal should review the selection and objection rules with the teaching staff at least annually. The staff should be reminded that the right to object to learning resources is one granted by the policies enacted by the Board of Education.

6.    A parent/guardian/caregiver has the right to determine reading, viewing, or listening matter for only his/her/their own children.

7.    Although it is the learning resources which are challenged, the principles of freedom to read/listen/view must be defended as well.

8.    The major criterion for the final decision is the appropriateness of the material for its educational use.

9.    A decision to sustain a challenge shall not necessarily be interpreted as judgment of irresponsibility on the part of the professionals involved in the original selection and/or use of the material.

Resources:

•    Form 343A: Request for Reconsideration of Learning Resources

All persons wishing to conduct research in Chilliwack schools must complete an Application for Permission to Conduct Research and submit this, together with the required documentation to the Office of the Superintendent for review.

1.    Review

1.1.    Review may be applied for in three categories: 

•    Full review for thesis research or major projects. 

•    Expedited review of minor research projects (e.g., fulfilling requirements to do research for a course-based master’s degree). 

•    Request to post information in schools to recruit research participants outside of school hours and off school property.

1.2.    On receipt of an application, the proposed research study will be reviewed by the Office of the Superintendent for the following: 

•    Relevance: research will contribute to the field of educational practice. 

•    Risks and benefits for participants: sufficient information to allow for a sound decision to be made on behalf of students and families, including sensitivity of questions, and the methodology used. 

•    Privacy: adequate provision for confidentiality or anonymity, including storage and eventual disposal of data collected. 

•    Commercial assessments: sufficient technical information about the validity and reliability of the instrument to make a decision about use. 

•    Intrusiveness: amount of classroom time required, staff involvement, or requests for other special arrangements. 

•    Scope: proposed contact group, number of participants and schools or district offices involved. 

•    Timing: sensitivity to busy periods of the school year, such as year-end, exam period, or during major assessments. 

1.3.    If permission is given: 

•    Researchers with projects that are acceptable upon review may contact principals or managers for permission to seek consent from study participants. 

•    Permission carries no implication for commitment from schools, staff, students, or parents/guardians/caregivers. 

•    Parents/guardians/caregivers that make individual decisions to participate in research activities without district or school sanction will do so outside of school hours and premises.

2.   Criminal Record Check

2.1.    Applicants who are not district employees and who will have direct contact with students must undergo a criminal record check and submit the report to the Office of the Superintendent prior to conducting research. 

3.    Free and Informed Consent

3.1.    To ensure informed consent, sufficient and explicit information about the nature and purpose of the research will be given to parents/guardians/caregivers. 

3.2.    Consent may be obtained through information sent home to parents/guardians/caregivers with the option to have the student not participate, except for cases where the research procedures involve contact with students on an individual basis. In this case, informed written consent from parents/guardians/caregivers must be obtained. 

3.3.    Participating students must be informed that their involvement is voluntary and that they may withdraw from participation at any time.

4.    Results

4.1.    Researchers will submit a report of the results to the Office of the Superintendent upon completion. 

4.2.    Researchers will make results available to participants upon request.

5.    Ongoing Contact

5.1.    Researchers will advise the Office of the Superintendent in a timely manner if: 

•    the research extends beyond one year.

•    adverse incidents or unintended negative consequences occur.

•    there are changes to the scope or nature of the project.

The Ministry of Education requirements are listed in the document Board/Authority Authorized Courses: Requirements and Procedures. The requirements for BAA courses define the structure, components and rigor of a course. They consist of the following:

1. Course Name

2. Grade Level

3. Number of Credits

4. Rationale

5. Organizational Structure

6. Learning Outcomes

7. Instructional Component

8. Assessment Component

9. Learning Resources

Procedure

Teachers (individuals and groups) who wish to seek approval for a BAA Course shall use the following procedures to be considered in the course calendar for the following school year.

1.    Discuss the concept of the proposed course with their school principal before proceeding with the application.
Indigenous-focused Graduation Requirement – additional considerations:

a.    After discussion with the school principal, the teacher will present the BAA course idea to the Indigenous Education Advisory Committee (IEAC) prior to course development.

b.    IEAC will help to establish a First Nations (FN) co-developer to work along-side the teacher.

c.    Following co-development, the teacher and community member(s) will present the course to the IEAC.

d.    Upon acceptance by the IEAC a letter of support will be provided, and the team will follow the BAA course approval process.

2.    Make a thorough assessment of the student needs the course would meet. Consult with counsellors and other subject teachers to determine the level of interest in the proposed course. Ensure that the course meets all Ministry of Education requirements.

3.    Prepare and submit an overall outline of the proposed course using the BAA Course Application. Submit a print copy of the proposed course to the school principal for signature who will then forward it to the Superintendent or designate before October 15th.

4.    If approved, the Superintendent or designate and school principal will take the proposal to the Curriculum and Instruction Committee for review prior to Board approval.

5.    Each BAA course will be evaluated on a 3-year cycle.

6.    These procedures must be completed before April 1st for Board Authorized Courses to be offered in the following school year.

7.    BAA Courses will normally be evaluated at the conclusion of the year in which the course is first offered. A brief written report is to be submitted to the Superintendent or designate. An evaluation of the learning outcomes and student performance may also be required.

Samples of requirements and procedures may be found at the Ministry of Education website: http://www.bced.gov.bc.ca/graduation/baa_reqprod.pdf.

Purpose:

The Board of Education (the “Board”) believes that the access and use of technology is an integral component of the working and learning environment. Access to computer equipment, communication devices, software, email, internal and external ports and the Internet will be made available to Chilliwack School District (“District”) staff and students.

General Guidelines:

1.    Parents, Guardians, or Caregivers, on behalf of their student, must sign an Acceptable Use Agreement (“AUA”) annually. The AUA is sent to parents, guardians, or caregivers at the beginning of the school year for signing through electronic permission form platform (i.e., PermissionClick).

2.    All guest users must agree to the on-line AUA prior to accessing District networks, when applicable.

3.    Each Principal and site supervisor will clearly communicate with staff, students and parents/guardians/caregivers about the purpose, benefits, and risks associated with the use of technology including the Freedom of Information and Protection of Privacy Act (“FIPPA”).

4.    The AUA will be reviewed and updated every two years by the District Technology Committee chaired by the District Technology supervisor.

5.    Consequences for failure to adhere to the conditions of the AUA may include loss of privileges, other disciplinary measures, or legal action. 

•    For students please refer to the section Consequences for Unacceptable Conduct in Policy 321: Student Code of Conduct for more information. 

6.    The confidentiality of individual files will be respected and will not be disclosed unless required by law or a District investigation of inappropriate use. 

•    The system administrator has the authority to inspect the contents of files or email in the event of a complaint regarding email or files which are suspected to contain defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially offensive or illegal material.

7.    The system administrator will monitor the system for inappropriate use and may suspend the account. The incident will be reported to the account holder’s supervisor or teacher for further action or reinstatement.

Responsibilities for Use:

1.    All District technology users are responsible for:

•    Complying with all sections of this Administrative Procedure (“Procedure”) when using District technology resources. This includes using personal devices (“Bring Your Own Device” or “BYOD”).

•    Complying with the AUA and Administrative Procedure 417: Social Media when using District technology.

•    Ensuring the proper care of all computer and technological equipment at all times This includes the restriction of food or drink near computers.

•    Exercising caution when releasing any personal information over the internet, particularly when using Artificial Intelligence (“AI”) tools.

•    Ensuring that prior consent has been received from parents/guardians/caregivers prior to posting any student work, images or video clips.

•    Following all District cybersecurity guidance related to passwords, account security, encryption, etc.

2.    Senior Staff, Coordinators, Managers, Facilitators and School Administrators are responsible for:

•    All responsibilities mentioned under “Subsection 1: All District Technology Users”

•    Reviewing this Procedure with all staff under their supervision.

•    Enforcing all sections of this Procedure as it relates to all schools and/or sites for which they are directly responsible.

•    Facilitating professional development related to internet access and technology integration to support teaching, learning, effective communications, and professional learning.

3.    School Administrators are responsible for:

•    All responsibilities mentioned under “Subsection 1: All District Technology Users”

•    Ensuring that parents/guardians/caregivers, students, staff, and any other technology users connected to their site are made aware of the purposes, benefits, and risks associated with technology use and are informed about this Procedure prior to providing access to District technology resources.

•    Maintaining student records of consent.

•    Ensuring that staff are aware that students can only use District technology resources under the supervision of school staff or designated adults.

•    Ensuring license agreements are observed.

•    Monitoring student use of email and student-created materials.

4.    Teachers are responsible for:

•    All responsibilities mentioned under “Subsection 1: All District Technology Users”

•    Ensuring that this Procedure is fully understood and implemented in the classroom.

•    Ensuring that the implications of unacceptable use, including disciplinary action by the school, Board, and/or legal authorities, are communicated to students.

•    Previewing and evaluating learning resources including websites prior to recommending them for student use and following in accordance with Policy 380: Learning Resources.

•    Follow Administrative Procedure 256: Privacy Impact Assessments to ensure privacy reviews are conducted for new tools and websites. This includes if the use of the tool or website is significantly revised.

•    Ensuring that students only use District technology resources under the supervision of school staff or designated adults.

•    Instructing students about the dangers of communicating over the internet.

•    Monitoring student use of the internet, email, and student-created materials.

•    Informing students and modeling good behaviour regarding copyright and intellectual property.

•    Advising students that information distributed over the internet and/or intranet may not be secure because electronic messages may be intercepted, read, and modified without the author’s consent or awareness and messages may be forwarded to people other than the intended recipients.

5.    Students are responsible for:

•    All responsibilities mentioned under “Subsection 1: All District Technology Users”

•    Using District technology resources only when under the supervision of their teacher or a designated adult.

•    Reporting to their teacher, school administration, or other authority about any inappropriate content or communication.

•    Following Administrative Procedure 318: Cell Phone and Digital Device Use.

References:

•    Chilliwack School District Acceptable Use Agreement

•    Acceptable Use Agreement Consent Form

Schools are expected to establish a code of conduct that is consistent with board policies and regulations, the Canadian Charter of Human Rights and Freedom, the BC Human Rights Code and provincial standards.  In establishing and maintaining a school code of conduct schools are required to:

•    Consult with students, parents and staff as part of the development of the code of conduct.

•    Communicate in language appropriate for the student audience the prohibitions against discrimination as set out in the BC Human Rights Code (race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, and age).

•    Communicate the appropriate expectations regarding acceptable and unacceptable behavior including bullying, cyberbullying, harassment, intimidation, threatening or violent behaviours while at school, at a school related activities or in circumstances that will have an impact on the school environment.

•    Communicate the consequences of non-compliance which take into account the student’s age, maturity and special needs; if any.  Wherever possible consequences should focus on a restorative approach rather than punitive measures.

•    Distribute copies of the code of conduct to all students, parents and staff at the beginning of the year and to new members of the school community when they arrive.

•    Display codes of conduct prominently in the school and on the school website.

•    Review codes of conduct annually with the students, staff and parents to assess their effectiveness in dealing with current school issues.

•    Provide assurances that the school will take all reasonable steps to prevent retaliation by a person against a student who has made a complaint of a breach of a code of conduct.

•    Provide an updated copy of the School Code of Conduct and the review process to the Board Office by the end of October of each school year.

Student, parent and staff education is a critical component of improving student and staff safety and providing safe school environments. To support a safe and caring learning and work space:

•    Schools will incorporate school in-service, individual professional development, and group staff development activities as opportunities to enhance the school and work place as a tolerant and diverse learning environment.

•    Students will be educated in the areas of tolerance, diversity, harassment, discrimination, and anti-homophobia education through the BC Provincial Curriculum in subject areas such as: Social Studies, Physical and Health Education and Career Education.

•    Students, parents and staff will be included in activities that raise awareness and improve the understanding of the lives of all people who are identified as lesbian, gay, bisexual, transgender, or who are questioning their sexual orientation or gender identity.

•    Schools will provide supports for students who are identified as lesbian, gay, bisexual, transgender, or questioning their sexual orientation or gender identity.

The Chilliwack School District (“the District”) has created the following procedures to ensure that all students and staff have access to safe and caring work and learning environments, regardless of sexual orientation and/or gender identity or expression.

The District recognizes the need for everyone to be well-informed and equipped with respectful language. Language is constantly evolving, and our practices and policies should reflect current standards and terminology which are supportive of an inclusive learning and working environment.

District Responsibilities

1.    Education is the primary purpose of the District. The educational programs in the District shall include curriculum topics and learning resources that support the inclusion of all members of our community regardless of sexual orientation and/or gender identity or expression. In addition, staff shall have resources and training available to help them promote the District's values and vision.

2.    The District shall build greater awareness of and responsiveness to the harmful effects of isolation resulting from homophobic and/or transphobic discrimination.

3.    The District shall develop, promote, and implement respectful, proactive strategies and measures to support students, staff, and community members of all sexual orientations and/or gender identities or expressions.

4.    The District shall establish consistent, widely understood and maintained policies, procedures and practices to ensure that 2 Spirit, Lesbian, Gay, Bisexual, Transgendered, Queer/Questioning, Intersex, Asexual, Plus, (2SLGBTQIA+) members of school communities and their families are welcomed, accepted and included in all aspects of the learning and working environment.

5.    The District will provide staff with professional development opportunities on relevant provisions of the School Act, Charter of Rights and Freedoms, and Human Rights Code, to increase awareness of our legal obligation to provide inclusive and respectful learning and working environments, and to promote action, dialogue, respect, and understanding.

School and Staff Responsibilities

1.    The District is committed to taking effective action in response to discrimination and harassment based on sexual orientation and/or gender identity or expression.

2.    Each school code of conduct shall include statements that prohibit discriminatory or harassing language or behaviour based on sexual orientation and/or gender identity or expression in accordance with Administrative Procedure 321: Student Code of Conduct.

3.    All staff have the individual and collective responsibility to identify and strive to eliminate systemic inequities and barriers for students, staff and community members which are based on, or arise from, sexual orientation and/or gender identity or expression.

4.    All staff have an obligation to intervene in any interaction involving the use of homophobic and or transphobic statements, comments, and behaviours regardless of the speaker’s intentions, unless intervention could threaten the health or safety of the staff member, or another person. When these incidents occur, they must be brought to the attention of school administration or site supervisor immediately.
    
5.    Policy 313 and Administrative Procedure 355: Safe Schools will be shared and reviewed annually as part of student and staff orientation to a school year, and similar practices should be undertaken at all District sites.

Curricular Learning, Library Resources, Sports, Field Experiences, and Events

1.    Classroom resources, materials and activities will include age appropriate,  positive images and accurate information about sexual and gender diversity, SOGI history and culture, which reflects the accomplishments and contributions of individuals and community members who are 2SLGBTQIA+.

2.    The District encourages the formation of Gender and Sexuality Alliance clubs (“GSAs”), where students or staff request this support.

3.    All students will be provided the same opportunities to participate in any sex-segregated athletic activities based on their gender identity under the eligibility rules established by BC School Sports.

4.    School staff will support overnight field experience accommodations for gender-diverse students in accordance with Policy 373: Student Field Experiences and Administrative Procedure 370: Student Field Experiences.

5.    School staff ensure students have accommodation that prioritizes their emotional and physical safety.

Washrooms, Changerooms, and Signage

1.    Individuals may choose to use washrooms and change rooms that match their gender identity, including non-gendered single-stall washrooms and change rooms.

2.    Each site will provide at least one easily accessible and clearly marked non-gendered washroom/change room for individual use.

3.    When gender-diverse students are anxious about choosing a washroom or changeroom, staff will assist them in making this decision on a case-by-case basis to maximize their social integration, safety, and comfort. This can be done in consultation with the student, parents/guardians/caregivers, and appropriate school staff.

Home, School, and Community Relations

1.    The District shall work to educate parents/guardians/caregivers to prevent discrimination based on sexual orientation and/or gender identity or expression and to promote the positive contributions of 2SLGBTQIA+ people within society.

2.    The District shall encourage partnerships that promote effective participation in the education process by community organizations that support the 2SLGBTQIA+ issues and are committed to the vision of the Board of Education as per Policy 110.

Self-Identification and Student Records

1.    The school community will address students and staff by their name(s) and pronoun(s) that align with their gender identity and/or expression. Formal requests (in writing) will be shared and noted in any materials (i.e. class lists, timetables, ID cards, report cards, awards, etc.) accessible to other staff members, including Teachers Teaching on Call (“TTOCs”).

2.    The District shall ensure that all personal information is confidential. District staff shall not disclose any information that may reveal a student’s sexual orientation and/or gender identity or expression without student consent.

3.    The Ministry of Education and Child Care requires a legal name on official school documents. Whenever permitted by law, the District will accommodate requests made by students or parents/guardians/caregivers to change an official record to reflect their preferred name and gender identity.

The Chilliwack School District believes that it is our collective responsibility to support inclusive practices so that all students enjoy equitable access to learning with same-age peers.

The District’s model for the delivery of inclusive education focuses on recognizing and building upon the strengths of individual students with the classroom as the primary site of educational programming.

The District supports early identification and intervention for students with disabilities and diverse abilities and promotes equitable access to educational assessments, programming, supports and resources. The District recognizes that all students benefit from universally designed curriculum, planning, instruction and environments.

The District acknowledges the important role of parents/guardians in their child’s education and will provide information and opportunities for ongoing consultation regarding their child’s educational programming.

Procedures

Services/Supports

1.1    The District provides a range of services, resources and supports in a variety of settings which reflect the diversity of students with disabilities and diverse abilities and ensures equitable access to support services.

1.2    Inclusive education services are primarily delivered at the school level. The school-based team can access specialized district-level expertise and supports for students as necessary.

Transitions

Principals are responsible for ensuring that transition plans are developed and implemented for all students with disabilities and diverse abilities. These transitions include pre-kindergarten to elementary school, elementary to middle school, middle to secondary school, and secondary to post-secondary/adulthood.

Appeal Process

As per Policy 390 – Resolving Concerns, the Board of Education believes that when a parent/guardian/caregiver has a concern about the action or decision of any employee,
their concern should be first channeled through the employee and then the principal of the school. If resolution is not reached at the school level, a concern may be forwarded to the appropriate Assistant Superintendent before being referred to the Superintendent for consideration.

Pursuant to Section 11 of the BC School Act and Board Bylaw 4: Appeal Procedure, a student and/or the student's parent/guardian/caregiver may appeal disciplinary action taken by Board personnel that they believe significantly affects the education, health or safety of the student, once the above steps have been considered.

The principal shall approve animals that are brought to schools. Accommodation of animals in schools for educational reasons is permissible, subject to the following:

1.    Only animals which are normally available in a local pet store will be considered by the principal. In addition, the principal will consider recommendations of the Medical Health Officer. Specific programs such as the Salmonid Enhancement program are permitted.

2.    The staff member who requested approval for the animal in the classroom is responsible to provide suitable containment, feeding, cleaning and other duties connected to the care and accommodation of such animals. The staff member will make every effort to ensure that the animals in the school are free from disease or parasites.

3.    Staff members are not permitted to bring their household pets to school except for short-term instructional purposes.

4.    Hygiene is a significant factor to be considered. The staff member is responsible for teaching and ensuring diligent hygiene and handling procedures are taught and enforced with students. Appropriate supervision is required any time students are handling animals.

5.    Should the health of staff or students be negatively affected by the presence of animals, approval will be withdrawn.

6.    Animals will be removed from the school prior to summer vacation. Where animals cannot be removed during other vacation periods, care must be arranged for the animals by the staff member and approved by the principal.

7.    Unless accompanied by expert handlers, native wildlife, exotic, venomous or dangerous animals shall not be permitted on school district property.

8.    Animals are not permitted to roam freely on school district property. Animals accompanied by expert handlers must be approved by the principal before visiting the school.

9.    Every owner of an animal, other than an assistance dog, while in a public place must obey all posted signs and this administrative procedure.

Procedure:

1.    Prior to any consideration being made, proposals must:

a)    have a clearly articulated philosophy and mission statement.

b)    acknowledge parental desire for programs with a particular emphasis.

c)    fulfill a recognized educational need.

d)    conform with collective agreements.

e)    be consistent with Board policy.

f)    be housed in suitable facilities where space permits.

g)    be maintained without transportation assistance from the Board.

h)    be subject to the normal planning schedule established for the district.

i)    articulate a process for assessing student achievement in relation to Ministry of Education outcomes.

2.    Any group seeking to have the Board establish a District Magnet School, School of Choice or District Program should submit an initial proposal to the Board and Superintendent and then work with District administration to develop the philosophical, organizational and/or curricular intent for the proposed District Magnet School, School of Choice or District Program. This would be submitted to the Board for consideration or approval in principle.

3.    Following Board approval in principle, the Superintendent will establish a Development Team to conduct a feasibility study.

4.    The Development Team will consider the following issues in preparing the feasibility report for Board consideration.

a)    overview of proposed program including uniqueness, need and primary objectives.

b)    student, parent, staff and community support, including enrolment estimates and entrance requirements.

c)    staffing, facility and resource considerations including:

•    if an existing school is to be considered, then consultation with the administration, staff and PAC of that school.

•    any additional financial resources required.

•    staffing issues.

•    marketing plan.

•    catchment area issues.

•    transportation.

•    implementation timeline.

5.    The Board will provide final approval to the proposal after a review of the feasibility study and in consideration of the criteria outlined in Section B of the policy.

6.    Upon Board final approval, the Superintendent will establish an Implementation Team to work towards the establishment of the Magnet School, School of Choice or District Program.

Physical and Health Education K-10 has the unique opportunity for the student, in consultation with their parent/guardian/caregiver, to “opt for alternative delivery” of materials related to sexual decision-making that is contained in the curricula.

Procedure:

1.    Students and/or parents/guardians/caregivers who request an alternate delivery model for one or more of the Physical and Health Education curricula will initially meet with the classroom teacher and/or school principal to discuss all learning outcomes of the curricula. For completion, the student is expected to spend the equivalent time to that of the school program.

2.    The teacher/administrator will develop an outline of the plan and have it approved by the parent/guardian/caregiver. The plan will include one or more of the following activities (Depending on the amount of curricula to be covered, several of these activities may be required in order to achieve all learning outcomes):

•    Keeping a reflective journal on the learning taking place.

•    Writing a research report that is based on the learning outcomes or write an essay that expresses their opinions about the issues they are learning. 

•    Creating a report that in some way summarizes the unit of study.

•    Providing the completed work according to the specified timeline.

•    Others; as assigned by the teacher and/or school principal.

3.    The school will provide an overview of the appropriate learning standards, along with guidelines for providing evidence of student understanding of topics covered outside the classroom setting.

4.    The alternative delivery agreement and completion of the learning standards will be documented by the teacher and/or school principal.

Descriptions

Curricular Related Field Experiences: These experiences are directly linked to the outcomes of the school’s educational program and students may be assessed on outcomes related to knowledge or skills related to the field trip experiences. While fund raising is permitted, additional fees to students may not be charged. These trips are not optional although students may be exempted under special circumstances.
Examples:  Museum; Science World

Co-Curricular and Extra-Curricular Field Experiences: These activities although not directly linked to the learning outcomes for the school’s educational program have direct educational value. Fund raising or additional fees for students for these activities are permitted. Parents and students must be advised that participation is optional.
Examples:  School Teams; Student Leadership Programs

Travel for Educational Growth: Various organizations and commercial companies sponsor and/or assist in student travel or exchange programs. These activities support student development from a more global perspective and may not be linked to a particular program of studies. Fund raising or additional fees to students for these activities are permitted.  Parents and students must be advised that participation is optional.
Examples: “Open House Canada” or Board sanctioned student exchange programs; Spring Break European Travel

Equitable Alternatives When Full Accessibility Is Not Possible: The District is committed to ensuring that all field experiences are safe, inclusive, and accessible for every student. However, in rare situations, such as activities that involve cultural, place-based, or land-based learning, or when safety, health, or environmental conditions present unavoidable barriers, full participation from every student may not be possible, even after making all reasonable efforts.

When accessibility cannot be fully achieved:

•    Schools must take all reasonable steps to identify and provide equitable alternative learning opportunities that honour the purpose and spirit of the original field experience.

•    Alternatives should meaningfully reflect the intended learning outcomes, particularly for Indigenous, cultural, or place-based learning so that students maintain connection, belonging, and learning continuity.

•    Decisions must reflect careful planning, consultation where appropriate, and the District’s commitment to student dignity, safety, and equity.

These circumstances are expected to be exceptional. This procedure ensures that Policy 373: Student Field Trips and Experiences is maintained while providing school principals with clear guidance when field experiences cannot be fully accessible.

Approval Categories

Routine: All field experiences which take place and are completed within one calendar day require the permission of the principal. A record of these field experiences shall be kept by the principal at the school.

Special: All field experiences that involve more than one calendar day require the approval of the Superintendent or designate. These requests must comply with all appropriate regulations and must be approved at least twenty school (20) days prior to the date for which the program is planned. A record of these field experiences will be kept by the Superintendent’s office.

Unique: All field experiences which involve:

•    five (5) calendar days or more;

•    travel outside of Canada;

•    travel for Educational Growth;

•    any destination or activity that involves increased risk for students.

Unique Field trips to “developing” countries” require additional documentation to ensure we have considered all of the “risks” associated with the field trip with potential safety hazards:

a)    Levels of caution documentation from the Foreign Affairs and International Trade Canada website - trips will not be recommended if a high degree of caution is suggested.

b)    Documentation of safety precautions provided by the Tour Company/Educators.

c)    Documentation of safety and security measures provided for accommodation and work site (if applicable).

These must receive approval in principle from the Superintendent or designate before the parents/guardians are formally contacted. These requests must comply with all appropriate regulations and must receive approval at least fifty (50) school days prior to the date for which the event is planned. A record of these field experiences will be kept in the Superintendent’s office.

Provisions will be made for expedited approval for unscheduled or unusual events where usual advance notice is not possible. The Superintendent shall provide regular reports to the Board regarding special and unique field experiences.

The Superintendent and/or designate can cancel all field experiences to destinations that are considered to be unsafe by the Canadian Public Health Organization.

Procedural Requirements

1.    Approval for special or unique field experiences shall be requested using the authorized approval form (Form 370B).

2.    Satisfactory arrangements must be made for the instruction of students who are not participating in the activity. The use of teachers on call (TOCs) must be approved by the Superintendent or designate.

3.    Written parental approval is required. For repetitive or frequently scheduled activities such as inter-school games or walks adjacent to the school, the school may follow the procedure of securing written parental permission for the year or term (Form 370A - Routine) (Form 370B – Special/Unique).

4.    Any fundraising activities shall be in accordance with district policies and procedures. Fundraising activities shall commence after approval in principle for the field experience has been granted.

5.    It is the responsibility of the principal to ensure that the parent/guardian of each student involved in a field experience is notified regarding the requirements for a field experience procedure.

6.    A parental consent and waiver form must be completed for each student participating in Special or Unique Field Experiences (Form 370C). Where prescribed medication for a student is necessary, school personnel must follow Policy 506: Administering Medicines to Students.

7.    An itinerary of each field experience and roster of participants must be available in the school office for reference.

8.    In the case of a field experience outside Canada, the parent/guardian of the participating student must provide proof of citizenship or status and evidence of adequate medical insurance.

9.    All field experiences must be under the supervision of at least one teacher/administrator who shall be named as supervisor. Sufficient additional adult supervision other than the sponsor shall be provided for any field experience for larger student groups or where student safety is a significant factor.

10.    The principal and the field experience supervisor shall ensure that all provisions for safety and supervision are established in advance and clearly communicated to parents and students. The principal is responsible for determining the level of supervision required by the trip and for approving suitable supervisors. The field experience supervisor should ensure appropriate first aid supplies are accessible.

11.    For field experiences involving swimming activities, the principal must ensure supervision by a person(s) with minimum of a Bronze Cross level lifesaving certificate (a student with certification may act as a lifeguard providing the activity is supervised by an adult).

12.    For field experiences involved in boating activities, all students must have swimming skills at the Red Cross survival swimming level (Level 5) or equivalent as a minimal requirement. All participants in boating activities must wear an approved personal flotation device. For boating activities involving canoeing or kayaking, the adult instructor must have appropriate certification or equivalent experience.

13.    The use of approved helmets is required for skating, cycling, skiing, snowboarding or other activities that might result in head injuries.

For further reference see Youthsafe Outdoors: Off-site Experience Safety for BC Schools.

Transportation

Transportation shall be by school district or other authorized public carrier. Use of private vehicles with volunteer drivers, is permitted only if they are adequately insured and operated by a designated individual with the necessary qualifications.

Parents or guardians must be informed as to the type of transportation that will be used. Parents must be clearly informed if students are required to arrange their own transportation.

1.    If transportation for field experiences is provided, it shall be in one of the following modes:

•    School District Transportation: arrangements to be made through the Transportation Department.

•    Approved Transportation Carriers: eg, commercial travel companies.

•    Volunteer Drivers: as approved by the principal.

2.    If volunteer drivers with private vehicles are to be used, the principal must ensure the following requirements are met:

•    Complete Form 371B: Student Vehicle Assignment. This form must be available at the school and carried with the teacher/supervisor. The form documents the following information:

1.    Driver’s Name(s) and Cell Phone #

2.    Confirmation of the following driver documentation:

•    Valid class 5 driver’s license (permits the operation of a passenger vehicle)

•    Current Volunteer Police Information Check (https://www.sd33.bc.ca/volunteering)

•    Completed and Submitted Form 371A Volunteer Driver Authorization Form

•    Passenger List

•    The principal or designate must ensure that the driver is provided with a passenger list and destination for each trip including a meeting time and location. The principal should also ensure that students have an alternate plan should the volunteer driver be unable to meet the driving commitment.

•    Seating capacity, including driver, shall be 10 persons or less.

•    There are reasonable grounds to believe that the vehicle is in safe working order.

•    Secondary students in the school district are not authorized to act as volunteer drivers.

•    No financial remuneration is provided to volunteer drivers.

•    In addition to the driver, no more than one passenger may occupy the front seat.  Additional passengers may only occupy positions in seats other than the front seat.  Seat belts must be worn by all passengers.

•    Elementary students shall not be seated in the front seat of vehicles equipped with air bags. Booster seats are mandatory for children over 18 kg (40 lbs) until their 9th birthday, unless they have reached the height of 145 cm (4’ 9”).

•    The principal shall ensure that volunteer drivers of private vehicles carry a minimum of $1,000,000 third party liability insurance. Schools Protection Program (SPP) provides additional automobile liability coverage in excess of the $1,000.000.

Fifteen (15) Passenger Vans: the use of these vehicles is strictly prohibited per Policy 681.

The District French Immersion Programs are intended to be inclusive programs, including students with a variety of aptitudes, cultures and backgrounds. Students will be admitted to the District Early French Immersion program at the Kindergarten and Grade One levels if space is available. Students will be admitted to the District Late French Immersion program at the Grade Six level if space is available. In cases where the number of applicants exceeds the number of spaces available, a waitlist will be created. See “Selection Processes” below.

Early French Immersion

Registration

1.    The District will endeavor to inform parents about the Early French Immersion Program as an alternative education program of choice.

2.    The District will hold an information meeting for interested parents/guardians.

3.    Information will be provided to parents regarding the application process.

4.    A parent information meeting and deadlines for submitting applications for the District Early French Immersion Program shall be scheduled so as to allow sufficient time for decision-making and discussion prior to application.

5.    All applicants will be informed in writing as to whether or not they have been accepted in to the District Early French Immersion Program.

6.    Parents/guardians will have one week after notification to accept or decline their placement.

Student Eligibility

1.    Parents must apply on-line to the Early French Immersion Program. Acceptance into the District Early French Immersion Program will follow, provided that space exists.

2.    Students enter in Kindergarten or Grade One, and they may enter in Grade One up to September 30 of that student’s Grade One year, if space is available and placement is appropriate in accordance with an existing wait list.

3.    Entry to the program at other than the Kindergarten or Grade One level up to September 30 will be considered only if there is adequate space, if the student is adequately proficient in French and with permission of the principal.

a.    Parents/guardians can apply online through the school district website,

b.    French language competency in this case will be determined by the school principal in consultation with district program personnel and appropriate teachers,

c.    Adequate proficiency is defined in Ministry Policy #96-12 as follows: “…sufficient language skill to permit the student to be able to comprehend instruction in the subjects taught in French, assuming a period of 4 to 8 weeks of adjustment to the program.”

Selection Process

1.    Any parent/guardian may make an on-line application for their child to be enrolled in the District Early French Immersion Program.

2.    All students residing in the City of Chilliwack will be given priority over non-residents.

3.    Where applications exceed spaces at the Kindergarten level, placement is made through a random draw from all applicants.

a.    A lottery system for selection will be used at the Kindergarten level,

b.    The draw will be supervised at École Cheam Elementary by the Director of Instruction (or designate), and the school principal,

c.    A waiting list will be maintained of those who are not selected. 
Within one week of the draw, district personnel will contact all families to advise them of their placement in a Kindergarten class or their position on the waitlist,

d.    Parents/guardians will have one week to accept or decline and then district personnel will make additional selections based on the waitlist, if spaces are made available.

4.    Registration will be given in the following priority:

a.    Students who reside within the City of Chilliwack,

i.    Siblings of students already in the District Early French Immersion Program will be given priority if they are also applying for Early French Immersion, and if the sibling is currently attending École Cheam Elementary, up to Grade Four at time of application,

b.    Out-of-district students.

i.    Siblings of students already in the District Early French Immersion Program will be given priority if they are also applying for Early French Immersion ,and if the sibling is currently attending École Cheam Elementary, up to Grade Four at time of application,

c.    Students who were not granted entry in Kindergarten will maintain their place on the waitlist for Grade One Early French Immersion the following year.

5.    Transfers out of the program will be made through a consultation process including the principal, parents and teachers in agreement that the transfer is in the best interests of the student.

Late French Immersion

Registration

1.    The District will endeavor to inform parents about the Late French Immersion Program of choice.

2.    The District will hold an information meeting for interested parents/guardians.

3.    Information will be provided to parents/guardians regarding the application process.

4.    The Parent information meeting and deadline for submitting applications for the District Late French Immersion program shall be scheduled to allow sufficient time for decision-making and discussion prior to application.

5.    All applicants will be informed in writing as to whether or not they have been accepted into the District Late French Immersion Program.

6.    Parents/guardians will have one week after notification to accept or decline their placement.

7.    District personnel will notify all regular catchment area schools as to the status of Late French Immersion applicants following the processing of applications and those students will be pre-transitioned to the Late French Immersion home school.

Student Eligibility

1.    Parents of Grade Five age children (entering Grade Six in September) must apply on-line to the District Late French Immersion program. Registration in the District Late French Immersion program will follow, provided that space exists.

2.    Students enter in Grade Six and they may enter in Grade Six up to September 30 of that student’s Grade Six year, if space is available and placement is appropriate in accordance to an existing wait list.

3.    Entry to the program at other than the Grade Six level up to September 30 will be considered only if there is adequate space, if the student is adequately proficient in French and with permission of the principal.

a.    Parents/guardians can apply online through the school district website,

b.    French language competency in this case will be determined by the school principal in consultation with district program personnel and appropriate teachers,

c.    Adequate proficiency is defined in Ministry Policy #96-12 as follows: “…sufficient language skill to permit the student to be able to comprehend instruction in the subjects taught in French, assuming a period of 4 to 8 weeks of adjustment to the program.”

Selection Process

1.    Any parent/guardian may make an on-line application for their child to be enrolled in the District Late French Immersion Program.

2.    All students entering Grade Six residing within the City of Chilliwack will be given priority over non-residents.

3.    Where applications exceed places at the Grade Six level, placement is made through a random draw from all applicants.

a.    A lottery system for selection will be used at the Grade Six level,

b.    The placement will be supervised at either Vedder Middle School or Chilliwack Middle School by the Director of Instruction (or designate), and the school principal,

c.    A waiting list will be maintained of those who are not selected,

d.    Within one week of the on-line application period closing, district personnel will contact all families to advise them of their placement in a Grade Six class or their position on the waitlist,

e.    Parents/guardians will have one week to accept or decline and then district personnel will make additional selections based on the waitlist, if spaces are made available.

4.    Registration will be given in the following priority:

Please note: students who are already enrolled in a French Immersion or Francophone Program, or can demonstrate adequate proficiency, are asked to apply to our Early French Immersion Program for Grades Six and Seven at Chilliwack Middle School. Late French Immersion is designed for non-French speakers. As such, priority will be given to students without previous French experience, in the following order:

a.    Students who reside within the City of Chilliwack and are non-French speakers,

i.    Students who reside on the North Side of Chilliwack, or currently attend a North Side school, will be given priority at Chilliwack Middle School and students on the South Side, or currently attend a South Side school, will be given priority at Vedder Middle School,

ii.    Siblings of students already in the District Late French Immersion Program will be given priority if they are also applying for Late French Immersion and if the sibling is currently attending the same District Late French Immersion Middle School, up to Grade Seven at time of application,

b.    Students who reside within the City of Chilliwack and who were already enrolled in a French Immersion or Francophone program.

i.    Same as a.i. above.

ii.    Same as a.ii. above.

c.    Out-of-district students,

i.    Siblings of students already in the Late French Immersion Program will be given priority if they are also applying for Late French Immersion, and if the sibling is currently attending the same District Late French Immersion Middle School, up to Grade Seven at time of application.

5.    Transfers out of the program will be made through a consultation process including the principal, parents and teachers in agreement that the transfer is in the best interests of the student.

Transportation

Transportation to and from District French Immersion schools is the responsibility of the parent.

Support Services

Support learning services will be available to District French Immersion students from Kindergarten through Grade Eight.

Proportion of French to English Instruction  

These percentages are based on Ministry recommendations.

The exception to the recommended ratio of French to English instruction would be in cases where teacher preparation time and/or exploratory courses are unable to be covered by a bilingual teacher.

A minimum of 25% French instruction must be maintained to meet Ministry requirements.

English Language Arts as a subject is introduced at Grade 4 for Early French Immersion and Grade 7 for Late French Immersion. 

The Board of Education of School District No. 33 [Chilliwack] is committed to providing menstrual products to students who may require them. Every student in the Chilliwack School District should have access to healthy and effective learning environments.

The school system is expected to promote gender equality and create an inclusive learning experience. Lack of access to menstrual products can negatively impact students’ school attendance and their social-emotional well-being. Providing all students with convenient access to free menstrual products helps to support their full participation in school activities, reduces stigma and promotes gender equality.

Procedures:

Principals will ensure that menstrual products will be easily accessible to all students who may require them. Specifically, principals will:

1. ensure menstrual products are made available to students of all gender identities or expressions in a manner that protects student privacy.

2. provide for barrier free, easily accessible menstrual products at no cost to students.

3. provide for consistent availability and supply of menstrual products in school washrooms, specifically in all variations of washrooms (Male, Female, Gender-Neutral).

4. provide a mechanism to receive student feedback, while maintaining student privacy.

5. incorporate student feedback with respect to the provision of menstrual products.

Purpose

This Administrative Procedure explains how volunteers apply, are screened, approved, and managed in the Chilliwack School District (the “District”), including eligibility and approvals.

Procedure

1. Online Criminal Record Check Application

Each volunteer shall complete the online Police Information Check (PIC) Application using the District’s unique access code. The application link and access code are available on the District website. This application is submitted electronically to the BC Criminal Records Review Program (CRRP).

2. Identity Verification Requirements

Potential volunteers must verify their identity. This can be done in two ways:

1.    Online using the BC Services Card Login: Potential volunteers may verify their identity immediately during the online application by using the BC Services Card Login.

2.    In person at the District Office: To verify their identity in person, potential volunteers must contact the District Office at 604-792-1321 to schedule an appointment. They must present two pieces of government-issued identification (ID), one of which must be a photo ID.

3. PIC Results

CRRP will provide a letter of clearance directly to the District’s designated volunteer email account. CRRP does not send the District denial letters.

4. Records Management

Upon receipt, the clearance letter will be saved to a secure file at the District Office. The volunteer’s name, year of birth, and clearance expiry date will be entered into a secure District database accessible to school administrators and clerical staff.

5. Determination of Eligibility

Eligibility or ineligibility to work or volunteer with children is determined entirely by the CRRP. The District does not make or influence suitability decisions. All information received will be kept in strict confidence.

6. Staff Volunteering Eligibility

Active staff members may volunteer in any school or department within the District. Staff members who are currently on leave (e.g., medical leave, maternity leave) are required to complete the PIC application process prior to volunteering. 

7. Principal Authority

Once eligibility has been confirmed through the CRRP:

•    The School Principal or designate may ask for ID on site to verify the identity of a potential volunteer.

•    All people offering to serve as volunteers in the District will be assessed by the principal or designate. This assessment will consider the volunteer’s skills, talents, potential contributions to the school, and suitability for the school or proposed role. 

•    Eligibility to volunteer does not guarantee participation. The principal or designate has the authority to decline any volunteer if it is determined that the individual is not needed or a suitable fit for the school or proposed role.

8. Communication with Parents Regarding Volunteers 

Principals will inform parents when their child is working one to one with a volunteer.

9. PIC Exceptions

In an emergent situation, a volunteer who has not yet completed a PIC may be used on a one-time basis only. This exception is considered only when the volunteer works with students and teachers in a group setting, and the principal or designate has confidence in the volunteer’s character.

10. Validity and Use Across Schools

A PIC is required for each volunteer and is valid for up to 5 years. 

•    A valid PIC is recognized throughout the entire District and does not need to be repeated when a volunteer supports multiple schools. 

•    If the status of a PIC changes at any time, for any reason, the individual’s PIC is no longer valid. The individual must not continue volunteering and may resume only once a new PIC has been completed and approved.

•    A principal or designate may request a new PIC at any time, at their discretion.

11. School-Based Volunteer Lists

Teachers requesting volunteers must provide the school administrative assistant with a list of names. The administrative assistant will consult the PIC database to verify that the volunteers have valid clearance. 

If a volunteer does not have valid clearance, the teacher requesting the volunteer, the administrative assistant, or another designated staff member must follow up to ensure the individual completes a PIC before volunteering.

The District recognizes the dangers to health from smoking, the use of tobacco products, second-hand smoke and e-cigarette (vapour) products. Each student and employee should have the opportunity for full participation in instruction and employment in a smoke/tobacco/vapour-free environment.

The Tobacco and Vapour Products Control Act 2016 prohibits smoking, using tobacco, or holding lighted tobacco, in or on school property except for the purposes outlined in section 2.2(3) of the Tobacco and Vapour Products Control Act 2016. The Act also prohibits the use of an e-cigarette or holding an activated e-cigarette on school property.

1.    All school district buildings, vehicles and properties will be smoke, tobacco and e-cigarette vapour free. Smoking and the use of other tobacco/vapour products is not permitted in private vehicles on school district property or at school/district sponsored events off school property. All district school property will have signage posted banning the smoking of tobacco and e-cigarettes.

2.    Information regarding the hazards of smoking, the dangers of second-hand smoke, the use of tobacco products and e-cigarettes will be an integral part of district communication and education programs.

3.    Enforcement of this administrative procedure with students will be within the context of the school code of conduct and will focus on educating students and families about negative health impacts of tobacco and vapour product use. Enforcement can involve the services of the regional health authority.

4.    Violations of this administrative procedure by staff may result in disciplinary action.

5.    Visitors who violate this administrative procedure will be told to refrain from the conduct or leave the premises.

The District recognizes the importance of providing employees with a clear understanding of the impact of using social media and its appropriate use. In an ‘online world’ the lines between public and private, professional and personal can become blurred. Even when employees are social networking on their own time, they may be identified as working for, and sometimes representing, the School District in their online communications.

The District recognizes the use of social media and networking as one means of communicating in the online world. However, it is also recognized that the inadvertent misuse of social media by employees has the potential to put the reputation of the School District and its employees at risk. The following procedure has been established to ensure best practices and mitigate both the School District and employees’ exposure to risk.

Definitions

•    Social media – 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 Use – Professional social media use is defined as any 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 – Personal social media use is defined as any non-work-related social media activity (e.g., an employee establishing a Facebook page or a Twitter account for his/her own personal use).

Professional Social Media Use

Maintenance of Separate Professional and Personal E-mail Accounts

Employees who decide to engage in professional social media activities must maintain separate professional (District email) and personal email addresses (Gmail etc). As such, 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 employee.

Communication with District Students

Employees who work with students and communicate with students through professional social media sites will follow these guidelines:

•    Professional social media sites that are school based will be designed to address instructional, educational or extra-curricular program matters.

•    On school-based professional social media sites that involve students, employees will use the sites for professional purposes only. Employees are not to review any personal social media accounts created by their students.

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

•    Employees will inform their supervisor before setting up a professional social media presence and acknowledge they have read and understood all district policies and procedures including, but not limited to, those regarding privacy, use of technology and social media.

•    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.

Guidance Regarding Professional Social Media Sites

•    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.

•    Employees will exercise caution, sound judgment, and common sense when using professional social media sites.

•    Employees will use privacy settings to control access to their professional social media sites to ensure that professional social media communications only reach the intended audience. However, 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.

•    Professional social media communication must be in compliance with existing District policies and procedures, 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.

•    No personally identifiable student information may be posted by 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/guardians/caregivers must consent.

Monitoring of Professional Social Media Sites

•    Employees using professional social media have no expectation of privacy with regards to their use of such media.

•    District/department/site supervisors reserve the right to remove, disable, and provide feedback regarding professional social media sites that do not adhere to the law or do not align with District policies and procedures.

•    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.

•    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.

•    District/department/site supervisors will maintain documentation of all reported non-compliant communications as well as any violations that are otherwise brought to the supervisor’s attention.

•    The district/department/site supervisors shall maintain an up to date list of social media accounts created including administrative access, username and passwords.

•    Employees shall receive district/department/site supervisor approval prior to setting up social media accounts and platforms.

•    District/department/site supervisors shall follow the District guidelines on acceptable District approved online applications.

Media Inquiries

Any media inquiries received via professional social media sites are to be referred to the Chilliwack School District.

Personal Social Media Use

Communication with District Students

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

Guidance Regarding Personal Social Media Sites

•    Employees are to exercise caution and common sense when using personal social media sites.

•    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.

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

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

Applicability of Board policies, District procedures and other laws

•    This procedure provides direction intended to supplement, not supersede, existing Board policies and procedures. Users of professional social media sites are responsible for complying with all applicable federal, provincial, and local legislation.

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

Additional Inquiries

This document is meant to provide general guidance and not cover every potential social media situation. As social media is a rapidly changing technology, the District will regularly review and will amend this procedure as needed. Should any questions arise, please contact the Chilliwack School District.

School District employees have a 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 that a child has been, or is likely to be, physically or emotionally harmed, or sexually abused or exploited are legally required to report the child protection concern immediately upon discovery. It is an offence not to report a child protection concern.

Definitions

The following definitions, which are 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 this Administrative Procedure.

•    Abuse – includes sexual abuse, sexual exploitation, physical abuse, emotional abuse, and neglect. For more detailed explanations, refer to the B.C. Handbook, pg. 7-13.

•    Child – any individual under the age of 19.

•    Duty to Report – the legal obligation of individuals to report child protection concerns to a Child Protection Social Worker immediately upon discovery of the information.

•    Reason to believe means that, based on observation or information received, the person believes that the child has been or is likely to be at risk. You do not need to be certain.

•    Neglect – 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 – 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 – any physical force or action that results in, or is likely to result in, a non-accidental injury to a child and exceeds that which could be considered reasonable discipline. 

•    Sexual Abuse and Exploitation – 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.

Duty To Report

1.    The legal duty to report is the responsibility of each individual.

2.    Any person with reason to believe that a child needs protection, or is likely to need protection, has a duty to report directly to a Child Protection Social Worker at the Ministry of Children and Family Development.

If you have any doubts about whether a report should be made, contact the Child Protection Social Worker and seek advice.

Keep in mind that: 

•    You do not need proof – it is the Child Protection Social Worker’s job to determine whether abuse or neglect has taken place. Your role is to report your concerns, including disclosures and/or indicators that you have witnessed.

•    It does not matter if you think someone else is reporting the situation – you still must make a report.

•    It does not matter if a Social Worker is already involved with the child – you still must make a report.

3.    Document the information on the confidential Child Abuse Report Form and follow the protocol as outline in the Reporting Suspected Cases of Child Abuse and Neglect Protocol.

4.    Inform the school administrator after the Child Protection Social Worker has been called.

5.    Informing another person (e.g. counsellor, colleague, principal) does not discharge your legal duty to report directly to a Child Protection Social Worker.

6.    If a child is in imminent danger, police should be called first. Call 911.

Confidentiality

1.    All information regarding a report of child abuse made by an employee to the district or to the Ministry of Children and Family Development 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.    Completed Child Abuse Report forms are stored securely at the School District Office. Permissions to view these forms are held only by the individual completing the report, the Superintendent, the Assistant Superintendent for Student Services, and the District Principal for Student Services. Copies of the form or notes related to the report must not be placed in the child’s regular or cumulative school record, pursuant to the CFCS Act and this Administrative Procedure.

3.    All information related to reporting must be retained in a manner that ensures confidentiality and security of such information.

4.    Teachers who report other teachers suspected of child abuse do not contravene the BCTF Code of Ethics in making a report of suspected child abuse.

Procedures:

Reporting Suspected Cases of Child Abuse or Neglect by a Person Who Is Not an Employee of the District 

1.    Document the information on the Confidential Report of Suspected Child Abuse & Neglect form.

2.    Immediately report the concern to a Child Protection Social Worker at the Ministry of Children and Family Development.

3.    Inform the School Principal of your report.

4.    Do not inform parent(s), suspected abuser or any other parties.

Reporting Suspected Cases of Child Abuse or Neglect by a Chilliwack School District Employee, Volunteer, or Contracted Service Provider

1.    School officials have the primary responsibility for dealing with these allegations; reports to MCFD are not usually required unless there is reason to believe that children may require protection outside of the school setting or the parents are unable or unwilling to take any action required to protect the child.

2.    Document the information on the Confidential Report of Suspected Child Abuse & Neglect form.

3.    Immediately report the concern to the school principal, who will report to the Superintendent.

4.    If the suspected abuser is a school administrator, immediately report to the Superintendent or one of the Assistant Directors of Human Resources.

5.    The Superintendent, in consultation with Human Resources, will begin the investigation process.

5.1.    School District Employees – Where there are allegations of child abuse by a school district employee, the Superintendent is responsible to investigate the allegations and/or report the matter to the police in accordance with the Interagency Child Abuse/Neglect Reporting and Investigation Protocol. The Board and Superintendent have the authority under the School Act (s.15) to suspend an employee whose presence threatens the welfare of students. The Board also has the authority under the School Act to suspend an employee who is charged with a criminal offence.

5.2.    Volunteers – Where there are allegations of child abuse by a volunteer, school officials have the authority to prohibit the volunteer’s attendance at school in accordance with Policy 250 – Volunteers, the School Act (s. 177.2) if applicable, and the Interagency Child Abuse/Neglect Reporting and Investigation Protocol.

5.3.    Contracted Service Providers – Where there are allegations of child abuse by contracted service providers, school officials have the authority to prohibit the service providers’ attendance at school, in accordance with the School District’s contractual rights, property rights, and its authority under the School Act.

5.4.    Other Persons – Where there are allegations of child abuse by other persons, school officials have the authority under the School Act (s. 177) to prohibit the person’s attendance on school premises and to seek assistance of the police, in accordance with the Interagency Child Abuse/Neglect Reporting and Investigation Protocol.

6.    Parents of children alleged to have been abused in the school setting must be informed by school district official of the allegation and the outcome of the school district investigations, unless there are special circumstances, e.g. relating to a child protection or police investigation, or endangerment of the child.

7.    If a parent is reporting, they must inform the Chilliwack RCMP.

8.    Do not inform parent(s), suspected abuser or any other parties.

Reporting Suspected Cases of Child Abuse or Neglect by Another School Aged Child 

1.    School officials have the responsibility and authority under the School Act to investigate allegations that a student has abused another student within the school environment, in accordance with Board Policy.

2.    School employees and officials must take appropriate action to safeguard a student who is a victim of abusive conduct by other students at school and to notify the parents of the students involved.

3.    School officials may notify and/or consult the police or MCFD where appropriate, in accordance with the Interagency Child Abuse/Neglect Reporting and Investigation Protocol.

4.    A report to a Child Protection Social Worker is required when there is reason to believe that the child’s parent is unable or unwilling to take action required to protect the child or where there is reason to believe that other abuse (including abuse of the alleged abuser) has taken place outside the scope of the school district investigation and the parent is unwilling or unable to protect the child (or the parent is implicated in the abuse).

Suggestions for Supporting the Child During a Disclosure

1.    Remain calm and proceed slowly. Set aside the time needed to listen carefully and be supportive. Thank them for trusting you.

2.    Document only the facts as the child has told them to you.

3.    Questions should be framed in an open-ended, non-leading manner. Leave more detailed questioning to MCFD and/or police.

4.    Reassure the child that they have done nothing wrong and that sharing this information will lead to accessing help.

5.    Be honest and upfront about that fact that you will need to share this information with people who are specialized in helping children and their families. You cannot keep this to yourself, no matter what the child requests.

6.    Ensure that supports are in place for the child.

Forms and Related Documents

•    Protocol 420A: Reporting of Suspected Child Abuse & Neglect

•    Form 420A: Reporting of Suspected Child Abuse & Neglect

The District believes that the parent/guardian is the primary caregiver to their child and is responsible for administering or supervising (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 when (where) a parent is not available. Therefore, where administration or supervision of administration of medication cannot be done by persons other than employees, the following procedure will be followed to ensure that students remain in optimal health.

Procedure:

Except in emergency situations, designated staff will administer (or supervise the self-administration of) medications to students only if the following conditions are met:

1.    The medication is required while the child is attending school.

2.    A parent has requested the school's assistance and has completed the Medical Alert Form concerning administration at the school.

3.    Written authorization and instruction has been received from an attending physician and parent/guardian (refer to Forms 425A and 425C).

4.    Where medication, which is administered on a regular basis, is required while the child is at school, parents and authorized community health professional or an authorized employee shall have access to the student to administer the required medication.  

5.    If a student meets the Provincial Nursing Support Services (NSS) criteria/guidelines and is admitted for NSS services, then the NSS coordinator will “delegate” the medication administration to the applicable school staff.  Medication administration is typically delegated to those children who require medication via G-tube and generally not an oral medication.  Some oral medications may be delegated (if the need for the medication is required frequently e.g., for prolonged seizure activity).  

6.    School personnel have received adequate instruction from the parent/guardian and (where the child meets criteria for delegated care), assistance from Nursing Support Services 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.

7.    The medications are provided to the school in their original prescription container.

8.    Other than exceptional temporary circumstances, nonprescription medicines such as acetaminophen are not the school’s responsibility. Where there are exceptional circumstances, the school will request that parents complete Form 425C.

NOTE: Nursing Support Services will provide consultation to schools at the time a child is being discharged specifically from NSS services regarding the delegation of medication management.  NSS will help develop a plan at this transition with the school following the school’s procedure.

Additional Requirements

A log shall be kept in the school stating the name of the student, the date and time of usage of the medication, circumstances surrounding its administration, and any other pertinent information. Each log entry is to be initialed by the person administering or supervising the self-administration of the medication.  Form 425B will be used for this purpose.

The Fraser Valley Health Regional and the Chilliwack School District have collaboratively developed the Medical Alert Form for school use.

Who Should Complete This Form?

The Medical Alert Form is designed for students who have:

a)    a medical condition that requires medication at school (ie, ADHD (Ritalin) to anaphalaxis (EpiPen)

b)    a medical condition that requires intervention in the event of epilepsy, diabetes, anaphalaxis (may or may not require medication)

The Purpose Of The Form

The Medical Alert Form provides:

a)    pertinent information on students with the above medical conditions

b)    a quick list of parental preferences in a health emergency

c)    parental request for medication to be administered at school

d)    physician authorization for the administration of medication

e)    parental release for the administration of medication

f)    for a response plan (if required)

g)    information on staff training in the administration of medication

h)    school and public health authorization

Using The Medical Alert Form

The school principal or designated staff member will give the parent/guardian/caregiver a Medical Alert Form to complete if they have indicated that their child has a health need that will require medication to be taken at school or that may require an emergency intervention. The parent will be provided with instructions on the completion of the form by school staff and in writing (sample letter provided). When the form is returned to the school, the public health nurse should be contacted to review the form and meet with the school principal to develop a response plan.

All documentation must be finalized prior to the administration of any medication. 

In some cases this may mean that the child will not attend school until the plan is complete. The administrator will designate a contact person at the school who will be responsible for collecting the form in a timely manner and informing the public health nurse.

Response Planning

a)    have a training session for staff on the use of an EpiPen.

b)    provide school staff with information on the medication or the child’s medical condition.

c)    design an EMERGENCY RESPONSE PLAN in conjunction with the parent and school staff.

d)    designate a staff member to administer and/or supervise medication.

The District is responsible for providing a safe environment for the students in our schools. Whereas some students suffer from life-threatening allergic reactions, 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.

Definitions

•    Anaphylaxis is a sudden and severe allergic reaction, which can be fatal, requiring immediate medical emergency measures be taken. 

•    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.

Procedure

In order for school personnel to effectively respond to life-threatening allergic shock reactions the following procedures are recommended.

1.    Information and Awareness

1.1    Parents - it is expected that parents will identify children with anaphylaxis to the school principal and provide information regarding the following:

•    identifying allergens that trigger reaction.

•    description of a treatment protocol signed by a physician plus an adequate supply of auto-injectors (or other medications)

•    regular updates on the child’s condition.

•    permission for the posting and sharing of the child’s photographs and medical information normally contained in the Medical Alert Form.

•    to provide a medical alert bracelet to be worn by the student at all times.

1.2    School Staff - the principal or designate shall ensure that:

•    all staff are alerted and the child identified to the staff.

•    all staff are alerted to board policy and procedures on managing anaphylaxis.

•    allergy alert forms are placed in key locations.

•    parents are included in the decision to post information.

•    appropriate staff are instructed in the use of the auto-injector in the classroom.

•    ensure teachers-on-call are informed on any anaphylaxis students when in service.

1.3    Training of Staff - the principal with the assistance of public health nurses will provide:

•    annually to staff, teachers-on-call and volunteers wherever an anaphylaxis child is enrolled in-service on anaphylaxis and how to respond to an emergency

•    all teachers and staff including bus drivers, who are in a position of responsibility for children with anaphylaxis will receive personal training in the use of the auto-injector.

•    in-service training including specific information from parents on their child and parent participation in the use of the auto-injector.

•    information about the potential sources of specific allergens is widely circulated including visible and hidden food sources of allergens such as in prepared foods, the importance of reading labels, and the danger of cross-contamination through shared utensils and non-food sources.

1.4    Sharing Information with Other Students and Parents – the principal with the assistance of public health nurses will:

•    identify students suffering life-threatening allergies to all students in the school and enlist their cooperation in a manner appropriate to the child’s age and maturity and in consultation with the parents of the child.

•    Consult with the anaphylaxis student prior to sharing the allergy with peers (at secondary school level).

•    Instruct students on basic procedures concerning anaphylactic shock.

1.5    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.

•    Parents should be involved in establishing specific programs for their own children, in training staff in emergency procedures and in reviewing school policies to reduce the risk of exposure to allergens.

2.    Avoidance of the Allergen

The following recommendations should be considered in the context of the anaphylactic child’s age and maturity. As children mature they should be expected to take increasing personal responsibility for avoidance of their specific allergens.

The balance to be achieved in allergen avoidance is to find ways to minimize the risk of exposure without depriving the anaphylactic child of normal peer interactions or placing unreasonable restrictions on the activities of other children in the school. It is understood that schools and classrooms will exercise discretion in adapting to the needs of individual children and/the allergens which trigger reactions.

2.1    Ideas for Providing Allergen-Free Areas

•    If possible, avoid using the classrooms of an anaphylactic child as a lunch room.

•    If the classroom must be used as a lunchroom, establish it as an allergen free area, using a cooperative approach with students and parents.

•    Establish at least one common eating area or a section of a single common eating area as “allergen-free”.

•    Develop strategies for monitoring allergen-free areas and for identifying high risk areas for anaphylactic students.

•    If allergen-free eating areas cannot be established provide a safe eating area for the anaphylactic child.

2.2    Establishing Safe Lunchroom and Eating Area Procedures

The most minute quantities of allergens can trigger a deadly reaction.  The school should exercise control over all food products not only those directly consumed by the anaphylactic student. This includes:

•    Require anaphylactic students to eat only food prepared at home.

•    Discourage the sharing of food, utensils and containers.

•    Increase lunch-hour supervision in classrooms with an anaphylactic child.

•    Encourage the anaphylactic child to take mealtime precautions like:

•    placing food on wax paper or a paper napkin rather than directly on the desk or table.

•    taking only one item at a time from the lunch bag to prevent other children from touching the food; and

•    packing up their lunch and leaving it with the lunch supervisor if it is necessary to leave the room during lunchtime.

•    Establish a hand-washing routine before and after eating. 

•    If the school has a food service keep the allergen, including all products with the allergen as an ingredient, off the menu. Provide in-service for staff and volunteers with special emphasis on cross-contamination and labeling issues.

•    If the school has a vending machine, ensure that products containing the allergen are not available.

•    Ensure that tables and other eating surfaces are washed clean after eating, using a cleansing agent approved for school use.

2.3    Ideas Regarding Allergens Hidden in School Activities

Not all allergic reactions to food are a result of exposure at meal times.

•    Teachers, particularly in the primary grades, should be aware of the possible allergens present in curricular materials like:

•    play-dough;

•    bean-bags, stuffed toys (peanut shells are sometimes used);

•    counting aids (beans, peas);

•    toys, books and other items which may have become contaminated in the course of normal use

•    science projects

•    special seasonal activities, like Easter eggs and garden projects.

•    Computer keyboards and musical instruments should be wiped before and after use.

•    Anaphylactic children should not be involved in garbage disposal, yard clean-ups or other activities which could bring them into contact with food wrappers, containers or debris.

•    Foods are often stored in lockers and desks. Allowing the anaphylactic child to keep the same locker and desk all year may help prevent accidental contamination.

2.4    Ideas for Holidays and Special Celebrations

•    Establish a class fund for special events and have the classroom teacher or the parent of the anaphylactic child provide only safe food.

•    If foods are to come into the classroom from home, remind parents of the anaphylactic child’s allergens and insist on ingredient lists.

•    Limit the anaphylactic child to food brought from his or her own home.

•    Focus on activities rather than food to mark special occasions.

2.5    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.

•    Include a separate “serious medical conditions” section as a part of the school’s registration/permission forms for all field trips in which the details of the anaphylactic student’s allergens, symptoms and treatment can be recorded. A copy of this information should be available on site at any time during the field trip.

•    Require all supervisors, staff and parents to be aware of the identity of the anaphylactic child, the allergens, symptoms and treatment.

•    Ensure that a supervisor with training in the use of the auto-injector is assigned responsibility for the anaphylactic child.

•    If practical, consider providing a cell phone for buses used on field trips.

•    Require the parent of the anaphylactic child to provide several auto-injectors to be administered every 10-15 minutes en route to the nearest hospital if breathing problems persist or if symptoms reoccur.

•    If the risk factors are too great to control, the anaphylactic child may be unable to participate in the field trip. Parents should be involved in this decision.

2.6    Ideas for Substitute Teachers, Parent Volunteers and Others with Occasional Contact

•    Require the regular classroom teacher to keep information about the anaphylactic student’s allergies and emergency procedures in a visible location.

•    Ensure that procedures are in place for informing substitute teachers and volunteers about anaphylactic students.

•    Involve substitute teachers and volunteers in regular in-service programs or provide separate in-service for them.

2.7    Anaphylaxis to Insect Venom

The school cannot take responsibility for possible exposure to bees, hornets, wasps and yellow-jackets, but certain precautions can be taken by the student and the school to reduce the risk of exposure.

•    Avoid wearing loose, hanging clothes, floral patterns, blue and yellow clothing, and fragrances.

•    Check for the presence of bees and wasps, especially nesting areas and arrange for their removal.

•    If soft drinks are being consumed outdoors, pour them into a cup and dispose of cans in a covered container.

•    Ensure that garbage is properly covered.

•    Caution children not to throw sticks or stones at insect’s nests.

•    Allow students who are anaphylactic to insect stings to remain indoors for recess during bee/wasp season.

•    Immediately remove a child with an allergy to insect venom from the room if a bee or wasp gets in.

In case of insect stings, never slap or brush the insect off and never pinch the stinger if the child is stung. Instead, pluck the stinger out with a fingernail or credit card.

3.    Emergency Response Protocol

Even when precautions are taken, an anaphylactic student may come into contact with an allergen while at school. It is essential that the school develop a response protocols and that all staff are aware of how to implement it. A separate emergency plan should be developed for each anaphylactic child, in conjunction with the child’s parents, physician, and school nurse kept in a readily accessible location. The plan should clearly identify individual roles.

Anaphylactic children usually know when a reaction is taking place. School personnel should be encouraged to listen to the student. If they complain of any symptoms, which could signal the onset of a reaction they should not hesitate to enact the emergency response. There is no danger in reacting too quickly but there is grave danger in reacting too slowly.

3.1    Symptoms of Anaphylaxis

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.

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 (eyes, lips, hands, feet), 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

•    Critical/Serious: May lead to serious consequences if untreated

•    Feeling dizzy, lightheaded or faint 

•    Swelling of the mouth, throat or tongue, which can cause breathing and swallowing difficulties

3.2    Emergency Plans

Every emergency plan should include procedures to:

•    Communicate the emergency rapidly to a staff person who is trained in the use of the auto-injector.

•    Administer the auto-injector (NOTE: Although most anaphylactic children learn to administer their own medication by about age 8, individuals of any age may require help during a reaction because of the rapid progression of symptoms, or because of the stress of the situation. Adult supervision is required).

•    Telephone 911 (Inform the emergency operator that a child is having an anaphylactic reaction).

•    If no ambulance service is available transport the child to hospital at once.

•    Telephone the hospital to inform them that a child having an anaphylactic reaction is en route.

•    Notify the police and provide them with a description of the vehicle and license number if transportation is by car.

•    Telephone the parents of the child.

•    If breathing does not improve or if symptoms reoccur administer epinephrine every 10-15 minutes while waiting for the ambulance and enroute to the hospital.

•    Assign a staff person to take extra auto-injectors, accompany (or follow, if necessary) the child to the hospital, and stay with him or her until a parent or guardian arrives.

3.3    Location of Auto-injectors

•    Auto-injectors should be kept in a covered and secure area but unlocked for quick access. Although epinephrine is not a dangerous drug, the sharp needle of the self injector can cause injury especially if injected into the fingertip.

•    As soon as they are old enough, students should carry their own auto-injectors.  Many young children carry an injection kit in a fanny pack around their waist at all times.

•    An up-to-date supply of auto-injectors, provided by the parents should be available in an easily accessible, unlocked area of the child’s classroom and/or in a central area of the school (office or staff room).

•    All staff should know the location of the auto-injectors. Classmates should be aware of the location of the auto-injector in the classroom.

3.4    Role-Playing

The school should occasionally simulate an anaphylactic emergency similar to a fire drill to ensure that all elements of the emergency plan are in place.

3.5    Review Process

School emergency procedures for each anaphylactic student should be reviewed annually with staff, the school nurse and parents. In the event of an emergency response, an immediate evaluation of the procedure should be undertaken.

The District endeavours to ensure the safety and well-being of students and provide them with appropriate medical attention.

Procedures for All Sites:

•    During the first week of each school year, the school administrator is to review with all staff the procedures surrounding caring for sick and/or injured students. Staff are to be informed of the location of information regarding students who may require specific first aid assistance. 

•    Students with specific needs must have informative sheets maintained and updated as necessary on yellow medical sheets, red serious medical sheets, and white medical sheets at secondaries (ex: medical alert forms, medication forms).

•    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 staff with first aid attendant certification.  

•    In the event of sickness or accident, the student’s parent shall be notified at the discretion of a school administrator (ex: a scrape of the skin requiring a band-aid would not constitute a call home). 

•    The exception to this rule where a call home must be made is any head wound.

•    First aid assistance can be provided by all staff. This assistance is defined as medical attention that is usually administered immediately after the injury occurs and at the location where it occurred consisting of a one-time, short-term treatment and requires little technology and no training to administer. 

•    First aid responders are staff actively working alongside or supervising students who hold a valid safety oriented first aid certificate. 

•    The district requires the following to hold valid safety oriented first aid certificates:

•    Administrative Assistant A

•    Education Assistant – Alternate Education

•    Education Assistant – Special Education

•    Supervision Assistant

•    The accepted certificate is Emergency First Aid Level C. For regular staff the district provides in-service and the cost of the training.  

Procedures for School Sites:

1.    When first aid assistance is provided by any member of the staff, they may either summon a first aid responder to the student, or bring the student to the school office for first aid treatment from the Administrative Assistant A. 

2.    When a first aid responder is summoned to a student first aid incident at the location where it occurred, they will decide either to:

a.    have the site’s first aid supply kit brought to them, or 

b.    escort the student to the first aid supply kit and hand over first aid care of the student to the Administrative Assistant A.

3.    For administering medications to students refer to Administrative Procedure 425.

4.    For student allergic shock procedures refer to Administrative Procedure 427.

5.    School administrators are required to have a designated location where a student first aid supply kit will be placed (ex: office, first aid room). 

6.    Injuries that required first aid attention from staff with safety oriented first aid certificates must have an incident report completed. 

•    The School’s Protection Program online reporting form must be completed by the first aid certified staff member who provided the student with first aid care. 

•    First aid responders may choose to alternatively complete a hard copy report and submit that to the school Administrative Assistant A for online completion. Refer to Form 428A Student First Aid Report.

Procedure for Caring for a Student in a Non-emergency Situation:

1.    If the student can be moved, they will be brought to the office or first aid room for treatment by the staff providing first aid assistance or the first aid responder. 

2.    When the school administrator or their designate has an incident requiring a call to the parent/guardian/caregiver, they will be requested to provide transportation to the home or treatment centre. 

a.    If the parent/guardian/caregiver cannot be contacted or provide transportation the student’s first aid attendant will determine their first aid requirements for the remainder of the school day. 

b.    If the student cannot remain in class and must remain in the office or first aid room the school administrator will designate staff to supervise the student.

NOTE: The student is not to be allowed to walk home unless the student first aid provider determines that such action is in the student’s best interest in consultation with the school administration, and if contacted at the discretion of the parent/guardian.  

Procedures for Moving or Transporting a Student in an Emergency Situation:

1.    An emergency situation is defined as any illness or injury that requires ongoing medical care that is a higher level then the student’s certified first aid provider is trained for. 

2.    Back, neck, or head injures, or any possible fractures or dislocations of bones are automatically considered an emergency situation. 

3.    If the student cannot be moved their first aid responder is to stay with them and send for assistance from the school administrator or designate. 

4.    An ambulance may be called to transport the student to hospital, and when possible, in consultation with the student’s parent/guardian. 

•    Have the student’s name, nature of injury, and exact location for the ambulance dispatch. 

5.    When the ambulance arrives provide them with the student’s demographic sheet.

The District is committed to providing safe and healthy learning and working environments for its students and employees. It acknowledges student educational rights, employee worker rights, and their shared right to confidentiality in health matters. 

A communicable, or infectious disease is caused by microorganisms such as bacteria, viruses, parasites and fungi that can be spread, directly or indirectly, from one person to another.

The District has a Communicable Disease Prevention and Response Plan. In its Appendix A are information and action tables for common communicable diseases in children and schools. They are a resource for school administrators and disability managers.

Prevention strategies for managing communicable diseases will be provided to students, employees, and visitors as part of the regular instructional program.

Procedure

1.    The District follows the guidance of the Fraser Health Authority Medical Health Officer(s) with respect to all communicable disease matters, in accordance with the School Act.

2.    Mandatory disclosure to any District employee of communicable disease or other medical information is never required from any student, parent, employee, or volunteer.

3.    The District will collect, use, and disclose health information for purposes directly related to disability management following Freedom Of Information and Protection of Privacy Act guidelines.

4.    Communicable disease information may be shared in general terms with employees, students, or parents when the medical health officer or public health nurse determines that under the Public Health Act (2008) such information sharing is warranted for public health protection.

5.    Students and employees with a communicable disease are allowed to attend school and work in an unrestricted manner unless the medical health officer or public health nurse determines otherwise in accordance with the School Act.

6.    Employees who are unable to continue their duties as a result of having a communicable disease shall have full access to sick leave, disability, and other medical benefits as provided by collective agreements and benefit plans.

7.    District employees must follow hygienic practices to minimize the risk of transmission of communicable disease during contact with a person’s blood or body fluid.

8.    Volunteers with a communicable disease have the right to continue volunteering subject to public directives from the medical health officer.

Assistance Dogs are trained to assist children and adults with their daily living activities and provide physical safety and emotional support. Use of an Assistance Dog by a student with special needs, in school or on District property, may be approved by the District when it has been determined by the District that it helps develop independence or when the student requires such use to have equitable access to the services, programs or activities offered by the school, and when the District’s criteria have been met to the satisfaction of the Board of Education.

Definitions

As used in this procedure, “Assistance Dogs” include:

•    Autism Support Dogs – Dogs trained as assistants for persons with autism.

•    Hearing Dogs – Dogs that alert individuals who are deaf or hard of hearing to specific sounds.

•    Seizure Response Dogs – Dogs trained to provide emergency response for individuals with epilepsy.

•    Service Dogs – Dogs trained to assist individuals who utilize a wheelchair (as defined in the BC Guide Dog and Service Dog Act)

•    Guide Dogs – Dogs trained as guide for a blind or visually impaired person (as defined in the BC Guide Dog and Service Dog Act)

Criteria

A student may be eligible to receive the support of an Assistance Dog if they have a disability or diverse ability (e.g. Chronic Health Condition, Visual/Hearing Impairment, Autism Spectrum Disorder), as defined by the British Columbia Ministry of Education and Child Care. The Assistance Dog must be trained and certified by a training school accredited by either or both the International Guide Dog Federation (“IGDF”) or Assistance Dogs International (“ADI”) or certified by the Justice Institute of British Columbia. In all cases, the dog/team should be able to present the British Columbia Guide Dog and Assistance Dog Provincial ID Card. The introduction of the Assistance Dog to the school community must not create barriers to other students’ learning.

Parent/Guardian Responsibility

1.    Provide a letter or recommendation from an “appropriate professional” confirming the diagnosis of a recognized special need, including a recommendation for the use of an Assistance Dog.

2.    Provide a certificate of Training for the Assistance Dog from an organization accredited by either the International Guide Dog Federation or Assistance Dogs International.

3.    Pay for all financial implications incurred by the School District and/or school regarding the use and care of the service (e.g. appropriate training for School District staff members)

4.    Annually provide the School District with proof of a municipal dog license and proof of up-to-date vaccinations provided by a Doctor of Veterinary Medicine confirming that the Assistance Dog is in good health.

5.    Arrange for the personal care and physical needs of the Assistance Dog, including at least one bio-break procedure per day and providing an appropriate kennel and water bowl.

School District/ School Responsibilities

1.    Ensure that the use of an Assistance Dog is consistent with the needs or recommendations of the student’s Individual Education Plan (IEP).

2.    Arrange a case conference with parents/guardians/caregivers, classroom teacher(s), appropriate Student Services staff, a representative from Assistance Dogs International or other Service provider, the student (when appropriate), other consultants (if necessary), and the District Principal of Student Services to discuss and develop a plan to determine:

a)    The purpose and function of the Assistance Dog.

b)    Who will accompany and handle the Assistance Dog outside.

c)    The personal care and physical needs of the Assistance Dog including:

•    The safest and most environmentally sound place for the Assistance Dog to relieve itself.

•    Removal and disposal of animal waste.

•    Provision of a suitable container for waste.

•    Considerations for seasonal changes and inclement weather.

d)    Classroom considerations such as seating arrangements.

e)    Any necessary changes in routine and procedures and program changes.

f)    Arrangements for the Assistance Dog to visit the school without students present in order to familiarize it with the school site prior to commencement of services.

g)    A transition plan for the Assistance Dog and the student.

h)    A timetable for the introduction for the Assistance Dog to the school and class and for the training of the student’s school team (Principal, Teacher(s), Educational Assistants, etc.)

i)    Rules of conduct around the Assistance Dog for students, staff and the public.

j)    Disseminating and regulating such rules.

3.    The following letters or information shall be forwarded home and to all students attending the school to inform:

a.    The school community of the arrival of the Assistance Dog, its purpose, role and regulations regarding the existence of the Assistance Dog at the school.

b.    The students in any of the classes where the Assistance Dog will be present to elicit information concerning allergies or extreme phobias from the students’ parents/guardians/caregivers.

c.    The students who will be sharing transportation where the Assistance Dog will be present.

d.    Retain all letters regarding the Assistance Dog in the student’s confidential file.

4.    Inform all staff including teachers, Education Assistants, custodians, support staff, volunteers, Parents’ Advisory Council and Health and Safety representatives of the presence of an Assistance Dog(s).

5.    Liaise with the District Principal of Student Services to resolve any specific concerns or issues raised regarding the presence of an Assistance Dog.

6.    Arrange for demonstrations from Assistance Dogs International or another certified Assistance Dog organization for the student body, staff and the community as required to provide education and awareness of Assistance Dogs in schools.

7.    Contact the Transportation Department regarding any transportation requirements.

8.    Revise emergency procedures as required to include the Assistance Dog, such as evacuations, and notify the Fire Department regarding the existence pf the Assistance Dog.

Limiting, Removing or Excluding Assistance Dogs from School

The School District may limit, remove or exclude form school facilities or property any Assistance Dog for reasons it deems appropriate. Examples of such include:

•    The Assistance Dog poses a direct threat to the health or safety of an employee, student or others at the school, causes a significant disruption of school activities or otherwise jeopardizes the safe operation of the school or a school event. Examples of such include, but are not limited to:

•    The Assistance Dog does not urinate or defecate in appropriate/designated locations.

•    The Assistance Dog solicits unwanted attention toward any member of the student body or school personnel.

•    The Assistance Dog vocalizes unnecessarily (e.g. barking, growling or whining).

•    The Assistance Dog shows aggression towards people or other animals.

•    The Assistance Dog solicits or steals food or other items from the student body or school personnel.

•    The Assistance Dog is unable to perform reliably the service for which it has been approved.

•    The Assistance Dog is not under the full control of the student with the disability or the designated employee.

•    The Assistance Dog is a public health threat as a result of being infested with parasites or having a communicable disease of the skin, mouth or eyes.

•    The Assistance Dog is unclean and unsanitary.

•    The Assistance Dog’s presence significantly impairs the learning of students.

•    The Assistant Dog’s presence fundamentally alters the nature of any school programs.

•    The student or the student’s parents fail to provide or maintain current documentation required by this procedure.

•    The student or the student’s parents fail to abide by the additional conditions of the terms of an individual education plan regarding their Assistance Dog.

Transportation of the Assistance Dog

In determining the necessity of an Assistance Dog for a student with a disability at school, the district may need to provide direction for transporting the student and the Assistance Dog.

1.    Training:

•    The driver and, if applicable, the bus assistant should meet with the Assistance Dog’s owner. The owner is responsible for providing information to the driver and bus assistant regarding critical commands needed for daily interaction and emergency/evacuation.

•    The Assistance Dog’s owner should provide an orientation to students riding the bus with the Assistance Dog regarding the Dog’s functions and how students should interact with the Dog.

•    The Assistance Dog should practice the bus evacuation drills with the student.

2.    Loading/Unloading:

•    The Assistance Dog should board the bus by the steps, not on a lift.

3.    Seating Location:

•    The Assistance Dog should be positioned on the floor, at the student’s feet.

•    A representative of the Transportation Department will meet with the Assistance Dog’s owner to determine whether the Assistance Dog should be secured on the bus with a tether or harness.

Restrictions and Off-Limits for Assistance Dogs

The School District imposes some restrictions of Assistance Dogs for safety reasons. Assistance Dogs may be excluded or have limited access to certain areas of school facilities or certain programs for safety reasons.

Areas or programs which may be considered off-limits for Assistance Dogs include, but are not limited to Laboratories, mechanical rooms, custodial closets, food preparation areas, areas where protective clothing is necessary, areas which have exposed sharp metal cutting or other sharp objects which may pose a threat to the Assistance Dog’s safety, areas with high levels of dust and areas where there is moving machinery.

The determination to deny or limit the access of an Assistance Dog to specific programs or areas of that school facility will be on a case-by-case basis.

Staff Assistance Dogs

The District recognizes the benefit dogs can have on students. There may be District staff who wish to bring an Assistance Dog into a school. For safety reasons, Staff Assistance Dogs must be accredited assistance dogs. Staff who wish to bring an Assistance Dog to school shall follow the following procedure:

1.    A staff member may provide a written request to the principal of the school and the Assistant Superintendent to bring a Staff Assistance Dog into the School. The written request shall include the information regarding:

a.    Identifying the school where the staff member shall bring the Staff Assistance Dog.

b.    Consultation with the school community regarding bringing a Staff Assistance Dog into the school.

c.    How the Staff Assistance Dog will:

•    Support students.

•    Improve instruction to students.

•    Improve learning for students.

•    Provide emotional support to students.

2.    A Staff Assistance Dog must be accredited by the Pacific Assistance Dogs Society (“Staff Assistance Dog”).

3.    A staff member typically means non-classroom based staff and includes administrative staff, school counsellors, and youth workers.

4.    The principal of the school and the District Principal of Student Services must provide written authorization to the staff member before the staff member may bring a Staff Assistance Dog into the school. The authorization is only valid in the school listed in the request.

5.    If a staff member moves schools within the District, they will be required to issue a separate request and seek a new authorization before bringing in a Staff Assistance Dog to the new school.

6.    The school and/or district will not be responsible for expenses related to the training, feeding, grooming or care related to the staff owned Assistance Dog.

Conflicting Disabilities

Employees, students, and parents/guardians/caregivers of a student with medical issues that are impacted by dogs (such as respiratory issues) should contact the school principal if they have a concern about exposure to an Assistance Dog. They will be required to provide medical documentation that identifies the disability and the need for an accommodation. The principal will facilitate a process to resolve the conflict that considers the conflicting needs/accommodations of all persons involved.

Appeal Process

As per Policy 390 – Resolving Concerns, the Board of Education believes that when a parent/guardian/caregiver has a concern about the action or decision of any employee, their concern should be first channeled through the employee and then the principal of the school. If resolution is not reached at the school level, a concern may be forwarded to the appropriate Assistant Superintendent before being referred to the Superintendent for consideration.

Pursuant to Section 11 of the BC School Act and Board Bylaw 4: Appeal Procedure, a student and/or the student's parent/guardian/caregiver may appeal disciplinary action taken by Board personnel that they believe significantly affects the education, health or safety of the student, once the above steps have been considered.

Reference

Autism Support Dogs
http://www.autismsupportdogs.org

Assistance Dogs International, Inc. 
http://www.assistancedogsinternational.org

BC and Alberta Guide Dog Services
http://www.bcguidedog.com

Guide Dog Foundation for the Blind
http://www.guidedog.org

This Procedure outlines the response to a potential opioid poisoning sites within the Chilliwack School District (“the District”). It provides clear guidelines for staff who have been identified and trained to recognize and respond to signs of a student opioid poisoning at school sites and during school-sanctioned events.

Scope

This Procedure applies to:

•    All Principals and Vice Principals.

•    Middle and Secondary Occupational First Aid Attendant staff.

•    Managers who are trained to recognize and respond to a suspected toxic drug poisoning.

Under the Good Samaritan Act, anyone may administer naloxone in an emergency situation outside of a hospital setting.

Definitions

•    Opioid – A class of drug, such as morphine, heroin, codeine, oxycodone, methadone, and fentanyl.

•    Opioid Poisoning – An acute life-threatening condition caused by using an opioid.  

•    Naloxone - An antidote to an opioid poisoning.

•    Nasal Naloxone Spray – A naloxone-based nasal spray that can restore breathing during an opioid poisoning by being administered into one nostril. It has no effect on individuals who have not taken opioids.

Education and Training

Staff within the scope of the Procedure will be trained in Narcan Nasal Spray Instructions for Use. This will provide them with education and training in opioid identification and Nasal Naloxone Spray administration.

There will be one Nasal Naloxone kit provided by the District for each school or site. Each school or site will be responsible for storing it in a secure site location and for replacing the Nasal Naloxone when it expires or as needed.

Staff should understand that there may be health and safety risks in responding to a poisoning. It involves the use of personal protective equipment (included in the Kit), and potential contact with drugs or blood and body fluids.

Individuals may be angry and physically aggressive or violent upon revival with Naloxone. Staff must be prepared to stand back and de-escalate these situations.

Procedures

1.    Identification that a person is having an Opioid Poisoning is the first and most critical step in saving a person’s life. Some early signs that a person is experiencing an Opioid Poisoning include:

•    Severe sleepiness or unconsciousness

•    Trouble breathing or slow, shallow breathing or snoring

•    Cold, and clammy skin

•    Trouble walking or talking.

2.    The educated and trained staff first responder with their Nasal Naloxone kit calls 911 and then may choose to give cardiopulmonary resuscitation (CPR) and/or Nasal Naloxone spray depending on the circumstances and their comfort level.

3.    The instructions for responding to an opioid overdose, giving a dose of naloxone by nasal spray, and providing support afterwards are available:

•    online at this webpage

•    Narcan Nasal Spray Instructions for Use

4.    Documentation – Staff who respond to a poisoning will report the event to their supervisor and provide a written summary of the events using Form 440A: Opioid Poisoning Response Report.

5.    Reporting – The School Administrator will report the event to their Assistant Superintendent and complete a BC Schools Protection Program (SPP) report.

Mental Wellbeing Follow-up after an Opioid Poisoning

Responding to an Opioid Poisoning can be a stressful and difficult experience for first responders and bystander staff. Both are asked to debrief with their direct Supervisor as soon as practicable. Ongoing support for staff is available through the District Employee and Family Assistance Program (EFAP).

Resources

•    https://narcannasalspray.ca/en/

•    Narcan Nasal Spray Instructions for Use

Purpose

This Administrative Procedure (“Procedure”) provides guidance and information regarding the installation and use of an Automated External Defibrillator (an “AED”) within the Chilliwack School District (the “District”). AEDs increase the survival rates in situations where sudden cardiac arrest occurs.

Scope

This Procedure applies to:

•    All Principals, Vice Principals and Managers.

•    All designated Occupational First Aid attendants.

•    Anyone at the site with Cardiopulmonary Resuscitation (“CPR”) training.

Under the Good Samaritan Act, anyone can provide emergency assistance to an ill, injured, or unconscious person in an emergency situation outside of a hospital setting. 

Procurement and Maintenance

The District will purchase and install:

•    AEDs within cabinets at all schools and sites.

•    replacement batteries at the end of their 5 year lifespan.

•    replacement defibrillator pads at the end of their 5 year lifespan.

The school or site will be responsible for:

•    periodic visual inspection of the AED to ensure it is not tampered with and has a green checkmark of readiness in the electronic display.

•    maintaining all accessories stored with the AED such as nitrile gloves, face masks, and antiseptic wipes in a clean state of readiness.

Placement at School or Site

The AEDs are located in a marked cabinet at schools or sites. The location of the AED and cabinet within each school and site differs, but will always be in one of the following locations:

•    At or near the office or lobby entrance.

•    At the entrance to a gymnasium. 

•    At a prominent place in the community side of a school.

Education and Training

All first aid attendants are trained to use AEDs but will need additional training on the specific model available at their site. The ZOLL AED Plus will be the AED model that is used for the remainder of this Procedure.

All District staff will have access to an online training module in the use of the ZOLL AED Plus. This training module is available on Brightspace.

Principals, Vice Principals, Managers and designated Occupational First Aid Attendants will be required to complete this training annually.

Procedure for Use

The following Procedure is for the ZOLL AED Plus but is applicable to all AEDs. The AED Plus graphical user interface is visible on the top of the unit when the cover is removed. The pictograms are reminders of the steps to follow when performing a rescue. These images reinforce the instructions provided through voice prompts.

1.    Make sure the scene is safe before approaching the patient.

2.    Gently shake the patient and ask loudly if they are okay. If no response, call for emergency services or 9-1-1.

3.    Turn on the device and follow the voice prompts. Check for responsiveness and call for help. Expose the patient’s bare chest and attach the defibrillation pads as shown in the pictogram on the pads.

4.    The AED will analyze the heart rhythm; if a shock is needed, it will prompt the user to press the flashing shock button after they ensure no one is touching the patient.

5.    After a shock or if no shock is advised, begin CPR, following the devices real-time feedback for compression rate and depth until emergency personnel arrive.

The Chilliwack School District is committed to an occupational health and safety management system that protects its employees and therefore also protects its students, volunteers, contractors, and the general public. The District recognizes that it is an employee’s right to work in a safe and healthy environment. 

In addition, the District supports Stay at Work and Graduated Return to Work initiatives in order to keep employees connected to the workplace and to support them in their rehabilitation efforts to return to their pre-injury occupation in the shortest possible time.

Responsibilities

The development and maintenance of a safe and healthy environment is a shared responsibility. Employees at every level are responsible for the District’s health and safety culture.

1.    Employer – consists of senior leadership responsible for the oversight of all operations of the school district. It shall be the responsibility of the Employer to:

•    establish and maintain adequate standards of maintenance of facilities and equipment.

•    mitigate physical and health hazards and to develop appropriate work procedures.

•    have first aid equipment and attendants as per an assessment. 

•    provide employees with the information, instruction, and supervision necessary for the health and safety of employees in carrying out their work. 

•    implement health and safety programs and procedures for all employees at the worksite. 

•    promote compliance with the Workers Compensation Act and WorkSafeBC Occupational Health and Safety Regulations and orders.

2.    Supervisor – persons who instruct, direct, and control employees in the performance of their duties (examples: principals, vice principals, managers, teachers in charge, foreman lead custodians, etc).It shall be the responsibility of the Supervisor to:

•    inform and instruct employees in the proper work procedures to obtain optimal output without accidents and occupational disease.

•    secure the observance by employees of proper work methods and regulatory compliance.

•    correct unsafe work practices.

•    be aware of their work area’s potential hazards.

•    consult and cooperate with site-based joint occupational health and safety committee representatives. 

3.    Worker – every employee of the District. It is the responsibility of every employee to:

•    follow procedures, to observe regulations pertaining to their work.

•    report unsafe acts and conditions that they observe. 

•    report workplace injuries, exposures, or occupational diseases to their supervisor. 

•    cooperate in achieving the objective of a healthy and safe workplace.

4.    Occupational Health and Safety Manager - responsible for program developments and implementation in accordance with regulatory and district requirements. This includes:

•    developing, implementing, and monitoring health and safety programs.

•    informing all district employees in program procedures and responsibilities.

•    conducting reviews on the effectiveness of programs and taking corrective action as necessary. 

5.    Joint Occupational Health and Safety Committee (JOHSC) - site-based committees as required by the Workers Compensation Act and Occupational Health and Safety Regulations consisting of employer and worker representatives. The JOHSC is responsible to:

•    identify and collaboratively resolve health and safety issues at the worksite.

•    conduct worksite safety inspections.

•    participate in formal incident investigations.

6.    District Advisory Committee on Health and Safety (DACHS) - a contractual committee in accordance with the CUPE and CTA Collective Agreements. This Committee is not required by WorkSafeBC. While the site-based Joint Occupational Health and Safety Committees are identified in the Workers Compensation Act and Occupational Health and Safety Regulations, it is recognized that the District Advisory Committee can fulfill an important role from a broader perspective.

The purpose of this procedure is to outline the District’s prevention, response and reporting procedures that address workplace violence, as required by WorkSafe BC regulation. Workplace violence is not accepted nor tolerated.

Roles and Responsibilities

School District:

•    Ensure that workplace violence response procedures and work arrangements are established and implemented. 

•    As necessary ensure that site-based teams receive assistance to support them at their site.

Supervisor (Principal/Manager):

•    Review submitted workplace violent incident reports.

•    Complete a workplace violence risk assessment.

•    Ensure that workers have been made aware of the workplace violence prevention practices including information when working with a person with a history of violence.

Worker:

•    Report all instances of workplace violence.

•    Participate in workplace violence information, instruction, or training opportunities.

•    Follow safe work instructions and give feedback where deviation from the instructions are necessary.

Procedures to Address Workplace Violent Incidents

1.    When an incident of workplace violence directed towards a worker occurs, the following steps must be followed:

a.    Affected worker reports the incident to the supervisor.

b.    Supervisor initiates an investigation.

c.    Supervisor leads the response planning. This can include the creation, or review and updating of response plans and/or safe work instructions. The investigation consists of completing the review section of the violent incident report and a workplace violence risk assessment. 

2.    Action taken to resolve reported incidents should be made known to the affected worker as soon as possible.

3.    Completed violent incident reports should be sent to the School District Health and Safety Manager.

4.    Summary information from violent incident reports should be recorded. Information recorded should include: date, time, type of incident, source (ie, student, staff members, parent, etc.), and the action taken by the subject.  Data collected will be analysed by the District Health and Safety manager on an ongoing basis and aggregate data will be provided to the district safety committee each month the committee meets.

5.    Summary information should also be taken on sources of violence. This information will be shared by the District Health and Safety manager to Student Services in order to advise principals, managers and other staff as necessary, of past incidents and to consider additional supports and interventions.

6.    Where the perpetrator of violence is a member of the public, whether known or unknown, violent incident reports should be referred to police when intent to harm is evident.

Internal Documents

•    Workplace Violence Response (Program Manual)

The purpose of this procedure is to provide guidelines with respect to the emergency closure of schools or district facilities because of inclement weather or other emergency. While service to students and parents is a priority and schools will be kept open as much as is reasonably possible, the Chilliwack School District (the "District") recognizes its obligation to consider student and staff safety when determining if an emergency closure is required. In such circumstances, decisions on the opening or closure of school district facilities are made by the Superintendent of Schools in consultation with management and supervisory staff who will advise on the general condition of buildings and accessibility to sites.

Procedures

Should it become necessary to close a school or district facility because of inclement weather or other emergency, the Superintendent may order the closing of any or all schools or facilities so affected in accordance with the following procedures:

Activities Outside of Regular Instructional or Facility Hours: 

1.    Schools or facilities closed during normal hours of operation will also be closed for all activities outside of these hours on the day of closure.

Closure of All School and Facilities for Students and Employees

1.    If all schools and district facilities are closed for both students and employees, the announcement will be reported after 6:00 a.m. or as soon as practicable. 

2.    The District will provide an announcement to 3 local radio stations and the District website and continue to share up-to-date information for the duration of the closure.

3.    The Superintendent will put into effect an appropriate employee communication plan.

4.    Employees designated by the Superintendent for emergency services will be expected to report to work.

Closure of All or Some Schools for Students Only:

1.    If all or some schools are closed for students only, the announcement will be reported after 6:00 a.m. or as soon as practicable.

2.    The District will provide an announcement to local radio stations and the District website and continue to share up-to-date information for the duration of the closure. 

3.    The Superintendent will put into effect an appropriate employee communication plan.

4.    Every reasonable attempt will be made by employees to attend their normal work locations. Employees unable to attend will contact their immediate supervisor for direction.

Closure of Some Schools or Facilities for Student and Employees:

1.    If some but not all schools or facilities are closed to students and employees, the announcement will be reported after 6:00 a.m. or as soon as practicable.

2.    The District will provide an announcement to local radio stations and the District website and continue to share up-to-date information for the duration of the closure. 

3.    The Superintendent will put into effect an appropriate employee communication plan.

4.     Employees may not be expected to report to the closed facility but may be reassigned to other open facilities. Employees' supervisors will provide appropriate direction.

Closure of Roads:

1.    If appropriate authorities close a road or local conditions make travel unsafe or impossible between an employee's residence and normal work site, it is the employee's responsibility to contact their immediate supervisor, or, if the immediate supervisor is unavailable, Human Resources, to indicate their absence.

Schools Open For Students But No Bus Transportation Provided:

1.    If some or all schools remain open to students but bus transportation will not be provided, the announcement will be reported after 6:00 a.m. or as soon as practicable.

2.    The District will provide an announcement to local radio stations and the District website.

3.    Employees are expected to report to their normal work locations.

Employee Procedures:

1.    Where a school or site remains open to employees but the appropriate authority’s close roads and make it impossible for an employee to attend their normal work site or an alternate site designated by a supervisor, that employee will be paid as if they worked their regular day. 

2.    In accordance with the collective agreements, and no road closure by appropriate authorities, all employees are expected to be in attendance when a school or site is closed for students only. 

3.    If an employee does not attend work under subsection 7.2, they will be considered to be on personal leave without pay and are expected to report their absence to their immediate supervisor.

4.    Regular and contract employees not required by the Board to report to work on any day the Superintendent closes a facility for employees will be paid as if they had worked their regular day.

5.    Regular and contract employees required by the Board to work for emergency reasons when all other employees are not required to work (during closures) will be provided at the discretion of the Board, time in lieu of, or paid double time for the time worked at the discretion of the Board. Emergency designated staff are expected to be at the school 30 minutes prior to normal assembly time and remain for a minimum of 30 minutes. Non-school based Emergency designate staff will report to their regular site. 

6.    Casual employees required by the Board to work will be paid their regular rate of pay for hours worked. School principals or their designate and management staff who have been identified by the superintendent as essential, to ensure student and employee safety and building security, are expected to report for work. No additional pay will be provided for these employees. Vacation requests by employees on any day of closure which requires employees to be at work will only be honoured if the employee had previously arranged, with the approval of the employee's supervisor, such vacation time.

This procedure describes the Chilliwack School District’s (the "District's") practices and expectations in relation to the use of video surveillance on school lands, facilities and buses in compliance with Section 74.01 of the School Act and the provisions of the Freedom of Information and Protection of Privacy Act (FIPPA).

The District recognizes both that it has obligations with respect to staff and student safety, and that video surveillance impacts individual privacy. The District utilizes video surveillance for the purposes of ensuring the safety of staff and students, to protect personal property, and to protect District property against vandalism, theft and other destructive acts. The District endeavours to use video surveillance in a manner that is respectful of individual privacy.

Procedures

1.    Surveillance Implementation:
Before installing and operating a new video surveillance system in school facilities or on school lands: 

1.1.    The Superintendent or their designate will produce or cause to be produced a report documenting the reasons why surveillance is being considered, citing (if applicable) any specific incidents of property loss, safety or security breaches justifying the implementation of surveillance, identifying any less intrusive alternatives that have been considered and why they would not be an adequate alternative to surveillance, and setting out the methods that will be used to minimize the privacy impact of the surveillance initiative.

1.2.    If surveillance is to be used within a school facility or on school land, the District will provide notice of its plans to the applicable parent advisory council. In accordance with and as required under 74.01 of the School Act, the District shall obtain the approval of the parent advisory council before proceeding with implementation of the surveillance system.

1.3.    Where the District deems it appropriate, the District may undertake consultations with other affected groups or individuals about the implementation of surveillance, such as students, parents, staff or members of the community.

2.    Use of Surveillance:

2.1.    The District utilizes surveillance for the purposes of safety and property protection.

2.2.    Surveillance is not used to routinely monitor student or employee productivity or performance.

2.3.    Surveillance recordings may be accessed and viewed on an exceptional basis if and when required to investigate incidents raising concerns about personal safety, damage to property, or a contravention of law or school rules or policies or to investigate incidents of misconduct.

3.    Equipment and Signage:

3.1.    The District utilizes video surveillance systems, including cameras and equipment necessary to record and view video and audio footage (“Surveillance Equipment”).

3.2.    The District may use video analytics software to enhance the ability of Surveillance Equipment to detect unusual motion and activity and/or to limit the collection of footage.

3.3.    Camera/Recorder placement will be subject to approval by the building administrator (Principal or building supervisor) or their designate (“Facility Administrator”) at the time of placement, and will be placed with a view to minimizing the privacy-related impacts of the surveillance.

3.4.    Access to Surveillance Equipment, including cameras, viewing and storage devices will be limited to authorized District employees or contracted service providers. In the ordinary course, such access is limited to the Facility Administrator or contracted service providers engaged in install or maintain Surveillance Equipment.

3.5.    Surveillance is not to be ordinarily used in locations where appropriate confidential or private activities/functions are routinely carried out (e.g., bathrooms, private conference/meeting rooms). Any exceptions must be authorized by the Superintendent (or their delegate) on the grounds that no other supervision option is feasible and that the need is pressing and outweighs the privacy interest of the student or other person likely to be observed. Surveillance of such locations may not be authorized on an ongoing basis.

3.6.    The District shall post notices in areas where Surveillance Equipment is in use, which shall include the title and contact information for a District employee who can be contacted with questions or concerns about the use of surveillance.

4.    Covert Surveillance:

4.1.    Covert surveillance (i.e. surveillance without notice) will only be used in exceptional circumstances where compelling reasons for its use exist, such as criminal activity or other serious misconduct, significant property loss, safety or security issues.

4.2.    Covert surveillance may be authorized by the Superintendent for the purposes of a specific investigation after assessing the availability of alternative investigation methods and will be strictly limited in scope and duration to that which is necessary to achieve a specific, identified objective.

4.3.    Covert surveillance will not be authorized on an ongoing basis.

5.    Security and Disclosure:

5.1.    All computer and/or recording media shall be password protected, encrypted, and stored in a secure area away to prevent unauthorized disclosure or public access. Access to such equipment will be limited to the Facility Administrator.

5.2.    The District shall keep and maintain a log of all access to the Surveillance Equipment and recordings. Logs will be retained for a minimum period of ninety days.

5.3.    Recordings may never be sold, publicly viewed, or distributed in any other fashion except as provided for by this Administrative Procedure or as authorized or required by court order, subpoena or other applicable laws.

5.4.    The District reserves the right to make footage available to police to assist in police investigations as authorized by FIPPA.

6.    Viewing of Recordings:

6.1.    Playback devices used to view or listen to video footage will be located in secure areas where monitoring or viewing equipment is not accessible to third parties or the public.

6.2.    The District shall only use and disclose video footage to the extent it is authorized or permitted to do so under FIPPA.

6.3.    In the ordinary course, access to video footage shall be limited to the Facility Administrator or contracted service providers engaged to install or maintain the Video Equipment.

6.4.    Employees, Students and parents may request access to video footage in which they appear, and access shall be provided in accordance with FIPPA. If an employee or student is facing any disciplinary action, they may authorize their union representation or other advocate to also view the recording.

6.5.    The District reserves the right to refuse to provide access to footage where doing so would unreasonably interfere with the privacy of another individual.

6.6.    The District may share footage with its legal counsel and insurers for the purposes responding to claims or complaints that may be made or to third parties where necessary to carry out investigations.

7.    Retention of Recordings:

7.1.    Recordings are ordinarily destroyed within 60 days of creation, but may be retained longer if needed for legal, administrative, operational, disciplinary or investigation purposes. The Facility Administrator is responsible for making decisions about the retention of footage.

7.2.    The District retains footage for a one year period if it is used to make a decision that significantly affects an individual in accordance with the requirements of FIPPA.

7.3.    Where footage may be relevant to a legal claim involving the District or third parties, the District’s practice is to retain footage for up to two years or until the relevant limitation period has expired in order to ensure relevant evidence is preserved as needed.

8.    Review:

8.1.    Each Facility Administrator is responsible for the proper implementation and control of the surveillance system.

8.2.    The Superintendent or designate shall conduct a review at least annually to ensure that this Administrative Procedure is being adhered to on the use of video surveillance in the District.

8.3.    The Board conducts an annual review of its video surveillance systems in accordance with the requirements of section 74.01(3) of the School Act.

The Board is committed to and responsible for ensuring the maintenance of order in schools, on school property and at school district events.

Exclusion Orders under Section 177 of the School Act may be issued in circumstances where the principal or vice-principal determines that a person’s actions pose a risk to the safety of staff, students and others in the school community, or present a significant and ongoing disruption to the educational programs offered by the school or the School District and include, but are not limited to, unwelcome visitors to schools during the school day, after school and all co-curricular and extra-curricular

Procedure

1.    All persons on school property are expected to comply with school rules and regulations. Schools will display a sign at major entrances directing all visitors to report to the office.

2.    Visitors are required to report their presence to the school office, inform the school secretary or principal/vice-principal of the purpose of the visit and wear a visitor’s identification badge while on school property.

3.    The following employees are authorized by the Board to issue Exclusion Orders pursuant to Section 177 of the School Act: Superintendent of Schools, Assistant Superintendent of Schools, Directors of Instruction, Principals and Vice Principals and the Manager of Facilities.

4.    A staff member who encounters an unwelcome visitor should notify administration. Only if the statutory officer of the Board or his/her designate is unavailable should the staff member direct the visitor to leave. A witness should be present.   

5.    Any person who is on school property during or after the instructional day may be asked to leave. The request to leave must be made prior to requesting the assistance of the RCMP if the person refuses to leave the grounds or premises after being directed to do so. 

6.    Where practicable, provide prior notice to the Superintendent of Schools or designate of the intent to issue an Exclusion Order pursuant to Section 177 of the School Act.

7.    Provide written notification (Notice of Exclusion Letter – Form B) to the excluded person as soon as possible, including reasons for the exclusion, the length of the exclusion, the date for review and information about the avenues for appeal. 

8.    Provide a copy of Notice of Exclusion Letter – Form B to the local RCMP.

9.    The principal or vice-principal will document the incident (Report on the Issuance of an Exclusion Order – Form 480A), including the following information as a minimum, and send a copy of the letter and the report to the Assistant Superintendent of Schools (letters will be tracked at both the school and district level).

a.    Name of school

b.    Date, time and location of incident or incidents

c.    Description of incident or incidents (i.e., what happened, who was involved, etc.)

d.    Name (and contact information, when possible) of person excluded under Section 177

e.    Name of principal or vice-principal who directed the person to leave school property

f.    Length of exclusion

g.    Date for review of decision to exclude

h.    Means of delivering the Exclusion Order letter

i.    RCMP file number for incident (if a file was opened by the RCMP) and name of the attending officer

j.    Name of person completing the form

10.    Any personal information collected in relation to a Section 177 Exclusion Order will be dealt with in accordance with the Freedom of Information and Protection of Privacy Act.

Appeals Process

1.    Persons excluded through Section 177 have 30 days to appeal the decision directly to the Superintendent of Schools or designate. If the Superintendent of Schools made the decision to exclude, the appeal will be forwarded to the Board.

2.    A decision on the appeal will be made and communicated in writing within 14 business days of receiving all requested information. In some cases, an appeal of an exclusion under Section 177 could be heard through a Section 11 appeal (Bylaw 4 – Appeal Procedure), where a decision of a board employee significantly affects the education, health or safety of a student.

The Chilliwack School District (the “District”) takes the privacy and safety of our students, staff, visitors, and trustees seriously. In alignment with our commitment to maintaining a safe and respectful environment, this procedure outlines the circumstances under which outside audio / video recording, photography, and live streaming will or will not be permitted on District property. This procedure is in effect at all times, including when school is not in session.

For that reason, audio / video recording, photography, and live streaming is only permitted on District property for authorized events and/or circumstances. These include, but are not limited to: 

•    Public sporting events.

•    Student Achievement assemblies.

•    Student performances.

•    Media Parent Release Form is obtained in advance of the individual(s) being recorded (available on Permission Click).

•    Authorized educational programming or initiatives (e.g., Yearbook).

•    Other events as indicated by a school administrator.

Audio / Video recording, photography, and live streaming is NOT permitted at non-authorized District events and/or circumstances. These may include, but are not limited to:

•    Meetings of the Board of Education

•    Office spaces, classrooms and all learning environments

•    PAC Meetings

•    Professional Media recordings

•    Use affects the safety and/or privacy of students, staff, visitors, and/or trustees.

•    Use for purposes that do not align with the District’s Strategic Plan, Core Values, Policies, and Procedures.

•    Use causes a disturbance.

•    Other events/circumstances as indicated by a school administrator.

District staff reserve the right to utilize audio / video recordings, photography, and live streaming in accordance with this Administrative Procedure, for internal purposes. External use requires written authorization and adherence to District policies and administrative procedures.

Failure to comply, when asked to stop recording, could result in the issuance of an Exclusion Order under Administrative Procedure 480 and Section 177 of the School Act.

Related Documents

No Photography, Audio / Video Recordings, Photography and Live Streaming Signage

The District is responsible for maintaining a safe, secure environment for students and staff. It is expected that school personnel implement preventative, pro-active and positive supports and interventions that are non-punitive and grounded in the foundational understanding that behaviour is communication. These supports and interventions make the use of seclusion and physical restraint unnecessary in most circumstances.

As per British Columbia Ministry of Education Provincial Guidelines on Physical Restraint and Seclusion in School Settings, this procedure outlines the limited situations where staff members are authorized to physically restrain or seclude students as an emergency measure of last resort, when alternate methods of defusing a situation have failed and the student is in imminent danger of causing harm to self or others.

Definitions

•    Physical Restraint – a method of restricting another person’s freedom of movement or mobility in order to secure and maintain the imminent safety of the person or the imminent safety of others. The term physical restraint does not apply in the following situations:

•    The provision of gentle physical guidance or prompting of a student when teaching a skill, redirecting attention or providing comfort.

•    A temporary, gentle touch on a student’s arm, shoulder or back for the purpose of guiding a student to a safe location.

•    Seclusion – the involuntary confinement of a person, alone in a room, enclosure or space that the person is physically prevented from leaving. The term seclusion does not apply in the following situations:

•    When a student has personally requested to be in a different/secluded location/space.

•    When a student is outside of the regular classroom for a calm or quiet break if these breaks are behaviour strategies that are proactive and are part of the student’s daily routine.

Plans for Student and Staff Safety

In cases where an individual student could potentially cause harm to self or others, an Escalation Indicator Response Plan (EIRP) and Individual Safe Work Instruction (ISWI) should be collaboratively developed with the principal, teacher(s), support staff, parent(s)/guardian(s)/caregiver(s) and, when appropriate, District Staff, outside professionals and/or the student. Consider information from assessment reports if available.

These plans should include:

•    The student’s triggers, patterns of escalation and appropriate adult responses.

•    Direct instructions to staff for how to work safely with the student when they are escalated.

To support student learning:

•    A Positive Behaviour Support Plan or Behaviour Intervention Plan is created to describe the competencies the student needs to develop in order to communicate their needs safely, and the strategies that will be used to teach these competencies. These strategies may be listed in a student’s Competency Based Individualized Education Plan (CBIEP).

It is the principal’s responsibility to ensure that any staff likely to be in contact with the student such as teachers, education assistants, bus drivers, clerical, custodians and all replacement staff read the EIRP and ISWI and understand the importance of adhering to this plan for their own and others’ safety.

It is the principal’s responsibility to ensure that staff who require training to support the student have access to training at the next available opportunity.

A review/revision of prevention/intervention strategies/plans must occur in cases where there is:

•    Re-occurring incidents of escalation causing harm.

•    Repeated use of physical restraint or seclusion for an individual student.

•    Multiple use of physical restraint or seclusion occurring within the same classroom.

•    Repeated use of physical restraint or seclusion by an individual staff member.

Guidelines For Physical Restraint

1.    The District recommends a “hands off” approach as the best practice when dealing with students who are experiencing dysregulation. It is expected that school personnel implement preventative, pro-active and positive supports and interventions that are non-punitive and grounded in the foundational understanding that behaviour is communication. Physical restraint must be used only in exceptional circumstances where a student is in imminent danger of causing serious harm to self or others.

2.    Physical restraint will only be employed until the imminent danger or serious harm to self or others has dissipated.

3.    Any time physical restraint is necessary a Seclusion and Restraint Data Reporting Form must be filed out on the day that it occurs with the District Principal of Student Services. The parents/guardians/caregivers must also be informed about the use of restraint as soon as possible and prior to the student leaving school.

4.    Physical restraint must be conducted in a safe manner by staff who are trained in the proper methods of physical restraint. This training will ensure:

4.1    Student’s breathing is not restricted.

4.2    Student is not in a prone position (facing down on their stomach).

4.3    Student is not in a supine position (on their back, face up).

4.4    Mechanical restraint devices are never used.

5.    Training sessions in positive behaviour support planning, trauma informed responses, non-violent crisis intervention, conflict de-escalation techniques and planning for student and staff safety are offered to school personnel on a regular basis.

6.    The need for staff to be trained in the use of physical restraint for a student will be determined during the EIRP Plan development. This plan is developed  in consultation with trained district staff, school administration, school staff and the parent(s)/guardian(s)/caregiver(s) and when appropriate outside professionals.

Guidelines for Seclusion

1.    It is expected that school personnel implement preventative, pro-active and positive supports and interventions that are non-punitive and grounded in the foundational understanding that behaviour is communication. Seclusion must be used only in exceptional circumstances where a student is in imminent danger of causing serious harm to self or others.

2.    The space used for seclusion must not jeopardize the student’s health and safety – emotionally or physically. Seclusion should only be employed in exceptional circumstances where a student is in imminent danger of causing serious harm to self or others.

3.    Seclusion will only be employed until the imminent danger of serious harm to self or others has dissipated.

4.    Any time seclusion is necessary a Seclusion and Restraint Data Form must be filed with the District Principal of Student Services. Parents/Guardians/Caregivers must be informed about the use of seclusion as soon as possible and prior to the student leaving school.

5.    A student must never be unsupervised and locked into a room.

6.    Any room that is to be used for seclusion must have an observation window and the student must be under continuous visual observation. The student’s behaviour must be noted at regular intervals by the observing adult to gather information that may be helpful for their plan, and/or to note when the student has returned to a state of regulation and is ready to re-connect with their team.

7.    The space used for seclusion will be shared with the parent(s)/guardian(s)/caregiver(s).

8.    The IERP/ISWI and all other health and safety policies will be followed including WorkSafe BC Regulations.

Debrief and Response to Incidents of Physical Restraint and Seclusion

•    If restraint or seclusion is required more than once, prevention/intervention strategies will be reviewed in a meeting with school personnel. If revisions are required, the EIRP/ISWI will be amended and signed by members of the team.

•    All instances of restraint or seclusion will be reviewed by the District Principal of Student Services on a monthly basis.

Application and Review of Procedure

The school district administration will ensure that employees are made aware of this administrative procedure and provide any necessary training or resources to uphold these expectations.

Employees should report any concerns or violations of this administrative procedure to their immediate supervisor or the appropriate designated authority within the school district.

Regular review of the Administrative Procedure will occur to ensure alignment with current research and practices.

All employees, and others performing work on behalf of the District, are expected to conduct themselves in a professional manner, to adhere to applicable laws, regulations, policies and procedures that apply to their work activities and to demonstrate ethical behavior in all their decisions and interactions.

The Board is committed to honesty, integrity, and accountability in its operations, programs, and services and to promoting a culture of openness and transparency.

The Board encourages and supports all employees in bringing forward reports of unlawful acts and acts of wrongdoing in a manner consistent with the provisions of the British Columbia Public Interest Disclosure Act (“PIDA”).

The purpose of this Policy and related Administrative Procedures is to establish a process, in compliance with the PIDA, for employees to report, in good faith, wrongful or unlawful conduct without fear of retaliation or reprisal.

This Policy applies to alleged wrongdoing related to the School District’s operations or employees and others performing work on behalf of the District. This Policy does not displace other mechanisms set out in School District Policy for addressing and enforcing standards of conduct, disputes, complaints, or grievances, including issues of discrimination, bullying and harassment, occupational health and safety, or disputes over employment matters or under collective agreements.

1. Definitions

In this Policy the following capitalized terms are defined as indicated:

1.1. “Advice” means advice that may be requested in respect of making a Disclosure or a complaint about a Reprisal under this Policy or the PIDA.

1.2. “Discloser” means an Employee who makes a Disclosure or seeks Advice or makes a complaint about a Reprisal.

1.3. “Disclosure” means a report of Wrongdoing made under this Policy.

1.4. “Employee” refers to a past and present employee of the School District.

1.5. “FIPPA” means the Freedom of Information and Protection of Privacy Act, and all regulations thereto.

1.6. “Investigation” means an investigation undertaken by the School District under this Policy or by the Ombudsperson under the PIDA.

1.7. “Personal Information” has the same meaning set out in FIPPA, namely “recorded information about an identifiable individual”, and includes any information from which the identity of the Discloser or any person who is accused of Wrongdoing or participates in an Investigation can be deduced or inferred.

1.8. “PIDA” means the Public Interest Disclosure Act of British Columbia, and all regulations thereto.

1.9. “Procedure” means the School District’s Administrative Procedure associated with this Policy, as amended.

1.10. “Reprisal” means the imposition of, and any threat to impose, discipline, demotion, termination or any other act that adversely affects employment or working condition of an Employee because they made a Disclosure, sought Advice, made a complaint about a Reprisal or participated in an Investigation; and

1.11. “Wrongdoing” refers to:

1.11.1. a serious act or omission that, if proven, would constitute an offence under an enactment of British Columbia or Canada.

1.11.2. an act or omission that creates a substantial and specific danger to the life, health or safety of persons, or to the environment, other than a danger that is inherent in the performance of an employee’s duties or functions.

1.11.3. a serious misuse of public funds or public assets.

1.11.4. gross or systematic mismanagement.

1.11.5. knowingly directing or counselling a person to commit any act or omission described in paragraphs (a) to (d) above.

2. Statement of Principles

2.1. The School District is committed to supporting ethical conduct in its operations and seeks to foster a culture in which Employees are encouraged to disclose Wrongdoing, including by receiving, investigating and responding to Disclosures and by providing information and training about the PIDA, this Policy and the Procedures.

2.2. The School District will investigate Disclosures that it receives under this Policy. Investigations under this Policy will be carried out in accordance with the principles of procedural fairness and natural justice.

2.3. The School District will not commit or tolerate Reprisals against any Employee who, in good faith, makes a request for Advice, makes a Disclosure, participates in an Investigation or makes a complaint under this Policy.

2.4. The School District is committed to protecting the privacy of Disclosers, persons accused of Wrongdoing and those who participate in Investigations in a manner that is consistent with its obligations under the PIDA and FIPPA.

3. Privacy and Confidentiality

3.1. All Personal Information that the School District collects, uses or shares in the course of receiving or responding to a Disclosure, a request for Advice, a complaint of a Reprisal, or conducting an Investigation will be treated as confidential and will be used and disclosed as described in this Policy, the Procedures, the PIDA or as otherwise permitted or required under FIPPA and other applicable laws.

4. Reporting

4.1. Each year, the Superintendent shall prepare, in accordance with the requirements of the PIDA, and make available, a report concerning any Disclosures received, Investigations undertaken and findings of Wrongdoing. All reporting under this Policy will be in compliance with the requirements of FIPPA.

5. Responsibility

5.1. The Superintendent is responsible for the administration of this Policy and shall ensure that training and instruction is available to all Employees concerning this Policy, the Procedures and the PIDA.

5.2. In the event that the Superintendent is unable or unavailable to perform their duties under this Policy, the Superintendent may delegate their authority in writing to the Secretary-Treasurer or other senior employees.

With regards to leadership positions throughout the district, the Board requires that every effort is made to appoint the best qualified candidates using a competitive, open and transparent process. Where appropriate, selection processes will include consultation with partners.

Roles and Responsibilities

The Board:

The Board believes that the appointment of persons to senior district leadership positions is the responsibility of the Board.

The Board shall interview, select and appoint the Superintendent.

The Board shall interview, select and appoint the Secretary-Treasurer, upon the recommendation of the Superintendent.

The Board shall appoint the Assistant Superintendents, Directors, and Assistant Secretary Treasurer, upon the recommendation of the Superintendent.

The Board shall appoint Principals and Vice-Principals to the District, upon the recommendation of the Superintendent.

The Superintendent:

The Board delegates to the Superintendent the responsibility for hiring all other district level supervisors and managers.

The Superintendent will report to the Board the assignments and reassignments of Principals and Vice-Principals.

The Board of Education is committed to ensuring a respectful workplace and believes that every employee has the right to work in an environment free from harassment including discriminatory harassment, sexual harassment, bullying or violence.

All employees, and others performing work on behalf of the District, are expected to conduct themselves in a professional manner that supports a culture of mutual respect and cooperation.

The Board will not tolerate any form of prohibited conduct or retaliation in the workplace and will act appropriately to preserve and promote a respectful working and learning environment.

This policy is intended to meet the legal obligations of the Board and enhance the promotion of a respectful workplace. Where a collective agreement includes provisions regarding the prohibited conduct outlined in this policy or a process for intervention in the circumstances of the complaint, the provisions of the agreement will continue to apply in conjunction with the provisions of this policy.

Definitions

• Harassment – Includes any inappropriate conduct, comment, display, action, or gesture directed towards a specific person or persons that a reasonable person knows or ought to know would have the effect of creating an intimidating, humiliating, hostile, or offensive work environment.

• Discriminatory Harassment – Is a form of Harassment that is based on, or related to, a prohibited ground of discrimination as set out in the BC Human Rights Code, including: Indigenous identity, race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age of that person or because that person has been convicted of a criminal or summary conviction offence that is unrelated to the employment or to the intended employment of that person.

• Sexual Harassment – Is a form of Discriminatory Harassment and is based on sex, sexual orientation, gender identity or gender expression. It can occur between men and women, individuals of the same gender, individuals of the same or differing sexual orientation, and includes harassment on the basis that an individual is transgender.

• Bullying – Is a form of Harassment that is marked by intentional, persistent attempts of a person or group to intimidate, demean, humiliate, torment, control, mentally or physically harm, or isolate another person or group. This behaviour, through its persistence or severity, diminishes the dignity or the psychological or physical integrity of the target(s).

• Violence – Workplace violence, as defined under WorkSafe BC policy, includes the attempted or actual exercise of any physical force so as to cause injury to a worker, or any threatening statement or behaviour to believe the employee is at risk of injury.

• Retaliation – Is an adverse action taken against a person who invoked this policy in good faith, participated or cooperated in any investigation under this policy, or associated with a person who has involved this policy.

Responsibilities

The Board of Education:

• Promote a working environment respectful of human rights and free from bullying and harassment.

• Comply with legislation as defined under the BC Human Rights Code and WorkSafe BC policy.

The Superintendent and Senior Leadership:

• Implement this policy and the related administrative procedures, ensuring the provisions of this policy are communicated to all employees.

• Ensure appropriate training is provided to all employees.

• Intervene and respond to reported or suspected breaches of this policy in a timely and fair manner.

Human Resources:

• Provide support and consultation to Senior Leadership, Principals and Vice Principals, and Managers in addressing Respectful Workplace complaints.

• Oversee the investigation process of complaints.

• Provide or arrange for training.

Principals/Vice Principals and Managers:

• Communicate and review this policy and related procedures with the staff they supervise.

• Provide behavioural expectations and work requirements for staff to ensure respectful conduct in the workplace.

• Ensure appropriate steps are taken to address concerns raised by staff, including consulting with District Human Resources.

All Employees:

• Responsible to understand and adhere to this policy.

• Ensure respectful workplace behaviour and avoid engaging in prohibited conduct.

• Immediately report breaches of this policy and cooperate fully with any investigations, including when the breach is observed toward others.

The Board recognizes the valuable contribution made by all District employees and supports the recognition of services they provide. Recognizing employee’s contributions and achievements is integral to maintaining a positive and productive working environment and employee recognition is a way to celebrate employees on a formal basis.

On an annual basis, the Board will host an employee recognition reception where employees will be formally honoured for the following achievements:

• Employees of the school district who have provided 20 years of service to the District.

• Retiring employees who have a minimum of 10 years of service in the District.

Principals, Vice Principals, Managers, Executive Staff and Trustees are encouraged to regularly acknowledge the contribution of employees through informal recognition and conversation.

Purpose

This Administrative Procedure (“Procedure”) outlines the process for appointment and assignment of Chilliwack School District (“District”) leadership positions and will be exercised in alignment with Policy 530 Leadership Appointments and Assignments.

Definitions

•    Appointment – Candidates are appointed to a leadership position by the Board of Education (the “Board”) and the Superintendent of Schools (the “Superintendent”) in accordance with Policy 530.

•    Assignment – The school, department or site placement of the appointed leader. This can include lateral transfer or assignment from the candidate pool.

•    Acting – Placement as a temporary backfill in a leadership assignment prior to being appointed.

•    Interim – Placement into a leadership assignment on a temporary basis as an existing appointed leader. The reason can include coverage for a leave of absence or other short-term vacancy.

•    Lateral transfer – Change in assignment at the same position level. For example, Principal assignment to Principal assignment or Manager assignment to Manager assignment 

•    Candidate pool – Current Vice Principals applying for Principal positions and external candidates applying for either Principal or Vice Principal positions will be considered for assignment to vacant positions once appointed by the Board of Education. 

Leadership Appointment and Assignment by Position

Principals And Vice Principals

Available school or district-based Principal and Vice Principal positions will be filled through an open competition or by the assignment of existing Board appointed Principals and Vice Principals.

a)    Pre-Selection Consultation:

Where there are known vacancies, consultation will be undertaken by the Superintendent or designate as needed to determine specific school characteristics and needs prior to any assignment or appointment.
Where there are re-assignments as a result of filling known vacancies, the appropriate partner and district employee groups will be informed prior to the re-assignments being made public.
In the case of a Vice Principal vacancy, the Principal of the school(s) affected will be given the opportunity for consultation and input into the needs of their school and the skill set required to build a strong leadership team.

b)    Lateral Transfer:

Principals and Vice Principals are invited annually to complete the Superintendent initiated form regarding their intentions including requests for lateral re-assignment.

When there are available positions, the Superintendent will advertise internally all school-based and district-based vacancies for Expressions of Interest indicating the specific skills and requirements of the position. If a Principal or Vice Principal vacancy arises as a result of a re-assignment, the Superintendent has discretion to assign a Principal or Vice Principal or initiate a new Expression of Interest as required.

c)    New Candidate Selection Process:

The Superintendent will create a pool of candidates as needed to be considered for assignment into vacant positions. This posting will be advertised internally and externally.

A complete and thorough process to manage the selection of the successful candidates and for ensuring compliance with due process and legislative requirements will be established. The Human Resources Department will be responsible for screening all submitted applications for completeness.

The determination of a short-list for presentation to the selection committee shall be the responsibility of the Superintendent and other individuals as the Superintendent deems appropriate.

The Selection Committee will be chaired by the Assistant Director of Human Resources and will consist of the Superintendent, and senior staff members as required by the Superintendent. This committee will interview short-listed candidates and provide a recommendation for appointment to the Superintendent.

Candidates placed in the pool, who are not assigned, will remain in the pool for the following school year. As part of the process, candidates who are not appointed by the Board and assigned after two years will be required to reapply to a new competition to be reconsidered for the pool.

Acting Principals and Acting Vice Principals:

In the event of an unexpected short-term vacancy, the Superintendent may appoint an “acting Principal” or “acting Vice-Principal” for the duration of the vacancy without going through a formal appointment or assignment process.

Management Staff

All vacant management positions will be advertised internally and externally.

A complete and thorough process to manage the selection of the successful candidates and for ensuring compliance with due process and legislative requirements will be established. The Human Resources Department will be responsible for ensuring appropriate selection criteria with feedback from the designate from the hiring department and screening all submitted applications for completeness.

The determination of a short-list for presentation to the selection committee shall be the responsibility of the Assistant Director of Human Resources in consultation with the designate from the hiring department.

The Selection Committee will be chaired by the Assistant Director of Human Resources and consist of the hiring department designate and other management or administrative representatives as required. This committee will interview short-listed candidates and provide a recommendation for appointment to the Superintendent.

Executive 

The selection process for the Superintendent shall be determined by the Board.

All other senior district level administrative positions including Assistant Superintendent, Secretary-Treasurer, Assistant Secretary-Treasurer and Director will be advertised internally and externally and will follow a selection process that has been recommended by the Superintendent and presented to the Board for information. This process will include appropriate input from partner groups for the Assistant Superintendent and Secretary-Treasurer positions.

Reporting to the Board

•    With regards to the position of Secretary-Treasurer, Assistant Superintendent, Assistant Secretary-Treasurer and Director, the Superintendent will bring the recommendation forward to the Board and will report rationale for the recommended appointment at an in-camera meeting.

•    With regards to new Principal or Vice Principal or an existing Vice Principal who is moving to a Principal position, the Superintendent will bring a recommendation with rationale for Board approval at an in-camera meeting.

•    With regards to new Management appointments and transfers, the Superintendent will bring the appointment forward to the Board at an in-camera meeting as information.

•    With regards to lateral transfers and re-assignments where the selected candidate is an existing Principal, Vice Principal or Manager, the Superintendent will bring the assignment forward to the Board at an in-camera meeting as information.

•    In all cases the Superintendent will outline the skills, experience and past performance of the successful candidate. 

Purpose:

School principals ("Principals”) serve as the cornerstone of student success, staff empowerment, and community engagement. As visionary leaders, they cultivate a school culture grounded in collaboration and equity, ensuring that every student has the opportunity to thrive. This Administrative Procedure defines the fundamental responsibilities and expectations of Principals as instructional leaders, operational stewards, and community connectors. 

Rooted in professional growth, effective communication, and the shared values of the Chilliwack School District (the “District”), this framework aligns with the BCPVPA Leadership Standards, emphasizing self-awareness, team development, and systemic leadership. By embracing innovation, fostering strong relationships, and upholding the highest standards of professional practice, principals inspire excellence and drive continuous improvement—both within their schools and across the broader educational landscape.

Roles and Responsibilities 

The Principal is responsible for overall supervision and operation of their individual school. This responsibility includes duties identified by the School Act and the Board of Education (the “Board”), inclusive of school management, program implementation, staff supervision and evaluation, community relations, and site 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.

Principals will be knowledgeable of:

•    The School Act, its Regulations and Ministerial Orders 

•    School District Strategic Plan

•    Board Policies and Administrative Procedures

•    Collective Agreements

•    Framework for Enhancement of Student Learning

•    Emergency Preparedness Plan

•    Local Education Agreements and Enhancement Agreements

•    Applicable Interministerial Protocols

•    BC Ministry of Education Inclusive Education Services: A Manual of Policies, Procedures and Guidelines

•    School Protection Program

•    Occupational Health and Safety Program

•    Other legislation affecting the operation of the school including:

o    Fire Safety Act

o    WorkSafe BC

o    Freedom of Information and Protection of Privacy Act

o    The Teachers Act

o    The Young Offenders (British Columbia) Act

Principals will be responsible for:

1. Educational Leadership and Program Implementation

•    Guide the development and implementation of the District’s shared values, vision, mission and goals to support learning and achievement for all students.

•    Develop school plans for student achievement which will address present and future educational needs of the school/program.

•    Provide leadership and foster conditions which will lead to the improvement of the educational program.

•    Be knowledgeable and provide guidance regarding current curricula, instructional and assessment practices and their impact on student learning and achievement.

•    Ensure that school policies and practices address systemic barriers and support diverse student needs to promote equity and inclusion.

2. School Management and Operations

•    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.

•    Supervise all aspects of the school's operation (educational, financial and facilities) in collaboration with the Assistant Superintendent.

•    Ensure compliance with health and safety regulations and maintain a safe, inclusive, and secure school environment, including emergency and risk management planning.

3. Staff Supervision and Development

•    Provide leadership and foster conditions which will lead to the effective performance of employees.

•    Be responsible for implementation of the Board's collective agreements, including supervision of employees covered by the collective agreements.

4. Community Relations and Engagement

•    Function as part of a District administrative team and to play an appropriate leadership role in District initiatives.

•    Build and support positive and effective working relationships within the school and community.

•    Support and advise the school's Parents’ Advisory Council.

•    Liaise with those community agencies that support the needs of children.

•    Building relationships with Indigenous communities to ensure their voice is included in school planning.

Supporting Internal Documents

•    Excluded Compensation Philosophy – PVP Group

•    Annual Self-Assessment – Principal

NOTE: Vice principals are encouraged to use this document as a framework for their own professional development, aspiring to the standards and responsibilities outlined for the principal as they grow in their leadership role.

Purpose

The Principal and Vice Principal (“PVP”) Leadership Development and Performance Appraisal Framework fosters a comprehensive and holistic approach to ongoing performance coaching. It ensures that school PVPs are well supported by providing formal and informal opportunities for feedback, dialogue and ongoing professional learning. School PVPs are empowered to:

•    Engage with their supervisors in frequent and meaningful dialogue about their performance.

•    Consider the supports they need to achieve their performance goals.

•    Identify ways in which they can enhance their professional growth.

•    Enable effective leadership and positive learning environments for students and staff.

The Administrative Procedure, which includes a formal evaluation process and an informal growth and development framework, is in alignment with the Chilliwack School District’s Strategic Plan (the “Strategic Plan”), the BCPVPA Leadership Standards for Principals and Vice-Principals, the BCSSA The Spirit of Leadership competencies and the FNESC First Peoples Principles of Learning. This growth-oriented process facilitates strengthened leadership practice and professional accountability.

Definitions

•    District Core Values: Equity, Inclusion, Kindness, Collaboration, and Innovation are the Values of the Strategic Plan. Our values are guiding principles and beliefs that endure over time. Our values are embedded into everything we do. 

•    BCPVPA Leadership Standards for Principals and Vice Principals in British Columbia – Consists of four leadership domains and nine leadership standards that PVP must address to promote learning, achievement and success for all students.

•    BCSSA The Spirit of Leadership – Consists of five competencies that outline what leaders Know, Do and Understand to support learning.

•    FNESC First Peoples Principles of Learning – Consists of nine principles that embed Indigenous ways of knowing into leadership practice.

•    Performance Appraisal – a formal evaluation process focused on assessing the competence of the principal or vice principal during the probationary period and as outlined in the procedures section below.

•    360-Degree Feedback Review – a process whereby performance evaluations are collected from supervisors, staff, peers and other stakeholders (such as students, parents and partner groups).

•    Educational Leadership Growth Plan – a structured individual and personalized annual performance plan focused on continuous professional learning and leadership development.

Performance Appraisal – Formal Evaluation

The Performance Appraisal is a formal evaluation process that assesses and guides the growth and development of PVP within the four leadership domains and nine leadership standards as outlined in the BCPVPA Leadership Standards for Principals and Vice-Principals in British Columbia.

The formal Performance Appraisal will take place in the following circumstances: 

•    All vice-principals during their 24-month probationary period.

•    All PVP appointed from outside the district during their 24-month probationary period.

•    When there is cause for concern and an appraisal is requested by the Superintendent  or designate.

•    At the request of any principal or vice-principal within three months of the date of request.

•    All PVP who have never engaged in a formal appraisal process.

PVP must complete a successful Performance Appraisal to move off probation or at the discretion of the Superintendent.

Procedure

1.    The supervisor and principal or vice principal will meet to review the Performance Appraisal document and evaluation methods for data collection before the evaluation process takes place.

2.    Data will be collected from multiple sources, including direct observation, feedback conversations with the principal or vice-principal, artifacts and examples of work, and non-anonymous 360-degree feedback from key stakeholders where appropriate (senior leaders, peers, staff, parents and students).

3.    The supervisor and principal or vice principal will meet to review the formal Performance Appraisal report and sign off. Each party will retain a copy of the report.

4.    The supervisor will provide a copy of the report to:

•    The Superintendent or designate for information; and,

•    Human Resources for record keeping.

360-degree Feedback Review – Informal Evaluation

360-degree feedback is a way for leaders to understand their strengths and weaknesses, using the constructive feedback of others who work with them the most. The process can assist leaders in enhancing self-awareness and self-regulation by comparing their perceptions with those of others to identify gaps, blind spots, and biases that may affect their performance and relationships.

360-degree feedback reviews will take place in the following circumstances:

•    As a method of data collection for the Performance Appraisal evaluation during the 24-month probationary period (where appropriate).

•    Within the first five years of appointment from vice principal to principal, where the Performance Appraisal completed during the probationary period was as a vice principal.

•    As a method of data collection to inform the Educational Leadership Growth Plan.

•    When there is cause for concern and an appraisal is requested by the Superintendent or designate.

•    At the request of any principal or vice-principal within 3 months of the date of request.

Procedure

1.    The supervisor and principal or vice principal will meet to review the 360-degree feedback review process and standard questions that could be included on the survey.

2.    The principal or vice principal selects appropriate questions related to their desired areas of professional growth, including the option to include personalized questions.

3.    The supervisor and principal or vice principal will agree on the stakeholder groups to request feedback.

4.    The electronic and confidential survey will be sent to the target audience via the office of the Assistant Superintendents.

5.    Once completed, the survey results will be reviewed by the supervisor and principal or vice principal and analyzed for areas of opportunity and development.

Educational Leadership Growth Plan – Individual Performance Plan

The Educational Leadership Growth Plan provides a supportive framework for leadership development with a focus on formative self-assessment and self-reflection, to assist with identifying areas of growth and to foster continuous professional learning. This structured process will occur annually once a principal or vice principal has had a successful Performance Appraisal (formal evaluation).

The Educational Leadership Growth Plan should include: 

•    A focus on one BCPVPA leadership domains/standards of the individual’s choosing, alongside a continued focus on the “Instructional Leadership” domain.

•    A focus on BCPVPA leadership standards of the individuals choosing that will align with the identified leadership domain.

•    One to three professional goals aligned with the area(s) of focus for the year, taking into consideration personal areas of development identified, the District Strategic Plan and the school’s growth plan.

•    Actions that will be taken during the year to attain the identified goals.

Procedure

1.    At the start of each school year, the principal or vice principal will be responsible for developing their own Educational Leadership Growth Plan.

2.    Once the Growth Plan is drafted, the supervisor and principal or vice principal will meet to review the plan and agree upon the process and timeline for the year. 

3.    The principal or vice principal will update the Growth Plan regularly, ensuring a portfolio of evidence is included.

4.    The supervisor and the principal or vice principal will meet at least biannually to review the progress of the Growth Plan. 

5.    The final meeting will include an opportunity for reflection and feedback on the goals that were set. 

NOTE

•    The responsibility for acting as a formal supervisor and evaluator rests with the superintendent designate for principals.

•    The responsibility for acting as formal supervisor and evaluator usually rests with the principal for vice principals, however consideration can be given to having another principal or superintendent designate evaluate.

•    Actions set for goals in the formal evaluation or growth plan should include measurable and observable indicators that provide evidence of whether or not goals have been achieved. These indicators should be both qualitative and quantitative. 

•    The principal or vice principal will need to collect baseline data as goals are developed, and as strategies and actions are implemented, to measure achievement.

Supporting Documents     

•    PVP Evaluation and Growth Plan Materials

The purpose of this procedure is to outline the standards of conduct for all employees within the District. These expectations are aligned with the District’s core values of equity, kindness, inclusion, collaboration, and innovation, which should guide the behaviors and actions of staff to support the District’s vision of Syós:ys Iets’e th’ále, lets’emó:t (One heart, one mind, working together for a common purpose).

Definitions

•    District Core Values:

•    Equity – We commit to ensure that everyone receives the required support and experiences they need to be successful and fulfill their potential.

•    Kindness – We demonstrate caring, compassion and empathy towards everyone in order to create a spirit of connectedness in our community.

•    Inclusion – We believe that meaningful inclusion is a right and we support all learners to feel safe, supported and connected through programming that promotes diversity and personalization.

•    Collaboration – We develop strong relationships and achieve the shared goals in our Strategic Plan through a framework of trust and respect.

•    Innovation – We will continue to be curious, creative and open to new ideas so that we can produce high-quality learning outcomes across the system.

•    Professional Boundaries – the verbal, physical, emotional and social distances that an employee must maintain in order to ensure structure, security, and predictability in an educational environment (National Association of State Directors of Teacher Education and Certification [NASDTEC] — “Model Code of Ethics for Educators” [2015]).

•    Fiduciary Responsibility – one in which a person with a particular knowledge and/or ability accepts the trust and confidence of another to act in that person’s best interest.

•    Duty of Fidelity – implied term in the employment contract requiring loyalty on the employee’s part to ensure that their actions and behaviours do not undermine the Employer, hurt the reputation of the Employer, put personal self-interest before obligations to the Employer, or create a conflict of interest in their obligations as an employee due to other roles (such as parent or community member).

•    Social Media – websites and applications that enable users to create and share content or to participate in social networking.  (Examples:  Facebook, Instagram, LinkedIn, Twitter, etc.

•    Drugs - For the purposes of this Procedure, the term “drugs” includes but is not limited to cannabis or any substance which affects a person’s physical or mental capacity or functioning, which causes a marked change in consciousness, or which has a physiological effect when ingested or otherwise introduced into the body, and includes both legal and illegal forms of such substances, but does not include alcohol, or medications taken pursuant to a valid prescription and in accordance with a physician’s directions.

Professional Conduct and Communication:

It is expected that all employees be professional and respectful in all their interactions while in service of the District and to conduct their employment responsibilities in an honest, trustworthy, impartial, diligent, and non-offensive manner.

•    Employees are expected to maintain a high level of professionalism, treating all individuals with respect, dignity, and fairness.

•    Interactions with colleagues, students, parents, and community members should reflect the core values of equity, kindness, inclusion, collaboration, and innovation.

•    Effective and professional communication should be practiced at all times, using appropriate language and tone, both in verbal and written exchanges.

•    Employees must not make comments or engage in conduct which they know or ought to know is intimidating, humiliating, hostile, offensive, discriminatory, or violent.

•    Employees must refrain from any comments or behaviours which are known or ought to be known to discriminate on the basis of race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, age or unrelated criminal conviction.

Relationships with Students and Parents:

Employees are role models and need to exhibit the highest qualities of character, including honesty, integrity, trustworthiness, and compassion. Employees must never abuse the privileged position of authority, trust, and influence they hold with students and parents.

•    Employees must prioritize the safety, well-being, and educational needs of students, providing a nurturing and supportive environment.

•    Employees must respect and maintain appropriate professional boundaries between themselves and students, acting at all times in a manner consistent with their obligations under any applicable professional code of conduct.

•    All communications with parents and students, both in person and electronic, must respect those appropriate professional boundaries by being formal, courteous, respectful, and relevant to school-related matters.

•    Relationships with students should be based on mutual respect, trust, and appropriate professional boundaries, in recognition of the fiduciary responsibility held by employees in their work with the District.

•    When interacting with parents or guardians, employees should strive to establish open lines of communication, listening attentively, and addressing concerns in a timely and respectful manner.

Off-Duty Conduct and Social Media:

An employee’s actions at work and in their personal life have the potential to negatively affect the District’s operations, reputation and work environment and employees are accountable for those actions. Employees must remember they are role models within the community and must act consistent with their duty of fidelity to the District.

•    Employees are expected to maintain a positive and professional image within the community, even when off-duty.

•    Personal conduct outside of school hours should align with the core values and should not negatively affect the District’s operations, reputation or work environment.

•    Employees must not engage in off-duty activities, including online and social media activity, which place them in a conflict of interest whether actual or perceived.

•    The use of social media should be approached responsibly, ensuring that content shared does not compromise professional integrity or violate the rights and privacy of students, colleagues, or parents.

Appropriate Use of Confidential Information:

When working with confidential information and systems, employees must always follow relevant district protocols and take appropriate safeguards to ensure it is stored securely and protected against unauthorized access. Compliance is required in accordance with the Freedom of Information and Protection of Privacy Act.

•    Confidential student records, personal information, and sensitive data must be treated with the utmost care and confidentiality.

•    Sharing confidential information with unauthorized individuals is strictly prohibited, except as required by law or authorized by the School District.

•    Employees must follow the District procedure for reporting any inappropriate disclosure of confidential, sensitive or non-public information to their direct Supervisor.

Drug and Alcohol Use:

An employee who is or appears to be impaired during their work hours or while engaged in district work, can have a serious adverse effect on the health, safety, and productivity of district employees, and may undermine parent and community confidence and compromise the reputation of the District.

•    The use, possession, sale, or distribution of alcohol, illicit drugs or prescription or non-prescription medication that may have an impairing effect during an employee’s work day (including all breaks) and while on District premises or during school-related activities is strictly prohibited.

•    Employees must not perform duties for the District while impaired by the effects of alcohol, illicit drugs or prescription or non-prescription medication, ensuring the safety and well-being of colleagues and students.

•    Employees are responsible for their use or consumption of alcohol, illicit drugs or prescription or non-prescription medication preceding work and must allow sufficient time for any impairing effects of those substances to have fully resolved prior to the employee attending the worksite.

•    If an employee believes that a worker is impaired by alcohol, illicit drugs or prescription or non-prescription medication, or observes what appears to be an unsafe or harmful condition or act, the employee must take reasonable action to prevent that worker from working and report it to their direct Supervisor immediately.

•    If an employee requires accommodation for medication use or assistance for substance abuse issues, the school district will provide access to resources and support.

Enforcement and Reporting:

The school district administration will ensure that employees are made aware of this administrative procedure and provide any necessary training or resources to uphold these expectations.

Violations of this administrative procedure may result in disciplinary action, which could include verbal or written warnings, mandatory training, suspension, or termination, depending on the severity of the offense and in accordance with applicable employment laws and regulations.

Employees should report any concerns or violations of this administrative procedure to their immediate supervisor or the appropriate designated authority within the school district. Any knowingly false, frivolous, malicious or reckless allegations of concerns or violations will be subject to appropriate remedial consequences, up to and including disciplinary action.

By adhering to this administrative procedure, employees contribute to maintaining a positive, inclusive, and supportive environment within the school district, fostering the growth and success of all students.

These procedures support the implementation of Policy 545 Respectful Workplace and set clear behavioural expectations for respectful conduct.

Where a collective agreement includes provisions respecting the prohibited conduct outlined in these procedures, a process for intervention in the circumstances of the complaint, or right to union representation during a process, then the provisions of the agreement will continue to apply in conjunction with the provisions of this Procedure.

Definitions

Capitalized terms in this Procedure have the meanings set out in the Policy, and the following additional terms shall have the following meanings.

•    Prohibited Conduct – Includes any behaviours or actions that can be defined as Harassment, Discriminatory Harassment, Sexual Harassment, Bullying, Violence or Retaliation.

•    Complainant – an individual who reports a complaint of prohibited conduct directed towards them.

•    Respondent – the person who is alleged to have engaged in prohibited conduct.

•    Witness – someone who observes or has knowledge of behaviours or actions that are considered prohibited conduct where the conduct is not directed towards them.

•    Parties – the individuals directly involved in the complaint, most often the Complainant and Respondent.

Examples of Prohibited Conduct

1.    Bullying and Harassment includes:

•    Verbal or physical abuse, threats, or violence.

•    Yelling, name-calling or insults.

•    Harmful or offensive hazing or initiation practices.

•    Vandalizing someone’s belongings or work equipment.

•    Sabotaging someone’s work.

•    Personal attacks based on someone’s private life or personality traits.

•    Spreading malicious gossip or rumors about a person.

•    Derogatory comments or name calling.

•    Derogatory or degrading posters, cartoons, drawings or gestures.

•    Physical conduct such as assault, obstruction of free movement, uninvited physical contact or interference with work.

•    subtle conduct such as unwelcome non-verbal gestures, manipulation, ignoring or isolating a person.

•    Bullying.

•    Discriminatory harassment.

•    Sexual harassment.

2.    Bullying and Harassment does not include:

•    Human resources management – Supervision, direction or management of employees undertaken in a good faith manner for a legitimate work purpose does not constitute Bullying and Harassment

•    Interpersonal conflict - Work-related disputes between people is not Bullying and Harassment unless the conflict results in behaviour that is considered threatening or abusive. Personal disputes over non work-related matters should not be engaged in at the workplace.

•    Interpersonal relations – Disputes arising from normal social interaction or consensual relationships that are normally connected to the roles and functions in the workplace do not constitute Bullying and Harassment

Reporting Prohibited Conduct

As a Complainant:

1.    If more than one incident, keep a written record of dates, times, the nature of the behaviour, and witnesses, if any.

2.    Where possible, advise the other individual that their conduct is unwelcome and that you believe their behaviour falls under Prohibited Conduct as defined in this Procedure.

3.    If it is not appropriate to approach the individual or if the incident(s) do not stop after speaking with the individual, contact an appropriate party for assistance in addressing the concern (supervisor, Human Resources, union representative).

4.    Submit a written statement of complaint directly to Human Resources if an informal resolution option is not appropriate. The written statement should include detailed information and evidence to support the allegation(s). See section C. Resolution of Complaints of Prohibited Conduct (below).

5.    If the Respondent is a Trustee, the Superintendent of Schools, or the Assistant Director of Human Resources, submit the written statement of complaint directly to the Secretary Treasurer or as defined under collective agreement.

6.    Any person who makes knowingly false, frivolous, malicious or reckless allegations of Prohibited Conduct will be subject to appropriate remedial steps and consequences as outlined in E. Remedial Steps and Consequences (below).

As a Witness:

1.    Where possible and immediately after witnessing prohibited conduct, speak with the Complainant and encourage them to report the conduct to their Supervisor or Human Resources.

2.    Where appropriate, speak with the Respondent to share the impact of their behaviour and to raise awareness of prohibited conduct.

3.    If the incident is severe and warrants immediate action, report the prohibited conduct to your Supervisor or Human Resources.

4.    Any person who makes knowingly false, frivolous, malicious or reckless allegations of Prohibited Conduct will be subject to appropriate remedial steps and consequences as outlined in E. Remedial Steps and Consequences (below).

As a Respondent:

1.    If a Complainant or Witness has advised you that your behaviour is unwelcome and in breach of policy:

1.1.    Listen to the concerns raised.

1.2.    Consider how your behaviour may be impacting others.

2.    If applicable, change behaviours that are unwelcome and be mindful that all employees share a responsibility to each other and the District to refrain from prohibited conduct in the workplace.

3.    Seek assistance from your Supervisor or union representative in understanding the policy and desired behaviours that contribute to a respectful workplace.

Resolution of Complaints of Prohibited Conduct

When a complaint of prohibited conduct is advanced by an employee or where a concern otherwise comes to the attention of the District, steps to promote timely resolution will be taken.

Informal Complaint Resolution:

1.    Dependent on the nature and severity of the alleged conduct, the parties can elect to resolve the issue informally before moving to formal complaint resolution.

2.    Informal methods will be subject to the consent of the individual who is the subject of the alleged prohibited conduct.

3.    Methods may include but are not limited to: mediation, drafting of behavioural guidelines, agreements, apology, or other resolution agreed between the parties and the District.

4.    If a resolution is reached informally, then the parties and the District must agree that the outcome is satisfactory.

Formal Complaint Resolution:

1.    If informal resolution is unsuccessful or not pursued, allegations brought to the District’s attention will be formally reviewed and where appropriate or required by a collective agreement, investigated.

2.    Formal complaints will be treated seriously and responded to promptly.

3.    Allegations must be submitted as a written statement directly from the Complainant or the Witness. See Form 520A Workplace Bullying and Harassment Complaint Form for a suggested template.

4.    The written statement of complaint should include the following:

4.1.    As much detail as possible about the circumstances including dates, times, persons involved, witnesses, and the specific conduct (including specific words)

4.2.    Available relevant documents or other evidence that may support the allegations (including emails, handwritten notes or photographs). 

5.    In normal circumstances, the written statement of complaint should be submitted directly by the Complainant or the Witness. Contact Human Resources for alternative arrangements if this is not possible.

6.    Formal complaints must include the name of the person submitting the written statement and the identity of the Complainant and the nature of the complaint will be made known to the Respondent.

7.    The Respondent will be provided the opportunity to provide a response to the allegation of prohibited conduct to Human Resources, and this explanation will be properly considered.

8.    If there is sufficient information provided in the written complaint or in any circumstances where the District otherwise deems it necessary to do so, the District will carry out a formal investigation.

9.    In the event that a Complainant does not proceed with a formal complaint, the District may still initiate an investigation if deemed necessary to ensure the commitment to providing a respectful workplace, health and safety of persons at the workplace or to comply with any applicable laws including the B.C. Human Rights Code and the Workers Compensation Act and applicable regulations and policies.

Investigations

The following guidelines will apply to Respectful Workplace investigations, with the intent that these procedures and any investigation carried out must be flexible and responsive to the specific circumstances that arise. The District reserves the right to engage in a different procedure as deemed appropriate in any given circumstance in order to meet its statutory obligations regarding a respectful workplace. Where provisions in a collective agreement differ from these Regulations, the provisions in the agreements will apply.

When the Respondent is employed by the District:

1.    The written statement of complaint will be forwarded to Human Resources for  review and investigation if necessary.

2.    Human Resources will ensure the investigation processes applied are consistent with WorkSafeBC requirements and any applicable collective agreement processes, policy or other requirements. Where the matter involves employees under more than one collective agreement, Human Resources will determine the applicable process to investigate the conduct in consultation with union representatives.

3.    An investigator will be assigned who may be a member of the Human Resources department, a designate employed by the District, or an external investigator.

4.    Investigation documentation and records will be submitted to and confidentially maintained by Human Resources.

5.    Any documentation regarding remedial corrective action or discipline will be placed in the appropriate personnel file.

When the Respondent is not employed by the District and is not a Board Member:

1.    The Respectful Workplace Policy and Regulations are intended for employees and board trustees.

2.    Allegations of prohibited conduct from a parent or visitor should be addressed through either Administrative Procedure 460 (Reporting Incidents of Violence), the school’s code of conduct or the School Act.

3.    In extreme circumstances, an investigation may be conducted at the discretion of Human Resources.

When the Respondent is a Trustee or the Superintendent of Schools:

1.    The written statement of complaint will be forwarded to the Secretary Treasurer or as defined under collective agreement.

2.    Without undue delay, the District will engage an external independent investigator.

3.    Investigation documentation and records will be submitted to and confidentially maintained by the Secretary Treasurer.

4.    Where parties include Trustees, Human Resources will seek legal advice to determine an appropriate process which engages the Board and which may be contained in the applicable Board Trustee policy.

In all circumstances where an investigation is conducted:

1.    The District will ensure that the investigation processes applied are timely, and consistent with due process and any applicable legislated or policy requirements.

1.1.    The District will maintain confidentiality of related information and will share such information only as necessary to ensure that the investigation is fair, to address the outcome of any investigation, and as may otherwise be required by legislation or enforceable order.  

1.2.    When a formal investigation is completed, the Complainant and Respondent will be notified of the conclusion and findings of the investigation. Remedial steps will be taken by the District if needed and shared with the appropriate parties.

1.3.    Participants in an investigation are expected to cooperate fully and truthfully in any investigation process undertaken by the District and to maintain confidentiality.

1.4.    For District employees, subject to any applicable grievance process, the decision of the District in respect of the outcome of a complaint is final and not subject to appeal.

Remedial Steps and Consequences

All conduct that is found to constitute a breach of this Procedure will be addressed by attempting to remedy the harm caused and prevent further harm.  

This may include:

•    Introduction of procedural safeguards including limitations on conduct.

•    Restorative processes.

•    Counselling or mediation.

•    Conflict resolution or other applicable training.

•    Adjustments to work assignment or organization.

•    Corrective or disciplinary action as appropriate, up to and including termination of employment.

•    Application of the School Act.

•    Measures under the applicable Board Trustee Policy or Procedure.

Confidentiality

All persons to whom this Procedure applies are expected to respect and preserve the confidentiality of any complaint and process brought under this Procedure.

Confidentiality of any complaint or process under this Procedure will be maintained to the extent possible and information will be disclosed only to the extent necessary to carry out procedures provided for within this Procedure, including the conduct of a fair investigation and the implementation of corrective and remedial measures, and where disclosure is required under lawful authority. In all circumstances, only the minimum amount of information required will be disclosed.

A breach of confidentiality may result in discipline up to and including dismissal, or other corrective action as appropriate.

Retaliation

Retaliation damages the workplace by intimidating and silencing individuals for speaking up or for offering support.

The District prohibits retaliation against any employee for reporting conduct in violation of this Procedure, or against any employee for participating in an investigation or complaint. Such retaliation against an individual will be treated as a serious violation of this Procedure and will be subject to disciplinary action up to and including dismissal.

False Complaints

Complaints or reports of prohibited conduct are serious matters. Employees who are found to have made frivolous, vexatious, or malicious complaints may be subject to disciplinary action, up to and including termination of employment.

The Board will host an annual reception for all employees including teachers, support staff, principals and vice principals, managers and executive members who are being recognized for the following achievements:

•    Long Service Recognition – All employees who have attained 20 years of service in the Chilliwack School District. Long service employees will be provided with a gift valued at no greater than $200.

•    Retirement Recognition - All retiring regular employees including teachers, support staff, principals and vice principals, managers and executive members who have a minimum of 10 years of service in the Chilliwack School District. Retiring employees will be provided with a gift valued at no greater than $250.

The Superintendent, in consultation with the Board, shall be responsible for planning the employee recognition reception.

The reception will be conducted as a social event and will include refreshments. Employees will be invited to bring a guest to the event and their Principal or Manager will also be invited to attend.

Ongoing Site-Based Recognition

Principals, Vice Principals, Managers, Executive Staff and Trustees are encouraged to regularly acknowledge the contribution of employees through informal recognition and conversation.

Staff requests for expense reimbursement require pre-approval by the individual's supervisor. For the purpose of authorization of expenses, the Board Chair is considered the supervisor for the Superintendent of Schools.

Joint Funds:

Reimbursement of expenses approved through joint funds with employee groups shall be governed by the committees responsible for those funds. All reimbursements must adhere to Board policy and regulations.

Reimbursement Procedure:

Expenses will be reimbursed after the expense has been incurred using forms available from the Financial Services Department. The following allowances shall be used.

Meal Allowances/Expenses (Per Diem):

These amounts include gratuities and any taxes levied.

For partial days, the specific meals purchased will be used. If a meal or meals are included in a conference package or are pre-paid in some other manner, those meals shall be deducted from the per diem.

Within the district, meals must be authorized by the budget manager for the specific account charged and must fall within the per diem guidelines. Meal expenses outside the district must be within the per diem rates or be supported by receipts and approved by the budget manager. The reimbursement request or receipt must be accompanied by a list of persons in attendance.

Costs for alcohol will not be reimbursed.

Travel Costs:

Kilometers driven in a private vehicle on Board business will be reimbursed the current rate prescribed by the CRA unless otherwise stated in a collective agreement. For out-of-district trips, the maximum car travel reimbursement will equal the economy class airfare for the equivalent trip.

Reimbursement of actual costs of ferries, buses or taxis will be based upon receipts submitted.

Air travel shall be by economy class. All purchase bonuses, or other gifts of purchase, are the property of the school district.

Employees are responsible for their own medical and any additional travel insurance coverage.

Reimbursement of mileage and insurance costs for teachers are covered in the collective agreement and may differ from this policy.

Lodging Expenses:

The Board shall reimburse lodging costs based on receipts submitted. Wherever possible, when travelling in British Columbia, accommodation should be arranged in hotels/motels listed in the Business Travel Guide published by the BC government, at the government rate. Receipts must be attached for all lodging expenses, including hotel invoices.

In cases where there is not a charge for accommodation (e.g. home of a friend or relative), a claim for $20 per night may be made.

Extended Stays or Travelling with Companions:

The Board will only reimburse travel costs and hotel lodging for the employee.

Gifts & Honoraria:

There may be, from time to time, a need for an employee to incur other kinds of expenses such as hosting and/or gifts for others. The actual costs of such expenses will be reimbursed on the approval of the supervisor.

Purchase Cards:

Purchase cards are for district business and may not be used for personal expenses. Purchase cards are expected to be used wherever possible for all business related expenses instead of personal credit cards.

Annual Review:

All per diem and other cost rates will be reviewed annually.

The purpose of this procedure is to outline the District’s expectations for all employees to act in a manner that will enhance its reputation for honesty, integrity and reliability and to ensure services are carried out in the best interest of students. As such, employees of the District shall not place themselves in a position of conflict of interest and must carry out their duties and responsibilities professionally and impartially and to anticipate and avoid conflicts of interest.

While the District recognizes the right of public service employees to be involved in activities as citizens of the community, conflict must not exist between employees’ private interests and the discharge of their job-related duties. Upon accepting a position in the District, employees must arrange their private affairs in a manner that will prevent conflicts of interest, or the perception of conflicts of interest, from arising.

Definitions

•    Conflict of Interest – when an employee’s personal or financial interests interfere with their professional responsibilities and obligations to the school district and/or where the employment relationship is used to personally benefit or provide an inappropriate personal advantage. A conflict of interest may involve financial gain, preferential treatment, bias, or the potential for undue influence.

•    Financial Conflict of Interest – an activity which might reasonably be perceived as using the employment relationship for inappropriate financial advantage.

•    Non-Financial Conflict of Interest – situations where an employee's personal relationships, affiliations, or non-financial interests may interfere or appear to interfere with their ability to perform their duties objectively and impartially.

•    Family Member – includes a spouse or relative.

Financial Conflicts of Interest

Financial interests which may give rise to a conflict of interest may include, but are not limited to, investments, ownership interests, employment outside the school district, and contracts with vendors or service providers.

Employees are not permitted to:

•    use the District’s property, information or position for personal gain.

•    engage in any outside business or activity that is detrimental to the District.

Employees are not permitted to tutor or provide other private professional services for students unless they conform to the following guidelines:

1.    That the students are not enrolled in the employee’s worksite(s).

2.    Normally teachers on call (TOC’s) and casual employees are not limited by restrictions in #1 above unless they are assigned to that worksite on a regular basis.

3.    That the tutoring will not take place on Board property.

Other examples of financial conflicts of interest include:

•    Engaging in activities outside of regular employment duties, during regular working hours or at the work site, that either involves or promotes the employee’s business, an organization in which the employee has a financial interest, or that of family member, partner / business associate or close friend.

•    Promoting the employee’s personal business or professional services to students.

•    Using school district facilities, materials and equipment for external business purposes.

•    Approving purchase orders for the District where an employee has a financial or other interest in those goods and/or services.

•    Involvement in a process or a decision that would result in a direct financial benefit to the employee, an organization in which the employee has a financial interest, or a family member, partner, business associate or close friend.

Non-Financial Conflicts of Interest

Employees must not use their position to make a decision or effectively influence a decision benefiting a family member, partner, business associate or close friend.

Examples of non-financial conflicts of interest include:

•    Hiring or influencing the hiring of persons falling into one or more of the categories identified above.

•    Being a member of a selection committee that will place or hire persons identified above.

•    Supervising or evaluating an employee who is a family member.

•    Requesting a replacement worker who is a family member

•    Giving or accepting gifts that may be perceived as potentially influencing decisions or compromising impartial decision-making.

•    Engaging in situations that may lead to favoritism, preferential treatment, or compromise the integrity of the school district.

Process to Apply for a Determination or Exception

1.    When an employee becomes aware of a potential conflict of interest, they are required to request a determination in writing from the Superintendent (or designate) before engaging in the activity.

2.    The Superintendent or designate will evaluate the disclosure and if there is a conflict or potential conflict, will determine if an exception may be granted with appropriate measures in place to manage the conflict or potential conflict.

3.    If an exception is granted, it will be documented in writing, specifying any conditions or restrictions that apply.

4.    In cases where a conflict or potential conflict cannot be resolved through an exception, the employee may be required to recuse themselves from specific decisions, responsibilities, or employment relationships that would create or appear to create a conflict.

Confidential Information

Employees must ensure that confidential information received as a result of employment with the District remains confidential, and is not to be divulged to anyone other than individuals authorized to receive such information. This includes confidential information received verbally, or in written or electronic form. Employees must not use or disclose such confidential information for their personal benefit, for the benefit of organizations in which the employee has a financial interest, or for the benefit of family members or others with whom the employee has a personal relationship.

Refer to Policy 210 – Privacy and Administrative Procedure 255 – Privacy Management Program for additional information and expectations of District employees regarding privacy and personal information.

Enforcement and Reporting:

Violations of this administrative procedure may result in disciplinary action, which could include verbal or written warnings, mandatory training, suspension, or termination, depending on the severity of the offense.

Employees should report any concerns or violations of this administrative procedure to their immediate supervisor or the appropriate designated authority within the school district. The District will not retaliate against anyone who reports in good faith suspected unethical conduct, potential or actual violations of this Procedure, or violation of laws or regulations.

For suspected violations falling under the Public Interest Disclosures Act, refer to Policy 520 – Public Interest Disclosures and Administrative Procedure 510 – Public Interest Disclosures for further information and direction on reporting serious or systemic issues of wrongdoing without risk of retaliation.

Any knowingly false, frivolous, malicious or reckless allegations of concerns or violations will be subject to appropriate remedial consequences, up to and including disciplinary action.

These procedures support the implementation of Policy 520 Public Interest Disclosure.

Definitions

Capitalized terms in this Procedure have the meanings set out in the Policy, and the following additional terms shall have the following meanings.

•    Designated Officer: the Superintendent and any other senior member of Personnel designated by the Superintendent from time to time, which includes, in accordance with section 4 of this Procedure, the Secretary Treasurer, Assistant Director of Human Resources, and the Chair of the Board of Education.

•    Disclosure Form: Form 550A: Whistleblower Complaint Report Form.

•    Ombudsperson: The Ombudsperson of British Columbia.

•    Policy: Policy 520: Public Interest Disclosures. 

•    Protection Official:

•    in respect of a health-related matter, the provincial health officer.

•    in respect of an environmental matter, the agency responsible for the Emergency Program Act.

•    in any other case, a police force in British Columbia. 

•    Referral: a referral of allegations of Wrongdoing received from the Ombudsperson or another government institution for investigation by the School District in accordance with the PIDA.

•    Respondent: a person against whom allegations of Wrongdoing or a complaint of reprisal is made.

•    School:

•    a body of students that is organized as a unit for educational purposes under the supervision of a principal, vice principal or director of instruction.

•    the teachers and other staff members associated with the unit, and the facilities associated with the unit.

•    and includes a Provincial resource program and a distributed learning school operated by a board.

•    Supervisor:

•    an Employee’s direct management supervisor.

•    for School-based Employees, the Principal or any Vice-Principal at the School where the Employee is assigned.

•    Urgent Risk: when a member of Personnel reasonably believes that a matter constitutes an imminent risk of a substantial and specific danger to the life, health or safety of persons or to the environment.
 

1.    Who May Make a Disclosure

1.1.    Any Employee may report Wrongdoing under this Policy if the alleged Wrongdoing occurred while the Employee was employed or engaged by the School District.

1.2.    Complaints or reports received from members of the public, school trustees, or from Employees who were not employed with the School District at the time that Wrongdoing occurred or is alleged to have occurred are outside the scope of the Policy and this Procedure.

2.    How to Make a Disclosure

2.1.    An Employee who reasonably believes that a Wrongdoing has been committed or is about to be committed may make a Disclosure to any of the following:

2.1.1.    that person’s Supervisor.

2.1.2.    the Superintendent.

2.1.3.    a Designated Officer other than the Superintendent.

2.1.4.    the Ombudsperson.

2.2.    A Disclosure should be submitted in writing using the Disclosure Form or in other written form, and include the following information if known:

2.2.1.    a description of the Wrongdoing.

2.2.2.    the name of the person(s) alleged to be responsible for or to have participated in the Wrongdoing.

2.2.3.    the date or expected date of the Wrongdoing.

2.2.4.    if the Wrongdoing relates to an obligation under a statute or enactment, the name of that statute or enactment.

2.2.5.    whether the Wrongdoing has already been reported, and if so, to whom and a description of the response received.

2.3.    A Disclosure may be submitted to the School District on an anonymous basis but must contain sufficient information to permit the School District to conduct a full and fair investigation into the alleged Wrongdoing. If a Disclosure does not contain sufficient detail to permit investigation, the School District may take no action with respect to the Disclosure. Any notices required to be given to a Discloser under this Policy or the PIDA will not be provided to an anonymous Discloser, except at the discretion of the Designated Officer and where the Disclosure has provided contact information.

2.4.    A Discloser who is considering making a Disclosure may request Advice from any of their union representative or employee association representative, a lawyer, their Supervisor, a Designated Officer, or the Ombudsperson.

2.5.    A Discloser should not make a Disclosure to a person if the allegations relate, in whole or in part, to Wrongdoing by that person, and any person who receives a Disclosure or Referral and reasonably believes that the allegations of Wrongdoing relate to their own acts or omissions must refer the allegations of Wrongdoing to another person under this Policy with responsibility for receiving a Disclosure.  

3.    How to Make a Disclosure About Urgent Risk

3.1.    The PIDA permits Employees to make public disclosures if the Employee reasonably believes that a matter poses an Urgent Risk.  An Urgent Risk only arises if there is reasonable and credible evidence of an imminent risk of a substantial and specific danger to the life, health or safety of persons or to the environment.

3.2.    Before making a public disclosure of an Urgent Risk the Employee must:

3.2.1.    consult with the relevant Protection Official (public health officer, Emergency Management BC, or police).

3.2.2.    receive and follow the direction of that Protection Official, including if the Protection Official directs the Employee not to make the public disclosure.

3.2.3.    refrain from disclosing, publishing or otherwise sharing Personal Information except as necessary to address the Urgent Risk.

3.2.4.    refrain from disclosing any information that is privileged or subject to a restriction on disclosure under the PIDA or any other enactment of British Columbia or Canada, including legal advice privilege, litigation privilege or another ground of common law privilege.

3.2.5.    seek appropriate advice if the Employee is uncertain about what Personal Information, privileged or other information may be disclosed as part of a public disclosure.

3.3.    An Employee who makes a public disclosure in relation to an Urgent Risk is expected to provide timely notification to their Supervisor or the Superintendent about the public disclosure or submit a Disclosure in accordance Section 2: How to Make a Disclosure.

3.4.    If the Employee decides not to make a public disclosure or is directed by a Protection Official not to do so, the Employee is nevertheless expected to report Urgent Risks without delay to the Superintendent or a Designated Officer.

4.    Referral of Disclosure to Designated Officer

4.1.    Each Supervisor and any other Employee who receives a Disclosure or Referral under this Policy must promptly refer the Disclosure or Referral, including all Disclosures Forms and other materials supplied, to the appropriate Designated Officer as follows:

4.1.1.    Unless the allegations concern alleged Wrongdoing by the Superintendent, the Disclosure or Referral shall first be referred to the Superintendent, who may delegate their duties under the Policy and this Procedure to any other Designated Officer.

4.1.2.    If the allegations concern alleged Wrongdoing by the Superintendent, then the Disclosure or Referral should be referred to a Designated Officer other than the Superintendent to assess whether the Disclosure falls within the scope of the PIDA or Board Policy 520. If so, then the Disclosure should be referred to the Office of the Ombudsperson.

5.    Responsibilities of the Designated Officer

5.1.    The Designated Officer is responsible to:

•    Receive and respond to any Disclosure or Referral.

•    Receive and respond to reports made by Personnel about Urgent Risks.

•    If the Designated Officer reasonably believes that an Urgent Risk exists, the Designated Officer may make a report to the relevant Protection Official.

•    Review allegations of Wrongdoing in a Disclosure or Referral and determine if they fall within the scope of the PIDA or Policy 520.

•    Refer disclosures or allegations falling outside the scope of the PIDA or this Policy to the appropriate authority or dispute resolution process, as applicable.

•    If a Disclosure relates to Wrongdoing at another government body that is subject to the PIDA, refer the Disclosure to that institution.

•    Seek clarification of the allegations of Wrongdoing from the Discloser or referring institution as needed.

•    If appropriate, initiate an Investigation into allegations of Wrongdoing in accordance with Section 6: Responsibilities of Employees.

•    Assess the risk of any Reprisal to the Discloser, and take appropriate action, if any, to mitigate that risk.

•    Manage communications with the Discloser and Respondent.

•    Notify the Discloser and the Respondent of the outcome of the Investigation in accordance with Section 7: Investigations.

•    Ensure that, in accordance with Section 8: Privacy and Confidentiality, all Personal Information received by the School District related to the Disclosure, Referral, request for Advice or any Investigation is appropriately protected against such risks as unauthorized access, collection, use, disclosure, theft or loss in accordance with FIPPA and PIDA.

6.    Responsibilities of Employees

6.1.    All Employees are responsible to:

6.1.1.    make any Disclosures in good faith and on the basis of a reasonable belief that Wrongdoing has or is expected to occur.

6.1.2.    refrain from engaging in Reprisals and report all Reprisals in accordance with this Procedure and the PIDA.

6.1.3.    maintain the confidentiality of Personal Information received in connection with a Disclosure, Referral, request for Advice or Investigation in accordance with the Policy, this Procedure, and the PIDA.

6.1.4.    provide their reasonable cooperation with investigations by the School District or the Ombudsperson.

6.1.5.    seek appropriate advice if an Employee is uncertain about whether to make a Disclosure or a public disclosure of an Urgent Risk.

6.1.6.    comply with the requirements of this Procedure and the PIDA concerning Urgent Risks.

7.    Investigations

7.1.    Every person involved in receiving, reviewing and investigating Disclosures, Referrals or complaints of Reprisals must carry out those function in an expeditious, fair and proportionate manner as appropriate in the circumstances and as required under the PIDA.

7.2.    The School District shall seek to complete all Investigations within 30 calendar days of receipt of a Disclosure or Referral or complaint of Reprisals, but the Designated Officer may shorten or extend this time period depending on the nature and complexity of the allegations.

7.3.    The Designated Officer may expand the scope of any Investigation beyond the allegations set out in the Disclosure or Referral to ensure that any potential Wrongdoing discovered during an Investigation is investigated.

7.4.    All Investigations shall be conducted by an internal or external investigator with sufficient qualifications and experience to carry out the Investigation.

7.5.    The Designated Officer may consult with the Ombudsperson regarding a Disclosure or Referral or refer allegations of Wrongdoing in whole or in part to the Ombudsperson, provided that notice of the referral is provided to the applicable Discloser.

7.6.    The Designated Officer may refuse to investigate or postpone or stop an Investigation if the Designated Officer reasonably believes that: