Glenn Arbour Academy Handbook 2017 - 2018

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Glenn Arbour Academy Handbook

2017 - 2018

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Table of Contents

Glenn Arbour Academy Handbook .......................................................................................................... 1

2017 - 2018 ...................................................................................................................................................... 1

General Information ..................................................................................................................................... 4 Administration & Teachers .................................................................................................................................... 4

Administration .......................................................................................................................................................................... 4 Classroom Teachers ............................................................................................................................................................... 4 Specialty Teachers................................................................................................................................................................... 4

School Organization .................................................................................................................................................. 4 School Hours ................................................................................................................................................................ 4 Attendance Policy ...................................................................................................................................................... 5 Late Arrivals And Leaving During The Day ....................................................................................................... 5 Recess ............................................................................................................................................................................. 6 Inclement Weather .................................................................................................................................................... 6 Hot Lunch Program ................................................................................................................................................... 6 Special Lunches ........................................................................................................................................................... 6 Milk Program ............................................................................................................................................................... 6 Before and After School Care ................................................................................................................................. 7 School Uniforms ......................................................................................................................................................... 7 Home and School Connection ................................................................................................................................ 8

Health & Safety ................................................................................................................................................ 9 Peanut and Nut Free School ................................................................................................................................... 9 Smoke Free Environment........................................................................................................................................ 9 Illness / Emergency ................................................................................................................................................... 9 Medication .................................................................................................................................................................... 9 Glenn Arbour Academy Concussion Policy ..................................................................................................... 10

Medical Examination ............................................................................................................................................................ 12 Documentation for a Diagnosed Concussion Return to Learn/ Return to Physical Activity Plan ....... 13

Asthma Policy ............................................................................................................................................................ 19

Academics ....................................................................................................................................................... 22 Daily Homework Timelines .................................................................................................................................. 22 Portfolios..................................................................................................................................................................... 22 Report Cards .............................................................................................................................................................. 22 Report Card Grading System ................................................................................................................................ 23 Teacher Websites ..................................................................................................................................................... 23 Emailing Teachers ................................................................................................................................................... 23

Conduct ............................................................................................................................................................ 24 Behaviour Policy and Procedure ........................................................................................................................ 24 School Expectations-Student/Family/Teacher Code of Conduct ............................................................ 24 Glenn Arbour Academy Bullying Prevention and Intervention Plan .................................................... 28 Student Pledge .......................................................................................................................................................... 35 Student Academic Honesty Policy ...................................................................................................................... 36 Athletics and Sportsmanship Policy .................................................................................................................. 38

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Eco-Policy .................................................................................................................................................................... 39 Parent Information ................................................................................................................................................. 44

Parent Volunteers .................................................................................................................................................................. 44 Drop Off/Pick Up/Parking Routine ................................................................................................................................ 45

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General Information

Administration & Teachers

We are pleased to announce the Administration and Teachers for the 2017-2018 school year .

Administration Mrs. Lisa MacKinnon – Director, Academic Mrs. Nora Harris – Director, Business Mr. Tony Harris – Business Administrator Mrs. Lindsay Patterson - Vice Principal Miss. Madeleine MacKinnon - Administrative Assistant Mrs. Kathryn Grovum - Media Arts and Program Development

Classroom Teachers Junior Kindergarten Mrs. Kari Dunschede Senior Kindergarten Miss Jillian Burghart Grade 1 Miss Danielle Desa/Mrs. Marlena Cowie Grade 2 Miss Lindsay Murphy Grade 3 Mrs. Boston Becke/Mrs. Jennifer Slater Grade 4 Mr. Dan Fretz Grade 5 Miss Rachel Rock Grade 6 Mr. Garry Rodayan/ Mrs. Lindsay Patterson Grade 7 Mrs. Madina Safi Grade 8 Miss Melissa Sweet

Specialty Teachers Music Mr. Jude Kudera French Miss Rachel Rock/Mr. Garry Rodayan Athletics Mr. Scott Henderson (Coach) Before/After School Miss Madeleine MacKinnon/Mrs. Heather Hancorn

School Organization

Primary: JK-Grade 3

Junior: Grades 4-6 Senior: Grades 7 -8

School Hours

8:20 a.m. Outdoor teacher supervision begins.

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8:40 a.m Bell Rings and Students enter school.

8:45 a.m Opening Assembly of all staff and students in the gym

10:30 a.m Morning Recess

12:15 p.m. Recess

12:35 p.m. Lunch

2:30 p.m. Afternoon Recess

3:30 p.m. Kindergarten Dismissal

3:45 p.m. Grade 1-8 Dismissal

Attendance Policy

Regular attendance is absolutely critical for student learning and achievement of course expectations. Students who habitually miss class will suffer in the evaluation process, because their participation and achievement cannot be fully assessed. The following policy outlines attendance requirements:

1. Attendance is required unless the student is medically unable to attend, or unless the Director has, in advance, excused attendance on other medical or compassionate grounds. Even if the student is medically unable to attend, a doctor’s certificate must be produced to the Director where that inability to attend extends to 3 or more consecutive academic days. In any event, where, in the Director’s judgment, irregular attendance is jeopardizing the successful completion of a course of study, then the Director will meet or, if a meeting is not possible, then otherwise communicate with the student, parents and guardians in order to fully explain the consequences of continued irregular attendance, and to offer alternatives that could be considered to promote a change in behaviour that would contribute to a successful programme of learning.

2. A student shall only be determined to be medically unable to attend class if that student exhibits any one or more of, but not limited to:

a. diarrhea or vomiting within the past 24 hours; b. ear aches, coupled with some fever; c. eye drainage, coupled with burning, crust, itching, pain, redness or swelling; d. fever of 38 C (100 F) or higher within the past 24 hours; e. sore throat/swollen lymph nodes; or f. any other medical disability (such as a suspected concussion) that will reasonably and likely

substantially interfere with that student’s ability to learn in a classroom environment.

3. Repeated, unexplained absences will be discussed with parents/guardians and arrangements will be made to complete missed work and assignments.

4. Failure to improve attendance will result in a meeting with the School Director.

Late Arrivals And Leaving During The Day

If students arrive after the start of period one, they are to sign in at the front desk, recording their name, grade, time and reason for lateness. Parents, who are picking children up for an appointment during the school day or have granted their children permission to leave for other reasons, must notify the school by phone or email. Excessive lateness will result in administrative contact with that child’s parent or guardian.

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Recess

Recess is an integral part of the day at Glenn Arbour Academy. Students are encouraged to develop motor skills and play cooperatively with their peers, while being supervised by teachers. Students are encouraged to bring skipping ropes, and balls to play with. Most importantly students are encouraged to have FUN!!!! Please note that students may bring toys outside for recess but Glenn Arbour is not responsible for any lost, stolen or damaged toys. Electronic equipment such as iPods, tablets, computers and similar devices are not permitted. Cell phones are not allowed in the classrooms, or outside. Parents/students who are wishing to speak with their children/parent are encouraged to use the school phone.

Inclement Weather

If it is raining students upon arrival may enter the school and go directly to their classrooms. They will be encouraged to play quietly until class begins.

Extreme Weather Considerations: students will be kept indoors at 31 degrees or warmer, and at -17 degrees or colder, according to temperatures recorded by The Weather Network. Environment Canada issues Humidex Advisories when the maximum daily humidex is expected to be 40 degrees or higher. If an advisory is issued for our region, then Glenn Arbour will take necessary precautions to protect staff and students from heat-stress related illnesses. When Smog Advisories are in effect, students remain outside no longer than 20 minute intervals at a time. Care and consideration should be made for preparing your child for the weather and notifying staff of weather related illnesses or conditions.

A SNOW DAY will occur if the Halton Board of Education cancels school buses for safety issues. Please Note: You will be contacted by phone/email and advised of the snow day. Also note that we will use our discretion, as the weather man is not always correct!

Hot Lunch Program

We are pleased to offer Organic Kids again this year as our hot lunch program. The order form for the month of September will be available at the Lemonade Party and will be available online under the Parents tab beginning August 30, 2017.

Special Lunches

Parents are required to send a lunch to school with their child that is nut free.

Special lunches happen every Wednesday. We have partnered with Lunch Box orders again this year to offer Swiss Chalet, Pita Pit, Boston Pizza, Quesada, Mr. Sub, and Kelly’s Bake Shoppe. Orders can be placed at www.lunchboxorders.com as of August 1, 2017.

Milk Program

Our milk programme is offered 5 days a week. Students may choose between white or chocolate milk.

Payment is made in advance for the school year. Cheque should be made payable to GAAPTA.

Grade 7/8 students will be responsible for distributing the milk to students in their class during lunch time.

Parents can specify type of milk and frequency of order. For example: “Chocolate milk Mondays and Fridays only.”

This program offers a nutritional beverage for our children and is an important fundraiser for our school. Please note if you child misses a day to receive milk it will be kept in the fridge for the next day.

http://www.lunchboxorders.com/

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This program does not offer credits or carry overs.

All proceeds go to GAAPTA, our parent-teacher association. If you would like to participate in this program, please complete the online form on the website under the Parents Tab.

Before and After School Care

The Before School Care program begins at 7:00 am and will run until 8:20 am. The cost of the program is $12.00 per day per student or $18.00 per day per family. Parents will be billed monthly.

The After School Care program will run from 3:45 pm - 6:00 pm Monday to Friday. Students will be encouraged to complete any homework. They may eat a snack from their lunch packs; as well they will be offered a light snack. ALL SNACKS MUST BE NUT FREE. Students will then have an opportunity to play outside and return inside to continue their play.

It is a requirement that each student be signed out by his or her parent or guardian.

Please note that if you would like to reach the afterschool teacher please call the school number, (905) 592-1200 between the hours of 4:00-6:00pm.

School Uniforms

Students are required to wear their uniform each day unless permission is granted not to wear school dress. All items must be labeled.

Dress uniform is required for every Tuesday, field trips, picture day, if you are an Ambassador for Open Houses, and special events.

Monday Tuesday Wednesday Thursday Friday

JK/SK Gym Uniform Dress Uniform Gym Uniform Casual Uniform Gym Uniform

Grades 1-8 Casual Uniform

Dress Uniform Casual Uniform Casual Uniform Casual Uniform

Girls Dress Uniform Boys Dress Uniform Blazer Blazer White Button Down Shirt (long/short sleeve) White button Down Shirt (long/short sleeve) School Kilt Navy Pants School Tartan Tie School Tartan Tie Navy Knee High Socks Navy/Black Socks Black Mary Jane Shoes Black Oxfords Girls Casual Uniform Boys Casual Uniform White/Navy Polo (long/short sleeve) White/Navy Polo (long/short sleeve) Navy Pants or Skort Navy pants or Shorts Navy Sweater or Vest Navy Sweater or Vest GAA Hoodie GAA Hoodie Navy Knee High Socks Navy Socks Black Mary Janes Black Oxfords

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Gym Uniform Gym Uniform Logo Navy T-Shirt Logo Navy T-Shirt Navy Shorts Navy Shorts Navy Jogging Pants (JK/SK) Navy Jogging Pants (JK/SK) Running Shoes Running Shoes Uniform Infraction: Uniforms will be checked on a daily basis. Consistent uniform infractions will result in communication with parents/guardians. In order for students to participate in the Physical Education program, students must wear the athletic uniform. Sports Teams: All students representing Glenn Arbour Academy on a competitive team are required to wear the athletic uniform. Additional athletic equipment may be required throughout the year. School owned equipment and uniforms must be returned.

Please note that navy corduroy pants are not acceptable uniform pants. Girls are to wear natural looking makeup in grade 8 only, and neat and presentable hair accessories at all times for both boys and girls in all grades. Kilts must be knee length or 1” above the knee. Uniform pieces must be in presentable at all time.

Our uniform supplier for the 2017-2018 school year is Uniform Basics. If you have any questions about our uniform requirements, please feel free to contact our supplier. Unfortunately, the tartan is not yet available. Contact Information: 255 Industrial Pkwy S, Aurora, Ontario. PH: 905-726-1215 McCarthy’s of Hamilton still has Glenn Arbour Academy uniform pieces for sale as they sell off their inventory, including some tartan pieces. Contact Information: 125 Nebo Road, Hamilton, Ontario PH: 1-800-668-8261

Home and School Connection

Through the daily use of agendas and homework assignments a close communication between home and school is established. Each week on the Glenn Arbour Academy Website www.glennarbouracademy.com a weekly outline for each grade will be posted under The School/ parents log-in tab.

When assignments are completed on time, students develop a sense of responsibility, time management skills and a feeling of pride. Agendas are used beginning in grade one to help develop organizational skills and responsibility. Agendas are useful for students to keep track of homework and due dates as well as parent/teacher communication, Grade 7 and 8 students have the option of using electronic agendas.

According to research studies, students perform better in school if their parents are actively involved in their education.

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Health & Safety

Peanut and Nut Free School

As a friendly reminder, for the safety of all our students, Glenn Arbour Academy is a peanut and nut free school.

Smoke Free Environment

We are a smoke free school. Smoking is NOT permitted anywhere on school property. No smoking signs have been posted on doors for entrances into the school. Halton Region Health Department has also stated that smoking is not permitted in cars while waiting for students to be picked up.

Illness / Emergency

Please be advised that there is no “sick room” at Glenn Arbour Academy. In case your child is not feeling well and needs to leave before the regular school day ends you will be contacted. If the parent is unavailable the emergency contact person will be informed.

Medication

Please be advised that the staff will not be able to take on the responsibility of administrating medication to students at school or on field trips. It is recommended that medication be left at home, however, if required, medication may be stored securely with teachers.

As part of our efforts to protect your child and comply with bill 3 2005 “the Act to Protect Anaphylactic Students” or “Sabrina Law”, we respectfully request parents of Anaphylactic Children to assist us with the following procedures:

▪ Complete a signed form by your child’s physician, and return it to Glenn Arbour Academy ▪ Supply the school with two (2) EpiPens or 2 “Twin Jet”. One for your child to wear on them at all

times, especially when outside, and one for their teacher ▪ Inform Glenn Arbour Academy immediately of any changes to your child’s health history

If your child has been prescribed an EpiPen, our protocol is:

• To share your child’s information with all staff members, including posting your child’s personal Anaphylaxis emergency Plan in all of the classrooms around the school and your child’s home room

• We will administer the EpiPen immediately upon the first sign of reaction occurring in conjunction with their known allergen or suspected contact with the allergen.

• Call 911 and administer a second does 10-15 minutes or sooner if the reaction continues or worsens

• Call the contact person • A staff member will accompany your child in the ambulance and wait at the hospital until the

contact person arrives

All staff members will be trained on how to administrator an EpiPen. For more information please visit www.epipen.ca and www.anaphylaxis.ca

http://www.epipen.ca/

http://www.anaphylaxis.ca/

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Glenn Arbour Academy Concussion Policy

Context A concussion is a type of traumatic brain injury that can have lasting impacts on a child’s brain development. While most children and teens with concussion recover quickly and fully, some will have concussion symptoms that last for days, weeks, months – even years. These may include changes in how a child or teen think, feel and act, as well as their ability to learn and remember. While rare, a repeat concussion can result in brain swelling or permanent brain damage. Concussions should be treated on a case by case basis, as no two concussions are the same (Play Safe Resources: Developing a Concussion Policy: 2016, 3).

Common Signs and Symptoms Following a blow to the head, face or neck, or a blow to the body that transmits a force to the head, a concussion should be suspected in the presence of any one or more of the following signs or symptoms (adapted from Ministry of Tourism, Culture and Sport Concussion Guidelines):

Possible Signs Observed A sign is something that will be observed by another person (e.g., parent/guardian, teacher, coach, supervisor, peer).

Possible Symptoms Reported A symptom is something the student will feel/report.

Physical • slurred speech or vomiting • slowed reaction time • poor coordination or balance • blank stare/glassy-eyed/dazed or vacant look • decreased playing ability • loss of consciousness or lack of responsiveness • lying motionless on the ground or slow to get up • amnesia • seizure or convulsion • grabbing or clutching of head

Physical • pressure in head or headache • neck pain • feeling off/not right • ringing in the ears • seeing double or blurry/loss of vision • seeing stars, flashing lights • pain at physical site of injury • nausea/stomach ache/pain • balance problems or dizziness • fatigue or feeling tired • sensitivity to light or noise

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Cognitive • easily distracted or difficulty concentrating • general confusion • cannot remember things that happened before • and after the injury does not know time, date, place, class, type of activity in which he/she was participating slowed reaction time (e.g., answering questions or following directions)

Cognitive • slowed down, fatigue or low energy or difficulty concentrating or remembering • dazed or in a fog

Emotional/Behavioural strange or inappropriate emotions (e.g., laughing, crying, getting angry easily)

Emotional/Behavioural • nervous, anxious, depressed, irritable, sad or more emotional than usual

Sleep Disturbance • insomnia or drowsiness

Sleep Disturbance • sleeping more/less than usual or drowsy • difficulty falling asleep

Additional Information: • Signs/symptoms can appear right after the injury, or may appear within hours or days of

the injury. • The signs/symptoms may be different for everyone. • A student may be reluctant to report symptoms because of a fear that they will be removed

from the activity, or their status on a team or in a game could be jeopardized. • It may be difficult for younger children (under the age of 10) and those with special needs

or where English/French is not their first language to communicate how they are feeling. • Signs for younger children (under the age of 10) may not be as obvious as in older

children/adults. Concussion Procedure INITIAL RESPONSE – Removal from Physical Activity: An instructor responsible for those who are participating in organized physical activity who believes that, following a blow to the head, face or neck, or a blow to the body that transmits a force to the head, a student in the activity may have suffered a concussion needs to take immediate action. The following guidelines outline the procedure for students who are either conscious or unconscious as a result of a blow to the head, face or neck:

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Conscious Unconscious ➢ Remove the student from the activity

immediately. - If signs are observed or symptoms are reported, a concussion should be suspected.

➢ If no signs or symptoms are observed, an incident report shall be completed for the student, with parent/guardian made aware

➢ Remember: signs and symptoms of concussion may appear within hours or days of the injury.

➢ If in doubt, sit them out

➢ Initiate emergency action plan and call 911. Contact the child/youth’s parent/guardian to inform them of the injury and that their child is being transported to the hospital.

➢ Stay with the student until Emergency Medical Services arrives.

➢ Assume there is also a possible head and/or neck injury and, only if trained, immobilize the student before ambulance transportation to hospital. Do not remove athletic equipment (e.g. helmet) unless there is difficulty breathing.

➢ Monitor and document any physical, emotional and/or cognitive changes.

Medical Examination Following examination by a medical doctor or nurse practitioner and prior to the student returning to physical activity, the coach, administrator and/or supervisor must be informed of the results. A student’s return to physical activity must be established in writing by a medical practitioner and followed by the school accordingly. References Government of Ontario, Ministry of Tourism, Culture and Sport. Concussion Guidelines, 2016. Play Safe Initiative. Play Safe Resources: Developing a Concussion Policy, 2016.

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Documentation for a Diagnosed Concussion Return to Learn/ Return to Physical Activity Plan This form is to be used by parents/guardians to communicate their child’s progress through the plan and is to be use with Glenn Arbour Academy’s Concussion Management Protocol. Step 1 – Return to Learn/Return to Physical Activity

• Completed at home

• Cognitive Rest – includes limiting activities that require concentration and attention (e.g., reading,

texting, television, computer, video/electronic games).

• Physical Rest – includes restricting recreational/leisure and competitive physical activities.

1. My child has completed Step 1 of the Return to Learn/Return to Physical Activity Plan

(cognitive and physical rest at home) and his/her symptoms have shown improvement.

My child will proceed to Step 2 – Return to Learn.

2. My child has completed Step 1of the Return to Learn/ Return to Physical Activity Plan

(cognitive and physical rest at home and is symptom free. My child will proceed directly

to Step3 –Return to Learn and Step 4 – Return to Physical Activity.

Parent/Guardian Signature: __________________________________________________________ Date: _______________________________________________________

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Documentation of Medical Examination

This form is to be provided to all students suspected of having a concussion. ______________________________________________(Student name) sustained a suspected concussion on _________________________(date). As a result, this student must be seen by a medical doctor or nurse practitioner. Prior to rturing to school, the parent/guardian must inform the school principal of the results of the medical examination by completing the following: Results of Medical Examination

€ My child has been examined and no concussion has been diagnosed and therefore may resume

full participation in learning and physical activity with no restrictions.

€ My child has been examined and a concussion has been diagnosed and therefore must begin a

medically supervised, individualized and gradual Return to Learn/Return to Physical Activity Plan.

Parent/Guardian signature: _________________________________________________________ Date: _____________________________________ Comments:

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Step 2 – Return to Learn

• Student returns to school.

• Requires individualized classroom strategies and/or approaches which gradually increase cognitive

activity.

• Physical rest – include restricting recreational/leisure and competitive physical activities.

€ My child has been receiving individualized classroom strategies and/or approaches and is

symptom free. My child will proceed to Step 3 –Return to Learn and Step 4 – Return to Physical

Activity.

Parent/Guardian Signature: ________________________________________________________ Date: ________________________________________ Comments: ________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

_________

Step 3 – Return to Learn

• Student returns to regular learning activities at school.

Step 4 – Return to Physical Activity • Student can participate in individualized light aerobic physical activity only.

• Student continues with regular learning activity.

€ My child is symptom free after participating in light aerobic physical activity. My child will proceed

to Step 5 – Return to Physical Activity.

€ Appendix C will be returned to the teacher to record progress through Steps 3 and 4.

Parent/Guardian Signature: ________________________________________________________ Date: ______________________________________ Comments: ____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

________

Step 6 – Return to Physical Activity

• Student may begin activities where the is no body contact (.g., dance, badminton); light

resistance/weight training; non-contact practice; and non-contact sport practice; and non-

contact sport-specific drills.

€ Student has successfully completed Step 6 and is symptom free.

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€ Appendix C will be returned to parent/guardian to obtain medical doctor/nurse practitioner

diagnosis and signature.

Principal Signature: ___________________________________________________________________

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Medical Examination

€ I, _____________________________________________________ (medical doctor/nurse practitioner name) have

examined ______________________________________________ (student name) and confirm he/she continues

to be symptom free and is able to return to regular physical education class/intramural

activities/interschool activities in non-contact sports and full training/practices for contact sports.

Medical Doctor/Nurse Practitioner Signature: _____________________________________________

Date: ______________________________________


€ Student may resume regular physical education/intramural activities/interschool activities in non-

contact sports an full training/practices for contact sports.


€ Student may resume full participation in contact sports with no restrictions.

Return of Symptoms

€ My child has experienced a return of concussion signs and/or symptoms and has been examined

by a medical doctor/nurse practitioner, who has advised a return to:

• Step _____ of the Return to Learn/Return to Physical Activity Plan.

Parent/Guardian Signature: __________________________________________________________ Date: _________________________________________________ Comments:

CONCUSSION DIAGNOSED

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Signs and Symptoms Present

Symptoms Begin to Improve OR Symptom Free

Participant and/or Parent/Guardian: report to Coach/Administrator

Return to Learn/Return to Physical Activity – Step 1 Limit cognitive and physical activity which provoke symptoms *at Home


Return to Learn/Return to Physical Activity – Step 2

Student returns to school, individualized classroom strategies with a gradual increased cognitive activity


Return to Learn/Return to physical Activity – Step 3 Student returns to regular learning activities





Return to Learn/Return to Physical Activity – Step 4 Light aerobic exercise only

Return to Learn/Return to Physical Activity – Step 5 Sport specific exercise only

Return to Learn/Return to Physical Activity – Step 6 Activity with no body contact

Return to Learn/Return to Physical Activity – Step 7 Full Participation in non-contact sports

Return to Learn/Return to Physical Activity – Step 8 Student may resume full participation in contact sports with

no restrictions


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Asthma Policy

Policy Statement In accordance with Ryan’s Law – Ensuring Asthma Friendly Schools – 2015, it is the policy of Glenn Arbour Academy to establish and maintain a policy for students diagnosed with asthma. The safety of students with a medical condition such as asthma is a shared responsibility of the board, school, family, health care provider and community partners. The policy outlines the school’s commitment to students with asthma. Definitions What is Asthma? According to the Ontario Lung Association, asthma is a very common chronic (long-term) lung disease that can make it hard to breathe. People with asthma have sensitive airways that react to triggers. There are many different types of triggers for example poor air quality, mold, dust, pollen, viral infections, animals, smoke and cold air. Symptoms of asthma are variable and can include coughing, wheezing, difficulty breathing, shortness of breath and chest tightness. The symptoms can range from mild to severe and sometimes could be life threatening. For the purposes of this document, the following words have the following definitions: Emergency Medication “Emergency Medication” refers to medication that is administered by a staff member to a student at the time of an asthma exacerbation - for example - reliever inhaler or stand-by medication. Medication “Medication” refers to medications that are prescribed by a health care provider and, by necessity, may be administered to a student, or taken by the student during school hours or school related activities. Immunity The Act to Protect Students with Asthma states that “No action or other proceeding for damages shall be commenced against an employee for an act or omission done or omitted by the employee in good faith in the execution or intended execution of any duty or power under this Act.” Symptoms and signs Asthma attacks are characterised by coughing, wheeziness and difficulty breathing, especially on breathing out. The affected person may be distressed and anxious and, in severe attacks the student’s skin and lips may become blue.

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Medication and Control There are several medications used to treat asthma. Some are for long term prevention and are normally used out of school hours and others relieve symptoms when they occur. Most students’ medication comes in the form of an inhaler. More severe asthmatics may also need to take tablet medication. Management in school It is the parents’ or guardians’ responsibility to notify the school if their child suffers from asthma.

• Full details are required including the severity of asthma and the name and dosage of medication

prescribed.

• All students with asthma must carry their named reliever inhaler with them at all times.

• A second named reliever inhaler must be available for all teachers to access, stored safely in the

office.

• Children with asthma are encouraged to participate fully in P.E.

• Those children whose attacks are triggered by exercise should take their reliever inhaler 5

minutes prior to the start of the lesson and ensure they take part in the warm up exercises. Their

reliever inhaler should be accessible at all times during the lesson.

• Students are advised not to take part in physical activities without their inhaler.

• Parents or guardians are politely asked to inform the school if their child has been unwell with

an exacerbation of their asthma, particularly if they have required hospitalisation.

In the event of a child having an asthma attack staff should follow the procedure below: 1. Assist the child to take 2 puffs of their reliever (blue) inhaler straight away.

2. If there is no improvement, the student can continue to take 2 puffs of the inhaler every 2

minutes

3. Stay calm and reassure the child.

4. Help the child to breathe by ensuring tight clothing is loosened. Do not put your arm around the

student as this may restrict breathing.

5. Encourage the child to breathe slowly and deeply.

6. The student should sit upright rather than lie down.

7. Call the School Nurse or a First Aider

8. If there is no improvement after 10 puffs (10 minutes), the condition becomes worse or you are

worried call 911.

Requirements The school shall:

• ensure that all students have easy access to their prescribed reliever inhaler(s)

medications;

• identify asthma triggers in classrooms, common school areas and in planning field trips

and implement strategies to reduce the risk of exposure;

• establish a communication plan to share information on asthma to parents/guardians,

students, employees and include any other person who has direct contact with a

student with asthma;

• provide asthma education and regular training opportunities on recognizing and

preventing asthma triggers, recognizing when symptoms are worsening and managing

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asthma exacerbations for all employees and others who are in direct contact with

students on a regular basis;

• require that every school principal establish a process to identify students with asthma

at time of registration or following diagnosis and gather necessary asthma related

information from the parents/guardians and student;

• require that every school principal develop an individual student asthma management

plan for each student diagnosed with asthma, based on the recommendation of the

student’s health care provider;

• require that every school principal maintain a file for each student diagnosed with

asthma. The file main contain personal medical information, treatment plans and/or

other pertinent information about the student, if that information is obtained with the

consent of the student or the parent/guardian, in accordance with applicable

legislation, including relevant privacy legislation. This file shall also include current

emergency contact information;

• require that every school principal inform school personnel and others who are in

direct contact on a regular basis with a student with asthma about the contents of the

student’s asthma management plan;

• review asthma policy as part of its regular policy review cycle; and

• include the asthma policy in the school’s policies posted on the school web sites.

REFERENCE DOCUMENTS • Ryan’s Law, 2015 – Ensuring Asthma Friendly Schools • Education Act Section 265- Duties of Principal • Regulation 298 s20 – Duties of Teachers

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Academics

Daily Homework Timelines

Grades 1-2 10-20 minutes



Please note, additional homework may be required or suggested throughout the year at the teacher’s discretion.

Students are welcome to email their teachers any questions they may have regarding homework or assignments. At the start of the school year, teachers will outline expectations for a reasonable response time within school hours.

With teacher approval, assignments may be submitted electronically. The files must be Windows compatible or PDF format and are due at the start of the period. A late penalty of 5% per day will be issued for students submitting late assignments in grades 5-8.

Canadian Test of Basic Skills (CTBS) standardized testing will be administered in April for all students in grades 3-8. A formal letter will be provided to parents in March outlining the testing.

Additionally, grade 7 and 8 students will have final exams in June. This will assist in preparation for high school.

Portfolios

Each student will compile a school portfolio that will track his or her development during each grade at Glenn Arbour Academy. This portfolio will showcase their work and will be a visual scrapbook of their education. The portfolio will be showcased on the last day of school. Parents are invited on the last day of school to view the portfolios. At this time student may take their portfolios home for the summer. The portfolios must be brought back to school in September.

Report Cards

Report cards will be issued three times per school year:

• Observation Report October

• First Term Report (academic) January

• Second Term Report (academic) June

Parents are encouraged to bring the Observation and First Term report to the teacher interviews. Parents will receive an email from the teachers indicating to book a day and time/phone call to discuss the report card. Alternative days may be arranged with the teacher if an interview cannot be arranged with the scheduled times.

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Parents are encouraged to speak to the teacher about their child's progress throughout the year. An appointment can be scheduled with the teacher at any time throughout the school year.

Report Card Grading System

Letter Grades

Percent

A+ 90-100 Student's achievement is at the top of grade level or exceeds grade level.

A- to A 80-89 Student's achievement is at high grade level. Student has demonstrated an excellent understanding of required knowledge and skills

B- to B+ 70-79 Student's achievement is at grade level. Student has demonstrated a good understanding of required knowledge and skills

C- to C+ 60-69 Student's achievement is at low grade level. Student has demonstrated adequate understanding of required knowledge and skills.

D- to D+ 59 and below

Student's achievement is below grade level. Student has demonstrated only some understanding of required knowledge and skills. Student has not passed the course.

* Support / Modified

An * is given in front of, or in place of, the grade when the student is not working at grade level independently. They may be receiving additional support working with an educational assistant, and/or have a modified program.

EFFORT

A Student always demonstrates excellent effort to do their best work

B Student demonstrates a satisfactory effort to do their best work

C Student lacks effort to do their best work

Teacher Websites

Teacher websites are available for parents to view important announcements, upcoming events, school forms, field trip and permission form information, class schedules, academic resources, homework/project updates and weekly and term outlines. This, and other information, will be posted on our school and teacher websites for parents to access anytime.

Emailing Teachers

Teachers are accessible through email. Email addresses are available on the school website. Please allow 24-48 school hours for a response. Teachers are not available during prep periods. Instead, appointments or scheduled phone interviews may be requested by parents through email

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Conduct

Behaviour Policy and Procedure

Show respect for others Be proud of yourself

Show respect for property Be proud of your school

Show respect for learning Be proud or your work

A positive style discipline policy will be incorporated at Glenn Arbour Academy. It is our goal to nurture acceptable behaviour and provide the students with guidance for improvement.

For example: Walk in an orderly manner

Settle conflicts appropriately

Speak in a pleasant respectful tone of voice

Wait patiently when teachers are helping others

Remember to say thank you

Help others

Our staff will be continuously on the alert to acknowledge good behaviour in a variety of ways. For example: the “H2 Beads” system to recognize student achievements in the Community Values.

School Expectations-Student/Family/Teacher Code of Conduct

The goal at Glenn Arbour Academy is to provide a stable and nurturing environment for all of the students. In order for students to make the best of their time at school they are expected to follow the Schools Code of Conduct. Students Show Respect:

• Be present and on time

• Be prepared to participate

• Bring all required learning materials to each class

• Be honest and trustworthy both academically and socially

• Treat all people in our school community with compassion and dignity, ie parents running

activities, issue invitations privately by email, mail or phone

• Refrain from acts of violence/bullying

Show Respect for Property • Do not deface school property

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Show Respect for Learning • Completing all assignments on time and to the best of your ability

Be Proud of Yourself/School/Work • Follow the uniform guidelines and recognize the importance (make sure all pieces are not worn

or tattered looking)

• Attending and supporting events throughout the year

• Taking on a leadership role

• Representing the school in a positive way on and off site

Parents Show Respect:

• Ensure that your child attends school regularly and on time

• Respecting the privacy of others

• Be open to the ideas of others

• Treat all people in our school community with compassion and dignity, ie parking lot

• Supporting the staff in maintaining a safe and respectful learning environment for all

• Work together to understand the definition of “bullying” and “age specific behaviour”

• issue invitations privately by email, mail or phone

Show Respect for Property • Do not damage property or personal items belonging to others

• Respect parking lot rules and parking protocol

Show Respect for Learning • Guiding your child to complete work/assignments within the allotted time frame

Be Proud of Yourself/School/Work • Follow the uniform guidelines and recognize the importance (make sure all pieces are not worn

or tattered looking)

• Attending and supporting events throughout the year

• Taking on a leadership role


Teachers Show Respect:

• Being present and on time everyday

• Encourage students in a positive way at all times in learning and in social situations

• Responding to students with honesty, reason, and sincerity

• Honouring the privacy of others

• Treating others with dignity and respect

• Respecting the privacy of others

• Bring all required learning materials to each class

• Be open to the ideas of others

• Treat all people in our school community with compassion and dignity, ie parking lot

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• Supporting the students in maintaining a safe and respectful learning environment for all

• Work together to understand the definition of “bullying” and “age specific behaviour”

Show Respect for Property • Do not damage property or personal items belonging to others

• Respect parking lot rules and parking protocol

Show Respect for Learning • Providing students with all of the necessary directions/outlines/etc for work/assignments to be

completed on time

Be Proud of Yourself/School/Work • Encourage students to follow the uniform guidelines and recognize the importance (advise

parents if uniform pieces are worn or tattered looking)

• Dressing appropriately at all times within the school

• Encourage and support students to participate in school activities and develop positive

relationships with others


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Student Code of Conduct

We believe that all of our students should behave appropriately in the classroom, at school and during all school related activities, such as field trips, Glenn Arbour Academy strives to maintain the optimal environment for academic, social and personal development. All students are expected to assist in maintaining this positive environment.

Rules

1. Arrive to class on time

2. Be prepared (this means have a pencil, books, agenda, etc)

3. Follow directions the first time they are given.

4. Raise your hand and be recognized before speaking

5. Keep your hands, and feet and objects to yourself.

6. Manage your time (in school and with homework)

7. Follow the dress code

8. No unacceptable language, rude gestures, or put-downs

9. Take responsibility for your belongings and your actions

10. Follow the daily schedule (be where you are supposed to be, when you are supposed to be there)

11. Be honest and trustworthy both academically and socially

12. Refrain from acts of violence/bullying

Progressive Discipline Policy

1. At the teacher’s discretion when a student does not abide by the Code of Conduct the student will be asked to complete a think paper (incident report) and discuss his/her behaviour with the teacher. An email will go home to the parents discussing the think paper and describing the incident. The student will also miss 1 recess.

2. If a student continues to misbehave and receives 3 incident reports, he/she will be sent to the office to speak with the Directors. An in school suspension will be given and the parents notified. This incident will be recorded in the student’s OSR.

3. If the misbehavior continues the next step will be to give the student an out of school suspension which will be recorded in his /her OSR.

4. At the discretion of the Directors the student may be asked to leave the school for continual or extreme behaviour offences.

Note:

For first time extreme behaviour offences, the student may be given an in/school suspension or asked to leave the school at the discretion of the Directors.

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Glenn Arbour Academy Bullying Prevention and Intervention Plan

INTENDED PURPOSE Glenn Arbour Academy is committed to the establishment and maintenance of safe, caring, equitable and inclusive school environments in order to maximize the learning potential of all students and to ensure a positive school climate for all members of the school community. The school recognizes that bullying behaviour:

(a) adversely affects students’ ability to learn, and the dignity and self-esteem of students who are bullied; (b) adversely impacts students who engage in bullying behaviour and those who witness bullying; (c) adversely affects healthy relationships and the school climate for students, staff and community members; (d) adversely affects a school’s ability to educate its students, and (e) will not be accepted on school property, at school-related activities, on school buses, or in any other circumstances (e.g., online) where engaging in bullying will have a negative impact on the school climate.

This procedure has been developed to implement provincial legislation and in accordance with the Safe and Inclusive Schools Policy of Halton District School Board. It serves to ensure that building healthy relationships within the context of a whole-school approach to bullying prevention and intervention are supported. This procedure supports a continuum of bullying prevention and intervention strategies. PROCEDURE Providing students with an opportunity to learn and develop in a safe, equitable and respectful society is a shared responsibility in which our school plays an important role. Schools with bullying prevention and intervention strategies foster a positive learning and teaching environment that supports academic achievement for all students and that helps students reach their full potential. All members of the school community must model bullying prevention and intervention strategies. 1.0 Definitions

Bullying is defined as aggressive and typically repeated behaviour by a student where, 1) The behaviour is intended by the student to have the effect of, or the student ought to know that the behaviour would be likely to have that effect of:

a) causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the person’s reputation or property, or b) creating a negative environment at the school for another individual, and

2) The behaviour occurs in a context where there is a real or perceived power imbalance based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education. Bullying behaviours include the use of any physical, verbal, electronic, written or other means. Cyberbullying is the use of information and communication technologies to bully, as defined above. Cyber bullying includes but is not limited to: 1) creating a web page or a blog in which the creator assumes the identity of another person; 2) impersonating another person as the author of content or messages posted on the internet; 3) communicating material electronically to more than one person or posting material on a website that

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may be accessed by one or more individuals, or 4) inappropriate communication through e-mail, cell phone, instant messaging, personal websites, online personal polling websites, and social networking sites. Bullying is a dynamic of unhealthy interaction that can take many forms. It can be physical (e.g., hitting, pushing, tripping), verbal (e.g., name calling, mocking, or making sexist, racist, or homophobic comments), or social (e.g., excluding others from a group, spreading gossip, or rumours). It may also occur through the use of technology as outlined above. Bullying prevention is a whole school approach that builds capacity for a safe, caring, equitable and inclusive school climate. It includes a shared understanding about the nature and underlying causes of bullying and its effects on the lives of individual students and the school community. Bullying intervention is a comprehensive and effective response to the bullying incident that takes into consideration all parties involved in the bullying incident. It should provide specific supports for the student who has been bullied, intervention for the student who was bullying, and strategies for responding to students who were directly observing the bullying incident. Positive school climate is the sum total of all the personal relationships within the school and is a critical component of bullying prevention. Building and maintaining a positive school climate requires a whole school approach involving all members of the school community. The principles of equity and inclusive education must be embedded in all aspects of the learning environment to support the well-being and achievement of all students. Safe Schools Action Team (SSAT) This team is responsible for school safety and is composed of, but not limited to, at least one student, one parent, one teacher, one member of the school’s support staff, one community partner and the principal. Members of the SSAT, or H2 Crew, should be representative of the diversity of the student population. 2.0 School Level Bullying Prevention and Intervention Plans

The components of the school Bullying Prevention and Intervention Plan include the following: (a) definition of bullying (b) prevention and awareness-raising strategies (c) intervention and support strategies, including plans to protect students who have been bullied (d) reporting requirements (e) training strategies for members of the school community (f) communication and outreach strategies (g) monitoring and review processes

These components are communicated to students, staff, parents, the community, and included in the school’s handbook. 3.0 Bullying Awareness and Anti-Bullying Day

Glenn Arbour Academy supports the promotion of Bullying Awareness and Anti-Bullying Day. On February 22nd 2017, the school will promote awareness and understanding of bullying and its consequences in the school community. 4.0 School Climate Surveys

Glenn Arbour Academy will conduct its own internal feedback survey throughout the year in order to elicit input from students, staff and parent/guardians with respect to positive school climate and bullying prevention and intervention. The school may provide accommodations for students with

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special needs where appropriate. Participation in all feedback and surveys is voluntary and anonymous, parents may choose not to have their child participate. Results of surveys are to be shared with the Safe School Action Team and used to build strategies into the Bullying Prevention and Intervention Plan regarding issues identified in the climate surveys. 5.0 Prevention and Awareness-Raising Strategies

a) Supporting Appropriate Student Behaviour Glenn Arbour Academy will implement evidence informed bullying prevention and citizenship development programs, as well as provide positive activities designed to promote the building of healthy relationships and appropriate behaviour. The school will focus on prevention and early intervention as a key to maintaining a positive school environment in which students can learn. The school will develop prevention measures and initiatives that include the whole school and all aspects of school life. b) Teaching Strategies Teaching strategies will support the integration of bullying prevention and intervention strategies into the curriculum. Teaching strategies will focus on developing healthy relationships by including bullying prevention throughout the curriculum in daily classroom teaching. Teachers must promote inclusion, respect and empathy, all of which are important components of bullying prevention. Bullying prevention messages are reinforced through programs addressing discrimination based on such factors as age, race, sexual orientation, gender, gender identity and expression, creed, disability, place of origin, ethnicity, and family circumstances and other immutable characteristics. Through their own actions, all staff must model inclusion, respect, and empathy for all students. c) Opportunities for Bullying Awareness and Prevention Training All students will have the opportunity to participate in bullying awareness and prevention training and leadership initiatives within the school. Teachers, administrators, and other staff will be provided with bullying awareness, prevention and intervention training opportunities to build capacity in order to support students and contribute to a positive learning and teaching environment. The training strategies include differentiated ways of responding to and shifting power imbalances that establish and perpetuate bullying behaviour. Training strategies are consistent with equity training on cultural proficiency, on respect for diversity, and on special education needs. Opportunities for awareness and prevention education will also be made available to the entire school community, including parents/guardians, as well as the broader community (e.g., volunteers, non-school personnel). d) Intervention Strategies and Responding Strategies Glenn Arbour Academy employees who work directly with students – including administrators, teachers, and support staff (e.g., staff in social work, child and youth work, psychology, and related areas, and educational assistants) must respond to any student behaviour that is likely to have a negative impact on the school climate. Such inappropriate behaviour may involve bullying. All employees of the school must respond to all allegations of bullying behaviour and act in a timely, sensitive, and supportive manner when responding to students who disclose or report bullying incidents. Bullying is an activity for which suspension shall be considered under section 306 (1) of the Education Act. When the student has previously been suspended for engaging in bullying under section 306(1) and the student’s continued presence creates an unacceptable risk to the safety of another person, the principal shall under section 310(1) suspend and may consider recommending expulsion to the school. 6.0 Reporting Incidents of Bullying Any employee of Glenn Arbour Academy, before and after school service provider, and transportation provider who becomes aware that a student at a school of the school may have engaged in an activity for which suspension or expulsion must be considered, such as bullying, shall report the matter to the principal as soon as reasonably possible. That individual must consider the safety of others and the urgency of the situation in reporting the incident, but, in any case, must report it to the principal no later

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than the end of the school day or end of the transportation route. In cases where an immediate action is required, a verbal report to the principal may be made. A written report must be made when it is safe to do so. All such reports made to the principal must be confirmed in writing, using the Safe Schools Incident Reporting Form. Glenn Arbour Academy expects all employees, before and after school service providers and transportation providers, to take into consideration any mitigating or other circumstances which may explain and excuse the behaviour before deciding whether or not to report the behaviour for students with known special needs, or students who require alternative education as per direction of the principal. The duty to report and subsequent filling out of the Safe Schools Incident Report Form would not be necessary or appropriate for an incident that is the result of a student’s special needs, a student with known special needs, or where mitigating circumstances reasonably excuse the student’s behaviour. These incidents still require appropriate follow up by the individual with notice to the principal, and completion of Employee Incident Reports if a safety risk occurs. 7.0 Supports for Victims, Bystanders & Students Who Demonstrate Bullying Behaviors Supports for students who have been bullied and intervention and support for students who have bullied others must be provided. Glenn Arbour Accademy provides students who have witnessed bullying with supportive and responsive strategies. The school supports students, as well as their parents/guardians, with information regarding bullying issues, including bullying based on gender, gender identity and expression and on sexual orientation. Glenn Arbour Academy has plans to protect students who have been bullied and outlines a process for parents/guardians to follow if they are not satisfied with the supports that their children receive. The school documents circumstances when supports are offered and declined by the student or parent/guardians. Intervention for students who demonstrate bullying behaviours will be consistent with a progressive discipline approach that utilizes a continuum of supports and consequences to address inappropriate student behaviour and builds upon strategies that promote positive behaviour. Intervention strategies range from early interventions to more intensive interventions in cases of persistent bullying, with possible referral to community or social service agencies. Ongoing intervention may be necessary to sustain and promote positive student behaviour. For a student with special education needs, interventions, supports, and consequences must be consistent with the student’s strengths, needs, goals, and expectations contained in their Individual Education Plan (IEP). Mitigating and other factors must be taken into consideration when determining discipline. ROLES AND RESPONSIBILITIES 1.0 Principal

In addressing bullying prevention and intervention, the principal will take a leadership role in the school by:

• ensuring that a Safe Schools Action Team (SSAT) is established and sustained

• demonstrating care for the school community and a commitment to academic excellence in a

safe and inclusive teaching and learning environment

• holding everyone under their authority accountable for their behaviour and actions

• empowering students to be positive leaders in the school and community

• communicating regularly and meaningfully with all members of their school community

• ensuring that the communication of the school’s Bullying Prevention and Intervention Plan is

clear to the entire school community

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• demonstrating respect for all members of the school community

The Principal shall: • investigate all reported incidents of bullying

• report the results of investigations to the teacher or other employee

• notify the parent/guardians of students who have been harmed by bullying or who have caused

harm as a result of bullying

• provide support for students who have been harmed by bullying or who have caused harm as a

result of bullying

• consult with parents/guardians about the supports and/or discipline applicable to their child

2.0 Teachers and Other School Staff Members

Under the leadership of their principals, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. Teachers and other school staff members shall also assist principals in maintaining close co-operation with the school community and in establishing and maintaining consistent disciplinary practices in the school. As role models, teachers and school staff uphold these high standards when they:

• help students work to their full potential and develop their sense of self-worth

• empower students to be positive leaders in their classroom, school, and community

• communicate regularly and meaningfully with parents/guardians

• maintain consistent standards of behaviour for all students

• demonstrate respect for all students, staff, parents/guardians, volunteers, and members of the

school community

• prepare students for the full responsibilities of citizenship

• respond to and report incidents of bullying

3.0 Students

Students play a very important role in bullying prevention and intervention and have the responsibility to:

• contribute positively to the climate of the school

• respect the safety, property and rights of all members of the school community

• respect the individual needs of others

• give respect and cooperation to all persons in positions of responsibility in the school

• comply with school expectations and regulations with respect to behaviour and take

responsibility for their own actions

• not bring anything to school that may compromise the safety of others

• use language that is appropriate in a learning environment

• respect the property of the school building, grounds, equipment and materials

4.0 Parents/Guardians

Parents/guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe, caring, equitable and inclusive learning environment for all students. Parents/guardians fulfill their role when they:

• demonstrate an active interest in their child’s school work and progress

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• communicate regularly with the school

• support the school’s Bullying Prevention and Intervention Plan and school rules

• encourage and assist their child in following the rules of behaviour

• assist school staff in dealing with disciplinary issues involving their child

Types of bullying that exist in our school (as identified through school based data and information) School Bullying Prevention SMART Goal Bullying Prevention and Awareness Strategies/Curricular Connections/Activities (for whole school, and those students at risk of bullying behaviours) Bullying Intervention and Support Strategies (for individuals who cause harm, are impacted by harm and are witness to harm) Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community Bullying Prevention and Awareness Responsibilities for: Staff Students Parents Monitoring and Review Process/Timelines This plan has been shared with staff and parents via:

✓ Staff Meeting ✓ School Council Meeting ✓ Newsletter ✓ School Handbook ✓ Other: ________________

Resources/Reference: HDSB Guide to Bullying Prevention and Intervention Bullying Prevention and Intervention Plan Promoting a Positive School Climate

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Child Youth Counsellors Public Health Nurses

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Student Pledge

I pledge to always follow Glenn Arbour Academy’s Community Values in all classes and school community activities and events:

HONESTY RESPECT INCLUSION RESPONSIBILITY CARING

By following the Community Values, I help create a safe, respectful and inclusive learning environment that benefits my teachers, school staff and volunteers, my peers and I. I pledge to use the Community Values to build healthy and respectful relationships throughout the whole school and surrounding community.

I pledge to be honest and trustworthy, both academically and socially and according to the

Student Academic Honesty Policy.

I pledge to show respect for property, respect for learning and respect for myself and peers,

teachers, school staff and volunteers at school and on field trips, and according to the Student

Code of Conduct.

I pledge to reduce, reuse and recycle all waste at school in environmentally friendly ways

according to the Eco-Policy.

I pledge to pursue victory with honour and sportsmanship in all intramural and athletic activities

and according to the Sportsmanship Policy.

I pledge to use all electronic devices responsibly at school and according to the Acceptable Use of

Technology Agreement.

__________________________________________ _______________________________________________ Student Signature Parent/Guardian Signature ____________________________ Date

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Student Academic Honesty Policy

Glenn Arbour Academy is committed to enabling all students to reach their potential and succeed. It is the responsibility of students to be academically honest in all aspects of their schoolwork so that the marks they receive are a true reflection of their own achievement. Academic dishonesty, therefore, is a serious offence and as a result, it is imperative that students understand what academic dishonesty entails and are clear as to consequences. Plagiarism is defined by Merriam Webster as “the practice of taking someone else’s work or ideas and passing them off as one’s own.”

1. Prevention of Cheating and/or Plagiarism

In order to prevent incidents of cheating and/or plagiarism, Glenn Arbour Academy will: ✓ ensure reported grades accurately reflect student achievement of the curriculum overall

expectations of the subject, course or as identified in a student’s Individual Education Plan; ✓ ensure students with special education needs are provided with accommodated, modified

and/or alternate program as outlined and monitored in their Individual Education Plans; ✓ ensure responsive differentiation in instruction, assessment and evaluation to meet the needs of

every student; ✓ promote and encourage a culture of student ownership and voice in their learning; ✓ promote academic honesty; ✓ ensure students are responsible for providing evidence of their learning within established

timelines; ✓ ensure there are appropriate consequences for cheating, plagiarizing, not completing work, and

submitting work late; ✓ ensure the determination of interventions and consequences will take into consideration the

following factors: grade level; maturity; pathway; the number, frequency, and severity of policy violations; and the individual circumstances of every student;

✓ ensure mark deduction will not result in a report card percentage mark that, in the professional judgment of the teacher, misrepresents the student’s actual achievement of the curriculum overall expectations;

✓ assess the on-going effectiveness of interventions and consequences to determine further interventions required to support student success.

2. Detection of Cheating and/or Plagiarism

When cheating and/or plagiarism is detected, teachers will: ✓ Gather evidence of the cheating and/or plagiarism

3. Response to Cheating and/or Plagiarism

When a student has not met the school’s expectation of academic honesty, a consequence will be applied which will ensure the student’s understanding of the vital importance of academic honesty and the gravity of dishonest behaviour. The consequence will reflect a continuum of behavioural and academic responses that take into account the grade level of the student; the maturity of the student; the number and frequency of incidents; and the individual circumstances of the student.

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Schools will:

✓ Record incidents of academic dishonesty

Teachers will: ✓ discuss the matter with the student(s) involved; ✓ define and explain the evidence of cheating and plagiarism in the student’s work to

ensure the student understands why his/her academic honesty is being questioned; ✓ inform a student’s parent(s) / guardian(s); in the event of a serious incident that may

have an impact on a student’s success or repeated incidents by a student inform Administration.

Teachers may: ✓ require the student to redo the work; ✓ require the student to do supplementary or alternative work; ✓ in consultation with Administration assign a grade penalty up to the full value of the

assignment.

Administration may: ✓ meet with the student, parent(s)/guardian(s) and teacher; ✓ limit a student’s eligibility for school awards and teams; ✓ suspend the student; ✓ assign other consequences for the behaviour as appropriate.

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Athletics and Sportsmanship Policy

HONESTY RESPECT

INCLUSION RESPONSIBILITY CARING

The Glenn Arbour Academy vision for athletics and sportsmanship is built on expectations. It calls on the school students to strive for sportsmanship by pursuing victory with honour and to adhere to school academic expectations. School athletics do not de-emphasize winning but rather promote adherence to sportsmanship in the honourable pursuit of victory. Participation in athletic programs will promote competition and sportsmanship. Good sportsmanship will be defined as those qualities of behaviour that best represent the school Community Values. Students who do not exhibit good sportsmanship or adhere to academic expectations can/will be removed from any activity or event. The development of team and individual sportsmanship through Glenn Arbour Academy’s Community Values is of fundamental importance in all intramural, physical education and athletic activities.

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Eco-Policy

Glenn Arbour Academy is committed to educating students about caring for and respecting the environment as part of responsible citizenship. Our policy encourages students to develop environmental stewardship through the following Eco-Code:

✓ Reduce, reuse and recycle so that materials are not wasted ✓ Switch off lights when not in use ✓ Place litter in the appropriate waste containers ✓ Ensure electronics are turned off when not in use ✓ Bring litterless lunches, reusable water bottles and containers to school ✓ Use GOOS paper ✓ Do not idle on school grounds

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Acceptable Use of Technology Policy

Document purpose: The following document is intended to outline for students the policies and procedures for the acceptable use of technology while a student of or under the employment of Glenn Arbour Academy.

1. Students A. Electronic Device Acceptable Use Policy Electronic Devices refers to: tablets, cell phones, desktop computers, laptop computers, iPods, gaming devices.

The policy guidelines for using electronic devices by students at Glenn Arbour Academy are outlined below. Please read carefully and ensure that you understand the expectations of appropriate use of personal and school electronic devices.

1. Cell Phones Cell phones are not permitted at school. If there are special circumstances that require a student to bring a cell phone to school, permission must be granted by the classroom teacher.

2. Laptops, Tablets, iPods, Gaming Devices Students may bring a personal electronic device (PED) to school provided the following:

1. PED must remain in the school locker during instructional time unless permission is granted by the classroom teacher. 2. No student may bring a PED outside for recess. Use of a PED during indoor recess is at the discretion of the classroom teacher. 3. Students will demonstrate care for the electronic devices.The care and responsibility of the PED falls solely to the owner of the device. This includes damage to the PED. 4. Students are not permitted to take photos or make video recordings without the permission of a teacher. 5. Electronic devices are not permitted in the washrooms or change rooms. 6. Wifi access will only be granted to Grade 7/8 students using their PED for instructional purposes. 7. PEDS must be brought to school in an acceptable protective case. 8. If using the PED for instructional purposes, the PED must be carried in a backpack and not in the hands of students as they transition to a different classroom. Students must also bring a charger to school. 9. All items are required to be visibly labeled. 10. The use of electronic devices during instructional time is exclusively for academic purposes. Gaming or the use of social media is not allowed.

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Failure to follow the Electronic Devices Policy guidelines outlined above will result some or all of the following. The decision will be made based on circumstance, past incidences and at the discretion of the Director of School.

1. PED will be confiscated by the teacher and will only be returned to the student’s parent/guardian.

2. Temporary or permanent suspension from using PEDs may occur. 3. Use of hardcopy resources during instructional times.

B. Digital Citizenship Policy Students will demonstrate responsible digital citizenship by making sure that online behavior is appropriate and respectful of others and themselves at all times, in accordance with the GAA Code of Conduct Policy. It is never acceptable to use electronic devices to hurt others. 1. Student Email The following policies and procedures apply to: Grade 7, 8 students a. Procedure:

1. Email addresses will be issued to students at the beginning of grade 7 or as soon as a student is enrolled in grade 7 or 8.

2. Upon completion of grade 8 or a student’s withdrawal from GAA, student email accounts will be deleted.

3. Students will be provided with email address, login instructions and password. 4. GAA will provided Instructional sessions for Students and Parents.

The focus of these sessions will be: Students:

1. Email/online safety 2. How to set up email accounts on their personal tablet device 3. Expectations of privacy while using a school email account

Parents: 1. Email/online safety 2. Expectations of privacy while using a school email account 3. Explanation of the use of email for school purposes 4. Monitoring student accounts 5. Parents/Students will sign The GAA Electronic Device/Email Account

Acceptable Use Policy acknowledging they have read and understand the policy in its entirety. The signed agreement must be signed and submitted to the classroom teacher prior to the issuance of an email address.

b. Policy: 1. Email addresses are issued to grade 7 and 8 students for the purpose of communicating

with teachers, collaboration, use with online resources and to offer students preparation for High School.

2. Students are encouraged to check their email at least once a day, during indicated times and not during instructional time unless otherwise approved by the classroom teacher.

3. Students have no expectation of privacy when using a GAA email account. 4. GAA email accounts will be regularly monitored by staff. 5. Parents have the option to have their student’s email address forwarded to a parent

personal account. 6. Students may not:

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a. Use of school email account for personal use including creating any form of social media account.

b. Use of school email account to send chain letters or otherwise waste the staff effort or networked resources.

c. Use of school email account to access, store or distribute inappropriate, indecent or illegal messages or content.

d. Use of school email account to access, store or distribute material that might be considered offensive, abusive, discriminatory, racist or sexist or might be considered harassment or bullying.

e. Dissemination of unsolicited commercial or advertising material (SPAM). f. Introducing any form of computer virus or malware. g. Use of personal email account for school purposes while at school. h. Use of school email account to run a business. i. Accessing another person’s email address. j. Sharing email account passwords with another student

c. General Email Etiquette for all students

1. Students are asked to use email etiquette when communicating with both teachers and other students. (proper greetings, monitoring use of capitalization, signed communication)

2. Students should make sure that they are using staff’s school email addresses at all times,

not their personal ones.

3. Email does not substitute speaking directly with a teacher.

4. The best use of email is for simple, factual information. Students should ensure that basic

rules of politeness are maintained. 5. Students should make sure that they include their name and grade on all communication

Failure to abide by the policy guidelines will result in any or all of the following. The decision will be made based on circumstance, past incidences and at the discretion of the Director of School.

1. Communication with parents 2. Removal of email account privilege 3. Removal of electronic device privilege 4. Additional education

2. Online Presence

1. Students will demonstrate responsible digital citizenship by making sure that online behavior is appropriate and respectful of others and themselves at all times, in accordance with the GAA Code of Conduct Policy. It is never acceptable to use electronic devices to hurt others.

2. Students must maintain email privacy and confidentiality at all times to ensure the safety of online information and communication.

3. Passwords are to be kept confidential and are not to be shared with anyone. 4. Students will demonstrate care for the electronic devices.

Failure to follow the digital citizenship guidelines outlined above will result some or all of the following. The decision will be made based on circumstance, past incidences and at the discretion of the Director of School.

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1. PED will be confiscated by the teacher and will only be returned to the student’s parent/guardian.

2. Temporary or permanent suspension from using PEDs may occur. 3. Use of hardcopy resources during instructional times.

** This policy is subject to change without notice at the discretion of the Director.

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Parent Information

Parent Volunteers

Glenn Arbour Academy encourages and appreciates the support and assistance of parent volunteers in the school. Volunteers make a meaningful difference in the lives of students and enrich our school and community connections. Glenn Arbour Academy requires that volunteers submit a Vulnerable Sector Screening form in order to volunteer within the school and on field trips. Areas of interest include:

o Parent Council (GAAPTA)

o Field trips

o School events and seasonal concerts

Please contact the office if you feel you can be helpful in any of these areas.

Vulnerable Sector Screening

Why is a Vulnerable Sector Screening required?

The Criminal Records Act requires that a Vulnerable Sector Screening be performed for “a paid or volunteer position” when that “position is one of authority or trust relative to those children or vulnerable persons.” A child means a person under the age of 18.

Where do I obtain a Vulnerable Sector Screening?

A Vulnerable Sector Screening can be obtained at your local police station. Learn more about how to obtain a Vulnerable Sector Screening at https://www.haltonpolice.ca/about/courtsrecords/policerecordchecks.php

How much does a Vulnerable Sector Screening cost?

Check with your local police services to inquire about the cost of a Vulnerable Sector Screening.

Do I need to submit a new Vulnerable Sector Screening each year?

Yes, you must submit a new Vulnerable Sector Screening if you current one is over one year old.

https://www.haltonpolice.ca/about/courtsrecords/policerecordchecks.php

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Drop Off/Pick Up/Parking Routine

Morning Drop-off Children can be dropped off at the corner of the building that is opposite the soccer field, a teacher will be outside at 8:20am. The bell rings at 8:40am and students can enter the school at this time. If you have a scheduled appointment with a teacher in the morning it is strongly encouraged for students to enter the school with at the same time the bell rings with their peers.

**Please note to encourage the independence of our students, students from grade 1-8 will be responsible to independently go to class and get ready for the day. Parents seeking access to school hallways must sign in as a visitor at the front desk. Parents are welcome to join students during opening exercises in the gym.

Pick-up Children that are in JK and SK will be dismissed from behind the pony wall in front of the school. Students from Grades 1-8 will be dismissed from the side of the building that is opposite from the soccer field. Dismissal times are 3:30 p.m.

Parking All parents are welcome to park and chat before the day begins and after the day ends! Please make sure that your car is parked in a parking spot that is not reserved. There is no parking permitted in front of the school during pick up time; tickets might be issued by the parking attendant who patrols the area if cars are parked in front of the school in the fire zone!

Please note that the entrance into the school off of Lampman is a “one way”-cars are not to be entering in this way. Please enter the school off of Mainway.

Please note the Do Not Enter Signs on the school property.

In an effort to support the “Green Team” we are encouraging you not to have your car idling in front of the school during drop off or pick up!

Idling: THE CORPORATION OF THE CITY OF BURLINGTON

BY-LAW NUMBER 27-2009

A by-law to prohibit unnecessary idling of vehicles within the City of Burlington No person shall cause or permit a vehicle to idle for more than one minute (60 seconds) in the following areas:

a) On a highway; b) On private property; and

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c) on municipal property Regional Municipality of Halton

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The policies and procedures contained in the 2017-2018 Handbook are subject to review and may be changed or amended from time to time.

Glenn Arbour Academy Handbook 2017 - 2018

Documents

Transcript of Glenn Arbour Academy Handbook 2017 - 2018