OEO Report

1A Lobbying Plan to Implement an Educational Ombudsperson in the Province of Ontario
A Lobbying Plan to Implement an Educational
Ombudsperson in the Province of Ontario
Report Prepared By: Brooke Horrobin, Aghil Aji.
Tom Hutchins, and Jesse Hammond
December 2014

Executive Summary
Ontario’s education system is missing a
key element in educating our youth. This
report believes that a role need to be made
to aid children for their continued
education and to maintain Ontario’s
excellence in education. The report
proposes the initiation of the Role of the
Office of Educational Ombusperson in the
Province of Ontario. This report is the proposal of the office and the plan on how to
implement the office. The writing will assess the condition of education in Ontario,
provide a definition and role or the proposed office and explain how the office will
help Ontario. The report will give a overview of the proposed plan to implement the
Office of Educational Ombudsperson. The proposed plan involves a grassroots
movement to encourage petitions for the Ontario Parliament. Lastly, it includes
information on creating a social media campaign and how to promote the campaign.

Contents
Executive Summary........................................................ 2
Contents ......................................................................... 3
Introduction.................................................................... 4
Issues in Education ......................................................... 6
Definition and Role of the Ombudsperson..................... 7
The Need for an Ombudsperson.................................... 9
How Will The Ombudsperson Help? .............................. 9
Lobbying Plan of Action................................................ 10
Social Media Campaign ................................................ 12
Community Partners .................................................... 13
Primary Level Community Partners.............................. 16
Secondary Level Community Partners ......................... 17
Teachers, Administration and Trustees........................ 18
Appendix A: Community Partner Contact.................... 19
Appvendix B: Community Partners by School District . 23

Introduction
Over the past few months we – students at the University of Western Ontario – have
been working alongside the London Anti-Bullying Coalition in an effort to eliminate
the current issues within the Ontario school system.
Through the combined initiatives of the LABC and Community Engagement Learning
(CEL) at Western University, there has been a realization that the current Ontario
schooling system has a lack of accountability. What the province needs is a third party
body to be a source of contact for children, parents, and teachers.
There is currently no one of any authority, power, or influence who can listen to the
deficits from within the school system.
Through rigorous research that has
included meetings with boards of
directors, focus groups with teachers,
and by looking at numerous issues that
are prevalent within the system; we have
come to the conclusion that Ontario
needs an educational ombudsperson.
In this report, we will be discussing the several ways in which we approached this
project, and the steps we took along the way. We will begin by defining the
educational ombudsman – and the roles and responsibilities we feel it would require
in order to fulfil its potential. Next the lobbying plan for action that for how we plan
to lobby the government to create the position of educational ombudsperson will be
outlined. The role of this ombudsperson will be justified and it will be explained why
it is an essential part of the public educational system. We will outline why it is
necessary that we have this role in Ontario. We will then talk about how we will
incorporate LABC, and many other community partners into social media to promote
it and raise awareness.

Our research has shown that collective action and grassroots movement is the most
effective way to institute our aim for an educational ombudsperson. The more people
that can get involved in the movement, the more chance we have of those who are
victims of the broken school system receiving the support they need. This report aims
to show how we believe the implementation of an ombudsperson can benefit the
children, parents, teachers, and more ultimately, the future of Ontario

Issues in Education
Issues such as bullying, mental illness and cyber-bullying have increased and drastic
measures need to be taken in order to reduce the harmful effects they have on both
children and parents. The following list outlines some of the concerns that occur
under the education system:
Any participation in bullying
increases risk of suicidal ideas in
youth
71 per cent of teachers say they
usually intervene with bullying
problems
But only 25 per cent of students
say that teachers intervene
47% of Canadian parents report
having a child victim of bullying
Over half of bullied children do
not report being bullied to a
teacher
Canadian teachers ranked cyber-
bullying as their issue of highest
concern out of six listed
options—89 per cent said
bullying and violence are serious
problems in our public schools

Definition and Role of the
Ombudsperson
In order to deal with issues in
schools in a direct and more
progressive manner, the government
should be implementing the role of an
educational ombudsperson into the
Ontario school system. The current
Ombudsman Act for Ontario states that
the current ombudsperson has no
involvement in the ‘MUSH’ sector of
society (i.e. municipalities, school
boards, universities, hospitals, long-
term care facilities, police, and
children’s aid societies) (Ombudsman
Ontario, 2014). There needs to be an
office that can devote itself to this
role. There is no one that is currently
looking after the issues of these parts
of society, and someone is very much
needed to fill that gap.
During our research, we spoke to a
number of individuals involved in the
education system. We consulted with
the Director of Education for the
London Catholic District School Board,
a grade school principal and four grade
school teachers. From speaking with
these professionals, particularly the
Director of Education, we were able to
grasp a sense of how the current
system operates, and how it would be
able to improve under the
implementation of this new
educational ombudsperson role. From
the meetings with the principal and
teachers, we have also understood how
those who are responsible for
overseeing the children affected would
benefit from a facilitator-type role that
an ombudsperson would provide.
We have deduced from our
research that the educational
ombudsperson should be:
We recommend that this position
would work best if implemented from
a top-down approach, through the
Ministry of Education. This way we
believe that the ombudsperson would
“A person who acts as a
spokesperson for parents,
teachers and students and others
within the educational
system. They can investigate
complaints made by these
persons, and will have the
authority to put forward bills and
implement solutions to issues
brought forward to them.”

have the suitable tools, infrastructure
and resources necessary to carry out
their job in the most effective manner.
The ombudsperson has the
responsibility to oversee a variety of
issues: bullying, mental health, special
education and cyberbullying.
Organizations such as the LABC are
outlets for enhancing the awareness of
anti-bullying. The educational
ombudsperson would seek to
investigate complaints made by people
within the school system. They would
make sure that schools are dealing
with concerns in accordance with the
provincial law, as well as providing
efficient and adequate solutions
through their ability to put forward
legislation and amendments to current
schooling policies if need be. They
would be the ‘go-to’ person.
In essence, the educational
ombudsperson needs to have the
capacity to investigate what they see as
important issues within the
educational system. The main
responsibility they hold would involve
being the voice for those with issues in
Ontario schools. This would provide a
stream for a more effective form of
communication to take place between
parents, teachers, students, and
governmental bodies such as the
Ministry of Education. Communication
between different levels of authority is
currently a key fault within Ontario
schools. It must be stressed that while
listening is an important part of the
ombudsperson’s role, they must also
then hold the power to actually do
something about the problems they
hear.
“THE VOICE
FOR CHILDREN”
Slogan of the Education Ombudsperson

The Need for an Ombudsperson
This issues outlined above reminds the public about the need for an Ontario
Educational Ombudsperson or “watchdog” that can effectively handle these situations and
communicate the issues to the general public along with parents, teachers and students. The
question we must ultimately ask is why hasn’t the education sector had an ombudsperson?
Below is a list of sectors that have their own ombudsperson office. This does not include
the provincial ombudsperson offices.
• Department of National Defense and the Canadian Forces
• Office of the Procurement Ombudsman
• Office for the Ombudsman for the Victims of Crimes
• Office of the Veterans Ombudsman
If many of the other sectors of government can have an ombudsperson, why can’t
education? If we want to improve our education standards and test scores, while at the same
time decrease the issues regarding bullying and mental health, there needs to be an
ombudsperson that should be accountable to the public. The earlier this is implemented,
the greater chance it has of helping students move forward in the right direction.
How Will The Ombudsperson Help?
In addition to the previously mentioned roles defining the ombudsperson, they
will also fulfill and complete other projects in their work. One role is to release an
annual report on bullying, highlighting the issues concerning bullying and the
necessary changes needed to reduce it. The office of the Ombudsperson will be
accessible to students, teachers and parents, helping to raise concerns and influence
policy changes. They will also commission independent studies to increase students’
participation in schools to improve graduation rates in both grade schools and high
schools. The final main role they will have is to provide guidance to parents and
teachers on other issues including mental health, and providing necessary avenues
for assistance. By taking these necessary actions, it allows the ombudsperson to be
accountable to the public and raise awareness about the issues that cause concern for
my parents and students

Lobbying Plan of Action
We will begin discussing the lobbying
plan we have come up with by simply
defining the word lobbying. Lobbying is a
means of communicating with officials to
encourage the adoption, defeat or
modification of a law or policy at the local,
national or international level. This is a
form of relating your own views with
those of decision-makers in order to
influence them to create change, and by
challenging the arguments of those who
hold an opposing view. In order to lobby,
you need to take three types of action:
explain what issue/bill/policy you are
trying to change or get made; state what
action you want the decision-maker to
take; and give evidence and justification
for why this change should be
made. Some ways you can lobby include:
calling or visiting a decision-maker;
writing letters or sending emails; and
testifying at public hearings (Center for
People in Need, 2014). The main goal of
lobbying is to get the issue on the
government’s agenda.
In order to make an effective case,
there are several factors that must be
considered when analyzing what is being
lobbied for. One important thing that
needs to be kept in mind when lobbying is
that the issue or bill should help the
government in some way. It needs to
show that it is for the greater good and
governance of the community. Another
factor is to remember that you are not
alone, and you have others on your
side. In the case of the LABC, they have
teachers, parents, students and principals
that are supporting them. Although they
are a small organization, there are many
other organizations trying to achieve the
same goal. With collaboration, progress
can realistically be made. Promotion is
also important for the face of the
organization, so that people will become
aware of what they are trying to
achieve. Make sure you have background
information on what you are trying to
lobby for, with real facts.
When preparing for making your case,
you need to make sure you have spent
months on preparation, and that your case
is convincing. Be selective with your
arguments, a few strong ones are more
effective than a lot of weak ones. You
must make the problem clear to the
government. If the problem is unclear,
there is a far less likelihood that they will

take initiative to place it on the policy
agenda. It is also a good idea to ask for
feedback on the proposed plan of action
so that you can make changes
accordingly. The feedback should come
from other education/anti-bullying
professionals and
organizations. Collectively gathering
ideas from multiple organizations is much
more likely to get the government’s
attention than merely the ideas of one
organization because there is strength in
numbers.
There are some alternative actions
that can be taken to engage with and
influence the government if the latter
either do not work or are not fitted to your
ideas. Sending invitations to government
officials for events put on by the
organization is a good way to get the
message across that these issues are
important. Sending out a press release or
writing an article that explains the
situation can also be of help by reaching
the audience of television viewers and
readers. Whenever you decide to act on
these issues, make sure you review your
plans several times to ensure that you are
not breaking any laws in the process.

Figure 1
This is an example of a 2-year lobbying plan broken down into 4 phases. This could be used for
the LABC.
Phase 1 (0-6 months)
•Connect with Primary level groups
•Planning stage
•Assign Necessary roles
•Form a Budget
•Organize Volunteers
Phase 2 (7-12 months)
•Connect with Secondary Level
Partners
•Primary level partners will meet with
groups
•Gain support from parents
•Initiate social media campaign
Lauch Lobbying Campaign
•Connect with MPPs
•Encourage Petitions through
community partners
•Connect with teachers,
administrations and trustees
Phase (19-24 months)
•Work with Parliament
•Focus on
•Continued support fom community
•Logistics of putting plan into law

Social Media Campaign
A social media campaign is critical
for the promotion and representation
of the action plan. There are many
forms of social media that are used by
companies and organizations to raise
awareness about issues and things that
need to change. Facebook is one form
of social media that is savvy with
organizations. The LABC already has a
Facebook page, however, this lobbying
campaign will need its own Facebook
page because it is a separate initiative
taken by the LABC. When someone
likes a Facebook page, it automatically
pops up on their newsfeed when posts
are made on the page. This alone will
already raise awareness to whomever
likes the page because they will stay up
to date with what is going on in the
campaign and have the ability to
provide their own feedback and
input. Some ideas that the lobbying
page for the educational
ombudsperson role can use include:
Twitter is another form of social media
that can be used for
organizations. This is a unique form of
social media because a simple hashtag
can raise so much awareness if it is
spread across Twitter. You can use
other forms of social media (such as
the Facebook page) to promote the
twitter page and gain
followers. Getting community
partners to follow the account is also
very important because it shows that
they support the lobbying campaign,
and are there to back them up if
needed. LABC currently has a twitter
page as well, that has just recently
began to run again. Once again, the
lobbying campaign needs their own
page, and a hashtag that can be spread
across twitter to promote the
campaign. This hashtag could be
something as simple as such as
#voiceON
Listing serious
statistics of issues
that have taken place
due to bullying
Sharing updates on
how the campaign is
going
Sharing a petition to
end bullying so that
people can
electronically sign it

The most crucial portion of the
social media campaign is the official
website of the lobbying plan for an
educational ombudsperson in
Ontario. This website will include a
PowerPoint with all of the information
in this report in a summarized version,
along with a video and slogan that is
eye-catching for the audience that will
watch it. The website will also include
the Twitter handle and Facebook link
of the lobbying campaign’s social
media. This website is necessary
because it is a separate initiative from
the LABC, however, the social media
and website for the campaign can be
promoted on the LABC website and
social media as well. The logo
developed below was developed as a
proposed logo for the campaign to be
used alongside social media.

Community Partners
We will need the support of every school board in the province to show
interest in this project. Gaining this support will get the trustees of the school
boards on our side. Our goal is to create community support so that the individuals
in the community will petition their members of provincial parliament for change.
The product of our work is the petitions by the community and the members of
parliament showing that the community desires change. The plan for community
engagement is as follows.
Encourage petitions
With the support from the parents, teachers and trustees, focus on
encouraging writing to their MPPs
A petition is the best way to garner support from the MPPs and show that
there is valid cause for change
Connect with the trustees
After maintaining the support of the teachers
and parents
Using the support from the teachers,
communicate with the trustees in each school
board in Ontario to support the project
This is best done through the primary level
groups in their assigned districts.
Connect with teachers and support staff at the schools
Work with the parents to convince the teachers that this is in their best
interest as well.
Connect with the Ontario Teachers Unions
Connect with secondary level community partners through primary level
Working with the primary level connect with
groups in their respective regions
These groups include, parent teacher
organizations, student groups and extracurricular
programs
Focus on getting support from parents so that
they sign the petition
Connect with primary community members
These include groups such as anti-bullying
coalitions, parent organizations and education
groups
The purpose of primary level community
members is to have a group in every region that
supports the ombudsperson
Focus on support from the parents and for the
students

The goal of the community partners and the lobbying plan in general is to
establish awareness, to complete the fifth step. Petitions are the most efficient way to
communicate with the Members of Parliament. By encouraging petitions the MPPs
will become aware and thus act on the bill. The best way we believe to accomplish
this is to appeal to the parents and how the Education Ombudsperson would protect
their child’s interest and aid in their child’s education. We have created the hierarchy
seen in the figure and the chart above to spread out responsibility to encourage
petitions from the local and most specific groups. Furthermore, by creating the bill
through a grassroots movement we avoid the difficulty seen in past programs where
the program remained unknown. If parents choose to aid in the enacting of the policy
then they will most likely use the services that the Ombudsperson provides.

Primary Level Community Partners
To organize and establish an
orderly system for the lobbying plan we
have split the community partners into
several groups. Primary level
community partners are the
community members that the LABC
will be dealing with during the lobbying
process.
Our Primary Level Community
Partners are members of the local
communities that have influence in
education, communication with
parents, and motivation for an
education ombudsperson. The groups
are focused on children’s issues, but are
not necessarily limited to anti-bullying
groups. These groups are engaged in
the community and have been
established long enough so that
reliability should not be an issue.
Primary Level Community Partners are
meant to be supervisors for their
respective regions. Their goal is to
establish connections with the local
parent community through groups
such as: parent teacher organizations,
parent involvement committees and in
the case of the Catholic boards, in the
churches. The groups mentioned would
make up the Secondary Level
Community Partners, whom will be
mentioned in the following section.
Primary Level Community Partners
interact with the local community and
with the Secondary Level Community
Partners so that the London Anti
Bullying Coalition does not need to. We
also believe that a local group
encourages community and is able to
interact with members of the local
community on a more personal level.
The London Anti Bullying Coalition is
the Primary Level Community Partner
for the London community, including
the Thames Valley District School
Board and the London District Catholic
School Board.
Included in this report is an
Excel document with a list of all seventy
six school boards in Ontario and the
four children treatment centers. The
document gives, for each school
district, our recommended Primary
Level Community Partner for the
region. We have tried to equally divide
the number of schools in each district
to an equitable number of community
partners. However, in the Greater
Toronto Area with the high population
density we have recommended two

large organizations for larger school
districts. It may be the case for the
Toronto District School Board a third
community partner would be needed,
we believe that this does not need to be
addressed until communications with
the current partners have been
established. A special interest is
required for the greater Toronto area
because the majority of the population
is in this region. The Toronto and
surrounding regions have the majority
of Members of Provincial Parliament.
Additionally the region does tend to
agree with educational policies. We
believe that strong communications
between the LABC and the primary
level community partners of the region
is requisite for success.
For each of the Primary Level
Community Partners we have included
contact information. In context to the
lobbying plan communication with the
Primary Level Community Partners is
part of stage one. We hope to establish
a rapport with the groups and strong
communication with them. In stage two
of the lobbying plan, Primary Level
Community Partners will reach out to
the local community and connect with
secondary level partners. They should
focus on educating the community
about the policy how it will benefit the
children. In stage three Primary Level
Community Partners will focus on
encouraging parents in the community
to petition their members of provincial
parliament to demonstrate the desire
for change. In stage four of the Primary
Level Community Partners should
continue to work with the parents,
show support for legislation and keep
the community updated on the
progress of the legislation.
Secondary Level Community
Partners
Secondary level community
partners are the second group in the
community partners and lobbying plan.
These groups are organized through
the primary level partners in the
respective regions. Secondary level
partners are groups whose interests
align with ours, are of a special interest
group or would garner support from
parents. These groups have the goal of
talking to parents and encouraging the
petition from parents. For example, in
London a secondary level community
partner could be the parent
organization of the Robarts School for

the Deaf. In this case the group is
specific to the community of deaf
students whom the Ombudsperson
would be able to help.
Parent teacher organizations are a
large part of the secondary level
community partners. Schools in
Ontario have a Safe Schools team in
place which brings educators, parents
and students together. Also secondary
level community partners would
involve themselves in the community
with the goal of encouraging petitions.
Teachers, Administration and
Trustees
In many cases we believe that the
teachers, administrators, support staff
and trustees would benefit from the
implementation of an education
ombudsperson. The ombudsperson
would be able to respond to feedback
and encourage active communication
between agencies of the government.
To garner the petitions from these
groups we believe it necessary to use
provincial level partners. These are
groups that represent the
interest of the teachers and are
listed in the appendices. Also
we have included the teachers’
unions because of their
influence in the province. We
believe that it should not be
difficult to garner the support
from teachers, administrators
and trustees. These groups
know the problems and care
about the children, both of
which the Ombudsperson will
help.
Refer to appendix c for further
information on teachers,
administrators and trustees.
London Anti
Bullying
Coalition
Primary Level
Community
Partners
Secondary Level
Community
Partners
Parent Teacher
Organizations
Provincial Level
Partners
Special interest
Groups
Focus on
Provincial Wide
Support
Teachers and
Administration
Focus on staff
support
Teachers Unions
and Teacher
organizations
Figure 2: The proposed community partner’s hierarchy

Appendix A: Community Partner Contact
Organization Contact
1
Central Toronto Youth Services 65 Wellesley Street East,
Suite 300, Toronto, ON M4Y 1G7
416.924.2100
2
Toronto Children's Aid Society 30 Isabella St.,
Toronto, Ontario M4Y 1N1
416.924.4640 ext.1-2104
3
Peel Children's Center 85A Aventura Court
Mississauga, ON L5T 2Y6
905.79.3500
4 York Region Anti Bullying Coalition 289.803.2842
5
Toronto Association for Parents In
Catholic Education
80 Sheppard Ave. East
Toronto ON, M2N 6E8
416.760.7784
6
Catholic Family Services – Toronto 1155 Yonge Street, Suite 200,
Toronto, ON M4T 1W1
416.921.1163
7
Catholic Family Services – Peel
Defferin
10 Kingsbridge Garden Circle, Unit 400
Mississauga, ON L5R 3K6
905.897.1644
8
Durham Children's Aid Society 1320 Airport Blvd.
Oshawa, ON, L1H 7K4
905.433.1551

9
Family and Children Services of the
Waterloo Region
200 Ardelt Ave.
Kitchener, ON, N2C 2L9
519.576.0540
10 Mend The Mind 905.384.9551, ext. 231
11
Children's Aid Society of Hamilton 1170, Depot 1
Hamilton ON L8N 4B9
905-522-1121
12
Contact Hamilton 140 King Street East, Suite 4
Hamilton, ON, L8N 1B2
905.570.8888
13
Simcoe Children's Aid Society 60 Bell Farm Rd., Unit 7
Barrie, ON, L4M 5G6
705.726.6587
14
Halton Children's Aid 1445 Norjohn Court
Burlington, ON L7L 0E6
905.333.4441
15
Kawartha-Halliburton Children's
Aid Society
1100 Chemong Road
Peterborough, ON K9H 7S2
705.743.9751
16
Ottawa Catholic School Parents’
Association
570 West Hunt Club Road
Nepean, Ontario K2G 3R4
613.224.2222
17
Parent Lifelines of Eastern Ontario 1755 Courtwood Crescent,
Ottawa, K2C 3J2
613.321.3211

18
Family and Children Services of
Wellington and Guelph Counties
275 Eramosa Road
Guelph, ON N1H 6N3
519.824.2410
19
Brant Family and Children Services 70 Chatham Street
Brantford, ON, N3T 5R7.
519.753.8681
20
Windsor-Essex Children Aid Society 1671 Riverside Dr. E.
Windsor, Ontario, N8Y 5B5
519.252.1171
21
Sarnia-Lambton Children Aid
Society
161 Kendall St
Point Edward, ON
519.336.0623
22
Catholic Children's Aid Society of
Hamilton
735 King Street East
Hamilton, ON L8M 1A1
905.525.2012
23
Family Youth Children services of
Muskoka
49 Pine St,
Bracebridge, ON P1L 1N5,
705.645.4426
24
Catholic Parent Involvement
Committee Burlington
Email: cpic@hcdsb.org
25
Keystone Bruce-Grey 845 2nd Ave. E,
Owen Sound, ON, N4K 2H2
519.371.4773
26
Canadian Parents for French 2055 Dundas St. East. Suite 103Mississauga, Ontario. L4X 1M2
905.366.1012
27 Sudbury Family Network Email: sudburyfamilynetwork@gmail.com

28
North Eastern Ontario family and
Children Services
707 Ross Avenue East
Timmins, ON P4N 8R1
705.360.7100
29
Catholic District School Board of
Eastern Ontario - Parent
Involvement Committee
2755 Highway 43
Kemptville, ON, K0G 1J0
613.258.7757
30
Communities Together for Children 425 Edward Street North
Northwood Park Plaza
Thunder Bay, ON, P7C 4P7
807.624.5290

Appendix B: Community Partners by School District
School Board Type Region Served Community Partners
Algoma District School Board Public Algoma Sudbury Family Network
Algonquin and Lakeshore Catholic
District School Board
Catholic
Frontenac, Hastings,
Lennox/Addington
Children Services
Avon Maitland District School
Board
Public Huron, Perth
Keystone Bruce-Grey
Bluewater District School Board Public Bruce, Grey Keystone Bruce-Grey
Brant Haldimand Norfolk Catholic
Catholic
Brant, Haldimand,
Norfolk
Brant Family and Children Services
Bruce-Grey Catholic District
School Board
Catholic Bruce, Grey
Keystone Bruce-Grey
Eastern Ontario
Catholic Eastern Ontario
Eastern Ontario - Parent
Involvement Committee
Conseil des écoles catholiques du
Centre-Est
Catholic Eastern Ontario
Canadian Parents for French
Conseil des écoles publiques de
l'Est de l'Ontario
Public Eastern Ontario
Conseil scolaire catholique
Providence
Catholic
Chatham-Kent, Essex,
Grey, Lambton,
Middlesex, Oxford
Windsor-Essex Children Aid Society
Conseil scolaire de district
catholique Centre-Sud
Catholic Greater Toronto Area
Catholic Education & Greater
Toronto Catholic Parent network

catholique de l'Est ontarien
Catholic
Prescott/Russell,
Stormont/Dundas/Glen
garry
catholique des Aurores boréales
Catholic Kenora, Thunder Bay
Communities together for Children
catholique des Grandes Rivières
Catholic Cochrane, Timiskaming
Children Services
catholique du Nouvel-Ontario
Catholic
Algoma, Manitoulin,
Sudbury
Sudbury Family Network
catholique Franco-Nord
Catholic Nipissing
Children Services
Conseil scolaire de district du
Grand Nord de l'Ontario
Public
Algoma, Sudbury,
Thunder Bay
Conseil scolaire de district du
Nord-Est de l'Ontario
Public
Cochrane, Nipissing,
Timiskaming
Children Services
Conseil scolaire Viamonde Public Greater Toronto Region Canadian Parents for French
District School Board of Niagara Public Niagara Mend The Mind
District School Board Ontario
North East
Public Cochrane, Timiskaming
Children Services
Dufferin-Peel Catholic District
School Board
Catholic Peel, Dufferin
Catholic Family Services - Peel
Dufferin
Durham Catholic District School
Board
Catholic Durham
Durham Children's Aid Society
Durham District School Board Public Durham Durham Children's Aid Society
Grand Erie District School Board Public
Brant, Haldimand,
Norfolk
Brant Family and Children Services

Greater Essex County District
School Board
Public Essex
Halton Catholic District School
Board
Catholic Halton
Catholic Parent Involvement
Committee Burlington
Halton District School Board Public Halton Halton Children's Aid
Hamilton-Wentworth Catholic
Catholic Hamilton
Catholic Children's Aid Society of
Hamilton
Hamilton-Wentworth District
School Board
Public Hamilton
Children's Aid Society of Hamilton &
Contact Hamilton
Hastings & Prince Edward District
School Board
Public
Hastings, Prince
Edward
Parent Lifelines of Eastern Ontario
Huron Perth Catholic District
School Board
Catholic Huron, Perth
Keystone Bruce-Grey
Huron-Superior Catholic District
School Board
Catholic Algoma
James Bay Lowlands Secondary
School Board
Public Town of Moosonee
Children Services
Kawartha Pine Ridge District
School Board
Public
Northumberland,
Peterborough, Durham
Kawartha-Halliburton Children's Aid
Society
Keewatin-Patricia District School
Board
Public Kenora
Kenora Catholic District School
Board
Catholic Kenora
Lakehead District School Board Public Thunder Bay Communities together for Children
Lambton Kent District School
Board
Public
Chatham-Kent,
Lambton
Sarnia-Chatham-Kent, Lambton
Children Aid Society

Limestone District School Board Public
Frontenac,
Lennox/Addington
London District Catholic School
Board
Catholic Elgin, Middlesex, Oxford
London Anti Bullying Coalition
Moose Factory Island District
School Area Board
Public Town of Moose Factory
Children Services
Moosonee District School Area
Board
Public Town of Moosonee
Children Services
Near North District School Board Public
Nipissing, Parry Sound,
Muskoka
Muskoka
Niagara Catholic District School
Board
Catholic Niagara
Mend The Mind
Nipissing-Parry Sound Catholic
Catholic Nipissing, Parry Sound
Children Services
Northeastern Catholic District
School Board
Catholic Cochrane, Timiskaming
Children Services
Northwest Catholic District School
Board
Catholic
Rainy River, Kenora
(Western)
Ottawa Catholic School Board Catholic Ottawa
Ottawa Catholic Schools Parents
Association
Ottawa-Carleton District School
Board
Public Ottawa
Parent Life lines of Eastern Ontario
& Walk In My Shoes
Peel District School Board Public Peel Peel Children's Center
Penetanguishene Protestant
Separate School Board
Protestant
Town of
Penetanguishene
Muskoka

Peterborough Victoria
Northumberland and Clarington
Catholic District School Board
Catholic
Kawartha Lakes,
Northumberland,
Peterborough,
Durham(Clarington)
Kawartha-Halliburton Children's Aid
Society
Rainbow District School Board Public Manitoulin, Sudbury Sudbury Family Network
Rainy River District School Board Public Rainy River Communities together for Children
Renfrew County Catholic District
School Board
Catholic Renfrew
Ottawa Catholic Schools Parents
Association
Renfrew County District School
Board
Public Renfrew, Nipissing
Children Services
Simcoe County District School
Board
Public Simcoe
Simcoe Children's Aid Society
Simcoe Muskoka Catholic District
School Board
Catholic Muskoka, Simcoe
Muskoka
St. Clair Catholic District School
Board
Catholic
Chatham-Kent,
Lambton
Sudbury Catholic District School
Board
Catholic Sudbury
Superior North Catholic District
School Board
Catholic
Thunder Bay (Northern
& Eastern)
Superior-Greenstone District
School Board
Public Thunder Bay (Eastern)
Thames Valley District School
Board
Public Elgin, Middlesex, Oxford
London Anti Bullying Coalition
Thunder Bay Catholic District
School Board
Catholic Thunder Bay

Toronto Catholic District School
Board
Catholic Toronto
Catholic Education & Catholic Family
Services of Toronto
Toronto District School Board Public Toronto
Central Toronto Youth Services &
Toronto Children's Aid Society
Trillium Lakelands District School
Board
Public
Halliburton, Kawartha
Lakes, Muskoka
Muskoka
Upper Canada District School
Board
Public Northern Canad
Upper Grand District School Board Public Dufferin, Wellington
Waterloo Catholic District School
Board
Catholic Waterloo
Waterloo Region
Waterloo Region District School
Board
Public Waterloo
Waterloo Region
Wellington Catholic District School
Board
Catholic Wellington
Windsor-Essex Catholic District
School Board
Catholic Essex
Windsor-Essex Children's Aid
Society
York Catholic District School
Board
Catholic York
York Region Anti Bullying Coalition
York Region District School Board Public York York Region Anti Bullying Coalition

Appendix C: Teachers, Administrators and Trustees

www.cpco.on.ca/ - Catholic Principals’ Council Ontario
www.otpp.com/ - Ontario Teacher’s Pension Plan
www.oct.ca/ - Ontario College of Teachers
ONTARIO TEACHERS’ FEDERATION- www.otffeo.on.ca/en
www.aefo.on.ca/fr/english - Association des enseignantes et des enseignants
franco-ontarien
www.etfo.ca/ - Elementary Teachers’ Federation of Ontario
www.oecta.on.ca/wps/portal - Ontario English Catholic Teacher’s Association
www.osstf.on.ca/en-CA/ - Ontario Secondary School Teacher’s Federation
PROVINCAL
www.abcontario.ca/ - Association for Bright Children of Ontario
www.aeceo.ca/ – Association Early Childhood Educators Ontario
www.ciraontario.com/ - Canadian Intramural Recreation Association of Ontario
www.ecoo.org/ - Educational Computing Organization of Ontario
www.eqao.com/ – Education Quality and Accountability Office
www.ldao.ca/ - Learning Disabilities Association of Ontario
www.oacs.org/ - Ontario Alliance of Christian Schools
www.pshsa.ca/ - Public Services Health & Safety Association
www.tyndale.ca/library/education/addlres/organizations - Additional smaller
partners

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