PUBLIC s Fac 2013 012 Playground Safety PLAYGROUND SAFETY “I can do all this through Him who gives me strength.” Philippians 4:13 (NIV) Created, Draft First Tabling Review October 28, 2014 November 5, 2014 C. Maltese, Coordinator, Occupational Health & Safety C. Fernandes, Superintendent, Early Learning Strategy P. De Cock, Comptroller, Business Services M. Puccetti, Superintendent, Facilities Services RECOMMENDATION REPORT Vision: At Toronto Catholic we transform the world through witness, faith, innovation and action. Mission: The Toronto Catholic District School Board is an inclusive learning community rooted in the love of Christ. We educate students to grow in grace and knowledge and to lead lives of faith, hope and charity. G. Poole Associate Director of Academic Affairs A. Sangiorgio Associate Director of Planning and Facilities S. Pessione Associate Director of Business Services, Chief Financial Officer and Treasurer Angela Gauthier Director of Education REPORT TO CORPORATE AFFAIRS, STRATEGIC PLANNING AND PROPERTY COMMITTEE Page 45 of 162
Transcript
PUBLIC
s
Fac 2013 012 Playground Safety
PLAYGROUND SAFETY
“I can do all this through Him who gives me strength.”
Philippians 4:13 (NIV)
Created, Draft First Tabling Review
October 28, 2014 November 5, 2014
C. Maltese, Coordinator, Occupational Health & Safety
C. Fernandes, Superintendent, Early Learning Strategy
P. De Cock, Comptroller, Business Services
M. Puccetti, Superintendent, Facilities Services
RECOMMENDATION REPORT
Vision:
At Toronto Catholic we transform the world
through witness, faith, innovation and action.
Mission:
The Toronto Catholic District School Board is an
inclusive learning community rooted in the love of
Christ. We educate students to grow in grace and
knowledge and to lead lives of faith, hope and
charity.
G. Poole
Associate Director of Academic Affairs
A. Sangiorgio
Associate Director of Planning and Facilities
S. Pessione
Associate Director of Business Services,
Chief Financial Officer and Treasurer
Angela Gauthier
Director of Education
REPORT TO
CORPORATE AFFAIRS, STRATEGIC
PLANNING AND PROPERTY
COMMITTEE
Page 45 of 162
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A. EXECUTIVE SUMMARY
This report responds to the Trustee Motion on December 5, 2013 Corporate Affairs, Strategic
Planning and Property Committee directing staff to review and address the hazards of
landscaping rocks at St. Timothy, St. Albert and Epiphany of Our Lord schools, and amendments
to play yard standards related to landscape stones/boulders be implemented and protocols for
reporting safety related incidents be implemented.
Following a review of the safety related comments made in the “2013 School Yard Greening
Survey” and analysis of Board’s Risk Management Department Accident Report summary, the
rate of accidents in naturalized play yards is very low compared to accidents in the overall
general asphalt play yard. In addition, injuries in naturalized play yards are also surpassed by
injuries on play structures.
Despite these findings, this report recommends additional reporting protocols for naturalized
play yards in order to monitor safety within them, revisions to the existing Board’s “Planning &
Designing Green School Grounds” guidelines and “FDK Playground Standards” to incorporate
standards that address concerns related to the size, location and spacing of landscape rocks, a
more detailed study of the schools identified as those with the highest number of incidents, and
the implementation of an annual “School Yard Greening Survey” that includes more questions
related to playground safety.
B. PURPOSE
1. This recommendation report is in response to the Trustee Motion regarding use of large
boulders as landscaping or fencing/barriers to school property, from the December 5,
2013 Corporate Affairs, Strategic Planning and Property Committee and the following
Action After:
a) That subject to final approval from the principal and CSAC of St. Timothy
Catholic School – the landscaping rocks scattered (exhibit) 1 in the JK/SK
play-yard be removed.
b) That staff investigate the potential and experienced hazards of the
remaining boulders/rocks at St. Albert CS & St. Timothy Catholic School.
c) That staff investigate the transfer of any removed boulders/rocks to
Epiphany of Our Lord Catholic Academy subject to the materials meeting
their needs.
d) That the elementary landscaping and play-yard design standards be
amended as to not include landscaping stones/boulders unless specifically
requested or accepted by the school community.
e) That staff come back with a report on safety issues related to any of the
schools that have these naturalized surfaces.
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f) That staff develop a process that would indicate the protocol or policies
on how we provide play spaces in any school community and bring back
statistics from across the system on the number of incidents, the nature of
the incidents and playground injuries across the Board.
2. Item 1(a), related to St Timothy has been completed. Item 1(b), regarding the removal of
rocks from St Albert is pending further costing information – the preferred option,
supported by the Principal is to add a wood fence, rather than remove the rocks. The
rocks are a barrier to the adjacent emergency fire route and vehicles access to the rear
school yard. The new wood fence would prevent students accessing the ledger rocks that
define the FDK play area enclosure. Item 1 (c), to provide Epiphany of Our Lord, with
rocks for a new learning circle is currently underway. Neither the ledger rocks at St
Timothy nor at St Albert can be re-purposed for a learning circle, as the rocks are not
smooth cut to fit together in a semi-circle.
3. Item 1(d), this report recommends revising the Board’s “Planning & Designing Green
School Grounds” design guideline, issued in March 2009, to include specifications that
address the design and layout of landscape rocks, including their quantity, size, spacing
and location.
4. Information regarding Items 1(d), (e) and (f) are provided in this report.
C. BACKGROUND
1. Naturalized school yards and play areas have increased in popularity and are in demand
from school communities - parents, teachers and students. The Ontario Ministry of
Education has incorporated outdoor learning and environmental stewardship into the
elementary school curriculum. The Ministry’s Early Learning Kindergarten program
encourages outdoor learning activities through inquiry-based play, connecting with
natural materials (sand, mulch, soil and grass) as well as encouraging gross motor skill
development. Increasingly, studies by doctors and early childhood experts are
demonstrating the need for naturalized play yards for improved childhood development.
2. In December 2008, The City of Toronto adopted a two-tiered set of performance
standards for sustainable development called the Toronto Green Standard (formerly
known as the Toronto Green Development Standard). This new ‘Green Standard’ came
into effect for all projects submitted for Site Plan Approval after January 2010. As a
result, construction of new schools or major additions are required to “green” their site by
the following:
Reduce the amount of hard surfacing (asphalt) and increase the amount of soft
(permeable) surfacing;
Improve air quality and energy efficiency of the building;
Increase on-site storm water retention;
Increase the urban forest, ecological protection and enhancements;
Improve solid waste management.
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In our play yards we have addressed these requirements by providing naturalized play
grounds that take advantage of the natural topography of the site, to include shade
islands, tree planting, gardens, and creation of outdoor classrooms, in order to meet the
municipal requirements while improving play yards for students and offering curriculum
opportunities for outdoor learning.
3. On April 10, 2014 the Board approved a report regarding Outdoor Environments for Full
Day Kindergarten Learning (FDK), which identified nine (9) preferred elements to
address - security, minimum play area, shade, a variety of surfaces, access to nature,
seating, water, storage and room to run. These elements are designed in consultation with
Early Learning Program educators, to incorporate the Ministry of Education’s focus on
bringing the curriculum outside into the play yard. In addition, these preferred elements
are also found in other school boards’ FDK outdoor learning environments and are
supported by the Evergreen Foundation, a non-profit national resource group that
advocates for sustainable, natural school grounds.
4. Under the Occupier’s Liability Act, owners, therefore the Board, are required to take all
reasonable steps to ensure that play equipment is reasonably safe. This includes annual
inspection and maintenance of all play structures. Previously the Canadian Standards
Association (CSA) guideline CSA Z614 “Children’s Play Spaces and Equipment
Standard” had set out all the guidelines for testing and inspecting play structures by
defining fall height, ground surfaces and “no encroachment” zones. In the most recent
(2014) version, the standard has expanded beyond pre-fabricated play structures to
include guidelines for embankment slides (slides built into a hill). The Board retains the
services of CSA-certified inspectors to undertake yearly inspections of all play-structures.
Recently the Ontario School Boards’ Insurance Exchange (OSBIE) developed
recommendations for inspection of outdoor premises and equipment maintenance.
D. EVIDENCE/RESEARCH/ANALYSIS
1. On November 28, 2013 Facilities staff issued a “School Yard Greening Survey” to all
schools regarding their school grounds. Fifty seven (57) schools completed the survey
and submitted responses regarding their school grounds and of those, fifty one (51) were
from elementary schools. The purpose of the survey was to collect feedback on
naturalized play spaces in order to improve future designs/projects and to address
maintenance and operation concerns. The complete survey comments can be found
Appendix A. Of the 57 completed surveys, 4 schools expressed concerns regarding safety
- related to the erosion of mulch resulting in tripping hazards, and slippage due to certain
types of mulch, placement and size of boulders. Conversely, one survey noted the
improvement in student behaviour and a reduction in bullying resulting from student
engagement in the naturalized play spaces.
2. It must be noted that ledger rocks, or armour stone retaining walls are a commonly used
landscape feature when there is a site grading change or a need to stop erosion, rather
than using concrete block, reinforced concrete or wood timber retaining walls so that they
can serve as seating as well.
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3. Appendix B provides a summary of school-based accidents that take place on the exterior
of the school as reported by school principals. The data provided is from January 2011,
when the Phase 1 Capital Greening Projects started to reach completion, up to and
including up to October 15, 2014. This information is collected by the Board’s Risk
Management Department and for the purposes of analysis and comparison was divided
into three categories: play structures, naturalized play yards, general school yard.
4. The Board’s reporting requirements for all student and 3rd
party injuries is that Principals
report incidents directly to OSBIE, the Board’s insurer. Principals complete an OSBIE
Incident Report Form. In addition serious injuries are reported to the Board’s Risk
Management Department, and critical injuries, defined as those of a serious nature that
place life in jeopardy, produce unconsciousness, result in substantial loss of life,
fractures, must also be reported to the Ministry of Labour. Appendix C includes the
Reporting Requirements, Electronic Reporting Instructions and Critical Injury Checklist.
5. The collected accident data between 2011 – 2014 indicates the following:
i. Slip and fall type incidents represent the greatest type of incidents followed by
rough play and sports injuries.
ii. In this period, the injuries on play structures represent 2.9% of total injuries,
naturalized play yard injuries represent 1.75% of injuries and general play
yard injuries represent 95.35% of all injuries.
iii. Therefore the overwhelming number of incidents is in the general play yard,
which on most of our sites is only comprised of asphalt paving.
iv. Naturalized play yard injuries to date peaked in 2013 and based on the number
of injuries to date this year seem to once again be on the decline in 2014. It
seems reasonable to assume that injuries would increase when the naturalized
playground is new and would decrease over time with more familiarity with
the yard.
v. For schools with naturalized play yards or play structures, typically the
number of injuries, for either play structures or naturalized play grounds, does
not exceed more than two per year in the period between 2011-2014. There
are however a few instances where the number of incidents is higher than
average due to specific site circumstances.
E.
VISION PRINCIPLES GOALS
To provide stewardship of
Board resources, ensure
fiscal responsibility,
fostering public confidence
and ensuring student well-
being.
Undertake building and site upgrades
to support the outdoor learning
environments, to ensure there is
consistency of program/space
amongst schools system-wide.
To provide
opportunities for
outdoor learning and
inquiry-based play in a
naturalized setting.
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F. METRICS AND ACCOUNTABILITY
1. In response to the December 5, 2013 Corporate Affairs, Strategic Planning and Property
Committee Action After Item (F), requesting statistics on playground injuries across the
Board, currently the Board’s Risk Management Department collects data on all student
injuries. This information includes the school name, age and gender of the student,
location of the incident and general cause of injury, such as ‘rough play’, ‘slip or fall’,
‘sports injury’, and a description of the type of injury.
2. With the coming on stream of a high number of exterior site projects, the data has started
to be collected and reviewed by Facilities Staff. This data will continue to be provided to
Facilities staff on an annual basis. In addition, summaries of accident statistics will be
forwarded to school administration staff.
3. A method for tracking more details related to injuries in naturalized play yards will be
established and implemented by the Risk Management Department.
4. The design of naturalized play yards are currently reviewed and approved by school
administration before the project construction commences. In some cases, school
Principals also include FDK teachers as well as CSAC’s in the consultation process. This
consultation will continue and will include a discussion on their benefits to child
development as well as risk management issues associated with different types of play
spaces and the use of boulders in play areas.
G. IMPLEMENTATION, STRATEGIC COMMUNICATIONS
AND STAKEHOLDER ENGAGEMENT PLAN
1. Staff will continue to issue a “School Yard Greening Survey” annually to collect
information on naturalized play spaces, but will add additional questions regarding safety
and types of accidents in these play spaces.
2. Staff will continue to consult with Evergreen on best practices for the design of outdoor
play yards and use this information to revise the Board’s “Planning & Designing Green
School Grounds” guidelines, issued in March 2009. This will include detailed
information on such things as the size of rocks, quantity of rocks, location of rocks and
4. Staff shall update the Facilities Web page on the Board’s Website to include photographs
of successful greening projects, links to reports related to school yard safety and links to
the resources related to naturalized playground and children’s development.
H. STAFF RECOMMENDATION
1. That community consultation and engagement be undertaken, as per the Board’s recently
approved Community Engagement Policy T.7, regarding TCDSB School Ground
Greening standards.
2. That incident reporting protocols be revised to include more detailed information
regarding injuries in naturalized play yards to assist Facilities staff with the design of
future play spaces.
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School greening projects initiatedBenefits from the greening project
Type of problems resulted Curriculum ties Suggestions Success stories
Blessed Margherita Shade tree plantingnice to have trees in the yard ‐ but too small yet to create shade
trees die in summer, torn out by playing kids 100% larger scale
front yard greened‐ more successful because it is not in the ply area and the caretakers water/maintain
Blessed Pope John Paul II Other
Our courtyard has been repaired and spruced up a bit but really only back to the original state that was in place when it was first installed over 20 years ago. Our hope is to have a functional outdoor classroom put in the courtyard, which is very much a possibility with the space we have.?
Just that there is so much more that could be done.?
We have an environmental studies class that could do so much with this space?
If this could be done in conjunction with our environmental council then there would be a real sense of ownership?
Blessed Trinity Shade tree planting
Once the trees mature they have provide shade for the students in the yard and the leaves will be used for study in the classrooms.
None so far study of plant lifeA copy of the different types of trees planted, their blooming cycle
Epiphany of Our Lord Shade tree planting Shading Spirit No problems yetPart of our MYSP, SLIP, CST, OCGE and Religion, stewardship
help schools with grants and funding to make it happen
Our students helped design the entire project ... with elements that the adults did not even consider.
Father Serra Large scale landscapingIt has provided a lot more place for teachers to bring their students outside for various lessons.
The wood chips have been a major problem ‐ drainage
Tied to the Science curriculum FDK yard has been a success.
Holy Angels Large scale landscapingGreen space for student play, outdoor classroom, improvement of general appearance of school yard‐trees, benches
Erosion of mulch, some safety concerns‐rocks in the school yard, trees not growing
outdoor classroom, ECO team
Holy Rosary NoneWe need shade and greenery for our children in the main yard.
Lack of funding.We could tie it into our Environmental studies; Outdoor classroom studies.
Appendix A ‐ TCDSB 2013 Greening Survey Results
Appendix A ‐ 1 of 6 10/30/2014 Page 52 of 162
School greening projects initiatedBenefits from the greening project
Type of problems resulted Curriculum ties Suggestions Success stories
Immaculate Conception Large scale landscaping
This is the third summer with the artificial turf and it has held up extremely well. Sometimes we are concerned when the Victoria Day and July 1 holidays come as the community has done fireworks on the property and that is a concern.The track is well used and the armour stones are enjoyed by the students. In particular the look of the school yard is attractive and well shaded by new tree plantings.?
There are no areas that really require watering. The mulch was not topped up by the board for a rather long time though we did get some this year. The mulch in the school yard needs more regular top ups. The grooming of the artificial turf took a long time as well to get into a regular routine. In three years, I believe it may only have been groomed twice. The other concern was that there was some special grasses and seeds that had been sown on our slope and then the board cut it too low and with all the students walking on it, it disappeared and now it is completely bare ‐ just exposed earth. This is the only problem that still persists but we do not have another solution as this area had been fenced off for an entire fall and winter so that the seeds would germinate by spring and be long enough to support all the play of the students.?
We were discussing how to cover the sloped areas against the fence and whether this would be done by class as part of an eco‐project. We had planted some plants in June 2012, but they did not last past the first winter.?
Someone who will really take it under their wing and show commitment to the project.?
Students really appreciate the schoolyard. They play on it and enjoy the turf very much as it stays green all through winter and has a warmth to it that allows the snow to melt faster than on the asphalt. The boulders do offer other areas of play for the students and they are respectful of the various spaces. ?
Immaculate Heart of Mary None Beautify the school grounds. We do not have a greening project.We do not have a greening project.
O L of Peace Shade tree plantingWe have trees in the school yard that are starting to grow and provide shade.
Too many boulders in the yard, parents consider the boulders to be a safety hazard. Maintain the trees are a concern. One tree has been replaced twice.
There is room for improvement here. It has been encouraged by administration, but not being followed up by teaching staff.
Professional development for teachers about how to integrate the greening initiative with curriculum. Teachers do not want to go outside when it starts to get cold.
O L of Perpetual Help Large scale landscapingstudent behaviour/student pride in the community/parent engagement
Lack of available funding from boardTCDSB Graduate Expectations; Student Leadership and Stewardship Of The Earth
Projects require funding
Phase 1 ‐ Phase 4 have been successful however, Phase 5 is struggling due to lack of funding to complete
O L of Victory OtherMade the entrance to the school more inviting
To date none.
Religion: it has become Our Lady' Garden. It is a memorial garden to vice‐ principal who passed away. As well it is also part of the Year of Hope project.
You need people who are willing to take ownership.
Appendix A ‐ 2 of 6 10/30/2014 Page 53 of 162
School greening projects initiatedBenefits from the greening project
Type of problems resulted Curriculum ties Suggestions Success stories
Santa Maria Other Grass field to play on and trees for shade
We need mulch and not sure who to ask. There is a patch of grass in the middle of the field that is sloping and therefore makes a big puddle of water which is killing all the grass in that area.
DPA and Physical education since we use the field for sports and activities outside (ie. soccer, Long jumps, cross country)
A sturdy fence needs to stay up for a longer period of time so that the grass will root appropriately.
We had students that have succeeded in Long Jumps and our Boys last year won the soccer divisional tournament
St Aidan Shade tree planting
Living Classroom and shade for the kindergarten/primary classes to educate them on life cycles, seasons and time. Shade Tree planting for the warm spring/summer months.
We just planted the Living classroom this fall. We purchased our mulch as part of our grant to protect our investment. We have not received any mulch or caging from the City of Toronto for our 18 trees that were planted Oct. 9th.
educate Kindergarten and primary grades about life cycles, seasons and time.
More promotion of the program. Even a YouTube video link of Karen doing an introduction of the workshops to encourage participation.
Helped school morale. The students are starting to have pride in their accomplishments. Last year was our first ever participation in the Eco‐School certification program and we earned silver accreditation.
St Boniface Shade tree plantingawareness and providing a habitat for animals/birds
fence being removed from vandalismhaving students realize the benefits of trees, clean up our school area
continue to mulch and protect the tree
students being more aware of the beauty of nature, habitat and oxygen
St Catherine NonePossibility of shade from sun. Eco‐Team themes ‐ Mother Earth is being cared for by student stewards and community at school.
None as yet ‐ no greening project begun.Eco‐Team ‐ theme of stewardship, respect for Creation.
St Charles Garnier Large scale landscaping some initial tree for shade and study
Wood chips have proved to be a safety hazard for students. Additional workload for custodial staff. rocks and planted trees areas have resulted in reduced usable play space for students
This was part of the additionlook for more maintance and safer finishing solutions for childrens play space.
St Clement Shade tree planting Shade Aesthetics None Environmental awareness
St Cyril Other
To‐date we have not seen the benefits because the trees, donated by the City of Toronto, are very small and do not create shade. The trees are also fragile and the students are asked not to play around them which further reduces an already small yard. We desperately need green space because our school yard was pavedabout 4 years ago and there is absolutely no green anywhere. Minor injuries become of greater importance when it is on pavement. In the hot days, students have no shade and usually must stand under the sun the whole lunch period. Finally, students are limited in their games and where to sit as there is only a hard surface (asphalt).?
No problems ‐ insufficient greening!?
If we had a decent greening project, we can envision outdoor ed classes, especially for our FKD and for all other classes during the hot weather.?
About 4 years ago, we had a frost fence put up around the front lawn. Unfortunately we have never been ableto use the area because the roots are protruding and they are a trip hazard. I asked to have bench built around the tree but there are no funds!
?
Getting trees from the City of Toronto is a success ‐ but very small in comparison to what we need!?
St Dunstan Shade tree plantingCreates shade for students; creates natural environment for students.
concern about maintenance.Eco projects, environmentalism, Catholic curriculum
Follow‐up maintenance, s with any natural project.
Ongoing use by the students and the community; positive feedback from the community.
Appendix A ‐ 3 of 6 10/30/2014 Page 54 of 162
School greening projects initiatedBenefits from the greening project
Type of problems resulted Curriculum ties Suggestions Success stories
St Elizabeth Seton Other ELP class planted flowers in the spring. Nonerespect for environment ECO club
NoneELP children were happy with the flowers they planted.
St Gerald None NONE NA NA
St Isaac Jogues NoneThere are many, but our school has not had any.
No problems because we haven't had a project.
There are many ways, but we haven't had a project.
St Jerome None N/A N/A N/A
St Joachim Shade tree plantingMore shade?
no new mulch so there are puddles and mud; when dry?
Not?
St Margaret None No greening projects have occurred. No greening projects have been initiated.No greening projects have been initiated.
St Marguerite Bourgeoys Shade tree planting
In 2010 the five large trees provided through CIBC grants and the efforts of our TCDSB greening program coordinator still provideshade and are growing nicely without sustained efforts2) in 2010 a separate tree planting a small pant (Hostas) were planted in the FDK area with every student of the school helping in the digging (about a shovel full) of the hole for the tree andplants3) 2013 the removal of about 5,000 weeds, digging, roto‐tilling, soil supplementation and planning in the front school garden area....Hosta, grasses, eunominous, day lily, burning bush wereplanted...looks fantastically better4) 2013 curved shaped garden dug out at
project 1 and 2 ‐ no problems ‐ all is growing wellproject 2 and 3 ‐ so far so good but both were done in the summer and with repeated weedpullings ‐ full expectation of many weeds to be returning ?
project 1 ‐ notproject 2 ‐ FDK continue to plant and take care of their garden areaprojects 3 and 4 ‐ plastic plant identifiers to be used for later recognition of plant types and through interested FDK teacher and students?
increase ourschool block budget eg $1000 to cover costs of greening projects‐provide gardeners who do more than just cut lawns or include gardening efforts within the prescribed custodial work detail?
2010 projects especially the full school tree planing project was a great unifier within the school...every student and teacher loved the experience and took ownership within it?
St Mary FDK greening‐ new trees for the school; makes front yard look nicer ‐ promoting the importance of trees ‐
No issues or concerns at present.Connected to science and to our eco awareness in the school.
Will highlight the continued growth of the trees and how they change throughout the year.
We highlighted the tree planting event with a piece in the school newsletter. The KG students have expressed interest in naming the trees.
Appendix A ‐ 4 of 6 10/30/2014 Page 55 of 162
School greening projects initiatedBenefits from the greening project
Type of problems resulted Curriculum ties Suggestions Success stories
St Matthew Other
Current green area is located behind 2 portables which are currently out of bounds during the recess/lunch periods ‐ large grassed area in the front of the building is not used due to lack of fencing
No long term view of how to maintain the investment
I understand that the intention of CSAC was to provide some green space in the school yard.
St Michael None na na na
St Rene Goupil None no project that I know of n/a n/a
St Sebastian NoneWe currently play on cement with the exception of one very small area
Problems associated with the spreading of Mulch
Environment and urban space Maintain the projectStudents using the space as an outdoor classroom.
St Stephen Shade tree planting
the rock seating provides a meeting place for outdoor gym class.
?
the trees are not healthy and therefore not providing much shade the rock chairs were put in the middle of the basketball playing area. The surrounding dirt should have mulch but is usually mud The kindergarten yard is on a slope and is typically surrounded in water due to poor drainage. students rarely sit on the rock seating provided because they will be killed by soccer and basketballs around them. In the summer, this rock seating is too hot because the trees are not thriving and there are few leaves to provide shade.?
Teachers are unable to use any of the treed sites as the trees have very few leaves on them in the summer.?
A rock garden could be installed on the field where there is less play and traffic. The kindergarten yard needs to be redone to enable proper drainage after rain. Teachers should be consulted when a greening project takes place.?
Appendix A ‐ 5 of 6 10/30/2014 Page 56 of 162
School greening projects initiatedBenefits from the greening project
Type of problems resulted Curriculum ties Suggestions Success stories
St Wilfrid Shade tree planting
The greening project allowed us to the opportunity to teach the student body the important role that trees play in our supply of oxygen for the present as well as the future, and the improvement of the biodiversity of the area. They have learned how the shade which the trees provide, protect us from harmful ultraviolet rays.?
None. The planting of the trees went very well. We surveyed the area with Karen Doburki in May 2013 and the city planted the trees in September. We are in the process of expanding the project as outlined above. We have not encountered problems as we are in the early planning stages.?
The project will teach the students to become stewards of our earth, an expectation for Catholic Graduates. The students will learn about:‐ energy conservation;‐the interdependence of human activity and eco‐systems;‐understand the effect of human activities and technological innovations and the effects ofchanges that take place naturally, on the sustainability of ecosystems;‐understand how heat changes substances and describe how heat is transferred and energy is conserved
We would benefit from more support from Board personnel to visit the school on a more regular basis to touch base with out staff, help with the application process and check in at varies stages. More notice of upcoming deadlines would be most beneficial as we are schools are very busy and completing survey and applications with a short time frame becomes difficult.?
St. Albert FDK greening shade from trees once they mature ‐ mulch absorbs heat in hot weather llooks nice?
large boulders in FDK yard presenting safety concerns; students getting hurt against boulders; students climbing on and over rocks, thus getting out of the yard‐ mulch ending up in students hair, clothes, eyes, inside the classroom, and outside the yard‐ once mulch is gone, yard becomes nothing but dirt and mud‐ difficult to shovel or run a snowblower over mulch?
science, social studies, taking care of beautifying the environment ?
use a fence instead of boulders around the outside of the yard‐ do not use mulch on such a large scale (more than half of the yard is mulch, the other half isbrick)
Transfiguration None N/A N/A N/A
Appendix A ‐ 6 of 6 10/30/2014 Page 57 of 162
Appendix A ‐ TCDSB Play Yard Accidents Report Summary 2011‐2014
TCDSB Accident/Injury ReportJan 1/11‐Oct 15/14
List of types of injuries in this category 2011 2012 2013 2014Total
2011‐ 2014Percentage of Total
Play structure injuriesScrapes, bruises, bumps, fractured limbs, concussion
28 25 15 20 88 2.90%
Injuries related to 'naturalized' play yards (For example: injuries on the armourstone, related to trees, mulch etc)
Reporting Requirements| 1.Student or 3rd Party Injuries | 2.Property Damage or Theft | 3.Vehicle Accident or Damages | 4.Cash Loss or Theft |
1. Student And 3rd Party InjuriesReport all student and 3rd party injuries directly to OSBIE, TCDSB’s insurer. Electronic reporting instructions are outlined here. Where injuries result in hospitalization, please also inform Risk Management immediately @ext. 2101 as well reporting the incident to OSBIE.Note: Staff and Co-op student injuries, as they may involve Workers Compensation, are not reported to OSBIE. Staff injuries are reported directly to the Benefits department via an Accident Investigation Report. Co-op student injuries are reported directly to the WSI Board except when placed as a teacher's aide, in which case, the injury is reported to OSBIE, not WSI Board.| Top |
2. Property Damage Or TheftAll property damage incidents, including theft, vandalism, water and fire damage, are reported directly to Risk Management on the Property Incident report form here. Claims exceeding $1,000 may be eligible for reimbursement where there is evidence of responsible safeguarding (see safeguarding memorandum here ). Where requesting replacement of property, please include requisition(s) when forwarding Property Incident form to Risk Management.Note: Where damages are likely to exceed $10,000, please immediately advise Risk Management by phone @ ext. 2101 as well as the site Service Quality Supervisor. The Property Incident report (and requisitions) can be forwarded to Risk Management later.| Top |
3. Vehicle Accident Or Damage TCDSB-owned or leased vehicles are insured for damages in excess of $1,000. Please forward the completed Collision Report from the Accident Centre to Risk Management.| Top |
4. Cash Loss Or TheftThe deductible for cash losses is $500. For cash losses in excess of $500, forward a copy of the completed Property Incident report form to Risk Management. Cash losses will need to be supported by accounting records.Note: (i) Schools wishing to reduce amount of cash handling can institute a cheque only policy with a cash threshold defined by the school and based upon school cash volumes. (ii) The counting of cash should take place in a secure location out of the public eye with two persons present wherever possible. Secure cash in a safe or secure hiding place until deposited.(iii) Cash should be deposited ASAP thereby eliminating any risk of loss/theft.| Top |
