ACCESSIBILITY PLAN Thames Valley District School Board - TVDSB
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Thames Valley District School Board
ACCESSIBILITY
2019-2021
Our Mission
PLAN
We build each student’s tomorrow, every day.
Our Vision
The Thames Valley learning community inspires innovation, embraces
diversity, and celebrates achievement – a strong foundation for all students.
Contents A Message from the Chair 3 Introduction and Commitment to Accessibility Planning 4 The Thames Valley Community 6 Accessibility Accomplishments 7-9 The Accessibility Working Group and Plan Development 10 Overview of Objectives: 2019-2021 11-13 Multi-Year Plan 2019-2021 14-29 Communication of the Plan 30 Review and Monitoring 30 Appendix A: Accessibility Projects 2017-2019 31-32 Appendix B: Accessibility Working Group 33
Laura Elliott Arlene Morell Director of Education Chair of the Board
From the Director of Education and Chair of the Board
In Thames Valley, we celebrate the diversity of our learning community every day. I am pleased
to introduce our newly developed multi-year Accessibility Plan, to support our work in creating
inclusive learning and working environments for students, staff, and family and community
members of all abilities.
Developed by our multi-disciplinary Accessibility Working Group, which includes representatives
from TVDSB and community partners, this Plan affirms our commitment to accessible policies,
practices, structures and spaces across our district. The Plan will guide our accessibility work as a
key element of fulfilling our commitments to equity and diversity outlined in our Strategic Plan.
Further, the Accessibility Plan sets specific and measurable goals that will focus our collective
efforts to achieve equitable access to all TVDSB services and facilities.
As our communities, and our world, evolve, it becomes increasingly important that we
understand the significance of accessibility in ensuring a positive and inclusive experience for
all Thames Valley students. Supporting students of all abilities to reach their potential is the
mandate of public education, best achieved through strong relationships with families, staff
and valued community partners. Thank you for your continued support in building a strong
foundation for all of our students.
Laura Elliott Arlene Morell
Director of Education Chair of the Board
3Introduction and Commitment to
Accessibility Planning
The Ontario Human Rights Code establishes the right of This Plan states the goals of TVDSB in continuing to
all Ontarians to be free from discrimination in services, identify and remove structural, attitudinal, systemic,
including education services, on the basis of disability. and communication barriers to access for persons with
The Accessibility for Ontarians with Disabilities Act, disabilities. The Plan also sets out the steps that TVDSB
2005 (AODA), together with its Integrated Accessibility will take to achieve these goals, and how we envision
Standards Regulation, aims to address the right to the outcomes of our efforts, and how we will measure
equal opportunity and inclusion for persons with our progress.
disabilities throughout society by identifying, removing,
and preventing barriers to access. Specifically, the In doing so, the Plan is one among many concrete
AODA and Integrated Regulation address barriers manifestations of TVDSB’s commitment to ensure
related to: equitable and inclusive learning and working
environments for our students, staff, and families. This
• Customer service
commitment, a pillar of the TVDSB Strategic Plan and
• Information and communication Operational Plan, is also embodied in the TVDSB Equity
• Employment and Inclusive Education Policy, Special Education Plan,
• Transportation Mental Health and Well-Being Strategic Plan, Policy and
• Built environment (i.e. physical spaces) Procedure on Religious and Creed-Based Accommodation
of Students, and Guideline for Supporting Trans and
The Thames Valley District School Board is committed Gender Diverse Students and Staff. The TVDSB continues
to fulfilling its responsibilities under the Ontario Human its efforts to develop a robust policy framework to
Rights Code, and under AODA and the Integrated support the implementation of its operational goals
Regulation, in a way that ensures equitable access to its with respect to equity and inclusion.
buildings, programs and services for all of the students,
families, employees, and members of the public who
collectively make up the TVDSB community. The TVDSB
commits to achieving its accessibility goals in a way
that promotes and ensures respect for every person’s
human rights, dignity and independence.
An accessible TVDSB is therefore comprised of two,
equally important elements:
1. Policies, procedures and practices that promote
inclusion in all aspects of service delivery for
students, families, staff, and members of the public;
and
2. Individual accommodations that meet the needs
and ensure the success of every TVDSB student and
employee.
4Disability Defined
This Plan adopts an understanding of disability,
consistent with the AODA and the Ontario Human
Rights Code, as any physical or mental condition that
limits a persons movements, senses, or activities, and
which includes invisible disabilities such as mental
“
illness, and cognitive or learning disabilities.
Students with
disabilities are
a diverse group,
and experience
disability,
impairment
and societal
barriers in many
different ways.
Disabilities are
”
often “invisible”...
– Ontario Human Rights Commission Policy
on Accessible Education for Students with Disabilities,
March 2018
5The Thames Valley Community
The students, families, staff, and communities of the TVDSB in 2019 are exceptionally diverse.
The communities the TVDSB serves are urban, suburban, and rural, living in an area encompassing more than
7,000 square kilometres. Many of our students, families and staff have always lived in Southwestern Ontario –
many have only just arrived. Our families are both large and small, and are composed of a multitude of identities
and relationships – also reflected within our schools.
Our approximately 78,000 students attend 161 schools and learning centres across the TVDSB district. Our
students are supported by more than 8,500 staff with varied identities and backgrounds,
working within or out of both our educational and our administrative buildings.
Our students, families, and staff possess all levels of ability.
TVDSB embraces its community’s
diversity, as the foundation
upon which each
student’s
success is built.
6Accessibility Accomplishments
This section documents existing or ongoing - independent, complete keyboard functionality,
accessibility initiatives or developments in the TVDSB. and
- content navigation support for users.
Customer Service Content on the TVDSB website can also be instantly
The TVDSB continues to deliver translated into more than 100 languages. Individual
mandatory online training to all new school websites use the same platform as the
E
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ST TVDSB main site, ensuring access to all of the same
IC
OME SER V staff regarding accessible customer
R accessibility features and translation capabilities.
service prior to commencing
employment. This training, together with system-wide
In the Spring of 2018, school and system leaders were
training initiatives, ensures common understanding of
provided with training in accessible communications
accessibility standards across TVDSB’s workforce.
standards, with the TVDSB Communications Team
The TVDSB continues our commitment to responding providing dedicated support upon request.
effectively to requests for communications materials in
In addition to websites, TVDSB schools use an
alternate accessible formats, as well as to community
accessible communication tool, SchoolMessenger, to
accommodation requests. TVDSB engages both
share information with families, and to allow families to
system and school staff as appropriate, in responding
connect with schools. Educators also have the option
to these requests to ensure a timely response.
of using Brightspace as an accessible platform for
sharing information with families.
Information and
Communication
IN F
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Employment
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In 2018, the TVDSB website was
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with World Wide Web Consortium TVDSB has standardized processes
Content Accessibility (WACG 2.0) standards, which MP
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with respect to internal and external
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ensures accessibility through: job postings to ensure staff and
- enhanced readability, comprehensibility and the public are notified about the availability of
predictability of text content, accommodation for applicants with disabilities at all
- text alternatives for non-text content, stages of our recruitment processes.
- captions and other alternatives for multimedia,
Once applicants are selected for the assessment stage
- content with multiple presentation options of the recruitment process, applicants are notified
including by assistive technologies, that accommodations are available upon request
- ease of both audio and visual perception, in relation to materials or processes to be used.
7When inviting all applicants for interview, applicants The TVDSB Board of Trustees approves and directs the
are notified that accommodations are available, if service Parameters of STS annually through a service
requested. If accommodation is requested at any stage agreement. Two TVDSB staff also sit on the STS Board
in the recruitment process, applicants are consulted of Directors.
regarding necessary arrangements to account for
individual accessibility needs. STS designs and monitors service for home to school
transportation in keeping with its governing policies
New hire conditional offers of employment include and procedures, which ensure compliance with
the requirement for applicants to complete the accessibility standards. Policies and procedures include
TVDSB AODA training module before commencing those related to Accessibility Standards for Customer
employment. All applicable new hire letters and Service, Accessible Student Transportation, Individual
internal hire letters reference the accommodation Student Transportation Plans, Service Animals, and
policy. Support Persons for Students.
TVDSB has developed, in consultation with an
independent expert in the field, a training program
for staff regarding bias-free decision making in the Physical Environment
recruitment and selection process. Delivery of this During the 2015-16 school year an
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training across the system is ongoing. independent facility accessibility
NM
AL audit was completed of all TVDSB
IC EN VIRO
Accommodation owned sites. Individual site reports
TVDSB’s Accommodation Procedure for all were received and reviewed by TVDSB’s Facility
teaching staff was developed with reference to Services team. The results of this audit have guided,
the Ontario Human Rights Commission’s (OHRC) and continue to guide, prioritization of accessibility-
Policy and Guidelines on Disability and the Duty to related improvements to TVDSB facilities.
Accommodate, and supports a healthy and inclusive
The TVDSB Special Education and Facility Services and
return to work for staff. TVDSB Abilities and Wellness
Capital Planning departments work collaboratively to
Services supports staff requiring accommodation in
determine accessibility priorities throughout the year
developing an individual accommodation plan and
in order to effectively allocate resources from various
working towards staff’s goals in returning to work.
funding sources, including capital grants received
from the Ministry of Education. A collaborative
approach to the prioritization process facilitates timely
Transportation identification of students’ needs and project planning
Southwestern Ontario Student at specific school sites.
Transportation Services (STS) is a
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non-profit corporation that serves as
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S P O R T AT needs is communicated to Special Education system
the joint transportation consortium
for the TVDSB and the London District Catholic staff through administrators and Learning Support
School Board. STS is responsible for the planning and Teachers providing on-site support to students.
coordination of school bus service for Elgin, Middlesex This information is documented and tracked by the
and Oxford counties and in the City of London. Superintendent of Student Achievement responsible
8for Special Education. Maintaining current and Culture for Learning Advisory Committee
accurate information regarding student needs allows The mandate of the Culture for Learning Advisory
the Special Education department to work effectively Committee is to provide input and recommendations
with Facility Services staff to plan and implement to support TVDSB’s work in promoting safe and
individual accommodations. The objective of this inclusive school environments, and the mental health
collaborative effort is to combine the relevant and well-being of all students. The Committee meets
expertise of Special Education and Facility Services three times each year, and includes community
staff to ensure an inclusive learning experience for members, teaching staff, school administrators, and
every TVDSB student. system-level staff, as well as a Board Trustee, to ensure
that diverse perspectives are considered and reflected.
Systemic
In addition to the targeted
Special Education Advisory Committee (SEAC)
accessibility initiatives outlined above, The regulation made under the Education Act
SY TVDSB is committed to system-level requires all school boards to establish a Special
STE MIC Education Advisory Committee (SEAC). The SEAC
practices that promote equity and
inclusion, and seek to identify and remove systemic provides the Board of Trustees with advice about
barriers. These practices create opportunities for special education programs and services, and may
collaboration and community engagement in areas make recommendations to the Board on any matter
that support inclusion of all identities and levels of affecting the delivery of those programs and services
ability. for exceptional students.
Members of SEAC include representatives from
Equity and Inclusive Education (EIE) Policy
fourteen local community-based organizations that
Review Committee further the interests and well-being of exceptional
The EIE review process adds a preliminary step in the children or adults, and three Board Trustees. The
TVDSB’s policy review process to ensure all TVDSB Committee is supported by the Superintendent
policies and procedures reflect principles and priorities of Student Achievement responsible for Special
related to diversity, equity and inclusion of all students, Education, Special Education Learning Supervisors,
families and staff. school administrators, and representatives from two
The EIE Committee consists of TVDSB system staff, local Indigenous communities.
with Trustee representation, from diverse areas
“TVDSB
of responsibility, and meets once per month from
October to June to consider, using a dedicated review
tool, new or revised policies or procedures. The
department responsible for the policy or procedure
participates in the Committee’s discussions.
embraces its
Through the EIE review process, TVDSB ensures its Community’s diversity,
policies and procedures incorporate accessibility
considerations and promote inclusion for students
as the foundation upon
with disabilities, their families, and community
members.
which each student’s
”
success is built.
9The Accessibility Working Group
and Plan Development
The TVDSB Accessibility Working Group gathered in January 2019 to review the 2017-2019 Accessibility Plan, and
to consider the way forward in developing a Plan that would guide the TVDSB’s work related to accessibility in the
coming years. The Group expanded to include representation from additional sectors and areas of expertise, to
ensure contributions from all stakeholders.
The result, over the following months, was a renewed vision for accessibility, and a concrete plan to ensure the
realization of the TVDSB’s accessibility goals – supported by careful monitoring and accountability measures, and
celebration of our successes along the way.
10Overview of Objectives: 2019-2021
The TVDSB Strategic Plan 2018-2021 identifies three Information and Communication
strategic priorities: building positive relationships
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• Enhance education and training
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to foster an engaged and inclusive board culture;
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for staff regarding accessible
providing an equitable and inclusive learning communication requirements across
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environment that champions learning opportunities our system;
for all; and engaging in innovative learning
experiences that promote excellence in student • Review school communications, in particular
achievement and well-being. school newsletters, to ensure consistent use of
accessible formats and communication tools, as well
TVDSB acknowledges the significance of its as content that can be accessed by all groups and
Accessibility Plan in achieving these strategic individuals in our diverse school communities; and
objectives. Through focused planning, continual
monitoring, and ongoing stakeholder engagement • Revise accessibility information available on
related to accessibility, TVDSB will: TVDSB’s website to ensure it reflects current
• build positive relationships with students with legislative requirements and TVDSB’s broader
disabilities, their families, and community partners; commitments to equity, inclusion, and the rights of
persons with disabilities.
• enhance the inclusivity of TVDSB services and
structures for all students; and Employment
• help to create a strong foundation for student • Support TVDSB employees
achievement and well-being. in accessing comprehensive,
In working towards its ultimate goal of meeting MP accurate information related to
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the standards outlined in the AODA, TVDSB aims to accommodation in the workplace to
achieve the following objectives during the period provide the best support possible to staff;
2019-2021: • Continue ongoing review of TVDSB Abilities and
Wellness Services processes to ensure these reflect
Customer Service
current best practices;
• Review and revise TVDSB community
feedback processes related to • Create a comprehensive accommodation policy
accessibility and accommodation to and procedure applicable to all staff;
E
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OME SERV ensure efficiency and ease of access;
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and • Support staff through professional learning in
understanding and applying principles related to
• Enhance training and supports for staff in accommodation;
understanding and applying standards for accessible
customer service. • Enhance the diversity of the TVDSB workforce
and inclusion for persons of varying ability within it,
through amendments to recruitment, selection and
promotional policies and processes as able; and
• Continue professional learning initiatives regarding
bias-free decision making in recruitment and hiring.
11Transportation Physical Environment
Southwestern Ontario Student • Enhance information sharing and
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Transportation Services (STS) aims collaboration between Special
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to continue its organizational AL Education Department staff and
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S P O R T AT EN VIRO
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commitment to providing accessible Facility Services and Capital Planning
and specialized transportation service to students regarding prioritization of accessibility-related
– a commitment that is founded in the dignity and projects;
humanity of all individuals and enables their full
participation in a diverse society. In accordance with • Update publicly available information regarding
this commitment, STS aims to achieve the following the accessibility of TVDSB school sites;
objectives: • Continue work to enhance TVDSB’s process for
• Design and monitor service for home to school documenting and tracking student accessibility
transportation, including specialized transportation, needs to ensure seamless and successful transitions
in keeping with its governing policies and into the school environment, and from one school
procedures jointly agreed upon by its member site to another (e.g., elementary to secondary); and
school boards; • Support communication between schools and
• Review, on an ongoing basis, all policies, practices Special Education Department staff regarding
and procedures to ensure they are consistent with specific accessibility concerns.
current legislative requirements and principles of
independence, dignity, integration and equality of
opportunity for all persons;
• Maintain its commitment to planning and
delivering service, including accessible and
specialized transportation service, that is safe,
effective and efficient, and support this commitment
with appropriate training for all staff; and
• Continue to respond to, and resolve concerns
related to individual accommodations of students
collaboratively with TVDSB senior administration and
staff.
12Other – Systemic
• Create a TVDSB Accessibility
Policy to ensure a consistent
SY understanding of the TVDSB’s
STE MIC
accessibility objectives and
commitments, and the importance of these
objectives to achieving system goals related to
equity, inclusion and respect for Human Rights;
• In developing a comprehensive TVDSB Equity
Action Plan, include accessibility as a key
determinant of equitable and inclusive learning and
working environments; and
• Acknowledging the findings and direction of the
Ontario Human Rights Commission (OHRC) in its
Policy on Accessible Education for Students with
Disabilities (2018), enhance professional learning
regarding the duty to accommodate.
13Multi-Year Plan 2019-2021
This section states the specific actions that TVDSB will take to fulfill its accessibility objectives. Each action represents
an intentional step towards measureable outcomes to be achieved during the period covered by this Plan.
Objectives: The goals TVDSB intends to achieve by the end of our multi-year Plan.
Actions: Specific steps TVDSB will take to achieve our accessibility goals.
Outcomes and Measurements to be considered: Desired outcomes, and potential indicators
that will assist us in measuring our success in meeting our objectives.
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1. Ensure public information a) Update accessibility information
to ensure it references current
i) Website content has been
revised at 6 months following
regarding accessibility in TVDSB
legislative requirements related to the release of the Plan, by TVDSB
is complete, accurate and up to
accessible customer service. Communications team.
date.
2. Amend the TVDSB a) Direct feedback and concerns
to the TVDSB Diversity and Equity
i) Feedback and requests are
consistently documented and
Accessibility Feedback and
Coordinator, who will coordinate a tracked by the Diversity and
Community Accommodation
response from the most appropriate Equity Coordinator;
Request processes to ensure they
staff person or department; ii) All requests and feedback are
are transparent, fair and efficient.
b) Ensure information about feedback responded to in a timely manner.
and request processes is easily located
and prominently displayed on the
TVDSB website;
c) Through responding to requests and
feedback, increase staff awareness of
accessibility needs and concerns.
3. Enhance staff understanding a) Develop a plan to deliver more,
and more interactive, professional
i) A mechanism for tracking and
monitoring feedback about the
of accessible customer service
learning on accessible customer service experience of school
and its relevance to their roles and
service; communities and the general
positions.
b) As part of this plan, establish public is established;
partnerships with TVDSB System ii) A method of identifying
Staff Development, as well as trends, if any, in customer service
program staff responsible for feedback is developed.
delivering professional learning.
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1. Support all staff in a) Build upon Spring 2018 training
by creating additional professional
i) TVDSB staff, in particular those
involved in the production of
understanding and applying
learning opportunities for communications materials, system
requirements for accessible
staff regarding accessible supervisors and managers, and
communication, including the
communication, with particular school administrators, receive
creation and distribution of print
focus on document creation and (current) training with respect to
and electronic materials.
creation of multimedia materials; accessible communications;
b) Facilitate collaboration between ii) A mechanism for tracking
Communications and Graphic rollout of accessibility training
Services to ensure accessibility to staff across the system is
requirements are consistently met established;
in the development of electronic iii) A process for ensuring all new
or print materials; materials produced by TVDSB
c) Enhance awareness system- Graphic Services consistently
wide of accessible communication meet accessibility requirements is
standards through internal put in place;
reminders and messaging. iv) A strategy for delivering
periodic reminders and
information to staff regarding
accessible communication
standards is developed and
implemented by the TVDSB
Communications team.
16a) Conduct a review of school i) A method for reviewing and
2. Ensure compliance of school- to home communications e.g. auditing of school to home
generated communications with
school newsletters, to identify communications is developed and
regulated accessibility standards.
areas for improvement in meeting implemented;
accessibility standards; ii) A process for ongoing review
b) Support school administrators of compliance of school to home
and staff as appropriate in communications with regulated
producing accessible document standards is established.
formats.
3. Improve overall accessibility a) Gather feedback from parents/
guardians and families regarding
i) A plan for surveying consumers
of school-based communications
of school-generated
their experience in accessing (i.e. parents/guardians and
communications for students,
school to home communications; families), is developed and
families, and other stakeholders.
b) Review school-based implemented;
communications to identify areas ii) A mechanism for tracking
for improvement in accessibility consumption of school
related to level and complexity communications, in particular
of content and availability of by groups identified as facing
translation; potential barriers to access
c) Support school (e.g. persons with disabilities or
administrators in tailoring persons for whom English is not
school communications to their the primary spoken language), is
particular school communities. created;
iii) Consultations with
administrators and staff
responsible for producing school
to home communications are
underway regarding accessibility;
avenues for schools to access
ongoing support from system
staff are established.
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1. Review and revise information a) Review and revise information
available through the employee
i) Employee portal information
has been revised at 6 months
and processes related to
portal to ensure it reflects following release of the Plan by
workplace accommodation,
current legislative and regulatory TVDSB Abilities and Wellness
to ensure these reflect current
standards; Services;
regulatory requirements and best
practices. b) Enhance the information ii) Enhancements are completed
available via the portal to prior to the commencement of
ensure employees have access the 2020-2021 school year by
to a complete guide to TVDSB’s Abilities and Wellness Services.
accommodation processes.
2. Develop and implement a) Research policies developed in
other jurisdictions to identify best
i) Policy and procedure are
drafted, have progressed through
a comprehensive TVDSB
practices; the TVDSB review process
accommodation policy and
b) Develop and implement a (including posting for public
procedure applicable to all staff.
policy applicable to all TVDSB input), and are in place.
employees.
183. Enhance professional a) Engage a third-party vendor to
develop content for leadership
Desired outcomes include:
learning related to the duty to i) Managers and supervisors are
training related to the duty to knowledgeable and implement
accommodate amongst TVDSB
accommodate; the Duty to Accommodate
organizational support staff.
b) Support managers and Process;
supervisors, in particular in ii) Concerns from staff related to
Organizational Support Services, accommodation are reduced;
in delivering training to staff.
iii) A greater number of concerns
are resolved informally. To this
end:
• Information on complaints
made to the TVDSB alleging
discrimination based on
disability is compiled, in
consultation with legal counsel;
• A process for informal
resolution of complaints has
been developed.
4. Incorporate accessibility- a) Develop a plan for including
accessibility-related training in
i) TVDSB pre-boarding and
onboarding training includes
related training in ongoing
on-boarding and pre-boarding for content related to accessibility
review and revision of corporate
new staff; standards;
orientation practices.
b) Review, in particular, methods ii) An approach to delivery, to
of delivery, to enhance the impact ensure training is interactive and
of learning related to accessibility engaging, is developed and is
during orientation. implemented.
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5. Enhance the diversity and a) Analyze data collected through
the TVDSB Everyone Belongs at
i) Employee survey data is
analyzed and publicly reported
inclusivity of the TVDSB workforce
Thames Valley Employee Survey on;
through amendments to
to better understand the diversity ii) A plan for action based on
recruitment and selection policies
of the TVDSB workforce; survey outcomes is determined.
and processes.
b) Identify opportunities for
targeted recruitment activities
amongst groups, including
persons with disabilities, which
are underrepresented amongst
TVDSB employees;
c) Continue delivery of bias-
free hiring training, targeting in
particular all Human Resources
staff and all managers and
supervisors newly (within the last
3 years) employed with TVDSB.
206. Enhance the transparency a) Review existing promotional
practices, particularly those
i) A method of tracking the
number of candidates applying
and inclusivity of Principal/Vice-
related to promotions to Vice- for promotion to Principal/
Principal promotional policies
Principal and Principal, to identify Vice-Principal positions, as well
and practices, to ensure equitable
processes or approaches that as a mechanism for identifying
advancement of candidates with
allow for subjectivity in the diversity in the identities and
varying abilities.
selection of candidates for circumstances of candidates, is
promotion; established;
b) Revise processes to ensure ii) Review and revision of
objective and accountable promotional practices and any
decision-making regarding related policies or procedures, is
promotions. substantially complete.
7. Enhance professional learning a) Further improve and refine bias-
free decision making training.
i) A method of tracking rollout
of bias-free hiring training is
regarding implicit bias and bias-
b) Deliver, or re-deliver, training established to ensure target
free decision making, system-
to Human Resources staff, groups are being reached.
wide.
supervisors and managers,
school administrators, senior
administration, and Trustees.
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1. Design and monitor service a) Develop transportation
arrangements for students
Desired outcomes include:
for home to school transportation i) Transportation service that
identified and approved by partner meets individual students’ needs,
in keeping with STS policies and
school boards, consistent with while maintaining maximum
procedures.
each student’s Individual Student inclusion and integration;
Transportation Plan (ISTP);
ii) Successful implementation of
b) Ensure effective communication ISTP requirements by contracted
of ISTP information to service service providers.
providers contracted to deliver
service to students.
c) In accordance with STS’
commitment to integrated
transportation, ensure exceptional
students are transported on
traditional school buses unless
alternate accessible transportation is
required to meet a student’s needs.
222. Review existing policies, a) Review legislative and
regulatory requirements for any
i) Policies and procedures are up
to date, clear and comprehensive;
practices and procedures to
updates or changes; ii) Policies and procedures
ensure these reflect current best
practices and principles of equity b) Review policies and procedures embody organizational
and inclusion and proactively of student transportation commitments.
address barriers to access and providers in other jurisdictions to
integration. identify best practices;
c) Review and propose revisions
to STS policies, procedures and
practices, as appropriate.
3. Ensure compliance with STS a) Plan and deliver training to
staff, in particular training related
Desired outcomes include:
policies and procedures, and i) Fewer concerns raised by
to accessible transportation and students and families related
commitment to safe, efficient
ISTPs; to services provided by service
and effective service by all
staff, including service delivery b) Ensure training includes, in delivery partners;
partners. particular, all bus operators under ii) Organizational culture reflects
contract to STS; commitment to principles of
c) Monitor the quality of home- equity and inclusion.
to-school services provided
by contracted service delivery
partners.
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1. Enhance information-sharing a) Schedule planning meetings
between the Superintendent of
i) A system that is conducive to
storing and sharing information
regarding student accessibility
Student Achievement responsible regarding all TVDSB students with
needs between Special Education
for Special Education, or designate, physical accessibility needs is in
and Facility Services to ensure the
and the Manager of Capital projects, place;
most effective and efficient use of
to take place at least quarterly; ii) A mechanism for gathering
resources across the system.
b) Continue a collaborative and compiling feedback from
approach between Special Special Education and Facility
Education and Facility Services to Services staff related to the
determining priority of accessibility process for identifying and
projects, to ensure that priority is prioritizing accessibility projects is
assigned according to established, to allow for an annual
• principles of inclusion as outlined check-in and review.
in TVDSB Special Education
policies,
• the rights of students with
disabilities, and
• strategic priorities in accessibility-
related improvements to TVDSB
school sites, across school
communities.
242. Anticipate student physical a) Identify, through a collaborative
prioritization process and in
Desired outcomes include:
accessibility needs sooner, to i) More efficient planning
consultation with the TVDSB for capital projects, allowing
allow for advance planning for
Capital Planning Committee, Facility Services to mobilize
facilities-related accommodations.
priority capital projects to be improvements to TVDSB buildings
completed during the upcoming more quickly to meet student
school year, by no later than needs;
March of the current year;
ii) Fewer unanticipated, last-
b) Continue work to enhance minute requests for facility
and refine TVDSB’s process for modifications to accommodate
communicating, documenting exceptional students.
and tracking student accessibility
needs prior to planned transitions
within the system (from Early
Years programming into the
school system, and from
elementary to secondary school);
c) Expand the scope of the current
process for tracking student
accessibility needs (from its focus
on students transitioning from
elementary to secondary) to
include tracking for all exceptional
students from pre-school to
graduation;
d) Enhance the functionality
of the current tracking system
by allowing information to be
more readily shared with Facility
Services and other system
partners.
25ENT
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NM
AL
EN VIRO
IC
3. Enhance capacity to a) Dedicate funds within the
TVDSB Budget to accessibility-
Desired outcomes include:
efficiently direct resources to i) Transparency in accounting
related capital projects, to for accessibility-related
support accessibility-related
be augmented as needed by improvements to school
capital projects.
additional sources of funding, buildings;
including but not limited to,
ii) More efficient planning for
existing school renewal and
the use of resources to support
school condition improvement
accessibility-related projects.
grants.
4. Monitor progress a) Update facility-specific
accessibility information for all
i) Information available to the
public regarding accessibility is
in accessibility-related
TVDSB buildings available on the current, complete and accurate
improvements to school sites in a
TVDSB website to reflect current at 6 months from the release of
manner that is effective, efficient,
conditions; the Plan, as reported by Facility
and transparent.
b) Develop a process to ensure Services;
information is updated at least ii) Information available to the
annually. public is consistently updated to
reflect successful completion of
accessibility-related projects.
265. Clarify the process for a) Investigate existing practices on
the part of school staff for raising
Desired outcomes:
raising specific accessibility or i) Enhanced communication
individual accessibility concerns between school staff and TVDSB
accommodation concerns at
or requests at school sites with system staff regarding existing
the school level (which could
school administration; and changing student needs
originate with students, families,
staff, or administrators) to the b) Develop a plan for educating related to accessibility.
TVDSB Special Education Team staff on the appropriate
to facilitate timely and effective process for communicating and
communication of these concerns. responding to these concerns or
requests.
27SY
STE MIC
1. Develop, as needed, further a) Draft and implement a TVDSB
Accessibility Policy, reflecting best
Desired outcomes:
policies, procedures, and/ i) TVDSB policies reflect best
practices across boards in other practices, consistent with the
or guidelines to support the
jurisdictions. approach of boards in other
Accessibility Plan and other Board
initiatives related to the rights b) Identify other policy supports, jurisdictions;
of persons with disabilities and as appropriate and necessary ii) Board governance structure
the creation of equitable and based on a review of best reflects the vision for an
inclusive learning and working practices. accessible TVDSB outlined in the
environments. Accessibility Plan.
2. Develop and implement a) Steering Committee established
to determine approach to action
i) Steering Committee begins
work before end of 2018-2019
a TVDSB Equity Action Plan
planning and next steps; school year;
or Framework to guide and
coordinate the Board’s work b) Ensure representation from ii) Community/stakeholder
related to equity, inclusion and the Accessibility Working Group consultations planned and
Human Rights, system-wide. and persons with disabilities completed before end of 2019-
in community and stakeholder 2020 school year;
consultations regarding a TVDSB iii) Action Plan document(s)
Equity Action Plan. created to guide work
internally, as well as to increase
public awareness of TVDSB’s
commitment and actions related
to equity and inclusion.
283. Develop a plan for, and a) Review recently completed and
existing professional learning in
Desired outcomes:
begin to deliver, system-wide i) Increased understanding among
relation to the TVDSB’s duty to staff and management regarding
professional development
accommodate students, family the duty to accommodate persons
regarding the duty to
members, and members of the with disabilities;
accommodate persons with
public to identify system needs;
disabilities. ii) Reduction in concerns raised
b) Develop a plan for effective regarding a lack of, or the nature
implementation of professional and scope of, accommodation.
learning.
4. Develop a plan for and a) Work collaboratively with
Learning Support Services staff
Desired outcome:
provide support for school-based i) Increased understanding among
to provide resources to schools both staff and students of the
student learning opportunities
to support student learning ways in which schools can help
that focus on enhancing students’
opportunities that focus on to foster inclusive communities
understanding of inclusive
understanding and supporting as seen through school-wide
communities that welcome
the needs of individuals with initiatives and more inclusive
individuals of all abilities.
disabilities. classroom learning environments.
29Communication of the Plan
The TVDSB Accessibility Plan will be presented to the Board of Trustees and displayed on the TVDSB web site at
www.tvdsb.ca. Hard copies, and accessible formats will be provided upon request by contacting:
Andrea Marlowe, Diversity and Equity Coordinator
Thames Valley District School Board
1250 Dundas Street
London, ON N5W 5P2
Tel: (519) 452-2000 ext. 20515
Email: a.marlowe@tvdsb.ca
Review and Monitoring
The Accessibility Working Group will meet quarterly to discuss the TVDSB’s progress in implementing the
objectives outlined in this plan. Representatives from TVDSB departments with responsibility for actions,
measures and desired outcomes outlined in the Plan will report to the Working Group on progress made.
The Working Group’s meetings, including any commitments or actions arising out of these meetings, will be
documented and tracked through a method to be collectively determined by the Working Group.
The Diversity & Equity Coordinator will be responsible for follow up or coordination of efforts to achieve the
objectives outlined in the plan, as necessary.
Annual Updates
The TVDSB will produce an Annual Status Report with respect to the implementation of the Accessibility Plan, in
consultation with the Accessibility Working Group. The Status Report will be presented to the Board of Trustees,
and made publicly available on the TVDSB web site together with the Multi-Year Accessibility Plan.
30Appendix A: Accessibility Projects 2017-2019
WC
elevator access barrier free washrooms barrier free inclined ramp tactile indicators barrier free
drinking fountains bus dropoff
automatic door fire alarm strobes inclined stair lift barrier free vertical chair lift braille signage
opener parking
barrier free physiotherapy
path room
2017-2018 School Year
TVDSB Site Location Project Completed
John Dearness Public School City of London
WC
Lester B. Pearson School for the Arts City of London
WC
Zorra Highland Park Elementary Embro,
School Oxford County WC
Arthur Ford Public School City of London
WC
Elgin Court Public School St. Thomas,
Elgin County
Innerkip Central Public School Innerkip,
Oxford County WC
W. Sherwood Fox Public School City of London
WC
312018-2019 School Year
TVDSB Site Location Project Completed
Drumbo,
Blenheim District Public School
Oxford County
WC
Bonaventure Meadows
City of London
Public School WC
C.C. Carrothers Public School City of London
WC
Chippewa Public School City of London
Hickson,
Hickson Central Public School Oxford County
WC
Jack Chambers Public School City of London
WC
John P. Robarts Public School City of London
WC
Ilderton,
Oxbow Public School Middlesex
County
Tavistock,
Tavistock Public School Oxford County WC
AB Lucas Secondary School City of London
Woodstock,
College Avenue Secondary School Oxford County WC
Aylmer,
East Elgin Secondary School Elgin County
H.B. Beal Secondary School City of London
Woodstock,
Huron Park Secondary School Oxford County WC
Ingersoll District Collegiate Ingersoll,
Institute Oxford County
Montcalm Secondary School City of London
Saunders Secondary School City of London
Sir Wilfred Laurier Secondary
City of London
School WCAppendix B: Accessibility Working Group
Andrew Canham Becky Calvert-Hamilton,
TVDSB – Superintendent of Student Achievement OSSTF District 11 Health & Safety Officer
(Special Education)
Lisa MacMaster, President
Andrea Marlowe Ontario Secondary School Teachers’ Federation (OSSTF)
TVDSB – Diversity and Equity Coordinator
Monique Greczula, President
Andrea Leatham Canadian Union of Public Employees (CUPE) 7575
TVDSB – Learning Supervisor, Special Education
Joanne Dowswell, Chief Steward
Roseanne Ferrara Canadian Union of Public Employees (CUPE) 4222
TVDSB – Learning Supervisor, Special Education
Melissa Bakker, Secretary
Carlos Henriquez, Manager, Capital Projects Canadian Union of Public Employees (CUPE) 4222
TVDSB – Facility Services
Charlie Price, President, Unit A
Julia Capaldi, Communications Specialist CUPE 4222
TVDSB – Public Affairs and Community Relations
Alison Morse, Senior Manager, Provincial Services
Carolyn Glaser, Manager, IT Services Easter Seals Society/ TVDSB Special Education Advisory
TVDSB – Information Technology Committee (SEAC)
Bethany Martin, Manager, Staffing Samantha Edwards, Senior Transportation
TVDSB – Human Resources Specialist and Systems Administrator
Alice McCauley, Employee Relations Officer Southwestern Ontario Student Transportation Services (STS)
TVDSB – Human Resources Sherry Haines, Associate Director,
Carolyn Blewett, Supervisor, Access Ability Services
Learning Support Services Ontario March of Dimes
TVDSB – Learning Support Services Carla Mocellin-Barbieri, Assistive Devices
Dwayne DeJonge, Vice Principal, Central Elgin CI Counsellor
TVDSB – OPC Secondary Ontario March of Dimes
Rebecca Crichton, Disability Management Officer Randy McGivern, TCS Clinical Coordinator
TVDSB – Human Resources, Disability Management Thames Valley Children’s Centre
Kimberly Smith, Summers Corners PS Heather and Brian Van Arnhem
TVDSB – Active Learning Educational Assistant Parent representatives
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