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.