HCOS Policies

Academic Integrity Policy

Rationale

At HCOS, we believe students are reflective and adaptable thinkers who act with honesty, integrity, and transparency, walking in the wholeness that comes from an authentic relationship with Jesus Christ. Our expectation is that students will submit work that genuinely demonstrates their learning. 

Academic integrity is the quality of being honest, truthful and responsible in a school setting. It includes submitting work that reflects the original thoughts of the student along with the proper citing of sources when used to enhance a student’s work. 

Academic integrity includes, but is not limited to:

As the internet and technology advance, we know that resources and tools are readily available to provide shortcuts on that journey. Our goal with this policy is to provide guardians and students guidelines for how teachers will address the use of these tools and ensure students are developing the skills necessary to succeed. It is our intention to walk together through a restorative process with students and guardians, ensuring that students are able to explain their choices and participate in determining the next steps. 

Guiding Principles

These principles will be applied across all academic areas:

Definitions

Plagiarism

Credit, in the form of a citation, must be given for any content that is not original in an assignment. It is important for students to develop healthy habits of academic integrity when researching, creating, and sharing their work. As we study and learn in an increasingly digital world, it is important to give credit for both written and visual sources (e.g., images). See more on plagiarism here and please refer to this page for more information on citing digital images.

Artificial Intelligence

The introduction of large language models and generative artificial intelligence (AI), like ChatGPT, have created a unique opportunity and challenge for schools and students. As the technology grows, we anticipate increased and diverse uses of artificial intelligence to emerge. As a school with a mission to provide innovative educational opportunities, we want to ensure that students develop healthy habits around the use of AI, enhancing their critical thinking and research skills, not replacing them. To that end:

  1. Teachers have the discretion to restrict the use of AI content generators for particular units, assignments, activities or for an entire course.

  2. Students will be informed of the general policies toward AI content generators in the course or assignment they are completing. 

  3. In the event that a teacher requires or allows the use of AI content generators in a particular course, unit, assignment, or activity, the student must cite the content generator as a source and clearly indicate the extent to which AI was used. Students should be prepared to share the prompts and, if possible, a link to view the conversation that was used to generate the content.

  4. Teachers may use AI detectors if they believe a student has submitted work that does not reflect their usual style, voice, or level of work. 

  5. Any use of AI content generators that is outside of the parameters allowed by the teacher or which does not properly cite its use will be considered a breach of academic integrity.

Academic Integrity Process

Where a teacher suspects that a student has submitted work that does not represent an accurate representation of the student’s usual level of understanding or output, they will:

  1. Engage the student directly in conversation, with the intent to hear from the student how they created the submitted work, their sources, why citations are missing, etc.

  2. Engage with the guardian(s) and student if they do not believe the student is being honest about the process.

  3. Include school leadership if they believe there continues to be an issue.

Throughout the process, our priority is the growth and development of the student. Where there is evidence of plagiarism or inappropriate use of artificial intelligence, we want to understand and work with the student to arrive at a solution that supports their educational journey, while ensuring academic integrity remains at the forefront. After discussion with all parties, the following levels will be used to determine an appropriate response.

Plagiarism at any level should be added to Communications and Notes as a pinned note.

Plagiarism Level

Description

Action

Level 1

Most of the student's work is original but there may be phrases and/or a few lines that have not been cited correctly.

This is considered unintentional plagiarism. The student may have copied someone else’s work without understanding how to properly cite their sources or knowing they need to properly cite their sources.

Teachers will approach students and have conversations around citing sources and academic integrity. 

Level 2

Significant portions of the assignment are not the student's own work. Someone else's ideas or content generated by AI have been used in multiple paragraphs without proper acknowledgement. This includes repeated paraphrasing of someone else's work.

Teachers will approach students and have conversations around citing sources and academic integrity. 

Discussions about how to proceed with the assignment will ensue. This may be the opportunity to redo in parts or in entirety, a new assignment, a penalty on the current assignment or a proctored solution with teacher supervision. 

Level 3

This is the second time the student has plagiarized at Level 2.

Teachers will approach students and/or guardians to convey the concerns in behaviour and have conversations around citing sources and academic integrity. 

Teachers will inform school leadership of a Level 3 infraction. 

Discussions about how to proceed with the assignment and future assignments will ensue. This may be the opportunity to redo in parts or in entirety, a new assignment, a penalty on the current assignment or a proctored solution with teacher supervision. 

Level 4

The student refuses to comply with the corrective measures outlined by their teacher.

Repeated Level 3 infractions will result in the failure of the course. 

Re-enrollment options in future years or courses may be removed. This is determined at the discretion of  leadership. 

In all cases, teachers are required to document student behaviour so that other course teachers are aware of the discussions occurring. Teachers regularly communicate with one another and are knowledgeable about issues in other courses. Infractions to the Academic Integrity Policy are cumulative across all of a student’s courses.

Acceleration and Retention Policy

Acceleration Policy

"Acceleration is the practice of placing students at a higher than normal level of instruction to meet their learning needs. It occurs when a teacher provides the student with advanced curriculum, when a student skips a grade, or when a student takes a specific course at a higher level.

Students can be accelerated by grade when they are advanced in all areas, or by subject. In the latter case a student in Grade 6 may be doing math at an advanced level and language arts at his age level.
The BC Ministry of Education’s policy on Acceleration is that 'while many educators resist acceleration as a strategy, research overwhelmingly supports it. Acceleration has been shown to be positive for both achieving and underachieving gifted learners in the majority of documented cases." (Benbow & Stanley, 1983; Kulik & Kulik, 1992 qtd. in Gifted Education.pdf p. 14).

HCOS supports acceleration as a strategy in the support of gifted students.

Research on Promotion vs. Retention

The B.C. Ministry of Education's March 2009 document entitled "Reporting Student Progress: Policy and Practice" states:

"Research generally supports promotion with intervention over retention. The following is a synopsis of research on promotion and retention.

Additionally, students who are retained but not designated or put on an Individual Education Plan (IEP), may not have the additional "grade 13" year to complete Grad (Grades 10-12) requirements. This additional year can enable struggling students to slow their course load and gain the additional support they need in what is presumably the most challenging part of their K-12 education. 

Retention Policy

HCOS prefers promotion with learning supports over retaining students. Learning supports should be managed in collaboration with the Learning Services (LS) department; Regional Administrators (RAs) and Grad Advisors (GAs) should identify at-risk students and funnel them toward Learning Services (LS).

Students cannot be retained without approval from the Head of Schools.

Exceptions

In recognition that December 31st is an arbitrary line that divides one grade from another and that philosophically, parents may wish their "young for their age" student to be held back or their "bright for their age" student to be accelerated, the following exceptions can be made to the above policy. 

When re-enrolling, Encom allows parents to select the next higher grade for their child. Only Office Admin have permission to select an alternate grade when acceleration or retention has been approved. Parents should re-enroll the student in their next grade and the office will make the change upon Head of Schools approval.

Process of Approval for Acceleration or Retention

Full-Year Acceleration or Retention

Teachers who identify students who would benefit from this strategy should:

Step 1: Consultation: teachers speak with their Learning Services Consultant. Online assessments, discussion with parents, teachers, and regional admin may be part of the process of deciding and using a full-year acceleration or retention strategy.

Step 2: Forms and Approvals: Acceleration and Retention form is filled out by the teacher or LS Consultant. All final full-year acceleration decisions are made by the Head of Schools and will be noted as a pinned log entry in the student’s Communications & Notes in Encom.

Course Acceleration or Retention

Working Ahead: In grades K-9, students who are "working ahead" and are meeting grade-level competencies at a quicker rate may be moved ahead as they finish their current course work, with approval from their teacher and input from the RA.

Skipping Grades K-9: Acceleration by “skipping" a course or two in a year must have the support of the current teacher, approval of the new course teacher (if different from the current teacher) and approval of the Regional Administrator (RA). It is similar to a course challenge in Grad and should be based upon the student’s demonstrated ability in that subject area. Online assessment may be required. The RA should note approval in a pinned log entry in the student’s Communications & Notes in their Encom profile.

Course Challenge: Grades 10 - 12: In Grad, courses may not be skipped, they must submit to a course challenge process.

Evaluation Policy

The Head of Schools, Chief Operating Officer, Divisional Directors (Principals), other school leaders, teachers and support staff are evaluated on a regular basis. Evaluations are intended to celebrate what staff are doing well, offer input and support for areas of growth, and ensure people feel seen and valued for their hard work at HCOS.

Evaluations for all positions are conducted by the staff person's direct supervisor, with the Head of Schools and Chief Operating Officer being evaluated by the KCCS Board of Directors.

School staff members are evaluated every second year. Supervisors have latitude for the timing of support staff evaluations, while school leadership positions will be generally evaluated in February and March, and teachers are evaluated in April and May (on five year cycles, after an evaluation the first year). 

Recently-hired staff members who have a three month probationary review in their first year of employment do not need an additional review within the same calendar year. Their first regular evaluation can take place in their second year at HCOS, unless the supervisor feels it necessary to have one sooner.

Steps:

  1. Staff member completes a self-evaluation
  2. Supervisor completes a staff evaluation
  3. A face to face meeting (on Zoom or in person) occurs, with accompanying notes documented and comments added if applicable
  4. Evaluation meeting summary form is completed and signed by the supervisor and staff person
  5. Evaluation forms are submitted to HR
  6. Tracking spreadsheet is checked off signifying that the evaluation is complete

Supervisors may initiate an evaluation outside of the regular scheduled frequency at the Supervisor's discretion. The Head of Schools and/or Chief Operating Officer should be made aware of circumstances that may warrant an additional evaluation, and provide approval to ensure unbiased decision making. If so, the staff person will be informed in writing that they will be evaluated sooner than scheduled.

Anaphylaxis Policy

Anaphylaxis is a severe allergic reaction that can be fatal, resulting in circulatory collapse or shock. The allergy may be related to food, insect stings, medicine, latex, nuts, etc.  The purpose of the policy is to provide an outline for prevention and care for a student with a known anaphylactic response.

Anaphylaxis Policy

If a medical alert, life-threatening or severe medical condition, is noted upon student application, the parent is asked to complete an LG Medical Planning Form. 

For Parent Accompanied Events: The school expects the parent to assume responsibility for carrying the epi-pen and administering it if needed. 

For drop-off events: 

Cash Payment Policy

Purpose of Policy

The purpose of this policy is to mitigate the risks associated with accepting cash as payment for tuition and other related fees, goods, and services, and to align with anti-money laundering requirements under the Proceeds of Crime (Money Laundering) and Terrorist Financing Act.

Scope

This Policy applies to all employees of Kelowna Christian Center Society (KCCS).

KCCS is committed to detecting and preventing any money laundering activities and to ensuring that it does not become involved in any arrangements involving criminal or terrorist property. 

In order to fulfil this commitment, KCCS has established procedures for assessing the risk of financial crime, for internal reporting of suspicious activities and for making suspicious transaction reports to the relevant agencies if necessary.

Where risk factors are identified, KCCS will ensure that the identities of donors, parents, guardians or other persons making any substantial cash payment to KCCS are satisfactorily verified.  KCCS will also ensure adequate cash handling and record keeping practices are followed.

Procedures

KCCS will accept the following payment types for tuition payments, deposits, fees and donations:

KCCS will accept payment from the following financial institutions:

Receiving Cash Payments

KCCS will not accept cash payments in excess of $5,000.00 in any single transaction[1] and any cash payment in excess of $5,000.00 will require KCCS to verify the identity of the individual making the payment and the source of the payment. All parents and guardians should be encouraged to pay tuition, deposits, and supplemental fees through an alternative payment method such as Electronic Funds Transfer (EFT), cheque or credit card.

If any employee is offered funds that he or she knows or suspects are criminal property or may represent terrorist finance, or if he or she receives any unusual request to receive or transfer money, it will be reported immediately, in accordance with the Reporting section of this Policy, to the KCCS Finance Manager (the “Reporting Officer”) who will, if appropriate, contact the Financial Transactions and Reports Analysis Centre of Canada (“FINTRAC”), police or other relevant agency.

Verification Process

Before entering into any transaction with a person which involves the payment of cash in excess of $5,000.00, KCCS needs to take reasonable steps to ascertain and verify the identity of that person and the source of the cash.

In the case of individuals, the following information will be collected:

KCCS will also seek independent verification of identity, for example by requiring production of originals of official documents confirming identity.  Suitable documents will include passports, driver’s license, birth certificate, health insurance card or other similar record.  An employee of KCCS will verify the individual’s identity in the individual’s physical presence, while viewing the original identification. When checking such documents, employees will ensure that the documents are current and be alert to any signs that they might have been forged or stolen. A copy of the identification will be taken, and the date of verification recorded.

KCCS will also seek to verify the source of the cash. The payer will provide independent confirmation of the full name and address of all financial institutions or other entities through which the payer processed the cash, such as a withdrawal receipt from financial institutions. An employee will record the date on which the money was received by KCCS from the payer and the date the verification was completed.

Refund Procedures

Refunds will be issued only in accordance with the applicable KCCS departmental refund policies. Precautions will be taken in respect of refunds requested in cash following a payment by credit card, wire transfer, cheque, etc. Cash payments will be refunded by cheque made payable to applicable payor.  All other refunds will be made to the original form of payment unless otherwise approved by the KCCS Finance Manager.

Suspicious Transactions

Employees will evaluate the source of funds that are paid to KCCS and be alert to unusual patterns of behaviour or activities that may indicate the possibility of money laundering or other terrorist financial crimes. It is not possible to produce an exhaustive list of the matters that might give rise to a suspicion of money laundering or other terrorist financial crime. It is therefore important that employees use their own judgment when looking at any business relationship or transaction. Facts, context and money laundering/terrorist financing indicators need to be assessed to determine whether there are reasonable grounds to suspect that the transaction is related to the commission or attempted commission of a money laundering/terrorist financing offence.

The following are some possible money laundering/terrorist financing indicators:

Reporting

Employees of KCCS will provide a Suspicious Transaction Report to the Reporting Officer, as soon as reasonably possible, where they have knowledge or suspicion, or where there are reasonable grounds for having knowledge or suspicion, that another person is engaged in money laundering, or that terrorist property exists.

Your report should include as much detail as possible including:

Once you have reported your suspicions to the Reporting Officer, you will follow any instructions provided. You will not make any further enquiries unless instructed to do so by the Reporting Officer. Any further transactions or activity in respect of the person in question, whether or not it is related to the matter that gave rise to the original suspicion, should be reported to the Reporting Officer as they happen, unless and until the Reporting Officer has confirmed that no report to the FINTRAC is to be made.

The Reporting Officer will consider all Suspicious Transaction Reports and will make an external report to the FINTRAC (who will undertake any necessary investigation) as soon as is practicable if he/she considers that there is knowledge, suspicion or reasonable grounds for knowledge or suspicion, that another person is engaged in money laundering, or that terrorist property exists, even if no transaction takes place (“FINTRAC Report”). All FINTRAC Reports will comply with FINTRAC reporting requirements.

Record Keeping Practices

All Suspicious Transaction Reports will be documented, either on paper or electronically. All enquiries that are made within KCCS in relation to any Suspicious Transaction Report should also be recorded. KCCS will keep details of actions taken in respect of Suspicious Transaction Reports, including details of information considered by the Reporting Officer in respect of a Suspicious Transaction Report where no external FINTRAC report is made.   KCCS will also keep a copy of any FINTRAC Reports and associated evidence and documentation.

KCCS will retain copies of the information the employee obtained regarding the identification and verification of individuals from whom it received cash payments in excess of $5,000.00, together with details of all transactions including relevant dates.

All information, evidence and reports with respect to Suspicious Transaction Reports, FINTRAC Reports, and identification and verification of individuals will be kept by the School for a minimum of five years.

Cash Handling

KCCS will establish responsibility and describe the minimum requirements for cash handling.  

The following procedures will be followed by employees when handling cash:

[1] For the purposes of this Policy, a single transaction includes multiple payments within a 24-hour period.

Child Abuse and Neglect Policy

Preamble 

 Heritage Christian Online School (HCOS) is committed to the prevention of child abuse and the enhancement of the well-being and safety of the students entrusted to its care. This commitment is made first and foremost as an ethical and legal responsibility but is also recognized as a response to government and societal expectations for the well-being and safety of students. 

Purpose 

The purpose of this policy is to provide specific guidance to the employees and contractors of Heritage Christian Online School (HCOS) in fulfilling the commitment to assist in child abuse prevention and in providing reporting protocols if child abuse is suspected or known to have occurred. 

Guiding Principles

The following guiding principles are provided to inform all parties serving children and families. 

Protocol on Reporting Child Abuse and/or Neglect Involving Parents or Parental Failure to Protect a Child 

The following protocol will be used when dealing with a suspected case of child abuse: 

To make a report, call the MCFD at 1-800-663-9122 or the Delegated Aboriginal Child and Family Services Agency at 1-800-663-7867 any time of the day or night. The person who answers will make sure concerns are directed to the right place.

To contact the Head of Schools, refer to the numbers in the Student at Risk Team page.

Procedures Where Allegations of Child Abuse are Made Against HCOS Staff, Volunteers, Contract Service Providers, or Others in the School Setting

Reporting to the Police

Reporting to a Child Welfare Worker 

Duty to Report Professional Misconduct
Protocols on Relationships with Partner Agencies
Staff Training and Review

Communication Policy

Heritage Christian Online School (HCOS) will make every effort to meet the following protocols in their communication to parents and students as well as between other HCOS teachers, staff and administration:

Communicate in a positive, polite and supportive manner, always keeping in mind the Christian nature of our school, its teachers, staff and families.

  1. In cases where the communication may reflect frustration or conflict then the HCOS teacher or staff are advised to include their administration in the communication.
  2. This does not preclude communication that may be corrective in nature as a teacher often needs to correct a student. It does mean that such communication will be done respectfully and with positive reinforcement.

The school’s preference for communication is first email, then phone.

  1. It should be noted that this is a preference only. If at any time a parent or student cannot make contact via email for technological reasons or for the necessity of clarity that comes with direct voice-to-voice communication, the HCOS teacher or staff will indicate an appropriate time to speak on the telephone. If the teacher or staff cannot be reached directly then contact will be arranged through the HCOS office.
  2. All HCOS teachers and staff are responsible to manage their email in an organized fashion within their email program.
  3. All HCOS teachers and staff will confine their email communication to their onlineschool.ca email address and not use private email addresses for school business. If confidentiality is an issue then the preferred mode of communication should be made through phone contact, not email.

A one to two day turn around in all communication is expected, with the exception of weekends and holidays where the time line will extend.

  1. All teachers, staff and administration must check their email daily with exception of weekends and holidays.
  2. All teachers, staff and administration are expected to make timely responses during standard business hours.
  3. HCOS teachers, staff, parents and students should avoid the use of urgent markers in email (Importance: High!) unless the issue is truly urgent or time sensitive.
  4. A returned message does not mean that the issue is necessarily resolved within the timeline; it only means that communication has been returned. In the cases of marking papers, sending materials, and resolving tech support, the communication will try to specify projected time lines for resolution. In the case of extended time away from school responsibilities for travel, conferences, or health issues the teacher or staff person will communicate to both the HCOS administration first for authorization and then their families and students.
  5. It is understood that in the case of emergencies grace will be extended to teachers and staff and administration will notify families of a plan for communication.

In the case where communication is not being followed through in a timely manner as outlined in the previous points the parent or student should notify the HCOS office that they have not had a timely communication from their teacher.

  1. Initially this contact should be for the purposes of re-establishing communication and resolving the particular communication need.
  2. If the communication issue is not resolved satisfactorily then school leadership should be contacted.

The online courses have forums associated with each class. These are monitored by the teacher
and the same rules apply to these forums as per an email.

  1. Teachers and staff should set up each forum so that they receive email notification when a student makes a post.
  2. Teachers are responsible to check their students’ contributions to the forum and ensure that they meet the appropriate communication standards as outlined at the beginning of this document.

Chat-room/forum protocols should also fit within the guidelines stated at the beginning of this document. The teacher is responsible to monitor communication within their group discussion.

  1. Online class teachers will communicate via Zoom/Skype with their students during posted office hours to answer questions and give instruction or special help.
  2. If the teacher can’t make the posted office hours, they will communicate to the class when the rescheduled time will be. They will also post any news items within their course menu.

Conflict Resolution and Appeal Policy

At Heritage Christian Online School (HCOS) we have five different people groups involved in the process of providing education:

Student to Student

When two students cannot resolve a conflict that is school related or school based then it is their responsibility to go to their teacher or supervising authority to find a resolution.

Student to Teacher or Teacher to Student

When a student or teacher cannot resolve a conflict then it is the student's or teacher's role to involve the parents in the resolution of the conflict.

Parent to Teacher or Teacher to Parent

When a conflict cannot be resolved between the parent and the teacher either the parent or the teacher should bring the issue to the regional administrator or grad director.

Parent to Administration or Administration to Parent

When a conflict cannot be resolved by a parent to administration or vise-a-versa then school leadership can be appealed to, first in writing then via phone conversation. Parents and Guardians are encouraged to use the following process for dealing with individual issues or concerns: 

Step One:  The issue must be dealt with first by the persons directly involved.  It is essential that meaningful communication is established right from the beginning.  Both parties must clearly identify the issues being discussed. There must be an open discussion and an honest attempt to settle the issue at this level, keeping in mind the understanding that policies must be followed.

Step Two:  If the issues cannot be resolved through open discussion, the matter should be brought to the attention of the Divisional Director. 

Step Three:  If Step Two does not result in a resolution, the Divisional Director will refer the matter to the Head of Schools at the parents/guardians request. The Head of School will review the issue and then contact the parent(s)/guardian(s) to discuss the issue in order to work towards a resolution.

Step Four:  If the matter remains unresolved after the prior step, the matter may be appealed to the School Board. The appeal must be submitted in writing, in care of the school, within no more than five days after communication with the Head of School.

Step Five: In extreme situations, the decision of the Board may be appealed to the School’s Association, Association of Christian Schools International (ACSI) Ombudsperson.

All communication should be done with care and sensitivity to the community we represent.

Conflicts Outside of These Parameters

Occasionally any one of the five people groups will have concerns on a broader scope concerning the school:

Broader issues regarding policy and school procedures need to be addressed with the school leadership, first the divisional director or grad director and the Heads of School, then to the society board.

Personal issues with those in authority need to be addressed first with them and then with their immediate supervisor.

Steps to Conflict Resolution
  1. When you are wronged by someone else then it is your responsibility to go directly to that person and speak to them personally. Things to remember:
    • Be careful to try and hear their side of the story. Many times, the situation is only a misunderstanding. There are always two sides to every conflict.
    • As much as possible deal with facts and not feelings. Try to set aside your own hurt enough to inquire and communicate about the actual facts.
  2. After you have communicated one-on-one with the individual whom your concern is with and if you are not satisfied with the response, then we can bring someone else into the situation.
    • The purpose of the other person is to help with objectivity not to gang up on the one whom we are trying to address.
    • Let the other person mediate in the conversation – be willing to change your own position based upon their input.
    • Often it is helpful to bring someone in when you are still emotionally troubled over the issue in order to help you both communicate and listen to the other side.
  3. If the individual in question still does not listen to you and the other person then you may take it to the next level of authority. Generally, the next level of authority will be able to help resolve the issue in conflict.
    • If satisfaction is not found with the next level of authority then the issue needs to go up the ladder to the next level of authority.
    • Often the next level of authority may disagree or have a different perspective on the issue under examination.
    • If the authorities responsible disagree or don't see the issue in the same light as you then you need to reassess the issue or reassess your relationship with the organization or authority structure.

Throughout the entire process the underlying motives must be to seek the truth and to bring resolution, forgiveness and restitution. 

Communicable Disease Prevention Protocols

HCOS protocols for face to face programming are formulated in alignment with HCOS Mission Vision and Values and in conjunction with guidance received from the Ministry of Education K-12 Communicable Disease Prevention plan. This page is updated as needed and is current with ministry information. Note: Nuances may vary per event, learning activity and region; the Coordinator will communicate information and protocols as applicable in that setting.

Key points and on-site protocols to note:   
Parent Initiated Activities 
Learning Group School Run Programs and Events

For further information on the Communicable Disease Prevention Protocols, please visit Communicable Disease Prevention Protocols and Coordinator K-12 Education Communicable Disease Plan.

Course Activation Policy and Procedure

The Course Activation Procedure also ensures:

The Funding Level of the Student is determined by the Activation Date in the following circumstances:

Activation Procedure: This procedure determines if an enrolled student will be eligible for funding and teacher remuneration. For K-9 the level of funding is also determined by when the activation is dated. (See the above points on Funding Levels).

In the case of Dual Credit courses such as AP or Humanities, each specific course must have its own activation process. If the courses start simultaneously then documents pertinent to the course being activated must be submitted. The documents in the second course must be completely different assignments from those activated in the first course.

Course Challenge and Equivalency Policy

Course Challenge Policy

To challenge a course is to prove the student has undocumented prior learning. Students are entitled to challenge in order to receive credit for Ministry Authorized or Board Authority Authorized Grade 10, 11 or 12 courses.

Prior to engaging in the challenge process, schools must review any documentation of prior learning that a student presents in order to determine if credit can be awarded through equivalency.

A student can challenge a course if he or she:

Challenge Process

The challenge process begins when it is determined that credit cannot be awarded through equivalency and a student has given compelling evidence that he or she will succeed in a challenge assessment.

To receive credit for a course that does not have a required exam, a student must:

To receive credit for a course that has a required exam, a student must:

Equivalency Policy

Courses taught outside the British Columbia school system that substantially match the curricular competencies of Ministry Authorized or Board Authority Authorized Grade 10, 11 or 12 courses are eligible for credit through equivalency. For example, a student who completes a course in Alberta may receive credit for a comparable course in British Columbia through equivalency.

HCOS will award credit through equivalency following the procedures:

For the purpose of determining equivalency, comparison of courses may be based on factors such as the following:

  • comparison of learning standards
  • comparison of general subject matter 
  • comparison of depth or breadth of coverage of subject matter 
  • comparison of assessment methods, instruments, and standards. 

To be deemed equivalent, sufficient content should have been covered to enable the student to be successful in further learning in the content area. For a Grade 11 or 12 course, there should be a match of approximately 80 percent or more of learning standards.

In order to receive credits through equivalency, students must provide the appropriate documentation as proof of successful completion of the course.

For reporting and transcript purposes, HCOS will assign a letter grade and percentage to all credits awarded through equivalency. If the student's documents show only a letter grade or level, HCOS may choose to assign a percentage, based on the mid-point of the matching British Columbia letter grade range. HCOS may use "Transfer Standing" (TS) if it is not possible to determine a letter grade and a percentage from the documentation.

 

Course Withdrawal Policy

At HCOS we strive to offer flexible course solutions for our students. We recognize that students and parents/families change their mind regarding courses after enrolling, even when a significant portion of the course work has been completed.

Student Requested Withdrawal

Students can make a request to be withdrawn from a course using the Course Withdrawal and Change Form. This request will be forwarded to the course teacher for consultation and confirmation.

In the case where students have completed more than 80 percent of the course as determined by the teacher, students will not be permitted to withdraw. 

Students will be given the opportunity in those cases to either:

The BC Ministry of Education’s reporting order states:

W = (Withdrawal) According to the policy of the board, and upon request of the parent of the student or, when appropriate, the student, the principal, vice principal or director of instruction in charge of a school may grant permission to a student to withdraw from a course or subject. 

Please note that if you withdraw from a course you will be unable to retake the course until two funding periods have passed. You can check with your Grad Advisor on when that might be.  

HCOS Administration will grant permission in extenuating circumstances (i.e. extreme illness, sudden change in life situation, etc.) for a student to withdraw if they have completed more than 80%. 

Teacher or Grad Advisor Requested Withdrawal

Teachers or Grad Advisors can make a request for a student to be withdrawn from a course using the Course Withdrawal and Change Form. 

Teachers may request a withdrawal from a course when:

Please note, that the withdrawal policy (not being able to start a course again for a minimum of 2 funding periods) applies in these situations as well. As such, if a student reaches out afterwards and wishes to complete the remainder of the course, administration will reach out to the teacher to confirm re-opening the student’s course.

Curriculum Funds Policy

Curriculum funds are made available to K-9 students based on enrollment for a full school year. Students who leave early will have that amount prorated based on the percentage of the school year that they have been with Heritage Christian Online School (HCOS). For example, a student who has been with us for only two months would receive 20% funding. Early transfer out of the school may result in your family being invoiced for overages.

Grade 10-12 Individualized courses receive an advance to purchase curriculum. If the course does not receive an active date (7%-10% of work completed) by April 30th, then any advance funds spent are required to be repaid to HCOS.

Discrimination Protection Policy

The safety and well-being of children in our school is of paramount consideration.  Children deserve to be protected from abuse, neglect, bullying, harm or threat of harm.  Therefore, HCOS staff and teachers will ensure that children attending our school experience a Christian learning environment that enables every child to know they are special because they are created in the image of God and should feel safe, accepted and respected.

HCOS is involved in ongoing work and training to ensure students feel respected and connected with our community.  This includes protection of our students' physical safety, social connectedness, and inclusiveness, as well as protection from all forms of bullying, regardless of their gender, race, culture, religion, disability, sexual orientation or gender identity and expression, while remaining consistent with HCOS' faith-values, cultural perspectives and philosophical values.

Strategies and activities are used within our school to enable students to feel safe, accepted and respected. The following suggestions are provided to facilitate a conversation on strengthening the learning environment for children.


Water Testing Policy

As a Distributed Learning (DL) Independent School, our students are located in their homes; as such, the Heritage Christian Online School HCOS drinking water policy is not applicable to these learning environments.

In regards to the main office facility, they are compliant with water testing requirements (less than 0.005 milligrams per litre) (testing once every 3 years) as per BC Source Drinking Water Guidelines and The Guidelines for Canadian Drinking Water Quality.

If results are not within acceptable guidelines the school will inform the health authority, independent school office and undertake any needed mitigation. The school will communicate with parents and the school community in a timely manner. 

Where external rental facilities are used for face to face learning, students are required to bring potable water to the site.

Families can review the regulations that govern the protection and access safe drinking water in British Columbia here:


Dual Credit Policy

HCOS students are permitted to take dual credit courses from approved post-secondary institutions. 

Policy Statement

Students may earn credits toward graduation in a variety of ways. In addition to earning credits by successfully completing courses delivered by a B.C. public or independent school, students will be awarded credits through this policy for dual credit courses. 

Rationale

Learning is a life-long activity. Students learn in a variety of ways, some of which take place outside of British Columbia or outside of the regular secondary school program. Schools will grant credit towards graduation for learning that has been assessed and matches or exceeds provincial, national or international standards.

Policy in full

This policy describes how HCOS awards credit to students who have successfully completed an equivalent Grade 10, 11 or 12 course from an educational jurisdiction or institution outside the B.C. school system.

HCOS will award credit based on equivalency for Grades 10, 11 and 12 Ministry-developed courses (including courses with a Graduation Program Exam) and Board Authorized courses. There is no limit to the number of credits students may be awarded through equivalency.

Credit from Post-Secondary Courses Policy

This policy describes how students earn credit towards graduation by earning credit for courses at specific Post Secondary Institutions. Equivalency credit will be awarded based on HCOS Course Challenge and Equivalency Policy.

Students are entitled to earn "dual credit" if they earn credit that leads to a post-secondary credential from a post-secondary institution which is a member of the British Columbia Transfer System or offered in French through Educacentre.

Post-secondary courses for which credit may be earned must be documented as follows:

Applicable post-secondary level courses count towards the required number of Grade 12 level credits needed to satisfy graduation requirements.

Procedures for Earning Dual Credit

All post-secondary level courses will be reported using course codes listed in the online Course Registry.

For reporting and transcript purposes, HCOS will assign all credits earned at a post-secondary institution a letter grade and percentage. Provided a course consists of the standard number of hours for most courses offered at that post-secondary institution, such courses will be awarded four credits, regardless of the number of credits indicated on the post-secondary institution's transcript. However, if the course at the post-secondary institution is offered in modules, credits awarded should be proportionate to 4 credits for the whole course.

Adult Basic Education (ABE) courses do not count for dual credit. For information on how to report these for credit toward graduation, see the online Course Registry.

Education Resource Policy

This policy sets out the procedures that determine how learning resources are chosen, as well as how concerns or challenges will be addressed by Heritage Christian Online School (HCOS).  

Definition of Learning Resources

Learning Resources are texts, videos, software, and instructional materials that teachers use to assist students to meet the expectations for learning defined by provincial and local curricula.

This policy is specific to learning resources which form the core program collection of resources.

Learning resources used in the classroom will be evaluated and approved by HCOS with consideration given to curriculum fit, pedagogy, social considerations, age and developmental appropriateness, as well as the school authority’s philosophical, cultural and/or religious values.

Learning Resources Approval Process

Heritage Christian Online School will encourage teachers to utilize education media that have been evaluated before being used with students. The evaluation process involves a minimum of two school authority representatives, one of whom is a practicing teacher with at least three years’ experience, preferably in grade level and subject area for which the resources are to be used. The recommended scope of professional learning resources for review include Primary (Gr K-3), Intermediate (Gr 4-6), Middle (Gr 7-9) and Secondary (Gr 10-12).

The evaluation criteria used in determining appropriate learning resources for the school will include, but are not limited to:

Resource evaluation will be based on one or more of the following inclusion criteria:

Authority Approval

The Head of Schools and appropriate Divisional Director will approve resources used by HCOS which then become recommended resources for a five-year period unless they are withdrawn. The authority may continue to use the learning resources after five years if the authority grants an extension of an additional five-year period. If a resource is potentially controversial then it will be brought forward for Board of Directors approval. 

Withdrawal of a Recommended Learning Resource

Learning Resources will maintain a recommended status for five years, after which continued status will be subject to, but not limited to, criteria such as curriculum relevance, currency, and availability.

The recommendation of withdrawal will be made by a committee of at least two representatives of HCOS, one being a practicing teacher with at least three year’s experience preferably in grade level and subject area for which the resources are used. The recommended scope of professional learning resources review will be Primary (Gr K-3), Intermediate (Gr 4-6), Middle (Gr 7-9) and Secondary (Gr 10-12).

A learning resources withdrawal will be confirmed by a motion passed by the HCOS Board of Directors.

Challenge to the Use of Authority Recommended Learning Resources

Challenges to the use of authority recommended learning resources must be made in writing to the (principal/head of school), identifying the learning resource and stating the reason why the resource(s) may not be suitable. Challenges will only be accepted from individuals in the school community whose children are directly engaged with the learning resource(s), educators who use the resource(s) or Ministry of Education staff.

Within 14 days of written receipt of a learning resource challenge, the Head of Schools will convene a meeting of a committee, consisting of a minimum of three representatives of HCOS, one of whom must be an administrator and another a practicing teacher. The practicing teacher must have at least three years of experience in the grade level(s) and subject area(s) for which the resource is used. 

Based on the committee’s recommendation, the authority may dismiss the challenge, raise the awareness of the implications of using the resource with the teaching staff, communicate with the publisher and/or withdraw the recommended resource from further use in the school.

The individual issuing the challenge will be notified of the committee’s decision in writing within 14 days of the decision.

Sources of Learning Resources

HCOS may use the services of the Education Resource Acquisition Consortium (ERAC) to assist them in choosing or approving learning resources.

Approved by the HCOS Board of Directors, April, 2017

Choosing Resources Within the Learning Commons

The role of the Learning Commons is to provide digital and non-digital resources from multiple perspectives to address the competencies and content laid out in the BC Ed Plan by the Ministry of Education. In choosing resources consideration is given to equip our students to become compassionate, collaborative, creative, and inquisitive , while understanding personal and social responsibilities. Purchased resources include a wide variety of worldviews.  With due diligence, Learning Commons staff review all resources that reflect content which covers both the BCEdplan and Christian education.

Learning Commons resources are reviewed and purchased by the curriculum team. The curriculum team consists of a teacher librarian and curriculum consultant. Subject specialists are contacted as needed. Input is sought from our curriculum writers as well.   

Complaint Process

Concerns regarding Learning Commons resources are forwarded to the Chair of the Learning Commons Committee who will respond to each inquiry.  Should there be further action needed, Schedule E will be followed.

For more information please see the Conflict Resolution and Appeal Policy

Electronic Supervision Policy

For the protection of Heritage Christian Online School (HCOS), our staff, our teachers, our parents and our students we have the following safeguards in place:

We do not have access to personal email. Electronic communication that occurs outside of our HCOS servers is not accessible to us and we are unable to monitor those communications.

Emergency Drills Policy

At Heritage Christian Online School (HCOS) we encourage our families to educate themselves on fire, earthquake and lock down procedures. 

Earthquake Safety

Resources

There are many great resources online on how your family can prepare for an emergency. Here are just a few useful sites related to making an emergency plan: 

ShakeOut BC Resources
Video: Making a Family Emergency Plan
BC Hydro 72 Hour Emergency Kit Tips
BC Government Prepare Your Home Tips 

Home Fire Safety

Equipping your home with fire safety equipment is your first line of defense if a fire should occur in your home. Fire equipment includes equipment to both warn you in the event of a fire and helps you extinguish a fire. These include the following:

  1. Smoke alarms
  2. Fire extinguishers
  3. Carbon monoxide alarm
  4. Home fire sprinklers

Fire can spread rapidly in your home, leaving you as little as two minutes to escape. Therefore, planning and practicing your family escape plan can save lives.

  1. Draw a home escape plan and discuss it with everyone in your home.
  2. Twice a year, practice the plan during the nighttime and daytime with everyone in your home.
  3. Know at least two ways out of every room and make sure that all doors and windows leading outside open easily.

Home education often takes place outside of the home. When attending a learning event, it is important to be prepared as a family for the unlikely event of a fire. Communicate with your family to determine an emergency meeting spot located near the venue.

Students should not only know where this agreed emergency spot is, but should also be familiar with the route to the spot. In addition, at each field trip location it is important to point out the exit routes to the students. 

Resources

There are many great resources online on how your family can prepare for an emergency. Here are just a few:

Canadian Red Cross: Planning for and dealing with house fires
National Fire Protection Association
Resources for kids: Sparky the Fire Dog
Office of the Fire Commissioner Links

Lockdown Procedures/ Drills

Student and teacher preparedness in case of an emergency. Reminder to:

  1. Front load information to all involved prior to a drill to help prepare and keep everyone calm.
  2. Restrict all student cell phone use to keep communication lines clear between you, teachers, admin/ directors as
    necessary. Important for students to not to utilize their cell phones for calls or for text messaging, and to put their personal phones to “silent mode” during a lockdown drill or situation.

Drill Type and Frequency:

 Hold and Secure (Code Yellow) Drills

  1. Announce “This is a Code Yellow Lockdown” and repeat 3 times.
  2. All students stay or go into their classroom.
  3. Regular classroom activity continues.
  4. Coordinator ensures all exterior doors are locked.
  5. Supervision at all entrances may be heightened.
  6. Classroom teachers close windows and blinds, lock the door, take and submit attendance, also recording any additional persons in the room.
  7. Students can do quiet seatwork, ensuring that all announcements can be heard. Do not open doors (no bathroom/water fountain breaks).
  8. Students are escorted to parent for pickup at days’ end if area threat still present.
  9. Announce ‘Code Green - all clear” three times when threat has been resolved.

Full Lock Down

Full lockdown is signified by five short bells in succession. Teachers must immediately:

  1. Assemble students into classrooms
  2. Close and lock doors and windows and turn off lights
  3. Have students sit silently out of sight lines
  4. Take attendance. Call the office to report all present or in the case of a missing child.
  5. Wait for further instructions or information by intercom.
  6. Do not exit classrooms or make washrooms trips until directed to by principal or acting principal.

Emergency Response Policies

Emergency Response Policies

Emergency Response Protocol

Add this contact information to your cell phone for quick reference in an emergency.

To support a culture of healthy risk management, should an incident occur, refer to the following response procedures to assess and respond accordingly to the nature of the situation.

It is essential to adhere to the applicable emergency protocol as outlined and to communicate regularly with your Learning Group Administrator, particularly in the event of an emergency. School Administration will also follow up as needed. 

Specific Incident Procedures

In all of the above scenarios, it is important to complete the Accident & Incident Report form should the need arise.

Emergency Response Policies

Violent Threat Risk Assessment (VTRA)

This page provides information to help assess whether a threat is Imminent or Not Imminent and the protocol to follow.

A threat is an expression of intent to do harm or act out violently against self, someone else or something. Threats may be verbal, written, drawn, posted on the Internet or made by gesture. Threats are serious, and it is important to determine whether or not a threat poses an imminent risk.

Definitions

General Information

  1. Immediately contact your Administrator, who will then follow up as needed. 
    1. This would include suicidal behaviour or self harm, violent threat toward student, staff or school, sexual assault, pornography.
    2. Threats can take the form of written assignments, art, spoken words, text messages, photos, or online social media postings.
  2. If a cell phone with a threat is confiscated, remove the SIM card, or immediately turn the phone to airplane mode. 
    1. Turn the phone into an administrator. Do not take screenshots or forward photos which could be considered pornographic material.
  3. Complete an Incident Report and follow directions from LG Director.

Reminder for threat protocol and all lockdowns:

Imminent Threat Protocol

This protocol is for addressing threats that are immediate or imminent, where there is a clear and present danger to students or personnel.

  1. Call 911
  2. Adhere to the Lockdown procedures (Code Red) as outlined below.
  3. Call the Head of Schools or Chief Operating Officer as soon as possible to alert them of the scenario.
    • Sara Kraushar (778-554-5515)
    • Craig Kwiatkowski (250-859-2202)
  4. Call LG Director or LG RA as soon as possible.  
    • LG Director: Christine Loewen (250-571-2594)
    • LG Director: Jonathan Zuidhof (604-302-3788)
    • LG RA phone number: 
      • Andria Lengkeek (604-780-5731)
      • Lisa Franco (250-640-9315)
      • Tessa Arends (778-692-9075

      • Heather Davis (250-421-4900)

      • Christine Moline (250-689-0850)

      • Laura Lemon: 236-544-5918

      • Kristin Schlamp: 250-617-0246

  5. Ensure all physically present are safe and calm.
  6. Adhere to Police and HoS direction.
  7. Return to class or escort students to parent for pickup when indicated safe to do so.
  8. Complete an Incident Report and follow directions from LG Director.
  9. Send draft general parent email communication to HoS and the LG Director for review.
    • Upon approval, send general parent email communication. 
  10. Admin, with Heads of School, will determine the following steps, including: 
    •  Initiation of Student at Risk Team
    •  Further investigation with other authoritative bodies if warranted
    •  Follow-up and debriefing if and when safe to resume classes
    •  Email-specific communication to parents and students and re-entry considerations for all involved (in addition to general email communication above if necessary).

    Stranger on the Premises

    Teacher or Supervising Adult:

    1. Do not compromise your own safety or the safety of students.
    2. Assess the situation as you approach, keeping your distance.

    If the stranger’s behaviour is NOT threatening:

    1. Ask if they need assistance.
    2. Direct the stranger to the appropriate supervisor, monitor or escort them accordingly.
    3. Notify the Coordinator or Adult in Charge immediately; report the stranger’s location and description.

    If the stranger’s behaviour appears THREATENING but has not escalated to violence:

    1. Notify the Coordinator or Adult in Charge immediately
      1. Report the stranger’s location and description.
      2. Call 911 
    2. Keep a safe distance.
    3. Follow instructions from the appropriate supervisor.
    4. Adhere to the Not an Imminent Threat Protocol.

    If you see a violent/armed and dangerous stranger within the premises:

    1. Initiate a Full Lockdown (Code Red) and adhere to the Imminent Threat Protocol.
    2. Call 911 and proceed as indicated above

    Not an Imminent Threat Protocol

    If a threat exists nearby, within the vicinity or community you must:

    1. Contact your local police liaison.
    2. Adhere to the Hold and Secure procedures outlined below or continue as directed by the police liaison.

    During and following a threat, steps include:

    1. Keep your teachers informed of the developments to help keep everyone calm.
    2. During the threat, maintain contact with your LG RA and the Director of Learning Groups to discuss and determine course of action.
    3. At the end of the day, escort students to their respective guardians.
    4. Submit an Incident Report
    5. Together Admin, with Heads of School, will determine next steps, possibly including: 
      1. Initiation of Student at Risk Team
      2. Further investigation with other authoritative bodies if warranted
      3. Follow-up and debriefing if and when safe to resume classes
      4. Follow-up communication/email to parents will be drafted in conjunction with LG RA and approved by HoS prior to distribution to families.


    Emergency Response Policies

    Lockdown Types

    This page provides information on various types of lockdowns and the applicable procedure to adhere to accordingly.

    1. Full Lockdown (Code Red) – This scenario involves a serious threat that requires immediate action.
    2. Internal Threat – This threat exists when the danger is inside of the school or campus. The goal of preventing an internal threat is to keep everyone safe until the threat is completely removed.
    3. External Threat – This type of threat occurs outside of the school building or campus. The goal of preventing an external threat is to prevent the threat from entering the school or campus. 
    4. Hold and Secure or Shelter in Place - This is the title of procedure to follow when a Code Yellow protocol is needed.
      1. Hold and Secure is used when there is a security or safety concern in the community.  
      2. Shelter in Place is the terminology used when an external health hazard has occurred, where building evacuations are not recommended.
    5. Drop, Cover, and Hold- On!  Used in the event of any event that shakes the building.

    Lockdown Procedures

    Full Lockdown and Hold and Secure signals may vary according to location. All instructors and students should be aware of what the signal is and respond accordingly.

    Reminders: 

    Student Protocol:

    Full Lockdown (Code Red)

    Definition: Used if an immediate, local physical threat to staff and students
    Examples:     Intruder in the building, active shooter, hostage situation, or riots.

     Coordinator or Adult in Charge calls 911. Follow VTRA Imminent Threat Protocol.

     Teachers must immediately:

    1. Assemble all students in the vicinity into the closest secure location i.e. classroom, storage room, nearby shelter or building if out-of-doors. 
    2. Close and lock doors and windows, close blinds and turn off the lights. Do not open doors; do not exit rooms or make washroom trips until directed to by Coordinator, Adult in Charge or local authority. 
    3. Coordinator or Adult in Charge ensures all exterior doors are locked.
    4. Students need to go to corners of the room away from visible sight and shooting lines (unseen from windows or doors). If a windowless storage room or shelter is available, go in there. For those in the gym, go into the equipment storage room. 
    5. Stay silent and out of view.  All classroom activities cease.
    6. Do not open doors for anyone or allow anyone to leave. Do not open door if fire alarm sounds unless physical evidence of fire.  
    7. Adult takes attendance. Call the Coordinator or Adult in Charge, or share information via method available such as text, zoom or WhatsApp group. 
    8. Coordinator or Adult in Charge to update pertinent information to adults on-site. 
    9. The coordinator or Adult in Charge should be in a secure location.
    10. Two people announce Code Green - all clear three times when a threat has been resolved (e.g., a Coordinator or Adult in Charge and an authorized identified Police Officer). 
    11. Students are escorted to their parents for pickup at the day’s end if any threat is still present.

    Code Yellow

    Hold and Secure  

    Definition: Used if there is a security or safety concern in the neighbourhood.
    Examples: Police Incident in the area or wild animal in the vicinity.

    Shelter in Place

    Definition: External health hazard has occurred, where building evacuations are not recommended.
    Examples: Earthquake or local downed powerline.

    Follow VTRA Non-Imminent Threat Protocol. Coordinator or Adult in Charge calls non-emergency RCMP phone line or 911. 

    1. Announce “This is a Code Yellow Lockdown” and repeat 3 times.
    2. All students stay or go into their classroom.
    3. Regular classroom activity continues
    4. Coordinator or Adult in Charge ensures all exterior doors are locked.
    5. Supervision at all entrances may be heightened
    6. Classroom teachers close windows and blinds, lock the door, take and submit attendance, also recording any additional persons in the room.
    7. Students can do quiet seatwork, ensuring that all announcements can be heard. Do not open doors (no bathroom/water fountain breaks).
    8. Coordinator or Adult in Charge to update pertinent information to adults on-site.
    9. Do not leave the building until directed by administrators or police.
      1. Announce ‘Code Green - all clear” three times when threat has been resolved (eg. police and coordinator).
      2. It is recommended at that time that students be escorted to parent when picked up.

    Drop, Cover, and Hold-on!

    Definition: Used in the event of any event that shakes the building.
    Examples: an earthquake, an explosion

    If indoors and table/desks are available:

    1. Drop to the ground
      1. Take Cover underneath a desk or table. Stay away from windows, light fixtures, and suspended objects. Face away from the windows.
      2. Hold-on to something, such as the legs of the table you are under and stay there until the shaking stops.
    2. When the shaking stops, count for 60 seconds. Wait for directed response: Hold and Secure (when external hazards make leaving the building not advisable) or Evacuation.
    3. If evacuated, report attendance to Coordinator or Adult in charge. Remain outside and await further instruction. DO NOT re-enter the building.
    4. Coordinator or Adult in Charge will determine next steps and will follow-up accordingly
    Emergency Response Policies

    Other Situations that may be Encountered

    This page provides information on other situations that may be encountered, such as general de-escalation and first-aid protocols.

    Class Cancelled or Parent Communication Needed

    1. The Coordinator connects with LG RA. 

    2. Together they decide on mode of communication (email or phone).

    3. Provide clear guidance to parents and staff.

    De-Escalation Procedures

    1. Work in pairs, whenever possible.
    2. Assess the situation as you approach.
    3. Ensure you have a clear exit.
    4. Model calm and confidence. Don’t demand it from the angry or hostile individual.
    5. Identify your name and/or position.
    6. Watch the periphery of the area (for weapons, other perpetrators, help arriving, etc.)
    7. Keep your hands free.
    8. Listen, listen, listen -  let them talk.
    9. Let them ‘save face’.
    10. Maintain casual eye contact.
    11. Keep a barrier between you and the individual when possible.
    12. Let them leave.
    13. Document the incident and report to the Coordinator or Adult in Charge.

    First Aid

    Level A - Minor Injury

    1. Minor injuries such as a scrape, minor cut, bruising, etc. may be treated by any Adults in Charge. Supplies (band aid, ice pack) are available on location as arranged.
    2. Mention to the Coordinator and Adult in Charge.
    3. Inform parent and follow up with family as needed.

    Level B- Major Injury

    Examples: suspected concussion, sustained bleeding, suspected fracture/ broken bone

    1. Inform Coordinator or Adult in Charge
    2. Refer to qualified adult participants or personnel to assess the situation as needed.
    3. Coordinator or Adult in Charge to complete an Accident Report including witness or attendant accounts
    4. Inform parent and follow-up with family as necessary.

    Level C- Medical Emergency

    Examples: Seizure, unconscious/unresponsive.

    See HCOS Policy on specific procedures for anaphylaxis

    Teacher or Supervising Adult:
    1. Call 911 if student is unresponsive
    2. Attend to Student care as needed
    3. Inform First Aid Attendant or Coordinator or Adult in Charge
    4. Await and direct Emergency Medical attendants to the location
    5. Follow directions of care given by First Aid attendant 
    6. Issue appropriate emergency procedures to ensure that students are not unnecessarily exposed to trauma (eg. clear room/area).
    7. Remain calm and reassure students that all possible actions are being taken to care for the injured or ill person and to protect others.
    8. Rejoin your students as soon as possible.
    9. Account for all students and remain with them.
    Coordinator or Adult in Charge to:
    1. Ensure all students have the required care and adult supervision.
    2. Secure area for follow-up investigation if needed.
    3. Together with the First Aid attendant, complete an Accident Report.
    4. Inform parent and follow up with family as necessary.

    School Administration will follow up as needed

    Exposure to Blood or Bodily Fluid

    What is exposure? Exposure is an accident which results in a break of the skin or exposes the mucous membranes of the eyes, inside the nose, or inside the mouth, to blood or infectious bodily fluids.

    What fluids are potentially infectious? All bodily fluids are potentially infectious, particularly blood, semen, fluids from a wound, body cavity or infectious site, and any body fluid visibly contaminated with blood.

    The following incidents are potentially harmful:

    1. Skin is punctured with a contaminated sharp object.
    2. The mucous membrane is splashed with blood and certain body fluids.
    3. Non-intact skin is splashed with blood and certain body fluids.

    If any of the above exposure incidents occur, follow these steps:

    1. Get first aid immediately:
      1. If the mucous membrane of eyes, nose, mouth are affected, flush with lots of clean water at a sink or eyewash station.
      2. If there is a sharps injury allow the wound to bleed freely. Then wash the area thoroughly with non-abrasive and water.
      3. If an area of non-intact skin is affected, wash the area with non-abrasive soap and water.
    2. Report the incident as soon as possible to your supervisor and first aid person.
    3. Seek medical attention immediately- preferably within two hours at the closest hospital ER or healthcare facility.
    4. Please do not touch! Contact the appropriate facility or venue personnel for proper clean-up.

    Overdose- Opioid

    Call 911 if you suspect an overdose. The sooner you call, the better the chance of recovery. While waiting for first responders to arrive, follow the SAVE ME protocol.

    If you need to leave the person alone for any reason, place them into the recovery position before you leave to keep the airway clear and prevent choking.

    Emergency Response Policies

    Emergency in General Community Locations

    Emergency encountered while in the Community or on the road i.e. during a Learning Camp or other Learning Group Activity 
    1. LG proposal and approvals as per LG Event Planning Steps
      1. Include inherent risks and complete waiver forms as appropriate
      2. As indicated in the event planning steps, ensure access to
        1. Student medical and safety forms
        2. Student group supports forms
        3. Legal Alert information
        4. Emergency contact information for each child
        5. Photo waiver information
      3. Adhere to the related School and LG Policies and Procedures
      4. Adhere to the Emergency Protocols and Procedures
    2. Coordinator or Adult in Charge to ensure a First Aid kit is either available on-site or taken along.
    3. Parent accompaniment recommended for full student experience and extension of learning at home.
    4. Parents are responsible for the care and supervision of their child(ren) at all times where indicated i.e. not a drop off event.

    Families are expected to arrange their own transportation to and from field trip activities. In the rare event that an accident or emergency occurs while transporting students: 

    1. Account for all students.
    2. Release students only to parents, guardians or authorized representative. Record name to whom students were released.
    3. At the scene, do not discuss the accident with any onlookers. Never speculate about what happened. Never accept or place blame.

    In all of the above scenarios, it is important to complete the Accident & Incident Report form should the need arise.

    External Credits Policy

    This policy describes how students earn credit towards graduation through external credentials approved by the Ministry.

    External Credits refer to Ministry-approved documented prior learning.  An official list of External Credits approved by the Ministry is provided to schools on an annual basis in which some external credentials are classified as required courses and others as elective courses.  

    External credits cannot be granted for courses required for graduation.  

    Grade 12-level external credentials count towards the required number of Grade 12 level credits needed to satisfy graduation requirements.

    There is no limit to the number of credits a student may earn by using the external credentials. However, there may be credit restrictions between credentials where the external courses or programs are deemed to be equivalent.

    In order to receive external credits the following procedure must be followed:

    1. The student must take responsibility to communicate the proof of credential and appropriate documentation (certificate etc) to their Grad Advisor for the course they wish to receive external credit for.
    2. If the certificate requires verification, the Grad Advisor will contact the external organization for that verification.
    3. All courses will be assigned a mark of TS (Transfer Standing) if a letter grade or percentage is not determined based on the documentation.

    Although external credentials may contribute towards graduation requirements, they may or may not meet general or specific admissions requirements for post-secondary institutions. It is students’ responsibility to verify admissions requirements for the post-secondary institutions they plan to attend.

    Students may have earned an approved external credential prior to entering Grade 10. If so, they are awarded credit if they present their credential any time after they enter Grade 10.

    For more information about students earning credits through Challenge, Equivalency and External Credentials please refer to the information in the Ministry of Education website.

    Credit from Post-Secondary Courses

    This policy describes how students earn credit towards graduation by earning credit for courses at specific Post Secondary Institutions.

    Students are entitled to earn "dual credit" if they earn credit that leads to a post-secondary credential from a post-secondary institution which is a member of the British Columbia Transfer System or offered in French through Educacentre.

    Post-secondary courses for which credit may be earned must be documented as follows:

    Applicable post-secondary level courses count towards the required number of Grade 12 level credits needed to satisfy graduation requirements.

    Government Communication Policy

    Heritage Christian Online School is a part of the educational ministries of Kelowna Christian Center Society (KCCS). Kelowna Christian Center Society is the Board Authority for HCOS.

    Through the Ministry of Education & Child Care, the BC government defines our role and authority through the Independent School Act of 1996. It is through this legislation that BC allows religious education to receive partial funding while being accountable to the Office of the Inspector of Independent Schools.

    This policy is intended to provide communication parameters for HCOS staff with any public office holders (government), whether elected or appointed. Communication includes any of the following methods: email, phone, text, meetings, letters, social media, etc.

    The HCOS Heads of School, consisting of the Head of Schools and the Chief Operating Officer, are the primary designates authorized to communicate with the government in an official capacity on behalf of HCOS, including lobbying on behalf of HCOS and KCCS as defined by the Lobbying Transparency Act as “intent to influence a decision or policy.”

    In addition, other HCOS administrators are also authorized to communicate with government officials or staff in areas directly related to their role for the purposes of operational clarity or as part of an obligated function of their duties. Under no circumstances may an HCOS administrator, other than the Heads of School, act as a lobbyist in accordance with the Lobbying Transparency Act.

    Any other individual associated with HCOS is not authorized as an agent acting on behalf of HCOS or KCCS to communicate with government officials or staff and does not necessarily reflect the views, policies, mission or values of HCOS.

    Grade Promotion and Benchmarks Policy

    This is a statement of best practices employed by Heritage Christian Online School (HCOS) regarding grade promotion in relation to checkpoints and benchmarks in grades three, six and nine. This policy is to provide guidance as to how HCOS can effectively address the requirements for addressing Ministry of Education prescribed curricular competencies for grades kindergarten through nine.

    Grade Promotion/Retention

    Promotion through the grades is determined through teacher summative and formative assessment together with consultation of parents, or guardians, regarding the child’s readiness. If retention is being considered, then Leadership is included in the process. For more details please view the Acceleration and Retention Policy.

     Addressing Ministry Curricular Competencies - Benchmarks

    The Ministry of Education has established grades three, six and nine benchmark years to help students stay on track. Kindergarten through grade three competencies should be completed by the end of grade three. Grades four through six competencies should be completed by the end of grade six. Grades seven through nine competencies should be completed by the end of grade nine.

    Our Process

    Teachers are responsible to track the curricular competencies that are covered by each student over the course of each school year. Encom provides a means to track competencies that have been covered.

    At the start of the new school year the teacher is responsible to review their completion status to date using the Curricular Competencies Overview function on Encom. The teacher uses this information when completing the Student Learning Plan (SLP) for each student, ensuring that any missing competencies will be addressed in that school year. Parents also have access to this information at any time throughout the school year.

    Particular attention is paid to students entering grades three, six, and nine. During the first and second reporting periods, the teacher is responsible to monitor the progress in moving towards completion of the curricular competencies. The teacher will make adjustments to the student’s studies as needed to target completion of the competencies by year end.

    Harassment and Bullying Prevention Policy

    The safety and wellbeing of children at Heritage Christian Online School (HCOS) is of paramount consideration. Children deserve to be protected from abuse, neglect, bullying, harm or threat of harm. Therefore, HCOS Staff and Teachers will ensure that children attending our school experience a Christian learning environment that enables every child to know they are special because they are created in the image of God, and should feel safe, accepted and respected.

    HCOS is involved in ongoing work and training to ensure that students feel respected and connected with our community. This includes protection of our students’ physical safety, social connectedness, inclusiveness as well as protection from all forms of bullying, regardless of their gender, race, culture, religion, disability, sexual orientation or gender identity and expression, while remaining consistent with HCOS’ faith-values, cultural perspectives and philosophical values.

    Behavior that does not respect the individuals’ honour and dignity will be immediately dealt with, upon consultation with leadership, staff, teachers and parents.

    Because we seek to foster a safe environment for all, HCOS will take all reasonable steps to prevent any and all retaliation by a person against a student who has made a complaint of a breach of this policy.

    Resource: ERASE is a comprehensive prevention and intervention program that builds on effective progress already in place to ensure consistent policies and practices across all school districts backed by strong community partnerships.  Four different types of bullying are outlined: Physical, Social Emotional, Verbal, and Cyber.  In addition to providing resources for parents, students and educators, ERASE also provides an Online Reporting Tool for students or parents to report incidents of bullying.   For more information on ERASE, visit the Erase Bullying Website.

    Cyber-Bullying and Bullying Prevention

    Statement of Purpose

    Heritage Christian Online School (HCOS) is committed to foster, through example and guiding practices, an online and physical environment that works to keep students and staff safe from cyber-bullying and bullying. Reported incidents will be taken seriously and fully investigated. Any form of cyber-bullying or bullying will be confronted. Action to resolve bullying may result in suspension or deletion from HCOS social networking, blogging, or school community events.

    Definition of Cyber-bullying and Bullying

    Bullying is a relationship problem exerted from a position of power, where repeated physical, verbal or social aggression causes embarrassment, pain, or discomfort. Bullying acts may be intentional or unintentional and perpetrated by individuals or groups. Cyber-bullying applies to aggressive acts to belittle or defame an individual through repeated digital communications (e.g., social networking forums, emails, websites, blogs, webinar platforms, chat lines, etc.) Cyber-bullying and bullying may include threats, name-calling, insults, sexual harassment or racial slurs.

    Physical bullying includes all of the above, with the addition of hitting, shoving, stealing, or damaging property when it is in a physical context. Bullying is not necessarily the case in every situation that may result in conflict. Student disagreements, speaking in a perceived aggressive tone, confronting someone's behaviour, misunderstandings, personality struggles are all examples of normal human interaction that isn't necessarily bullying when there is no evidence of controlling aggressive behaviour.

    Student and Parent Guidelines
    Teacher and Staff Guidelines
    Leadership Guidelines
    Resolving Action
    Internet Safety & Literacy Tips for Parents

    At HCOS our students are encouraged to become wise, digital learners who can search online within boundaries, ensuring Internet safety and healthy learning. With this in mind here are some useful rules for providing Godly education for your new online learner.

    Guiding your Students Online

    To ensure your students feel safe online please follow the suggested guidelines. Look into setting up the following bookmarks for their own special folder:

    Preserving Privacy
    Possible Hazards
    Information on Cyber Safety

    HCOS Code of Conduct

    Purpose & Rationale

    The HCOS Code of Conduct outlines our expectations of members of the HCOS Community. It is built around the characteristics outlined in the HCOS Learner, Teacher and Staff profiles and our school’s Core Values.

    Definitions

    “HCOS Community” or “the Community” refers to staff, teachers, contractors, students and parents enrolled at or working for HCOS

    “Abusive behaviour” refers to acts directed towards members of the Community that are deemed threatening, demeaning, disrespectful or contradictory to the core values and characteristics outlined on this page.

    Our Commitment to You

    All HCOS staff and contractors commit to treating members of the HCOS Community with respect and in alignment with our core values of Relationship, Integrity, Flexibility and Academic Success and the characteristics outlined in our Teacher and Staff profiles. As a school, we are committed to ensuring HCOS is a safe, supportive, and inclusive school.

    Members of our staff and contractors who act in a manner that contradicts this commitment may be subject to discipline as outlined in the Student Discipline policy.

    Our Expectations of Students

    We expect students to treat members of the HCOS Community with respect and in alignment with our core values and the characteristics outlined in the Learner profile. In addition, students must adhere to the policies and guidelines provided through SOPHIE and by teachers. Failure to do so may result in disciplinary action based on the severity and frequency of the behaviour as outlined in the  Student Discipline policy. 

    Our Expectations of Parents

    We expect parents to treat members of the HCOS Community with respect and in alignment with our core values. HCOS has a zero-tolerance policy with regard to abusive behaviour towards members of the Community and reserves the right to withdraw students from the school if a parent is found to be treating members of the Community with disrespect or counter to our core values.

    Our Expectations of All Members

    Communication

    We expect and promote open, honest communication so that all members of the HCOS Community feel safe and valued at HCOS-sponsored events.

    All members of the Community are asked to share with an HCOS teacher or staff member about any behaviour that does not align with the expectation laid out in this code of conduct.

    Face-to-Face

    Whether online or in-person, students are expected to wear modest clothing and refrain from public displays of affection that are unsuitable for a group learning environment.

    The possession or use of any form of weapon is prohibited at any HCOS-sponsored event.

    Technology

    Due to their potentially disruptive nature, personal media devices, such as phones or tablets, are not to be used during HCOS-sponsored events unless approved by the event supervisors for the purpose of the activity or other approved reasons (e.g., medical).

    Our Process to Resolve Incidents

    Where violations of the code of conduct occur, HCOS leadership will work through the Student Discipline policy with those involved in the incident with the goal of restoring relationships and keeping the safety and security of all members of the Community at the forefront.

    Homestay Policy

    HCOS aims to work within the guidelines provided by the BC Ministry of Education in relation to homestay locations for it's international students. BC K-12 International Student Homestay Guidelines (2018)

    As per the guidelines, HCOS provides a list of homestay program providers for international parents and students. Parents and/or international students may consider working with any of the following homestay providers, or alternatively, place their student with a relative or family friend. 

    Homestay Providers

    1. Canada HomeStay Network
    2. Home Sweet Homestay

    Inclusive Education - Programs, Admission & Delivery Policies

    HCOS Response to Intervention (RTI) Model

    HCOS uses a Response to Intervention (RTI) framework, utilizing formative assessment to regularly collect data to make instructional decisions in a multi-tier model. While valuing prevention and early intervention, teachers use ongoing assessment to inform teaching practice and allocate instructional resources to provide appropriate, evidence-based interventions.

    Central elements of all RTI models include early screening of all students to identify those at risk for academic difficulties, implementing research-based interventions matched to student need and increasing intensity of intervention when needed. RTI also involves continuous monitoring and recording of student progress during interventions to guide decisions for both the student (e.g. further assessment, individualized planning) and the teacher (e.g. using small group or one- to-one learning contexts, topics for professional development).

    Although RTI originates from inclusive education, it is intended for use with all students in general education. For further details, consider Tiered Approaches to the Education of Students with Learning Disabilities.

    Tier 1: Universal Programming

    Most students, roughly 80-85 percent, are in Tier 1 with mainstream teachers and mainstream expectations and achievement.

    Tier 1 may include Learning Services (LS) Monitoring students, those who are minimally meeting expectations but whose needs are being managed by teachers with minimal Learning Services Consultant (LSC) involvement.

    Depending on the teacher's training and experience, they may ask their LSC for suggestions. If the teacher asks and there seems to be reason for concern, then the student will be considered to be on LS Monitoring status.

    Tier 2: Targeted Interventions

    Tier 2 students comprise approximately 5-15 percent of the student population. They are typically in one of two categories.

    LS Student

    LS students are struggling to minimally meet or are not meeting expectations. They have been referred to LS using the LS Referral Form and their teachers are receiving regular LS consultation through the LSC on how to help these students and families.

    These are non-designated students who have adaptations in place in the Student Learning Plan (SLP) Adaptions Box. For students requiring significant support, an Individual Education Plan (IEP) may be considered along with diagnostic assessment; these students are expected to have regular or adapted courses.

    If needed, students may receive a small subsidy for therapy or investigative assessment (e.g. Speech and Language Pathologist (SLP) assessment for speech impediment, psycho-educational testing for programming direction, etc.).

    High Incidence Students

    High Incidence students have been designated according to Ministry of Education guidelines, whether K: Mild Intellectual Disabilities, P: Gifted, Q: Learning Disabilities, or R: Students Requiring Behaviour Support or Students with Mental Illness. While these designations do not receive additional funding support from the Ministry, these students may need significant support.

    These students typically remain with their teacher but are transferred from the LSC to the LS Regional Administrator (RA) in order to receive graduated support. The LS RA ensures an IEP is in place; students may also receive a subsidy through the LS Department to meet their needs.

    Tier 3: Low Incidence Inclusive Education (IE) Students

    Inlusive Educations (IE) students with an A-H (funded) category designations comprise approximately five percent of a student population. These students are placed on an IE teacher’s caseload and receive a substantial needs-based student budget to meet their proposed IEP goals.

    Programs, Admissions, and Delivery

    Learning Services (LS) Support

    Our Learning Services (LS) team works to equip teachers to serve the needs of their Tier 1 and Tier 2 students.

    Internal Admission

    To provide equitable access to all students, teachers should confirm student learning needs with an LS Consultant (LSC), and, if further intervention is needed, recommend the LS Referral process to the family. The parent and/or teacher then submits the LS Referral Form to the LS team, who upon review, continues to assess the need through screening assessments (numeracy and literacy achievement, and cognitive skills).

    Program and Delivery

    HCOS provides LS/IE students with teacher-directed individualized programs comprised of a combination of in-house resources and community-based professional support. Teachers who have an LS student on their caseload are encouraged to attend monthly one-to-one sessions with their LSC. Consultations offer practical support for individualized LS/IE related strategies, adaptations, modifications, resources, screening and/or programming assessments, appointments/therapies, and IEP creation. LS consultants draw from experience, research and professional development, and from the various LS/IE resources available through our Learning Commons (library). 

    Designated Inclusive Education Support

    Inclusive Education (IE) teachers work with Tier 3 students, directing programs to meet the educational needs of students in collaboration the student's IEP team, which includes parents/guardians, education assistants, and community-based professionals.

    External Admission

    1. HCOS conducts three program intakes annually: September, February, and May/June (i.e., pre-approval for the following school year).
    2. To indicate interest, the parent fills out the HCOS application for Distributed Learning Enrollment at the HCOS website.(NOTE: Only Enrolled students receive assistance from our HCOS IE program; “Registered" students do not).
    3. The Registrar calls the parent to discuss Distributed Learning (DL) and general program offerings and requirements. If the student is a Special Needs (IE) student, the Registrar connects with the IE Regional Administrator (RA) to discuss teacher availability, regional dynamics, etc.
    4. If there is potential for a good fit, the IE Regional Administrator (RA) calls the parent to discuss IE program requirements, IE funded categories, and documentation necessary for HCOS to apply for supplemental funding.
    5. If both the parent and IE RA agree that HCOS is a good fit for the family, and a teacher is available in the region, then the IE student is conditionally accepted.
    6. After the HCOS IE Office has received all supporting documentation from the parent and the IE administration is able to approve an IE category designation, then the student is accepted into the IE program.
    7. The IE teacher contacts the family to set up the first home visit and begin Individual Education Plan (IEP) collaboration and programming. There will be a minimum of three home visits throughout the school year.

    Program and Delivery

    The IEP is key to understanding individualized programming and delivery of support services to each IE designated student. Generally, the IE teacher directs the learning program through weekly communication with the parent, a minimum of three home visits a year to assess IEP goals and gather/observe samples and progress, weekly communication with education assistants (EAs), at least one progress report a year from third party professionals, and if the student is old enough, direct communication with the student. IE teachers may also connect with their students and IE families locally through HCOS Learning Group options.

    Independent Directed Studies Policy

    Independent Directed Studies (IDS) Overview

    Under teacher supervision, students can earn additional Independent Directed Study (IDS) credits by pursuing curriculum in more detail of a course they’re enrolled in or by focusing on the learning outcomes of a course that they’re not taking.

    To participate in this method of learning, students must demonstrate the ability to work independently. Along with their teacher, they should also develop an Independent Directed Study plan that includes:

    Students do not need to complete the approved classroom course curriculum before they pursue an Independent Directed Study in that course. However, an IDS must be based on the curricular competencies of a Ministry-Developed or Board/Authority Authorized Grade 10, 11 or 12 course.

    IDS Policy

    This policy enables students to initiate their own area of learning and to receive credit towards graduation. The policy also allows schools to recognize learning in a Ministry-developed or Board Authorized course that a student may not have completed. This policy is not a student entitlement but an enabling policy intended to encourage schools to allow students to pursue further studies of interest.

    IDS credits may be awarded by boards to students who have successfully completed independent work based on a subset of learning outcomes of Grade 10, 11 or 12 Ministry developed courses or Board Authorized courses. A student may study one or more curricular competencies in depth, or study more broadly a wide variety of learning outcomes from a single course.

    IDS credits may only be used to satisfy elective requirements.

    The maximum value for a single IDS course is four credits, but there is no limit to the total number of IDS credits a student may earn. The number of credits a student earns for an IDS will be set out in the plan developed by that student and a teacher, and approved by a principal. Grade 12 IDS credits may count toward the minimum of 16 grade 12 credits required for graduation.

    IDS Procedure:
    1. Student and teacher create a course plan that includes curricular competencies and overview.
    2. Teacher will complete the Independent Directed Studies (IDS) Form. It is the responsibility of the teacher to ensure that all requirements are met. 
      Independent Directed Studies (IDS) Form
      • Teacher will then send the form to leadership for approval and course creation.
      • Leadership will present the form to the Heads of School for approval.
      • Heads of School will approve, reject, or ask for revision of the IDS form.
        • If approved:
          • Heads of School will sign IDS form and give it back to leadership.
          • Leadership will create the IDS course and then send the approved form to teacher.
          • Teacher will upload the IDS form along with the proof of work assignment into Encom at the time of activation.
        • If rejected:
          • Leadership will notify teacher of rejection along with the explanation of why approval was not granted.
          • Teacher can choose to modify course then resubmit form.
        • If asked to revise:
          • Leadership will explain areas that need revision.
          • Teacher will revise from and resubmit to leadership.

      International Student Graduation Credit Policy

      The policy applies to international students studying in British Columbia who wish to earn a British Columbia Certificate of Graduation (Dogwood Diploma) and who have not had their educational program instructed in one of Canada’s two official languages for at least two years prior to arriving in British Columbia. The International Student Graduation Credit Policy is not applicable to those students whose educational program was instructed in English or French for the two years prior to their arrival in British Columbia.

      The policy provides HCOS with the flexibility to offer programs that meet the needs of international students while also ensuring that international students who intend to graduate satisfactorily complete specified courses in British Columbia's Graduation Program and do not earn all or certain course credits through an Equivalency review or Challenge process.

      Rationale

      Each year, many students come to British Columbia because they and their parents value the high quality of education provided by the British Columbia school system.

      Some international students enroll in British Columbia schools to upgrade their skills in one of Canada's two official languages, or to benefit from a cross-cultural experience. These language/cultural programs do not involve the Ministry's accreditation or issuance of the Dogwood Diploma.

      Other international students enroll in British Columbia schools with the goal of meeting graduation requirements and earning a Dogwood Diploma. In order to ensure adequate preparation for post-secondary education and competencies in English or French, this policy requires that international students earn credit for many core courses in the Graduation Program through enrollment in British Columbia schools. Only a limited number of courses in the Graduation Program level may be credited through challenge or equivalency assessments to ensure the international credibility of the Dogwood Diploma.

      Authority

      See Ministerial Order 302/04, the Graduation Program Order (PDF)

      HCOS International Student Graduation Credit Policy

      This policy recognizes that international students working towards a Dogwood Diploma may begin their studies in a British Columbia school at a point other than the beginning of their Grade 10 year (i.e., the start of the Graduation Program). Regardless of when students begin their graduation programs, international students must meet all graduation requirements as well as the requirements set out in this policy in ways that ensure competence in one of Canada's two official languages in order to obtain a Dogwood Diploma.

      International students who enter a British Columbia school after Grade 10 may be able to meet many of their personal goals. However, international students who enter a British Columbia school at the beginning of Grade 12 may find it difficult to meet all of the requirements for earning a Dogwood Diploma, unless they have had considerable instruction in one of Canada's two official languages prior to coming to British Columbia.

      To ensure language competencies, international students, when working toward a Dogwood Diploma, are restricted in which courses may be used to receive credit through equivalency, external credentials, or challenge for skills and knowledge obtained in a language other than English or French.

      HCOS may award an Evergreen Certificate (also known as a British Columbia School Completion Certificate) to students with Inclusive needs, in accordance with the requirements set out in the Student Credentials Order (PDF). To receive an Evergreen Certificate, the Director of Grad, in consultation with teachers, should ensure that the student has met the goals of his or her education program, or other criteria established by the board of education or independent school authority.

      When a program leading to an Evergreen Certificate (School Completion Certificate) is advertised, or offered, communication should clearly distinguish the differences between an Evergreen Certificate and a Dogwood Diploma, indicating that an Evergreen Certificate will not satisfy university entrance requirements.

      Procedures

      To earn a Dogwood Diploma, all international students must meet all graduation requirements, including all required exams and assessments.

      1. International students whose educational program was not instructed in either French or English for at least two years prior to arriving in British Columbia must earn credits through instruction from a British Columbia-certified teacher (not through Equivalency review or Challenge process) for the following courses:
          • A Language Arts course at the Grade 11 level,
          • English First Peoples 12 or English Studies 12,
          • A Science course at the Grade 11 or 12 level,
          • A Mathematics course at the Grade 11 or 12 level,
          • A Social Studies course at the Grade 11 or 12 level, and
          • Career-Life Education.
      2. International students must earn graduation credit in Career-Life Connections under supervision of a board of education or an independent school authority.

      Learner Safety Policy & Student Supervision

      We recognize that our students occasionally will participate in learning activities outside of the home or campus setting. In order to protect our students at these various locations, including third-party locations we have the following safeguards in place.

      Criminal Record Checks

      Anyone who has contact with children regardless of age is required to have a Criminal Record Check (CRC) on file with Heritage Christian Online School (HCOS). This includes anyone in a volunteer or supervisory role, and excludes relatives and family members working with their own children.

      Insurance

      HCOS Teachers and Service Providers exercise due diligence to help ensure the care and safety of all participants. HCOS Teachers and Service Providers are covered by third party liability insurance. A Certificate of Liability or Additional Assured is available to rental facilities upon request. 

      Third Party Providers

      Anyone acting as a third-party educational provider (private lessons) is required to have a CRC on record with the school. If it is an organization such as a dance studio, then a copy of their organization’s requirement of CRC s is required.

      Internet Safety

      We have an Internet Safety and Literacy document that we share with parents and students. We run webinars and sessions throughout the province on online safety.

      Risk Management
      Provision for Medical Issues at Learning Groups Events

      As noted in the Learner Safety and Supervision Policy, where students are in the care of HCOS representatives, the event application requests medical information for each participant. Where serious allergies (anaphylactic) or medical alerts are indicated, additional information is requested from the family. Parents are asked to complete and return a Medical Planning Form outlining student symptoms and care. Supplementary forms may be requested, depending on the nature of the medical concern, such as Permission to Administer Medicine, Diabetes Support Plan, Safety Plan etc. outlining further specifics depending on the needs of the student.

      Student information is provided to the event Coordinator. Student information includes pertinent information related to medical alerts, legal alerts and challenges in a group setting. All supporting documents and forms are provided together with emergency contact information.

      Communication Management of Emergencies on Field Trips

      As a school that operates across the province, Learning Groups Coordinators are our first line of communication if an incident/accident occurs at an LG event. Coordinators determine first response using Emergency Response and Medical Response Protocols, followed by communication with their LG Regional Admin, LG Director and HCOS Heads of School appropriately. The Head of Schools will alert the independent school office of any significant events that occur on field trips. Coordinators are to discuss and confirm with the LG RA, as part of their event planning process, how they will communicate pertinent details at the start of the event to all participants as well as reach out in the event of an emergency. Further planning considerations will be made for overnight, higher risk events, and those taking place in more remote locations, where regular communication channels may not be available.

      Further information, including additional Policies & Procedures for off-site activities, are detailed in the following documents:

      Online Course Forum Policy

      Heritage Christian Online School (HCOS) uses online course forums as a tool to promote healthy discussion and critical thinking skills for our students. At their best, forums are opportunities to engage in healthy discussions with other students who may have different views from their own, promoting charitable dialogue among students with diverse opinions. Forums are used to discuss a variety of topics within different courses and ask for personal reflections and thoughts on the different ideas presented in the course content. Students are asked to engage thoughtfully and respectfully in their posts and replies to other students. 

      If posts or replies are deemed inappropriate, your teacher may remove the post. Reasons for removal may include posts which:

      The course teacher reserves the right to make the final decision on whether a post contains any of the above content and remove it from the forum.

      If your post is removed, your teacher will contact you privately to discuss options to resolve the assignment. These options may include an opportunity to rewrite your post or response, a private conversation between you and another student, or might result in a grade of zero for the current assignment. 

      For more information on forum posting and how to navigate conversation, please see this video for helpful ideas for forum discussions.

      Online Session Recording Policy

      HCOS considers the privacy and protection of student information of utmost importance.  We also hold the value of community and relationship between students and teachers to be paramount.  In an online learning environment this is achieved primarily through the use of technology including, but not limited to videoconferencing platforms such as Zoom.

      Due to family schedules, illness and other reasons not listed, students are not always able to attend a planned event. In an effort to encourage community and relationship we endeavor to allow students to participate after the event by watching a recording of the session. In order to protect student information teachers will:

      1. Ensure all parents are aware of the possibility of a recording and acknowledge and complete the Online Recording Consent form and ensure no student whose parents have not consented is included in a recording.
      2. Will upload the video to one of two approved sources:
        1. Vimeo - ensuring all videos are set to Private and have a password
        2. Google Drive - ensuring the link is only shared with individual email addresses
      3. Work with families, to the best of their ability to find alternatives for students who want to attend but whose parents do not want their image or name in a recording. Where a solution cannot be reached the student will be unable to participate in live sessions.

      Parent and Student Role Policy

      Parents or guardians have a supporting role under the direction of the teacher. The role of the parent or guardian is to support the teacher in implementing the education plan for the learner.

      The role of parents should be to:

      Students ready to take responsibility for learning should increasingly:

      Personal Information Privacy Policy for Employees and Volunteers

      The School’s Commitment to You

      Safeguarding personal information of employees and volunteers is a fundamental concern of Heritage Christian Online School (HCOS). The school is committed to meeting or exceeding the privacy standards established by British Columbia’s Personal Information Protection Act (PIPA) and any other applicable legislation.

      This Personal Information Privacy Policy describes the policies and practices of HCOS regarding the collection, use and disclosure of personal information about employees and volunteers, including the steps the school has taken to ensure personal and financial information is handled appropriately and securely.

      HCOS may add, modify or remove portions of this Personal Information Privacy Policy when it is considered appropriate to do so, and any such changes will be effective upon giving notice of the revised policy. The most recent update of this Personal Information Privacy Policy can be found in the [Staff Manual/Policies and Procedures Manual] of HCOS or is available from administration. This Personal Information Privacy Policy may be supplemented or modified from time to time.

      Ten Privacy Principles

      As part of HCOS’s commitment, the Ten Privacy Principles govern the actions of the school as they relate to the use of personal information. This Personal Information Privacy Policy describes the Ten Privacy Principles and provides further details regarding HCOS’s compliance with the principles.

      Definition

      In this Personal Information Privacy Policy, the following term has the meaning set out below.

      “personal information” means any information about an identifiable individual, as further defined under British Columbia’s Personal Information Protection Act or other applicable laws. Personal information excludes the name, position name or title, business telephone number, business address, business email, and business fax number of an individual, as well as any publicly available information as designated under applicable laws, such as information available from a public telephone directory or from a public registry.

      Principle 1 - Accountability

      HCOS is responsible for maintaining and protecting the personal information under its control. In fulfilling this mandate, the school designates (an) individual(s) who is(are) accountable for the school’s compliance with the Ten Privacy Principles. This individual is the Privacy Officer of the school.

      You may contact our Privacy Officer as follows:

      Heritage Christian Online School

      		  

      Attention:

      Privacy Officer

      Address:

      905 Badke Road, Kelowna, BC V1X5Z5

      Phone:

      1-877-862-2375

      Fax:

      250-762-9277

      Email:

      privacy@onlineschool.ca

      Principle 2 - Identifying Purposes

      What Information is Collected, Used and Disclosed?

      Employees

      HCOS collects, uses and discloses personal information about employees in order to establish, manage and terminate the employment relationship and for other purposes identified when the information is collected. Set out below are some examples of personal information about employees collected, used and disclosed by HCOS:

      Volunteers

      HCOS collects, uses and discloses personal information about volunteers for the purposes of recruiting volunteers and establishing and managing an effective volunteer program and for other purposes identified when the information is collected. Page 5 Set out below are some examples of personal information about volunteers collected, used and disclosed by HCOS:

      Principle 3 - Consent

      Requirements for consent to collection, use or disclosure of personal information vary depending on circumstances and on the type of personal information that is intended to be collected, used or disclosed. In determining whether consent is required and, if so, what form of consent is appropriate, HCOS will take into account both the sensitivity of the personal information and the purposes for which HCOS will use the information. Consent may be express, implied (including through use of “opt-out” consent where appropriate), or deemed.

      Most personal information is collected, used and disclosed for the purposes of establishing, managing and terminating the employment or volunteer relationship. In most cases, consent is not required. In other cases, consent will be sought or implied where it is reasonable to do so.

      From time to time, HCOS may advise employees and volunteers of other purposes for which it will collect, use or disclose personal information, in which case the school will, if appropriate, obtain consent for collection, use or disclosure of that personal information.

      Principle 4 - Limiting Collection

      HCOS will limit the personal information collected to that information necessary for the purposes identified by the school.

      Principle 5 - Use, Disclosure and Retention

      HCOS will only use, disclose and retain personal information for the purpose for which it was collected unless the individual has otherwise consented, or when its use, disclosure or retention is required or permitted by law.

      How is Information Used?

      Personal information about employees and volunteers is used for the purposes identified under Principle 2.

      If for any reason personal information is required to fulfill another purpose, the school will notify the employee or volunteer of that purpose.

      HCOS may use anonymous information, such as information collected through surveys or statistical information about employees and volunteers to improve the school’s operations.

      When May Information be Disclosed?

      HCOS may disclose an individual’s personal information to others in connection with the purpose for which it was collected, as consented to by the individual, or as required or permitted by law. Personal information about employees is disclosed to third parties for purposes related to the employment relationship, including to:

      Personal information about volunteers may be disclosed for the purposes of establishing and managing an effective volunteer program and for other purposes identified when the information is collected. Information may also be disclosed when required or permitted by law.

      The school does not sell, lease or trade information about employees and volunteers to other parties.

      Outside Service Suppliers

      At HCOS, the school sometimes contacts outside organizations to perform specialized services such as printing, payroll services, market research or data processing. [For example, the school gives its yearbook publisher the information required to produce the annual yearbook.] Suppliers of specialized services are given only the information necessary to perform those services, and HCOS takes appropriate steps to ensure that such information is securely transferred and stored and is used only to fulfill the purposes for which it was disclosed to the service provider.

      Restricting Sharing Information

      If an individual wishes to limit the sharing of personal information as permitted by law, the individual must submit to the Privacy Officer a written letter specifying which items of personal information are to be limited and to whom these items are to be restricted. The Privacy Officer will advise the individual whether the requested information can be restricted in the manner requested.

      How Long Is Personal Information Retained?

      Personal information will only be retained for the period of time required to fulfill the purpose for which it was collected. Once the personal information is no longer required to be retained to fulfill the purposes for which it was collected and is no longer required or permitted to be retained for legal or business purposes, it will be destroyed or made anonymous.

      Principle 6 – Accuracy

      HCOS will take appropriate steps to ensure that personal information collected by HCOS is as accurate and complete as is reasonably required in connection with the purposes for which it was collected, used or disclosed. Employees and volunteers are responsible for providing up-to-date personal information to the school.

      How May I Update Outdated or Incorrect Information?

      An individual may, upon written request to HCOS, request that HCOS correct an error or omission in any personal information that is under HCOS’s control and HCOS will, as appropriate, amend the information as requested and send the corrected personal information to each third party to which it has disclosed the information during the preceding year.

      Principle 7- Safeguarding Personal Information

      HCOS will protect personal information by security safeguards that are appropriate to the sensitivity level of the information.

      Employees and volunteers will be appropriately educated about the importance of privacy and they are required to follow the school’s policies and procedures regarding handling of personal information.

      An employee’s failure to abide by school policies may result in discipline, up to and including termination of employment. A volunteer’s failure to do so may result in termination of the volunteer relationship.

      Employee Files

      Employee files are stored in secured filing cabinets. Access to personal information is restricted to authorized employees who have a legitimate reason for accessing it.

      Electronic Security

      The school manages electronic files appropriately with passwords and security measures that limit access by unauthorized personnel. The school’s security practices are reviewed periodically to ensure that the privacy of personal information is not compromised.

      Principle 8 - Openness

      HCOS will make information available to individuals concerning the policies and practices that apply to the management of personal information. Individuals may direct any questions or enquiries with respect to the school’s privacy policies or practices to the Privacy Officer of HCOS.

      Principle 9 - Individual Access

      HCOS will inform an individual, upon the individual’s request, of the existence, use and disclosure of the individual’s personal information, and shall give the individual access to it in accordance with the law.

      How May I Access My Personal Information?

      An employee or volunteer may access and verify any personal information with appropriate notice so that the office is able to supply the information required.

      Principle 10 - Complaint Process

      Individuals may question compliance with the above principles.

      Questions, Concerns and Complaints

      Questions, concerns and complaints about privacy, confidentiality and personal information handling policies and practices of the school should be directed to the school’s Privacy Officer as referenced above.

      For more information please see the Conflict Resolution and Appeal Policy. 

      Personal Information Privacy Policy for Parents and Students

      The School’s Commitment to You

      Safeguarding personal information of parents and students is a fundamental concern of Heritage Christian Online School (HCOS). The school is committed to meeting or exceeding the privacy standards established by British Columbia’s Personal Information Protection Act (PIPA) and any other applicable legislation.

      This Personal Information Privacy Policy describes the policies and practices of HCOS regarding the collection, use and disclosure of personal information about students and parents, including the steps the school has taken to ensure personal and financial information is handled appropriately and securely.

      HCOS may add, modify or remove portions of this Personal Information Privacy Policy when it is considered appropriate to do so, and any such changes will be effective upon giving notice of the revised policy. You may ask for the most recent update of this Personal Information Privacy Policy at the school office. This Personal Information Privacy Policy may be supplemented or modified by agreements entered into between HCOS and an individual from time to time.

      Ten Privacy Principles

      As part of HCOS’ commitment, the Ten Privacy Principles govern the actions of the school as they relate to the use of personal information. This Personal Information Privacy Policy describes the Ten Privacy Principles and provides further details regarding HCOS’ compliance with the principles.

      Definitions

      In this Personal Information Privacy Policy, the following terms have the meanings set out below:

      “personal information” means any information about an identifiable individual, as further defined under British Columbia’s Personal Information Protection Act or other applicable laws. Personal information excludes the name, position name or title, business telephone number, business address, business email, and business fax number of an individual, as well as any publicly available information as designated under applicable laws, such as information available from a public telephone directory or from a public registry.

      “Parent” means the parent, guardian, or other legal representative of a student.

      “Student” means a prospective, current, or past student of HCOS.

      Principle 1 – Accountability

      HCOS is responsible for maintaining and protecting the personal information under its control. In fulfilling this mandate, the school designates (an) individual(s) who is(are) accountable for the school’s compliance with the Ten Privacy Principles. This individual is the Privacy Officer of the school.

      You may contact our Privacy Officer as follows:

      Heritage Christian Online School

      Attention:

      Privacy Officer

      Address:

      905 Badke Road, Kelowna, BC V1X5Z5

      Phone:

      1-877-862-2375

      Fax:

      250-762-9277

      Email:

      privacy@onlineschool.ca
      Principle 2 – Identifying Purposes

      Heritage Christian Online School will, before or at the time personal information is collected, identify the purposes for which the information is collected, used and disclosed.

      What Information is Collected?

      HCOS collects and uses personal information to provide students with the best possible educational services enunciated by the Mission statement of the school. Most of the information the school collects comes to the school directly from parents and students or is information regarding the student’s school activities, performance or behaviour, such as attendance records or grades. For example, when a student applies to register in the school, the school will ask you to provide the information that enables it to complete the registration process. This also includes information on academic, health, and personal matters needed by the school to provide the best possible education and co-curricular programs. HCOS also collects information in connection with the use of its computer systems.

      Personal information may also be collected and used and disclosed in the course of the operation of building security systems, including video and other surveillance systems.

      Principle 3 – Consent

      HCOS will obtain consent of the individual for the collection, use or disclosure of personal information except where the law states exemptions, grants permission, or creates a requirement for collection, use, or disclosure of personal information.

      Requirements for consent to collection, use or disclosure of personal information vary depending on circumstances and on the type of personal information that is intended to be collected, used or disclosed. In determining whether consent is required and, if so, what form of consent is appropriate, HCOS will take into account both the sensitivity of the personal information and the purposes for which HCOS will use the information. Consent may be express, implied (including through use of “opt-out” consent where appropriate), or deemed. For example, if an individual provides his/her mailing address and requests information regarding a particular service, consent to use the address to provide the requested information may be implied.

      On giving reasonable written notice to HCOS, an individual may withdraw consent to the collection, use or disclosure of his or her personal information. Upon notice of withdrawal of consent, HCOS will notify the individual of the likely consequences of withdrawing his or her consent and, except where otherwise required or permitted by law, HCOS will stop collecting, using or disclosing the personal information as requested.

      If a person provides HCOS or its service providers or agents with personal information about an individual, the person represents that it has all necessary authority and/or has obtained all necessary consents from such individual to enable HCOS to collect, use and disclose such personal information for the purposes set forth in this Personal Information Privacy Policy.

      Principle 4 – Limiting Collection

      HCOS will limit the personal information collected to that information necessary for the purposes identified by the school.

      Principle 5 – Use, Disclosure and Retention

      HCOS will only use, disclose and retain personal information for the purpose for which it was collected unless the individual has otherwise consented, or when its use, disclosure or retention is required or permitted by law.

      How is Information Used?

      HCOS uses personal information as follows:

      If for any reason personal information is required to fulfill another purpose, the school will, where appropriate, notify you and ask you for your consent before the school proceeds.

      HCOS may use anonymous information, such as information collected through surveys or statistical information regarding students, to constantly improve our school.

      When May Information be Disclosed?

      HCOS may disclose an individual’s personal information to others in connection with the purpose for which it was collected, as consented to by the individual, or as required or permitted by law. The following are some examples of how Heritage Christian Online School may disclose personal information.

      When Authorized by You

      In some cases, when communication is over the telephone, your consent to the use and/or disclosure of your information will be obtained verbally. In other cases such as when you communicate through e-mail, your consent will be obtained electronically.

      When Required by Law

      The type of information the school is legally required to disclose most often relates to family court issues, legal proceedings, court orders, government tax reporting requirements and health authorities. Student information as per Form 1701 is annually filed with the Ministry of Education.

      Only the information specifically requested is disclosed and the school takes precautions to satisfy itself that the authorities making the request have legitimate grounds to do so.

      When Permitted by Law

      The school is legally permitted to disclose some personal information in situations such as an investigation of illegal activities, reasonable methods to collect overdue accounts, a medical emergency or suspicion of illegal activities, etc. Only pertinent information is disclosed.

      The school does not sell, lease or trade information about you to other parties.

      Outside Third Party Service Suppliers

      At HCOS, the school sometimes contacts outside organizations to perform specialized services such as printing, student assessments, subscriptions, market research or data processing. Suppliers of specialized services are given only the information necessary to perform those services, and HCOS takes appropriate steps to ensure that such information is securely transferred and stored and is used only to fulfill the purposes for which it was disclosed to the service provider.

      Restricting Sharing Information

      If you choose to limit the sharing of your personal information, please contact the school office and submit a written letter specifying which items of personal information you wish to limit, and to whom you wish these items to be restricted. Please remember that certain agencies, by law, have access to certain types of personal information.

      How Long Is Personal Information Retained?

      Personal information will only be retained for the period of time required to fulfill the purpose for which it was collected. Once the personal information is no longer required to be retained to fulfill the purposes for which it was collected and is no longer required or permitted to be retained for legal or business purposes, it will be destroyed or made anonymous.

      Principle 6 – Accuracy

       HCOS will take appropriate steps to ensure that personal information collected by HCOS is as accurate and complete as is reasonably required in connection with the purposes for which it was collected, used or disclosed.

      How May I Update Outdated or Incorrect Information?

      An individual may, upon written request to HCOS, request that HCOS correct an error or omission in any personal information that is under HCOS’ control and HCOS will, as appropriate, amend the information as requested and send the corrected personal information to each third party to which it has disclosed the information during the preceding year.

      Principle 7 – Safeguarding Personal Information

      HCOS will protect personal information by security safeguards that are appropriate to the sensitivity level of the information.

      The School’s Employees

      In the course of daily operations, access to personal information is restricted to authorized employees who have a legitimate reason for accessing it. For example, teachers will have access to personal information about students but not your account with the school.

      Employees are appropriately educated about the importance of privacy and they are required to follow the school’s policies and procedures regarding handling of personal information.

      Student Files

      Student files are stored in secured filing cabinets and/or in digital format. Access is restricted to only those employees (teachers, teacher-aides, counselors, secretaries, etc.) who, by nature of their work, are required to see them.

      Electronic Security

      The school manages electronic files appropriately with passwords and security measures that limit access by unauthorized personnel. The school’s security practices are reviewed periodically to ensure that the privacy of personal information is not compromised.

      Principle 8 – Openness

      HCOS will make information available to individuals concerning the policies and practices that apply to the management of personal information.

      Individuals may direct any questions or enquiries with respect to the school’s privacy policies or practices to the Privacy Officer of HCOS.

      Principle 9 – Individual Access

      HCOS will inform an individual, upon the individual’s request, of the existence, use and disclosure of the individual’s personal information, and shall give the individual access to it in accordance with the law.

      How May I Access My Personal Information?

      Individuals may access and verify any personal information with appropriate notice so that the office is able to supply the information required. Most of this information is available in the registration forms and other forms that you filled out.

      Parent Access to Student Personal Information

      A parent may access and verify school records of the student, with appropriate notice during normal school hours. In situations of family breakdown, the school will grant access to records of students in accordance with the law.

      Student Access to Student Personal Information

      A student may access and verify school records of the student, with appropriate notice during normal school hours.

      Principle 10 – Complaint Process

      Individuals may question compliance with the above principles.

      Questions, Concerns and Complaints

      Questions, concerns, and complaints about privacy, confidentiality and personal information handling policies and practices of the school should be directed to the school’s Privacy Officer by calling the school office. If necessary, individuals will be referred to use the school’s complaint procedure and appeals policies.

      Procedural Fairness Policy

      These guidelines explain in general terms the principles which are the basis of “procedural fairness” and provide guidance as to how Heritage Christian Online School (HCOS) can effectively address the requirements of “procedural fairness” when developing policies governing their day to day operations. HCOS should ensure it incorporates these principles and requirements when developing rules and procedures affecting students or staff.

      Requirements of Procedural Fairness
      1. If a decision-maker (e.g., a principal or authority) is intending to consider a matter which may affect a person’s rights, that person should be informed of the matter;
      2. The person should be given a reasonable opportunity to make oral or written submissions to the decision-maker on the matter being considered;
      3. The person is entitled to know and answer the case against them, that is to say, be informed of and be given the opportunity to respond to all information submitted which might influence a decision, prior to the decision being made;
      4. The person should be told the reasons for the decision;
      5. The decision-maker should act in a manner which is unbiased, fair and open-minded.
      Procedural Fairness and Students

      Basic elements of procedural fairness when dealing with student discipline include:

      1. Students need to be treated with respect and dignity and to know what is expected of them. HCOS should enact codes of conduct and rules that are clear and well communicated
      2. In accordance with school policy, a student who is accused of breaching a rule should be notified of that of which he/she is accused, with the essential facts of what he/she is alleged to have done.

        [NOTE: In more serious cases, notification should also be given to a student’s parents.]

      3. An accused student should be given an opportunity to tell his/her side of the story. The right to be heard is a fundamental element of procedural fairness. Where the stakes are minor, this can be satisfied by a director or teacher asking the student to explain her/his actions. More serious matters require more formal investigation and documentation.
      4. The student and parent should be informed of any appeal or review procedure in accordance with school policy. Some form of appeal, e.g., to the principal, superintendent, principal’s or board’s discipline or appeal committee, or authority/school board, should be provided for in school policy, depending on the severity of the discipline.
      5. There should be an assurance of no retribution for pursuing an appeal or review.

      From FISA:
      PROCEDURAL FAIRNESS BEST PRACTICE GUIDELINES FOR INDEPENDENT SCHOOLS DEVELOPED BY THE FEDERATION OF INDEPENDENT SCHOOL ASSOCIATIONS IN CONSULTATION WITH THE INSPECTOR OF INDEPENDENT SCHOOLS

      I. PREAMBLE

      School authorities formulate policies and procedures to deal with a variety of situations. It is recommended that schools formulate written policies, particularly for situations where the potential for disagreement in human relationships is high. This document is not a policy but, it is a general statement of principles that will help schools achieve procedural fairness in the policies and procedures they formulate.

      II. INTRODUCTION

      It is in the best interests of independent school authorities (“authorities”) and school officials in their employ (e.g., principals and administrative teaching staff) that procedures followed in making decisions affecting students or staff are fair and are seen to be fair. This principle applies equally to any process for appeal involving decisions of authorities’ school officials.

      Fair procedures reassure students, parents and staff by providing integrity and consistency in respect to decisions made in the school setting which in turn will help to avoid misunderstandings and disputes.

      Increasingly parents who feel they and their children have been unfairly treated as a result of a decision of a school official or authority, are seeking recourse to the court system or a statutory tribunal, e.g., the Human Rights Commission. To assist authorities and school officials, the Federation of Independent School Associations (FISA), in consultation with the Office of the Inspector of Independent Schools, has developed these best practice guidelines in the hope that their use will help independent school communities resolve matters internally and reduce the likelihood of judicial proceedings.

      III. PURPOSE OF THESE GUIDELINES

      These guidelines explain in general terms the principles which are the basis of “procedural fairness” and provide guidance as to how independent schools can effectively address the requirements of “procedural fairness” when developing policies governing their day to day operations. An independent school should ensure it incorporates these principles and requirements when developing rules and procedures affecting students or staff. When developing rules and procedures an independent school should refer any legal issues or concerns to its lawyers for advice. Professional advice at an early stage may avoid problems and save expense later.

      IV. REQUIREMENTS OF “PROCEDURAL FAIRNESS”
      V. PROCEDURAL FAIRNESS AND STUDENTS

      The following paragraphs A and B are adapted from Keeping Students Safe: A Practical Guide for Principals and Vice-Principals (June 1999)

      A. Basic elements of procedural fairness when dealing with student discipline include:

      1. Students need to be treated with respect and dignity and to know what is expected of them. The school authority/board and the school should enact codes of conduct and rules that are clear and well communicated.

      [NOTE: A practice which an independent school may wish to consider is to have students and parents provide written acknowledgment that they have received a copy of and agree to comply with the school’s rules of student conduct. This will avoid possible future claims by students and parents that they were not aware of or disagreed with the rules.]

      1. In accordance with school policy, a student who is accused of breaching a rule should be notified of that of which he/she is accused, with the essential facts of what he/she is alleged to have done.

      [NOTE: In more serious cases, notification should also be given to a student’s parents.]

      1. An accused student should be given an opportunity to tell his/her side of the story. The right to be heard is a fundamental element of procedural fairness. Where the stakes are minor, this can be satisfied by the principal or teacher asking the student to explain her/his actions. More serious matters require more formal investigation and documentation.
      2. The student and parent should be informed of any appeal or review procedure in accordance with school policy. Some form of appeal, e.g., to the principal, superintendent, principal’s or board’s discipline or appeal committee, or authority/school board, should be provided for in school policy, depending on the severity of the discipline.
      3. There should be an assurance of no retribution for pursuing an appeal or review.

      B. How can school authorities/boards ensure that they are unbiased?

      “Bias” may occur when the mind of the decision-maker is in some way pre-disposed to a particular result, or is closed with respect to particular issues and as a result the decision-maker lacks impartiality or neutrality. The British Columbia Court of Appeal in a case commented as follows:

      “to charge such persons with bias is not merely to say that they would be likely to decide a particular matter in a particular way, but to say that they would do so improperly. The charge implies that the (decision-maker) would not decide the case independently, and on the basis of the evidence, but would do so under improper influence, and with a view to achieving an extraneous or otherwise improper purpose.”

      Authorities and board members should follow the following guidelines to avoid bias or the appearance of bias:

      1. Don’t prejudge the evidence of the particular circumstances of the student’s case, or give the appearance (e.g., in public statements) of having done so, even if you have strong convictions on such matters.
      2. When selecting persons to hear a case or an appeal of a decision, avoid those who have a close out-of-school relationship, family ties or adversarial relationship with the student or student’s family, or a staff member who is closely involved in the incident.

      [NOTE: In small communities it may be difficult to find persons who do not have an appearance of bias regarding a particular case or an appeal of a decision. In such situations, it is advisable that the school’s procedures allow for the appointment of a person(s) from outside the school community to handle the case or appeal.]

      1. If a person (e.g., principal, staff member or committee member) has made a previous decision, or has been a member of a committee that has made a previous decision, that now is under appeal, such a person should only participate in the appeal for the purpose of providing testimony. Such a person should not participate in decision-making at appeal levels.
      2. An appeal-hearing committee should not hear or receive evidence that will not be shared with the other party in the dispute. Do not receive evidence or representations from administrators or staff in the absence of the person appealing, and avoid the appearance of doing so.

      C. What are appropriate procedural protections?

      The requirements of procedural fairness will depend on the seriousness of the matter being decided. At the low end of the scale, a minor infraction may be appropriately dealt with by an informal meeting between the principal or teacher and the student.

      A decision respecting the possible suspension or expulsion of a student would be at the high end of the scale because of the serious implications for the student. These cases call for careful observance of all elements of procedural fairness and a full hearing involving the following:

      [NOTE: In a particular case a student may request to be represented by legal counsel at the hearing. The decision-maker should give careful consideration to such request, having particular regard to the seriousness and/or complexity of the matter, and permit representation in appropriate situations.]

      D. Mediation

      For some types of disputes, a mediation process may be a more appropriate and less confrontational way of resolving a dispute.

      An authority should consider if it wishes to adopt a mediation process and the types of cases to which mediation would apply. Some associations of independent schools have a mediation policy in place. Also, the Dispute Resolution Office of the Ministry of Attorney General maintains a roster of BC mediators, and as a public service, will provide applicants with information respecting suitable, qualified mediators (250-356-8147 or toll-free 1-800-713-0433).

      E. Summary of Key Points

      1. Authorities and independent school principals should:
        • establish rules of conduct for students attending educational programs at an independent school;
        • ensure students and parents are aware of the rules of conduct and agree to abide by them.
        • ensure that the principles of procedural fairness and natural justice are followed when decisions are made affecting the rights of a student whether the decision relates to a matter of discipline, e.g., suspension or expulsion from school, or to an important facet of the student’s educational program, e.g., admission into a class or a mark assigned by a teacher;
        • at least in more serious matters provide an appeal process which gives the student and/or parent an opportunity for a fair and unbiased review of the original decision.
      2. Establishing proper rules and procedures helps promote fairness and consistency in dealings with students and in the decision-making process and minimizes the possibility of successful legal challenges and the imposition of court imposed remedies.
      3. The level of procedural protections will depend on the seriousness of the matter. Minor matters may only require an informal and summary process. Serious matters such as student suspension or expulsion will justify a full hearing. Establish appeal or review procedures (e.g., to principal, discipline committee and the board of the authority) depending on the seriousness of the matter. When developing review or appeal procedures, independent schools should consider the breadth of the appeals committee’s mandate. For example, will it be limited to a review of the procedures followed by the original decision-maker to ensure fairness and correctness, or will the appeal tribunal have wider powers, such as, reviewing and modifying the disciplinary actions taken, or reviewing all the evidence to determine guilt or innocence, i.e., a total rehearing of the case.
      4. A mediation process may be an appropriate option in resolving certain matters.

      VI. PROCEDURAL FAIRNESS AND TEACHERS/EMPLOYEES

      The terms and conditions of employment of teachers and other employees at an independent school will be governed by the contract of employment between the employee and the school authority.

      1. Collective Agreements
        If the employee is part of a bargaining unit represented by a bargaining agent (e.g., association or union) under the Labour Relations Code, the employee’s terms of employment will be governed by the collective agreement negotiated by the bargaining agent with the school authority. A collective agreement will usually contain comprehensive provisions respecting procedural fairness in matters such as discipline, work assignment and promotions. Grievance, appeal and arbitration procedures would generally be included in the collective agreement.
      2. Individual Agreements
        If an employee is not covered by a collective agreement, terms of employment will be governed by the individual contract of employment between the employee and the school authority. It is important that a contract of employment clearly sets out the duties and responsibilities of the teacher or other employee as well as those of the school authority. There should be procedurally fair provisions dealing with discipline, appeals and grievances. Clear and fair employment arrangements helps to promote an atmosphere of mutual trust in the school setting. This can minimize difficult and time consuming employee disputes and possible court actions. Because of the importance of the contract of employment it is recommended that school authorities, with the assistance of their legal advisors, develop clear and comprehensive formats for their employment contracts.
      3. Employment Standards Act
        The Provincial Employment Standards Act contains important basic requirements respecting the conditions of employment of employees. In dealings with its employees, authorities and independent school officials should ensure compliance with the statutory requirements.

      Professional Development Policy

      Heritage Christian Online School (HCOS) teachers and administrators are encouraged to participate in professional development on a yearly basis.

      All HCOS teachers and staff are required to attend the RenewED Conference the week prior to the start of the school year. Teachers will receive a stipend for travel, food and lodging for RenewED if applicable.

      In April, HCOS will host a professional development day (HCOS Connect) in each region following the April RTM. Teachers are encouraged (but not required) to attend some or all of the afternoon and evening Connect event for families, primarily to engage with parents.

      All teachers are also required to attend three Regional Teacher Meetings each year. Two are in person (November and April), and one is held online via Zoom (February).

      In addition, teachers may apply to attend various conferences and workshops in their area. If the sessions are relevant and applicable then funds may be provided for registration.

      Scholarship and Bursary Policy

      Purpose of Scholarship Program

      Heritage Christian Online School has identified funds in the annual budget with the intent of providing financial awards for students graduating from grade 12 to assist with paying future tuition costs associated with pursuing post-secondary education or training. Post-Secondary training can be any program of study offered at a public or private college or university, or a vocational school and instruction may be provided in-person or online.

      Awards given from such funds shall be referred to as “scholarships and bursaries.” Such awards provide life-long opportunities for students to steward their God-given talents and gifts to become an integral part of society and the workforce in their communities. The aim is to help equip students in their vocation so they can be on mission in all areas of their lives. 

      HCOS Scholarships and Bursaries will open for application the first week of February each year, and close the first week of May. 

      Types of Awards 

      HCOS has designated monies each year to award to scholarships and bursaries. Each award will be a value of $1,000. The different awards students are eligible to receive are described below. Please note that it's the committees discretion as to whether or not awards are given in each of the categories each year. 

      Scholastic Achievement Scholarship
      This award is given to applicants who demonstrate outstanding academic achievement in their grade 12 year.
      Criteria: Students will have completed a minimum of 5 core academic courses in their final year of high school and will have maintained a minimum grade average of 90%.

      HCOS Learner Award
      The recipient of this award is a student who embodies the spirit and character of the HCOS learner profile. Throughout their time with HCOS they have demonstrated that they are a reflective and adaptable thinker who is inquisitive, discerning, and full of wonder at God's world, courageous and sustained by hope with a merciful, humble, and empathetic heart, and an advocate who is responsive to the needs of others, serving in order to have an impact on a world in need of redemption.
      Criteria: Demonstration of elements of the HCOS learner profile in a variety of ways. Student may also demonstrate financial need. 

      Overcoming Adversity Bursary
      Sometimes life brings unexpected challenges and hardship that require students to adapt and often delay or revise their educational plans. The recipient of this award has faced adversity with resilience and fortitude, persevering through the difficulties they have faced and achieving their graduation goals despite the obstacles along the way. 
      Criteria: significant challenges or obstacles have been overcome, good academic standing.

      Pursuing a Trade
      Training and working in a trade means you are part of an important workforce - trade workers keep the world around us operating smoothly and with their specialized training, they aren’t afraid to tackle problems that many other people find daunting. This award is granted to a student who has plans to enter trades or technical training after graduation.
      Criteria: Enrollment in a trade or technical program/school within the next calendar year, and good academic standing.

      Named Awards

      If an employee of HCOS or community member would like to sponsor a scholarship in the name of their business or other the following must occur:

      Notification of Award Recipients

      Students will be informed of award recipients during June graduation ceremonies. At the ceremonies, students will be presented with a letter of congratulations and a certificate. Award recipients that do not attend graduation ceremonies will be notified by mail. HCOS will mail the letter of congratulations and the certificate. 

      Disbursement Criteria

      Award monies will be paid directly to the recipient once disbursement criteria has been met. Students must provide the following documentation to the Scholarship Committee Chairperson in order for funds to be paid

      Funds must be dispersed within 12 months of graduation and award of the scholarship/bursary. 

      Once both documents have been provided, the Chairperson will communicate with the Chief Operating Officer or the finance department to coordinate payment of the award. 

      Record Keeping

      The scholarship chairperson will be responsible for collecting student data (applications, reference forms, letters of acceptance, proof of graduation, etc) as it relates to the application and disbursement of HCOS scholarships. 

      A Google folder will be provided to collect all documentation so all committee members can view applications and reference letters. This folder will also be used to track receipt of documentation, and student data for the purposes of communication, granting of awards, payment of awards and recording award recipients from year to year. 

      Scholarship Committee

      The Scholarship Committee will be composed of a minimum of 3 individuals from the HCOS community, with the majority of members being involved in the Grad program in some capacity. Committee members may include HCOS employees, contractors and/or support personnel. Scholarship committee members will be appointed by the Head of Schools and Chief Operating Officer, based on nominations from the Director of the Grad program. 

      Role of a Scholarship Committee Member
      Scholarship committee members will: 

      Conflict of Interest and Confidentiality
      Members of the Scholarship Committees operate under the confidentiality expectations outlined in the KCCS confidentiality agreement signed by contractors and employees. In accordance with this agreement, Scholarship Committee members are required to declare any real or potential conflict of interests and to abide by the Conflict of Interest and Confidentiality policies. In the case of an immediate family member  or close associate applying for a scholarship, the scholarship committee member will recuse themselves from having input and voting on the eligibility of that applicant and the decision to award a scholarship to that individual. 

      School Completion (Evergreen) Certificate Policy

      In accordance with the Ministry of Education's School Completion Certificate Program, HCOS will grant a student with inclusive needs a School Completion (Evergreen) Certificate if the student:

      Sexual and Reproductive Health Alternative Delivery Policy

      Heritage Christian Online School supports parents and guardians to be actively involved with their child(ren)s education. Family guidance and input on the new curricula; Sexual Reproductive and Health, is welcomed by HCOS and also by the BC Ministry of Education. The BC Ministry of Education Alternative in the Physical and Health Education policy, states that families are allowed to choose an alternative delivery method for instruction, in consultation with the school. If students would feel more comfortable learning about these topics by other means, HCOS will endorse doing so after receiving parents’ or guardian’s permission. Please contact the course teacher to make arrangements.

      For reference: https://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/alternative-delivery-in-the-physical-and-health-curriculum

      Policy:

      The Physical and Health Education 10 provincial curricula include topics related to reproduction and sexuality that some students and their parents/guardians may feel more comfortable addressing by means other than instruction by a teacher in a regular classroom setting. These include learning standards outlined in the following education program guides:

      In such instances, students, with their parents' or guardians' consent, may arrange to address topics related to reproduction and sexuality by an alternative means. This must been arranged in consultation with their school. The alternate means must be agreed upon by the students, their parents or guardians, and the school.

      The alternate delivery policy does not allow students to “opt-out” of learning about these topics. It is expected that students will, in consultation with their school, demonstrate their knowledge of the learning standard(s) have arranged to address by alternative means.

      This alternate delivery policy does not apply to any other learning standards or learning outcomes in the education program guides listed above. Nor does it apply to any other British Columbia provincial curriculum.

      Procedure:

      Boards of Education and Independent School Authorities should have procedures in place to enable students to address learning standards covered in this policy. Procedures should also be in place to ensure that students have met these learning standards.

      There are several ways in which the preferences of students and their parents or guardians regarding alternative delivery can be accommodated. The following are some examples:

      Boards of education and Independent School Authorities may also invite parents/guardians to propose means for alternative delivery.

      Student Discipline Policy

      This page provides a standard course of action for students who struggle to meet the expectations outlined in the Code of Conduct. 

      Definitions

      “behavioural incident” refers to any incident involving a student whose actions do not align with our Code of Conduct or established classroom or event expectations.

      “HCOS Community” or “the Community” refers to staff, teachers, contractors, students, and parents enrolled at or working for HCOS.

      Our Process to Resolve Behavioural Incidents

      At HCOS, we will strive to see students involved in behavioural incidents re-integrated into the Community and to restore relationships that were impacted. HCOS staff and leadership will follow the process below to resolve such incidents.

      Level

      Description

      Consequence

      1

      Infrequent occurrences

      Staff or teachers will speak with the student and attempt to find a restorative solution for those involved.

      2

      Recurring events

      Students will be removed from the group to speak with an HCOS school leader. The guardians of any student directly involved will be notified.

      3

      Ongoing behaviour or disregard for correction

      An HCOS school leader will meet with all parties involved to create an action plan to re-integrate the student causing the incident.

      4

      Violent or potentially dangerous behaviour

      The student will immediately be removed from the event and not allowed to participate in any future events until reconciliation and evidence of change are presented. A school leader will assess the occurrence and act accordingly.

      While our goal is to restore relationships and the integrity of all involved, HCOS reserves the right to permanently expel any student who represents a potential threat to the safety of HCOS Community members.

      Procedural Fairness 

      HCOS will apply the following principles of procedural fairness to ensure any actions related to student discipline are communicated clearly to all parties involved and that every opportunity is given to the student to account for their actions.

      1. Students will be treated with respect and dignity and know what is expected of them. 

      2. In accordance with school policy, a student who is accused of breaching a rule will be notified of that of which they are accused, with the essential facts of what they are alleged to have done. In more serious cases, notification should also be given to a student’s parents.]

      3. An accused student will be given an opportunity to tell their side of the story. Where the stakes are minor, this can be satisfied by a director or teacher asking the student to explain their actions. More serious matters require more formal investigation and documentation.

      4. The student or parent may appeal the decision of the on-site leader first to the Director responsible. Further appeals may be made to the Head of Schools and finally the Board of Directors of the School Authority.

      5. There will be an assurance of no retribution for pursuing an appeal or review

      Student Records Requirements and Best Practices Policy

      Note: For the purpose of this policy, the lead administrator in Heritage Christian Online School (HCOS) is the Head of Schools and/or Chief Operation Officer.

      Introduction

      Independent school authorities are well served by policies and practices regarding student records. Such policies and practices will benefit independent school students, parents, office staff, administrators, and authorities by providing guidance for the collection of information and its storage, use, transfer, and protection. Legal and public expectations regarding the confidentiality, disclosure and transfer of school student records are increasing, as are societal concerns regarding school record keeping and storage.

      The legal framework for the development of this Student Records Requirements and Best Practices Policy is provided by section 6.1 of the Independent School Act, Sections 9 and 10 of the Independent School Regulation (the Regulation), the Student Records Order (I 1/07) (the Order), and the Personal Information Protection Act (PIPA). Section 9(2) of the Regulation obliges independent school authorities to, subject to the requirements of the Order, (a) establish written procedures regarding the storage, retrieval and appropriate use of student records, and (b) ensure confidentiality of the information contained in the student records and ensure privacy for students and their families.

      In addition to the above, the Office of the Inspector of Independent Schools and FISA BC have collaborated in producing the Student Records Requirements and Best Practice Guidelines for Independent Schools, Ministry of Education, June, 2012, which serves as a guide for independent school policy development in this area.

      The school authority may add, modify, or remove portions of Heritage Christian Online School’s (HCOS) Student Records Requirements and Best Practices Policy when it is considered appropriate to do so, if it is not in conflict with legal requirements and government policy.

      HCOS is committed to ensuring that student records are handled in accordance with all legal requirements.

      Purpose

      The purpose of this document is to define policy and to determine procedures for the collection of student information and its storage, use, disclosure, transfer and protection.

      Policy Statements

      The following policy statements are provided to inform all parties who collect, store, use, disclose, transfer and protect student information.

      HCOS will:

      1.1 Ensure that the lead administrator is responsible for the establishment, security and maintenance of the Student Record and Student File (as defined in this policy) for each student registered in the school according to the procedures defined in this policy.

      1.2 Only collect, use or disclose personal information with the consent of the individual student or legal guardian, unless otherwise authorized under PIPA.  

      1.3 On or before collecting personal information, disclose to the individual student verbally or in writing the purposes for the collection of personal information.

      1.4 Only collect, use or disclose personal information for purposes that a reasonable person would consider appropriate in the circumstances and that fulfill the purposes disclosed by the school or are otherwise permitted under PIPA.

      1.5 Secure Student Records and Student Files with access within the school authority restricted to those individuals who, by the nature of their work, are required to have access to the information.

      1.6 Provide access to personal information about an individual student to the individual student (if capable of exercising PIPA rights), and to a parent or legal guardian of the individual student during school hours and under the supervision of the lead administrator or designate.

      1.8 Inform parents that concerns, complaints and questions about personal information handling policies and practices of the school authority may be directed to the school’s Privacy Officer by calling the school office.

      2. Definitions and Student Record Components
      2.1 Elements of the Student Record
      1. The Permanent Student Record (PSR), as defined in the Students Records Order (I 1/07):
        • Form 1704, PSB 048 (revised 1997) completed according to the Permanent Student Record Instructions that are effective at the time of completion; and
        • Student Progress Reports for the two most recent years or an official transcript of grades;
      2. All documents listed as inclusions on Form 1704 (see 2.2 below);
      3. Form A, verifying the information about the student’s parent or guardian in respect of students eligible for funding (see Appendix I);
      4. A copy of the student’s current Student Learning Plan, if any; and
      5. A copy of the student’s current Individual Education Plan (IEP), if any.
       2.2 Permanent Student Record (Form 1704) Inclusions

      The following inclusions must be listed on Form 1704, including document date, title and expiry date or date rescinded (if applicable), and copies of the documents listed must be filed with the PSR:

      1. Health Services information as indicated by the medical alert checkbox, such as diabetes, epilepsy, anaphylaxis producing allergies, and any other condition which may require emergency care;
      2. Court orders as indicated by the legal alert checkbox;
      3. Other legal documents, e.g. name change or immigration document;
      4. Support services information (e.g. psychometric testing, speech and hearing tests, adjudication requirements for completing assessment activities)
      5. Current IEP and/or Case Management Plan (CMP) where applicable; and
      6. Notification of a student being home schooled.

      The following inclusions may be listed on PSR Form 1704, including document date, title and expiry date or date rescinded (if applicable) and if listed, copies of the documents must be filed with the PSR:

      1. Records of information which an educator deems relevant and important to the educational program of the student;
      2. Award information; and
      3. Standardized test scores (if deemed relevant and important to the educational program of the student).

      If the above optional inclusions are NOT listed on PSR Form 1704, then they may be included in the Student File (see section 2.3, viii below).

      2.3 Student File

      Additional items must (see i below) or may (see ii – viii below) be included in the school’s student records as part of the Student File. These items include:

      1. Student eligibility information (required):
        • Legal name of child – verify the original and file a photocopy or scanned copy of birth certificate or similar legitimate identification document;
        • Official name(s) of parent(s) or guardian(s) with home and work contact information; and
        • Verification that parent/guardian is legally admitted to Canada and a resident of BC (see Appendix I, Form A, used to collect this information);
      2. Care Card number;
      3. Emergency contact numbers;
      4. Doctor’s name and contact information;
      5. Previous Student Progress Reports (other than the two most recent years required in the PSR)
      6. Serious discipline reports (e.g. copies of letters to parents/guardians regarding discipline matters and corrective actions taken);
      7. Reports of important meetings/discussions relating to the student; and
      8. Standardized test scores, records of information which an educator deems relevant and important to the educational program of the student, and award information IF NOT listed as inclusions on the PSR (see section 2.2 above).
      2.4 Sensitive Student Information

      This may include information which by its nature requires that school staff observe a high level of confidentiality. Examples include:

      1. Psychiatric reports;
      2. Family assessments;
      3. Referrals to or reports from school arranged counselling services; or
      4. Record of a school-initiated report of alleged sexual or physical abuse made to a child protection social worker under section 14 of the Child, Family and Community Service Act.
      Procedures

       3.1 The lead administrator or designate will be responsible for:

      1. Updating the PSR Form 1704 as information changes and the student progresses through the system;
      2. Ensuring that electronic copies of documents are stored on a server in a physically secure location. If information is accessed through the Internet, an encrypted connection (https://) must be established before authenticating. Access is restricted to those employees (such as designated records clerks, administration, teachers, and counsellors) who, by the nature of their work, are required to have access; and
      3. Ensuring that the school authority takes necessary precautions to safeguard against deprecated or obsolete forms of storage. The electronic storage of PSRs and other personal information requires the school authority to have an adequate backup plan and recovery strategy for potential hardware failure and database corruption.

      3.2 Student Record and Student File Retention:

      1. Student Records – Active Students
        • Original Student Records are locked in cabinets. All student records are scanned and digitized with back-ups stored off site. Access is restricted to those employees (such as designated records clerks, administrators, teachers, and counsellors) who, by the nature of their work, are required to have access.
        • The school authority protects personal information from unauthorized access, collection, use, disclosure, copying, modification, or disposal, or similar risks.
          Procedures for such protection are outlined in sections 5 and 6 below.
        • The lead administrator or designate will regularly review Student Records to ensure that the information is current and complies with legal requirements. Required inclusions must be listed on the PSR – see section 2.2 above.
      2. Student Records – Inactive Students
        • Unless another school requests a Student Record (see section 6 below), the school authority archives Student Records for 55 years after a student has withdrawn and not enrolled in another K-12 school, or graduated from the school.
        • The archived Student Records are stored digitally and in a manner that ensures their preservation from calamity (fire, flood, etc.) Access is limited to the lead administrator or designate.
        • The designated records clerk keeps a record of Student Records that are destroyed (shredded) after 55 years.
      3. Student Files – Active Students
        • Student Files are locked in cabinets in each school. Access is restricted to those employees (such as designated records clerks, administrators, teachers, and counsellors) who, by the nature of their work, are required to have access.
        • The school authority protects personal information from unauthorized access, collection, use, disclosure, copying, modification, or disposal, or similar risks.
          Procedures for such protection are outlined in sections 5 and 6 below.
        • The lead administrator or designate will regularly review Student Files to ensure that the information is relevant and important to the educational program of the student.
      4. Student Files – Inactive Students
        • The school authority archives Student Records for 55 years after the student has withdrawn and not enrolled in another K-12 school, or graduated from the school.
        • The archived Student Records are stored digitally and securely and in a manner that ensures their preservation from calamity (fire, flood, etc.) Access is limited to the administration or designate.
        • The lead administrator or designate is responsible for determining the relevancy of the contents in Student Records before being archived.
      3.3 Currency of Student Records

      Student eligibility information (see Appendix I) will be updated during student registration each year.

      As stated above, the lead administrator or designate will regularly review Student Records and Student Files to ensure that the information is current and complies with legal requirements.

      3.4 Security of Student Information Off Campus

      The lead administrator is responsible for ensuring that personal information taken off campus is safely stored and that personal information is protected.

      3.5 Handling of Sensitive Student Information

      Access to Sensitive Student Information is restricted to the lead administrator or a person or persons authorized by the lead administrator to access such information defined in section 2.4 of this policy.

      The lead administrator or designate will obtain parental consent (written, dated and signed) for the collection, use and disclosure of Sensitive Student Information, including psychiatric reports and family assessments, and will store these as highly confidential documents with restricted access.

      Sensitive Student Information will only be disclosed or transferred in accordance with the law.

      The lead administrator is responsible for ensuring that school initiated reports under section 14 of the Child, Family and Community Service Act are retained only for the purpose of child protection proceedings and that information is not disclosed to third parties or transferred to other schools. Such reports are strictly confidential and should only be stored where the lead administrator or designate can access them.

      4. Use of Student Personal Information

      The school authority may use an individual student’s personal information for the following purposes, assuming that the school has disclosed such purposes to the individual student verbally or in writing on or before collecting the personal information:

      4.1 To communicate with the student and/or the student’s parent or legal guardian, to process a student’s application, and to provide a student with the educational services and co-curricular programs provided by the school authority.
      4.2 To enable the authority to operate its administrative function, including payment of fees and maintenance of ancillary school programs such as parent voluntary groups and fundraising activities.
      4.3 To provide specialized services in areas of health, psychological or legal support, or as adjunct information in delivering educational services that are in the best interests of the student.

      5. Access to and Disclosure of Student Records

      1. A student (capable of exercising PIPA rights) and a parent/legal guardian of a student is permitted (unless restricted by a court order) to:

      An entitled person may access and verify personal information in the Student Record and Student File pertaining to the particular student with appropriate notice to the school administration. Access will be provided during school hours.

      2. Access to a Student Record or Student File will only be granted, upon assurance of confidentiality (with consent), to professionals who are planning for or delivering education, health, social or other support services to that student. Consent will be obtained in writing, listing the name and date of birth of the student, the name and signature of the parent/guardian, and the date of the request.

      3. When applicable, graduating students will be provided with interim and/or final transcripts for Grades 10, 11 and 12 courses when graduating, and upon future request of the graduate. 
      Copies will be mailed directly to institutions of higher learning or as requested by the graduate. The school authority reserves the right to assess a reasonable fee for transcript requests.

      4. In the case of a request for personal student information from separated or divorced parents, the school authority will be guided by the legal custody agreement, a copy of which should be provided to the lead administrator. In cases where the lead administrator is unsure if the non-custodial parent is entitled to access personal student information, the school’s legal counsel will be consulted for a recommendation.

      6. Transfer of Student Records
      1. On receipt of a request for student records from a school, a Board of Education, or an independent school authority from within British Columbia where the student is (or will be) enrolled, the school authority will transfer that student’s PSR (including declared inclusions), the current Student Learning Plan (if any), and the current IEP (if any) to the requesting institution. The school authority will retain a copy of the PSR, indicating the school where the records have been sent and the date of the student record transfer.
      2. If the requesting institution is outside British Columbia, a photocopy of the PSR will be sent (including declared inclusions), along with the current Student Learning Plan (if any), and the current IEP (if any).
      3. Requests for a student’s record from a public school require that the public school administration provide a copy of the PSR (including declared inclusions) and current Student Learning Plan (if applicable) and IEP (if applicable) to the independent school authority. The original PSR must be retained by the public school.
      4. The school authority will only transfer sensitive, confidential information (e.g. psychiatric 10 assessments) after dated and signed parent/guardian consent has been obtained.
      5. The school authority will not transfer a record of a Section 14 Child, Family and Community Service Act report of alleged sexual or physical abuse made to a child protection social worker.
      6. A summary of a former student’s school progress may be provided to prospective employers, at the written request of a former student. The school authority reserves the right to assess a fee for this service.
      7. A Student Record will be reviewed when a student transfers. The lead administrator will ensure that the documents listed as inclusions are still required inclusions (eg. not expired or rescinded) or still deemed to be relevant and important to the educational program of the student. Expired, rescinded, or irrelevant inclusions will be removed from the Student Record and the documents themselves will be shredded.

      For more information on external credits at HCOS visit the Course Challenge and Equivalency Policy.

      List of Appendices
      1. Appendix 1: Form A – Status of Parent/Guardian (Admission to Canada and Residency)
      2. Appendix 2: Links to information on Student Record legislation:
      3. Appendix 3: Links to Student Record Policy:
        Student Records – Requirements and Best Practice Guidelines for Independent Schools, June 2012
      4. Appendix 4: Link to the Child, Family and Community Service Act

      Student Transportation Policy

      The best practice is for parents to provide transportation or to arrange it on their own as needed. In the rare instance that Coordinators arrange student transportation, please consult the LG RA to review waiver needs, additional business insurance, and liability requirements.

      Requirements for Volunteer Parent Drivers

      All drivers must:

      Copies of all driver's licenses and driver's auto insurance need to be kept on file.  For Learning Groups, please forward a copy of the insurance and Drivers’ Abstract to the LG Administrative Assistant for our records (all together as a set).

      Teachers, if you hope to drive for an event, please contact your LG RA for further details and requirements.

      The Coordinator may arrange a professional driver upon LG RA approval.

      Substance Use Policy

      Heritage Christian Online School (HCOS) endeavors to see all members of its community as healthy as possible, physically, psychologically and spiritually.  HCOS recognizes that the use of certain substances is a detrimental lifestyle choice for students, employees, and visitors. Therefore, students and staff are not permitted to possess or consume any prohibited substances while attending HCOS events. This includes but is not limited to substances such as energy drinks, alcohol,  tobacco, vaporizing products, cannabis, and drugs.

      Definitions

      Tobacco & Cannabis Use Prohibition

      The school acknowledges its legal obligations to act in accordance with Section 2.2 of the Tobacco and Vapour Products Control Act, as well as regulations forbidding the use of cannabis on school property in British Columbia. Lastly, HCOS accepts the responsibility inherent in education of providing positive role models and demonstrating best practices and will promote a healthy learning and working environment.

      1. No person is permitted to smoke, use, or hold any tobacco, cannabis-related or vapour product, at any HCOS events, in or on any building or land owned, leased or rented by the school.

      2. No school student is permitted to smoke, use, or hold any tobacco, cannabis or vapour products at any HCOS events.

      3. All persons who are not school students will be asked not to smoke or use any tobacco, cannabis-related or vapour products, in the presence of school students at HCOS events.

      Enforcement

      1. Students engaging in prohibited behaviour will be subject to the stipulations of the student discipline policy.

      2. School employees engaging in prohibited behaviour will be subject to the stipulations of the employment agreement regarding employee code of conduct violations.

      3. All other persons will be asked to cease their use of the substance and leave the school event.

      Education

      1. HCOS will include education about the harmful effects of substance use at appropriate grade levels in its educational program.

      2. Provide information regarding substance abuse and additional resources for prevention and intervention measures upon request.

      3. HCOS will communicate that it is a substance-free institution through its usual communication modes to students, parents, employees, and visitors.

      Synchronous Course End Date Policy

      Synchronous courses offer the same program of study as an online course, with the added benefit of weekly meetings with a teacher and working alongside a cohort of peers on the same topics. To read more about our synchronous course offerings, please see here.

      Synchronous courses at HCOS include:

      Synchronous, is by nature of the word, a cohort of students starting and ending their courses at the same time. This means that students enrolled in a synchronous class are expected to begin course work in September with their cohort and also complete that course within the school year, finishing in June at the latest.

      If students are significantly off pace by the end of the first semester (January), this serves as a good time to re-evaluate if the course will be completed by June and to consider transferring to an asynchronous offering of the course. 

      All students enrolled in a synchronous offering will be given a final grade in the June reporting period of each year.

      In the case of extenuating circumstances, please connect with your course teacher for further discussion. 

      While the added weekly classes provide accountability for students through teacher check-ins, parents and guardians are asked to also follow up at home to ensure that students are working through their materials, submitting assignments on time and following their schedules.

       

      Teacher Education Delivery and Services Evaluation Policy

      New teachers will have their Education Delivery & Services evaluated as they near the end of their first year of teaching with Heritage Christian Online School (HCOS). This evaluation will comprise teacher self-reflection, administration evaluation, and (if applicable) client observations. 

      Teacher evaluations take place annually on a first, fifth, and tenth year basis.

      The Divisional Directors will summarize these components, which will be presented to the teacher (and, where applicable, the Regional Administrator).

      A teacher's education delivery and services may be evaluated at the administration’s discretion. If concerns arise regarding the education delivery of a teacher, then that teacher will be informed in writing that their services will be evaluated that school year. Teachers may also request that their education delivery and services be evaluated.

      Work Resubmission Policy

      In some cases, students may be permitted to resubmit work. It is at the teacher’s professional discretion whether or not a student may resubmit an assignment or rewrite a test. Below are guidelines for teachers to use.

      1. Failure due to poor quality of work - Students will not be allowed to resubmit but have the ability to repeat the unit until competency has been demonstrated.
      2. Failure due to late submission - Students will not be permitted unless it causes the student to fail the unit.
      3. Low to medium-level plagiarism offence - Students must resubmit an assignment using properly sourced documentation and referencing.
      4. Failure due to health-related reasons - Students can resubmit an assignment. A medical note may be requested.

      Each category is treated differently and at the discretion of the course teacher. To resubmit an assignment, the student must request written permission from their teacher via email. Once granted, students are given only one opportunity to redo an assignment. The re-submission grade will be recorded in place of the original assignment mark. Any re-submission must be done within 14 days for the grade to be changed.

      Accessibility

      Accessibility

      Accessible B.C. Act Principles

      The Accessible BC Act includes a list of principles to consider as organizations develop an accessibility plan. The Definitions are adapted from the foundational document BC Framework for Accessibility Legislation.    

      Adaptability: Accessibility plans should reflect that disability and accessibility are evolving concepts that change as services, technology, and attitudes change.

      Collaboration: Promoting accessible communities is a shared responsibility and everyone has a role to play. Accessibility plans should create opportunities for Organizations and communities to work together to promote access and inclusion.

      Diversity: Every person is unique. People with disabilities are individuals with varied backgrounds. Individual characteristics, including race, gender, sexual orientation, religion, and lived experience, greatly inform the experiences of individuals. Accessibility plans should acknowledge the principle of intersectionality and diversity within the disability community.

      Inclusion: All British Columbians, including persons with disabilities, should be able to participate fully and equally in their communities.

      Self-Determination: Accessibility plans should seek to empower people with disabilities to make their own choices and pursue the lives they wish to live.

      Universal Design: The Centre for Excellence in Universal Design defines Universal Design as “the design and composition of an environment so that it can be accessed, understood, and used to the greatest extent possible by all people regardless of their age, size, ability or disability.” An accessibility plan should be designed to meet the needs of all people who interact with the Organization.


      Accessibility

      Global, National and Provincial Context

      The HCOS accessibility plan builds on global, national, provincial and HCOS specific actions to promote and support accessibility. 

      Global Context – United Nations

      In recent years, there has been an emphasis on increasing diversity, equity and inclusion within the workplace and within the larger community. The United Nations has been instrumental in leading the importance of disability as a global health issue. In 2006, the United Nations led efforts to adopt the Convention on the Rights of Persons with Disabilities (CRPD). In 2010, Canada ratified the CRPD and described the CPRD as follows:

      “The Convention on the Rights of Persons with Disabilities is an international human right treaty aimed at protecting the rights and dignity of persons with disabilities without discrimination and on an equal basis with others. Parties to the Convention of the rights of Persons with Disabilities are required to promote and ensure the full enjoyment of human rights of persons with disabilities including full equality under the law.”

      Canadian Context – Canadian Charter of Rights and Freedoms

      Canada-wide, around one in five people had some form of disability in 2017. Nationally, Canadian accessibility legislation started in 1985 where disability was included in the Canadian Charter of Rights and Freedoms and in 1986, Persons with Disabilities (PWDs) were included in the new federal Employment Equity Act. The Accessible Canada Act (ACA) came into force in 2019, with the overarching goal to realize a barrier-free Canada by 2040. This act applies to federally regulated entities. The ACA has seven focus areas, and was developed based on the following guiding principles: 

      1.    All persons must be treated with dignity regardless of their disabilities. 

      2.    All persons must have the same opportunity to make for themselves the lives that they are able and wish to have regardless of their disabilities. 

      3.    All persons must have barrier-free access to full and equal participation in society, regardless of their disabilities. 

      4.    All persons must have meaningful options and be free to make their own choices, with support if they desire, regardless of their disabilities.

      5.    Laws, policies, programs, services and structures must take into account the disabilities of persons, the different ways that persons interact with their environments and the multiple and intersecting forms of marginalization and discrimination faced by persons. 

      6.    PWDs must be involved in the development and design of laws, policies, programs, services and structures. 

      7.    The development and revision of accessibility standards and the making of regulations must be done with the objective of achieving the highest level of accessibility for PWDs.

      BC Context - Accessible BC Act

      The Accessible British Columbia Act, enacted in June 2021, and initially the accessibility planning requirements only applied to provincial government organizations. 

      The Accessible British Columbia Regulation, under the Accessible British Columbia Act, came into force on September 1, 2022. These regulations identify schools as accessible organizations, and school districts and independent schools will be required to have an Accessibility Committee, an Accessibility Plan, and a tool to receive feedback on accessibility by September 1, 2023:

      The goal of the act is to improve opportunities for people with disabilities and involve them in identifying, removing, and preventing barriers to their full participation in the life of the province.


      Accessibility

      Definitions

      Accessibility: The state of having programs, services and environments that allow all individuals to participate fully in society without encountering barriers.     

      Accessibility Committee: An official group formed by one or more organizations in collaboration with people with disabilities, to create an accessibility plan and feedback mechanism.

      Accessibility Plan: A plan developed by an Accessibility Committee that identifies challenges and solutions for addressing accessibility barriers.

      Barrier: Anything that hinders the full and equal participation in society of a person navigating needs or disabilities. Types of barriers in the educational setting:

      Disability: The state of being unable to participate fully and equally in society as a result of the interaction between an impairment and a barrier. (For more information about disability and types of disability and support, refer to Appendix A: Disabilities.)

      Impairment: A physical, sensory, mental, intellectual, cognitive limitation, whether permanent, temporary or episodic. 

      Accessibility

      Our Commitment and Approach

      Our Commitment to Accessibility

      Accessibility refers to the degree of ease with which people with disabilities can use and enjoy something, such as a device, service, or place. At HCOS, 44% of our student population have significant physical, developmental, learning, behavioural, health or mental challenges. We are committed to providing an environment that is accessible and practical for all members of our diverse community. We recognize the importance of conscious planning, design, and effort in ensuring that barriers are removed and accessibility is increased. 

      Our school is committed to working collaboratively with the community to provide equitable treatment to people with disabilities in a way that respects their dignity. To achieve this goal, we have outlined the following commitments:

      Our Approach

      At HCOS, we believe that all community members have the right to be treated with dignity, allowed to participate, and provided with access to learning and community. Our approach is grounded in the core provincial principles of accessibility, including adaptability, collaboration, diversity, inclusion, self-determination and universal design.

      In June 2023, we began the process of establishing an accessibility committee and identifying barriers to accessibility in our school community. This process will eventually involve:

      1. Calling for applications for members of the Accessibility Committee
      2. Assessing the current online and curricular accessibility of our school.
      3. Assessing the current physical and architectural accessibility of our school.
      4. Conducting surveys and interviews to understand the issues, challenges, and priorities of stakeholders within our school community
        1. Holding key discussions to identify barriers to accessibility
        2. Developing a school feedback tool
        3. Prioritization of actions to be taken  
        4. Establishing a monitoring and evaluation process

      Our approach is designed to recognize the gaps and opportunities to improve accessibility in our school community. By engaging in thoughtful planning, meaningful engagement, training, and direct action, we aim to deliver lasting accessibility improvements for all community members.


      Accessibility

      Accessibility Committee: Consultation, Feedback, Monitoring & Evaluation

      Purpose of the Accessibility Committee

      Under the Accessible BC Act, organizations must establish an Accessibility Committee to assist with identifying and preventing barriers to individuals in or interacting with the organization. The purpose of the accessibility committee is to work collaboratively to assess and improve community accessibility, focusing on the experiences of individuals with disabilities while encompassing the whole community. The Accessibility Committee also advises the school Administrator/Board on strategies to reduce social, physical, sensory and other barriers that prevent people from fully participating in all aspects of school community life.

      Recruitment to the Accessibility Committee

      Under the Accessible BC Act, the selection of accessibility committee members must, to the extent possible, align with the following goals: 

      The current Accessibility Committee includes Sara Kraushar and ______,  with our intention to grow the committee during the 23/24 school year and more fully represent the diverse needs of the school community. 

      Accessibility Committee

      We would like to ask people interested in applying to join the Accessibility Committee to complete the form below. Applications will be reviewed annually at a regularly scheduled meeting. 

      Note:  Accessibility Committee volunteers may be eligible for an annual stipend. 

      Accessibility Committee: Expression of Interest Form

      Consultation

      The Accessibility Committee plans to use the following barrier-identification methods:

      School Physical Accessibility Audit (Annual) An Assessment of School Physical Accessibility will be developed. An audit team will be identified and conduct the School Physical Accessibility Audit.
      Accessibility Feedback Tool (Ongoing) A feedback tool was developed and posted to this SOPHIE page. Information about the tool will be shared with school stakeholders (i.e., students, staff, outside professionals and parents/guardians).

      Feedback

      At HCOS, we want to learn about specific barriers that people face when they are trying to:

      Thank you for taking the time to alert the Accessibility Committee to any barriers you have noticed or areas of support that could be developed.

      Accessibility Feedback Form

      Monitoring and Evaluation

      The Accessibility Planning Committee meets regularly to review progress and evaluate the effectiveness of the plan’s implementation and plan for increased accessibility throughout the school.The committee will ensure the following steps are taken regarding the Three-Year Accessibility Plan:

      1.    Prepare an annual status report on the progress of the measures taken to implement the plan.

      2.    Review and update the Three-Year Accessibility Plan every three years in consultation with persons with disabilities and other relevant community members.


      Accessibility

      Accomplishments

      The guiding principles of inclusive practice inform HCOS programs, policies, practices, and services to reduce and minimize barriers to accessibility for people with disabilities. With 44% of our student population having some form of learning differences or challenges, we strive to create an environment that is accessible and to ensure continuous improvement in accessibility.

      There are several initiatives at HCOS to identify, remove and prevent barriers for people with challenges or disabilities. The following is a synopsis of some of the major achievements noted in the feedback:

      Learning

      1. Teachers work to accommodate all students, including those with diverse needs and disabilities, in their online and in-person classes. This includes supports such as extra time, flexible deadlines, alternative ways of accessing information (e.g. video), alternative ways of demonstrating learning, technology that allows for speech-to-text or text-to-speech and supports such as weighted animals, time timers, fidgets made available in classes. 
      2. HCOS ensures that the Learning Commons offers an excellent selection of audio and digital books, particularly ensuring that any books that are used in courses or in book clubs are offered as audiobooks or graphic novels. This includes recommended resources on Universal Design for Learning (UDL).
      3. The Learning Commons (LC) also offers subscriptions that support our diverse learners, including Hearbuilder, Touch Type Read and Spell (TTRS),  RAZ-Plus, Read&Write, and Grammarly. Susan Barton is an Orton-Gillingham-based program that we also offer through our LC.  Other subscriptions offered through the LC offer a variety of learning modalities - videos, games, the option to simply content or enlarge print. Additionally, the LC highlights supportive resources in each of their monthly newsletters. 
      4. The Student Success Centre offers the regular online support of multiple numeracy and literacy specialist Education Assistants to any HCOS student. Students can book up to 2 hours a week per specialist and receive one-on-one support in their comprehension or executive functioning skills. 
      5. The Inclusive Education division at HCOS also provides SEED, an online program that offers additional support - more teacher time, interaction, and scaffolding - for students requiring it. 
      6. Learning Groups (LG) work with teachers to facilitate individual student needs, noting effective supports that benefit learning. LG has also intentionally partnered with the Inclusive Education division to offer Learning Camps like “Hello, Anxiety” and “Virtual Voices” and Executive Functioning classes. 
      7. Study Forge, the HCOS curriculum department, is working to ensure that all their video content is close-captioned.    
      8. HCOS also offers regular training to teachers and EAs, to build their supportive practice. Past training has included MANDT, Play is the Way, Dan Duncan (ADHD and Executive Functioning),  and Non-violent Crisis Intervention. The Learning Support team also offers regular one-on-one coaching to teachers to help grow their skills and tool kit. 
      9. HCOS offers graduation and staff meetings in alternative formats, for those who may be unable to attend in-person  - offering an excellent online graduation and an in-person graduation experience and similarly offer online versions of in-person teacher/staff meetings; even Christmas parties have an online option. Students, in particular, have mentioned that they were thrilled to attend an online event where their health/mental health/finances/location/schedule would have made attending in-person unrealistic or impossible. 
      10. HCOS has also recently updated the https://onlineschool.ca and https://flex.academy websites to increase simplicity and accessibility. This continues to be a work in progress, with the main website, Learning Groups site and a revamp of the Learning Commons website underway. 
      11. Accessibility is part of the planning process for the new Flex Academy campus. This is illustrated by the inclusion of structures in the new playground that allow those with physical disabilities to participate in play with their classmates. 
      12. HCOS Inclusive Education (IE) Teachers collaborate with MCFD navigators to develop transition plans starting in grade 9 for students with developmental disabilities and develop a transition plan for all IE students in grades 9-12 as a part of their Individualized Education Plan.
      Accessibility

      3-Year Accessibility Plan

      Overview

      Heritage Christian Online School (HCOS) is an independent school authority that serves approximately 4500+ K-12 students across the Province of British Columbia. The authority operates a Christian province-wide online school (HCOS), with in-person learning opportunities (“Community Connections” and “Learning Camps”) and a cross-enrollment arm (British Columbia Online School - BCOS, with approximately 2,150 seats) as well as Flex Academy, a Hybrid campus with approximately 260 students, on a physical campus, in Kelowna. 

      Land Acknowledgement

      HCOS is grateful to be on the traditional, ancestral and unceded territories of the many Indigenous peoples across British Columbia, who have stewarded these lands for millennia. We respect and commit to a deep consideration of their history, culture, stewardship, and voice.

      Accessibility Plan

      This Accessibility Plan outlines the measures HCOS will take to remove and prevent barriers and to promote inclusion for individuals with disabilities in our school community. The plan is based on the Accessibility Principles of Adaptability, Collaboration, Diversity, Inclusion, Self-Determination, and Universal Design, as set out in the Accessible B.C. Act.

      Priorities

      Based on the feedback gathered from staff, parents/guardians, and students, and the Physical and Architectural Environment Audit, The Accessibility Committee has identified the following areas as the top priority for improving accessibility in the school community.

      Strategic Priority #1: Consultation

      HCOS resonates with the belief that the first step of wisdom is the humility to know what we do not know and is committed to the Accessibility principle of “Nothing for us without us”. We feel the first step of our plan needs to be to intentionally build an Accessibility Committee and engage in consultation with stakeholders and to more thoroughly evaluate our existing structures, policies and practices. 

      Objectives & Timeline

      Actions

      Build Accessibility Committee


      2023/24

      Create an invitation to our diverse community, encouraging participation in the committee. 
      Strategic Priority #2: Learning

      HCOS will continue to enhance the accessibility of access to learning for all individuals, including those with disabilities, through the following actions:

      Objectives & Timeline

      Actions

      Continue to equip teachers to design lessons using UDL principles


      (Ongoing)
      • Provide professional development for educators on UDL
      • Provide collaboration time and Learning Support coaching to increase teacher capacity to use UDL lesson planning

      Continue to develop relevant Universal Supports at HCOS


      (Ongoing)
      • Annual discussion between Learning Commons, Learning Supports, Accessibility Committee to determine gaps in resources or opportunities to build additional supports.

      Continue to evaluate Study Forge content through the lens of UDL.


      (Ongoing)
      • Tasked to Study Forge team member
      • Annual report to the Accessibility Committee

      Increase training in the use of accessible format materials.


      (Ongoing)
      • Provide staff training on the various types of accessible materials available and how to use them
      • Learning Commons and teachers train students on the use of accessible book and website formats
      • Part of Middle School curriculum in 2023/24 - Google classroom material (Using Read&Write etc.)

      Develop and implement a clear and easy-to-navigate Learning Commons website.


      (2023/24)
      • Conduct a website audit 
      • Create a website improvement plan
      • Create a new website
      Strategic Priority #3: Physical and Architectural

      HCOS is currently working on a re-build of the hybrid (Flex Academy) location. This process will work to improve the accessibility of the physical and architectural environment for all individuals, including those with disabilities. 

      Objectives & Timeline 

      Actions

      Review all planning through an “Accessibility” lens.


      (Beginning in 2024)
      • Work with the Inclusive Education and leadership of Flex to analyze, evaluate building plans and make recommendations that accommodate Universal Design principles.

      Factors to consider include:

      • Provide sound fields in all classrooms to support students with hearing impairments and attention issues.
      • Assess noise and lighting issues or sensitivities and determine solutions in classrooms and other areas of the school 
      • Determine the current needs of students who may require alternate learning spaces from time to time
      • Conduct an audit of current alternate learning spaces that can meet the identified needs
      • Create a plan and budget for the provision of additional alternative learning spaces or accommodations to address the needs identified

      Create a plan and budget to meet identified needs. 


      (Beginning in 2025)
      • Create a plan and budget for the provision of additional alternative learning spaces or accommodations to address the needs identified


      Accessibility

      Understanding the Word "Disability"

      The Disability Continuum

      Although there is no universally accepted meaning for the word "disability". However, the Ontario Human Rights Code provides definitions of disability that form our guiding principles. Definitions of disability can be placed on a continuum. At one end, disability is explained in terms of medical conditions (medical model). At the opposite end, disability is explained in terms of the social and physical contexts in which it occurs (environmental model).

      The medical model focuses on deficiencies, symptoms and treatments. The World Health Organization's (WHO) 1976 definition for disability, for example, is "any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being." Medical model definitions promote the idea that disability is a deviation from the norm. 

      Many people with disabilities are troubled by definitions that regard disability as abnormal, preferring instead to portray disability as commonplace, natural, and in fact, inevitable. As people age, they experience gradual declines in visual acuity, auditory sensitivity, range of motion, bodily strength and mental powers. Significant functional limitations affect almost half of people between the ages of 55 and 79, and over 70% of people over 80 (World Health Organization (WHO) report titled "Ageing and health", 2015). Beyond middle age, disability is the norm.

      The environmental model explains disability in relation to social and physical contexts. In this view, the environment, not an individual's medical condition, causes disability. For example, during an electrical blackout, a person who is completely blind can effortlessly navigate around the home, hammer nails, and, if a Braille user, read a novel.

      A sighted person would be unable to perform these tasks easily, if at all. In this example, the environment disables the sighted person.

      The environmental model emphasizes that people with disabilities are capable individuals, and it is the barriers in the built and human environments, not their medical conditions, that create disability. Disability occurs when the world is designed only for a certain way of living, without considering the natural variation among human beings. Barriers are created by humans, and modifying how we live, the tools we use, and our understanding of the proper way to do things can eliminate or minimize design problems that cause barriers. Systematic barriers can be eliminated by modifying policies, plans, and processes. Attitudes that cause barriers can be addressed through disability awareness, respect, and positive interactions with people with disabilities.

      Types of Disability and Functional Limitations

      A person's disability may make it physically or cognitively challenging to perform everyday tasks such as operating a keyboard, reading a sign, differentiating colours, distinguishing sounds, climbing stairs, grasping small items, remembering words, or doing arithmetic.

      There are many kinds of disabilities, including physical, sensory, hearing, mental health, developmental and learning. Disabilities can be visible or invisible.

      Visual Disabilities

      Visual disabilities reduce one’s ability to see clearly. Very few people are totally blind. Some have limited vision such as tunnel vision, where a person has a loss of peripheral or side vision, or a lack of central vision, which means they cannot see straight ahead. Some can see the outline of objects while others can see the direction of light. Impaired vision can restrict a person’s ability to read signs, locate landmarks or see hazards. In some cases, it may be difficult to tell if a person has a visual disability. Others may use a guide dog or white cane.

      Here are some suggestions to help you interact with people with visual disabilities:

      Hard of Hearing and Deafness

      People who have hearing loss may be deaf or hard of hearing. Like other disabilities, hearing loss has a wide variety of degrees. People who are hard of hearing may require assistive devices when communicating. While some people may use sign language, notes or hearing aids when communicating, others may also use email, pagers, TTY telephone service or Bell Canada Relay Service.

      Here are some suggestions to help you interact with people who are deaf or hard of hearing:

      Physical Disabilities

      There are many types and degrees of physical disabilities and not all require a wheelchair. For example, people who have arthritis, heart or lung conditions, or amputations may also have difficulty moving, standing or sitting. It may be difficult to identify a person with a physical disability.

      Here are some suggestions to help you interact with people with physical disabilities:

      Intellectual Disabilities

      People with intellectual or developmental disabilities may have difficulty doing many things most of us take for granted. These disabilities can mildly or profoundly limit one’s

      ability to learn. You may not be able to know that someone has one of these disabilities unless you are told, or you notice the way people act, ask questions or body language.

      Here are some suggestions to help you interact with people with intellectual disabilities:

      As much as possible, treat the person with an intellectual disability like anyone else.They may understand more than you think, and they will appreciate you treating them with respect.

      Learning or Cognitive Disabilities

      Learning or cognitive disabilities can result in a host of different communications difficulties for people. They can be subtle, as in having difficulty reading, or more pronounced, but they can interfere with the person’s ability to receive, express or process information. You may not be able to know that someone has one of these disabilities unless you are told, or you notice the way people act, ask questions or body language.

      Here are some suggestions to help you interact with people with learning disabilities or disabilities:

      Mental Health Disabilities

      People with mental health disabilities look like anyone else. You won’t know that the person has a mental health disability unless you’re informed of it. But if someone is experiencing difficulty in controlling their symptoms or is in a crisis, you may need to help out. Be calm and professional and let the person tell you how you can best help.

      Here are some suggestions to help you interact with people with mental health disabilities:

      Speech and Language Disabilities

      Some people have communication challenges. It could be the result of cerebral palsy, hearing loss, or another condition that makes it difficult to pronounce words, causesslurring or stuttering, or not being able to express oneself or understand written or spokenlanguage. Some people who have severe difficulties may use communication boards, sign language or other assistive devices.

      Here are some suggestions to help you interact with people with speech and language disabilities:

      Deaf-Blind Disabilities

      A person who is deafblind cannot see or hear to some extent. This results in greater difficulties in accessing information and managing daily activities. Most people who are deafblind will be accompanied by an intervener, a professional who helps with communicating. Interveners are trained in special sign language that involves touching the hands of the client in a two-hand, manual alphabet or finger spelling, and may guide and interpret for their client.

      Here are some suggestions to help you interact with people who are deafblind:






      Accessibility

      Suggested References & Resources

      Global, Canadian and Local Accessibility Context and Legislation

      Accessibility Planning Resources for Schools and School Boards:

      Accessibility

      Identifying Accessibility Barriers

      Below are potential accessibility barriers found in schools across BC.

      Learning Barriers

      1. Educators do not consistently allow for alternative ways for students to represent their learning.
      2. Communication with students and guardians about assignments was provided inconsistently in various classes, resulting in some students not knowing or understanding what they needed to do for homework.
      3. Some community members identified that it was difficult to navigate the school website and to locate information they hoped to access. 

      Physical and Architecture Environment Barriers

      1. Many classrooms have noise issues that make it difficult for some students due to auditory sensitivities.
      2. Most classrooms do not have sound fields to support students with hearing impairments or attention issues. 
      3. Some larger spaces within the school have sound echo issues.

      Attitudinal Barriers

      Resource Barriers

      School Policy and Practice Barriers

      1. Guardians and staff identified a gap in staff training on a variety of disabilities and accessibility issues.
      2. Systematic transition planning processes are not evident for all students with disabilities.
      3. Emergency evacuation protocols, individual plans and evacuation equipment are not in place for students with physical disabilities.