Section 23 Education Programs
(Care and/or Treatment, Custodial and
Correctional Facilities) Protocol
Definition
Educational programs in care and/or treatment, custodial and correctional facilities are
referred to as Section 23 classes.
Philosophy
The philosophy and expectations of the Ministry of Education regarding educational
programs for pupils in government approved care and/or treatment, custodial and
correctional facilities is articulated in Policy/Program Memorandum No. 85 issued
January 29, 1986.
Essentially, this memorandum states that the education of school-aged pupils must not
suffer if they are required to attend government approved facilities for care and/or
treatment, custodial or correctional needs. As far as possible, these pupils should attend
regular or special education classes in local schools. However, in cases where pupils are
not able to attend local schools because of their exceptional needs, suitable educational
programs that recognize the primacy of care and/or treatment, custodial or correctional
needs may be provided by the School Board within the facilities. Arrangements for the
provision of such educational programs should be developed jointly by the facility staff
and Board personnel.
Memorandum of Understanding
At the request of a government approved care and/or treatment, custodial or correctional
facility located within its jurisdiction, the School Board may enter into a written agreement
to provide educational programs in the facility for those pupils who are not able to attend
local schools because of their care and/or treatment, custodial or correctional needs.
The School Board may employ one or more qualified teachers to provide educational
programs in the facility. The written agreements must comply with the Ministry of
Education Guidelines for Approval of Educational Programs in Government Approved
Care, Treatment, Custodial and Correctional Facilities.
Funding
Under the provisions of Section 23 of the Ministry of Education General Legislative Grant
Regulation 287/98, the School Board may provide educational programs in community
based care and/or treatment, custodial or correctional facilities for school-aged pupils
who, for various reasons, are unable to attend regular community schools. The
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educational programs, including educational personnel, are funded by the Ministry of
Education subject to Ministry approval of annual legal agreements between the School
Board and the facilities which provide care and/or treatment, custodial or correctional
services. All other resources are provided by the partnering facility.
Referral/Admission
To be eligible to attend the educational program in a care and/or treatment, custodial or
correctional facility, a pupil must first be admitted to the facility program by its admissions
board. Each facility is guided by its own orientation and admission process. Admission
to the program is continuous throughout the school year.
Pupils who are admitted to a care and/or treatment, custodial or correctional facility are
not considered “pupils” in the traditional sense under the Education Act nor are they
registered to the School Board. Section 23 pupils are clients of the facility providing the
care, treatment or custody.
The Educational Program
A collaborative multidisciplinary approach is used to develop programs that address both
the treatment and educational needs of the pupils. The types of facility professionals
vary and may include child and youth counsellors/workers, social workers, therapists,
psychologists, psychiatrists, and medical personnel.
The teacher, as a member of the treatment team, is responsible for the educational
assessment of and program planning and implementation for pupils. The academic
programs are flexible and individualized, meet School Board and Ministry guidelines and
are integrated with the treatment plan. Every effort is made to maintain as regular an
academic program as possible. Credit courses are offered at the secondary school level.
Facilities may offer a summer program.
Support for programming by educational staff in care and/or treatment, custodial or
correctional facilities is provided through School Board resources and in-service
opportunities offered for all staff.
Records and Reporting
The Ontario Student Records (OSR) of pupils enrolled in Section 23 programs are
maintained at the care and/or treatment, custodial or correctional facility and are secured
by the teacher of the Section 23 educational program.
Daily attendance records are maintained by the teacher of the Section 23 program. A
pupil placed in a partial re-entry program remains full-time on the register of the Section
23 program until full re-entry is achieved. It is the responsibility of the Section 23 teacher
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to track and record pupil attendance at the Section 23 facility and the receiving school
during the period of partial re-entry.
Pupil enrollment in Section 23 programs is reported by the School Board to the Ministry
of Education according to the total number of pupils in classes of teachers employed by
the School Board.
Roles and Responsibilities
Superintendent of Program
The Superintendent of Program is responsible for the overall implementation and
operation of educational programs within care, treatment and correctional facilities.
Specific responsibilities may be delegated as follows:
a)
The Principal of the Affiliate School is responsible for:
i.
selection of the educational staff in consultation with the facility,
as requested;
ii.
supervision of the educational staff and the program;
iii.
collaborative facilitation of in-service for the educational staff;
iv.
evaluation of the educational staff; and
v.
management of the educational program budget.
These duties are routinely delegated by the Principal to the Vice-Principal of the
Section 23 schools.
b)
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Section 23 Vice-Principal is responsible for:
i.
development, implementation and annual negotiations of the
contract agreements between the School Board and agencies;
ii.
liaison between the School Board, agency partners and the
Ministry of Education in matters pertaining to Section 23
programs;
iii.
preparation of reports as required by the Ministry of Education
for Section 23 grant approvals;
iv.
consultation with referral sources within and outside the School
Board regarding referrals to Section 23 programs;
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c)
v.
provision of support to the educational staff in Section 23
classrooms in the development and implementation of
education programming;
vi.
tracking of all students attending Section 23 programs; and
vii.
provision of support for the enrolment and successful re-entry of
Section 23 students.
The Teacher is responsible for:
i.
the duties and responsibilities of a teacher as outlined by the
Ministry of Education and School Board policies and
regulations;
ii.
provision of educational programs for pupils in accordance with
Ministry of Education and School Board policies and
regulations;
iii.
completion of Individual Education Plans (IEPs) for all pupils;
iv.
collaborative involvement with the facility multidisciplinary team;
v.
participation in appropriate in-service provided through the
School Board and the facility; and
vi.
collaborative development of re-entry plans for pupils returning
to the school system.
Re-entry/Transition Planning
Re-entry planning is an integral component of the program for pupils returning to the
school system. Transition planning is essential for those pupils proceeding to post
secondary education, job training or employment. Wherever possible, transition plans
include re-integration of a pupil into the home school. When this is not possible, effort is
made to set up partial integration into a school local to the facility.
Until this transition time is completed, usually a few weeks to a few months, the
child/youth shall remain on the facility register, since this provides protection for the
child/youth in case of regression. A child/youth shall not be included on the register of
the facility and the register of a day school at the same time.
Elements of the transition plan may include gradual integration, with sharing of
documentation and records (in keeping with the OSR Guidelines 2000) and regular
communication with parents and agencies.
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