The following principles are foundational to the Philosophy of Inclusion and the Best interests of the Child, outlined in the Education and Child and Family Services Protocol for Children and Youth in Care

• The best interests of children and youth are the primary consideration 

• All children have the right to achieve their educational potential 

• Child-centred and strengths-based practices will inform all decisions 

• In the best interests of the child, and whenever possible, continuity of school placement is a priority 

• In appropriate concordance with their age, developmental status and cognitive ability, children and youth in care may participate in planning which includes their personal hopes and dreams for the future 

• All children and youth in care receive supports that respect their cultural and linguistic heritage to encourage their educational success 

• Families, caregivers and children are entitled to timely and appropriate decisions and services that are based on the consideration of the child/youth’s well-being and that are in his or her best interests 

• Relevant and applicable Information is communicated in a timely fashion, within a framework of mutual respect, trust and confidentiality 

• The five guiding principles of  Trauma-informed Practice are at the forefront of planning:

  • Safety 

  • Trustworthiness 

  • Choice 

  • Collaboration 

  • Empowerment

JDD-P1 - Registration Procedures for Children and Youth in Care

SECTION J: Students

The child and family services worker/agency/region, caregiver(s) and/or parent(s) are responsible for: 

• Registration of students 

• Informing school principal or relevant school staff as to the significant changes in the child/youth’s circumstances, including a change in child and family services worker

• Reviewing the child/youth’s strengths and needs with school staff 

• Sharing relevant information and strategies from the child’s Care Plan developed to address those needs 

• Attending collaborative planning meetings, including school-based team and SSP meetings 

• Discussing with Principal and relevant school staff the individualized support and education planning needed for ongoing student progress and improved outcomes

• Providing Principal with a list of current services received by the child/youth in care 

• Signing necessary release forms for schools to share information needed to enhance planning for the child or youth 

• Consulting with school staff to determine needs and provide the child or youth with the necessary materials, clothes and supplies to participate fully in the school program 

• Encouraging youth to participate in all planning and decision-making processes to the level they are capable 

• Contacting the sending and receiving schools and helping facilitate a smooth transition when a school move is necessary

School staff is responsible for: 

• Facilitating programming within 14 days of pupil seeking enrollment 

• Developing and implementing programming with the child and family services worker/agency/region, caregiver(s) and/or parent(s) as appropriate, in order to support the child or youth in:  

  • fostering a personal sense of belonging, security and acceptance   (e.g., connection to Aboriginal support staff and programs, or other cultural opportunities)  

  • meeting the expectations of the educational program, and  

  • achieving his or her learning outcomes 

• Introducing the child or youth to the culture of the school, recognizing the impact on him or her of having to adjust to new circumstances and respecting their cultural and linguistic heritage 

• Arranging for timely transfer of school records, files and information; conducting a file review and establishing an ongoing communication plan with the parent(s), caregiver(s) and child and family services worker, as appropriate

Child and family services worker, caregiver(s)/parent(s) and school  staff are jointly responsible for: 

• Collaborating to provide the supports and/or resources necessary for smooth transitions

• Developing and implementing a plan to support the child/youth’s needs in the home, school and community, and monitoring and revising the plan as needed  

• Integrating the child/youth’s views in planning and decision-making, according to his or her abilities 

• Consulting each other regarding the use of positive approaches, policies or strategies, such as positive behaviour support, in response to such concerns as:  –school attendance  –behaviour  –compliance with the school code of conduct 

• Ensuring that all parties receive copies of report cards, secondary school transcripts, and other relevant documents that may be useful in planning and monitoring the child/ youth’s progress and planning for his or her future success 

• Discussing strategies for building relationships and focusing on the child/ youth’s development of skills, knowledge and a positive attitude with a strong belief in self and others 

• Reviewing the child/youth’s plan and progress on a regular basis (such as during established school reporting periods) to monitor the child/youth’s progress and amend the plan as needed 

• Documenting all ongoing communications 

Information Sharing:

Child and family services workers must manage the sharing of information within the parameters of existing Child and Family Service Act (CFS Act) legislation, Personal Health Information Act (PHIA) and Freedom of Information and Protection of Privacy Act (FIPPA) which governs the release of information regarding a child or youth in care.  

Importantly, PHIA and FIPPA do not in any way prohibit the sharing of confidential information: 

• during a child protection investigation, or

• for the coordination of services, under either the consent of the client or when acting in “the best interests of the child” Information can be shared both verbally and in written form, subject to provincial legislation and local school division policy. 

Information to be shared includes, but is not limited to, relevant information from the Child and Family Services File and the Cumulative Education File (CUM), including: 

• Information from clinical/medical professionals (e.g., child and youth mental health clinician, doctor, pediatrician, psychologist, psychiatrist) about conditions that affect the child’s or youth’s learning or attendance 

• Relevant education and health information 

• Care Plan (CFS Standard 1.1.3.) 

• Relevant legal information that alters the responsibility of parent(s) towards the child (ie. extend guardianship to an agency) 

• Relevant safety information (Workplace Safety and Health Act and Regulations) 

• Information on any external supports, such as tutors or child or youth care workers, that may affect educational outcomes or student attendance 

• School files, including report cards, Student Specific Plans (SSP), school based assessment reports, minutes from school-based team meetings, and attendance reports 

Collaborative planning may require the sharing of information among child and family services workers, school staff, caregiver(s) and parent(s). While it is essential to use procedures to protect children and youth against the risk of unauthorized access, collection, use or disposal of their personal information, joint planning requires clear and honest discussion about the needs and strengths of the child or youth. 

When sharing information about children and youth in care it is important to remember that educators and child and family services workers share a common goal: to maximize each child/youth’s learning potential. Educators can share with child and family services workers any information that can be shared with a parent. Child and family services workers can share with educators the level of detailed information necessary to ensure the child/youth’s well-being.

Registration:

A positive initial experience at a new school sets the stage for future school engagement and success. When a child or youth in care transitions to a new school/school division, the following are required: 

• The full completion of the Registration – Children in Care Registration form by the Child and Family Services worker

• An intake meeting held, with the Child and Family Services worker, student, parent, principal, Student Services Administrator, and appropriate school support team members, with the use of the Pre-Registration Guide Fall 2023- JB(4)

• Confirming the date the child will start education programming at the new school, per Manitoba Regulation 155/05

• Consultation with the placing child and family services worker, staff from the receiving school, the caregiver(s), staff from other service agencies involved with the child or youth, as appropriate, and the child or youth, according to his or her abilities 

• The assignment of responsibilities among members of the child’s school team, including welcoming the child or youth to his or her new school and assisting the child or youth in developing a sense of belonging 

Manitoba Regulation 155/05 (Appropriate Educational Programming) states: Educational programming not to be unduly delayed 7(1) A school board must ensure that a pupil is not denied educational programming in the following circumstances: 

(a)  for more than 14 days after the pupil seeks to be enrolled in a school within the division or district, regardless of whether that school has received the pupil’s pupil file; (b) pending 

(i) the conduct of any assessment, or 

(ii)  the preparation of an individual education plan for the pupil. 

Please note that educational programming is not to be denied in either the case of (a) OR (b) above, and that educational programming is a separate consideration from school placement or access to a school building.